Ny Jets Essays - Vinny Testaverde, National Football League Playoffs

Ny Jets Testaverde takes control Jets' quarterback calls own plays in win By Vic Carucci NFL Insider EAST RUTHERFORD, N.J. (Oct. 23, 2000) ? When the New York Jets actually worked with a game plan Monday night, quarterback Vinny Testaverde struggled. Badly. He couldn't get them a single first down against the Miami Dolphins' vaunted defense. In fact, the Jets produced all of seven yards of offense in the first quarter to the Dolphins' 207. By halftime, Miami had 299 yards of offense to the Jets' 99. Testaverde also threw two interceptions in the first half and a third in the third quarter. But in the fourth quarter, with coach Al Groh allowing Testaverde to call his own plays from a no-huddle attack, the Jets' offense caught fire. He guided them to 20 first downs, to only one for Miami, and 30 points, the most in any quarter in franchise history, on the way to a 40-37 overtime victory against the Miami Dolphins. Testaverde finished with 36 completions in 59 attempts for 378 yards (his second highest total as a Jet) and five touchdowns, while throwing three interceptions. His final scoring throw was a three-yarder to offensive tackle Jumbo Elliott that tied the game at 37-37 with 42 seconds left in the fourth quarter, forcing the extra period. After the game, Testaverde talked about his performance in detail: You've staged some incredible comebacks in your career. Has there ever been another one that comes close to this? Testaverde: I wouldn't think so. This is great. We're 6-1. We're leading the division. It was a big game on Monday night. We were just about to get embarrassed out there. We came in at halftime, regrouped. And it's a great feeling. Coach Groh said he gave you freedom in the fourth quarter to call your own plays from no-huddle. Do you like it better that way? Testaverde: Under the circumstance, given that situation, it's hard to call plays from the sidelines. You just waste too much time, and we really needed to run plays. We were being very effective with (the ones Testaverde was calling), so he (Groh) just let me have it. And we kept running a variety of plays, ad-libbing at times, telling guys to run different routes, seeing how (the Dolphins) were playing coverages. Guys just responded well ? everybody from Richie Anderson to Wayne Chrebet to Laveranues Coles to Dedric Ward ? everybody. It was a great effort, it was great to see. The line blocked well. I don't know how many times we threw the ball (59). The last one that I got hit on just before the (winning) field goal was really the only time I got hit tonight. Did you have confidence in that pass to Jumbo Elliott? Testaverde: Yeah, we worked on it the last few weeks and Jumbo made it look easy ? in practice. But the ball was a little bit behind him. And it's hard for a big guy to turn when he's running straight ahead and he made a great catch, there's no question about it. Without it we don't win. What does this win say about the heart of this team? Testaverde: Al's always talking about the heart of this team ? one heart, one mind. With our mental toughness, with our physical play, we're going to win a lot of games. We just need to stay focused. We're not one of the most talented teams in the league. We're not a St. Louis by any stretch of the imagination. But when we play together and we play hard for four quarters, good things will happen for us. Were the Dolphins confused by the offensive package you began to run in the fourth quarter? Testaverde: It seems that the games that when we've come back and won late in the game like this, teams seem a little confused by it. And it's hard for them to practice for all these different looks. We have two running backs out there (Anderson and Curtis Martin) and we can spread them out wide with three wide receivers in the game. We can bring them in tight, and run the football effectively that way. We can put four wides in, using the two-running back package. We can go with three wides. We've got a lot of different combinations, a lot of different plays we run off of these things, and it's hard for a defense to prepare for the regular game plan, and then go prepare for all this. It makes it tough on them. And throughout the course of the game, we find a way to get it done by just experimenting

The Ramayana essays

The Ramayana essays Long ago in the far off land of Ayodha a boy was born. His name was Rama, son of King Dasartha. As he was growing up he met a young girl. The first time he saw her he was stunned by her beauty; it was love at first sight. Her name was Sita. The ended up getting married; there was a big elaborate ceremony. The person who married her had to bend a bow. Not only did Rama Bend it but he broke it. As the years went by they had a happy life King Dasaratha was getting old and wanted to chooses his son Rama as his heir. His wife Kaikeyi asks that he appoint another son Bharata, instead. Kaikeyi pleads that he owes her two favors, and she feels that something bad would happen to her if he doesn't crown Bharata king and send Rama to the forest for fourteen years. The king hesitated but agreed, so Rama goes with his beautiful wife, Sita, and his brother Laksmana, leaving their riches to live a simple life. In the forest the three meet the demoness Surpanakha who falls in love with Rama. Rama doesnt pay attention to her advances and Laksmana hurts her. She runs away to her brother Ravana, ruler of the island kingdom of Lanka. After hearing Surpanakha's report of the beauty of Sita, Ravana decides that he wants Sita as his own wife and changes himself into in wandering holy man to find her in the forest. When Rama and Laksmana are not paying attention, Ravana Sita cries and wishes for Rama in Ravana's garden in Lanka, while Rama and Laksmana try to get the help of Hanuman, the monkey king, to help them find her. Hanuman, able to make himself big or small, starts his search for Sita by taking a giant step to the Island of Lanka. Carrying Rama's ring he finds Sita and tells her he is Rama's messenger. Sita is very happy, but Hanuman is caught and Ravana sets Hanuman's tail on fire. Hanuman escapes and sets the island ...

Philosophy Essay Example | Topics and Well Written Essays - 250 words - 3

Philosophy - Essay Example He prioritizes the realistic form of visual arts rather than the abstract form (Wolff 323). There are different points in the view presented by Tolstoy. The view regarding the importance of the representation and expression of culture and morality in the artworks is a very important aspect of viewing the significance of art. This can be attributed to the fact that the artworks being a product of human being’s creativity and experiences can ultimately represent his true nature. Culture and norms encapsulate the experiences of human beings. Thus, what Tolstoy expressed in his view is correct. On the other hand, the definition of art cannot be limited by the number of people who can relate and appreciate the price of artwork. When he Tolstoy said that the best art is the most widely accessible art because it can better communicate with audience, he limits the capability of the people who observes the artwork to realism. He is right about the subjectivity of beauty but he can be wrong because his view stressed the failed to recognize that viewing art is subjective. Even the culture and morality that he is using as a guideline for his judgment can be subjective. In conclusion then, if Tolstoy is right about judging that the best art is the most widely accessible ones, why do surrealists and other unconventional artists still being appreciated? It is because their works also mirror the realities of life. Every product of human creativity on a personal point of view represents culture, thus, even in the absence of beauty or reality in the picture that is painted, it is still considered as art. Being the best or the worst art is judged only by subjectivity of the Philosophy Essay Example | Topics and Well Written Essays - 1000 words - 19 Philosophy - Essay Example Humans therefore must carry out all actions and functions that make them into human beings and distinguish them from animals. Aristotle concludes that what distinguishes human beings from animals is their capacity of rational thinking. We are therefore happy as human beings when we do well what makes us human and distinguishes us from other species. But to seek happiness and fulfillment is not all that makes us human – human beings are also inherently very social beings and are political animals (Politics I.2) who seek to live in communities. Aristotle thinks that the state is the highest form of community, but at this point we should bear in mind that at his time the form of state and government Aristotle was most familiar with was the Greek polis, or city state, a relatively small entity both in geographic terms and in terms of population size. To Aristotle the polis encompasses all other human associations, from the family nucleus to clans to trade associations. A polis must have a constitution by which the lives of all citizens are organized and it must have a ruler, or law giver. It is important that the polis aims to achieve the highest good for all its citizens. In turn, as human beings are political animals, they can only achieve the good life by organizing themselves as citizens in a state. Citizenship may include holding a public office or serving as an administrator, but always includes some form of direct involvement and service rendered to the polis. Aristotle has three steps in mind, according to the age of a citizen: at a young age a citizen should serve as a soldier to defend his state, in middle age he should hold a public or administrative office and as an older citizen he should carry out religious duties. Citizens should be awarded for their efforts depending how much they have contributed to the running of the state. Aristotle warns against excess in any form and advocates moderation and inclusiveness. The rich and the poor should

How does sociology and psychology influence drug abuse in our society Research Paper

How does sociology and psychology influence drug abuse in our society - Research Paper Example The competition and struggle for existence and better living standards are growing day by day in the current societies which actually increase the stress levels of the common public. The current public is tied up with so many commitments both at their family, society and workplaces. It is difficult for them to avoid any of such commitments and hence the struggle for fulfilling such commitments is giving sleepless nights and restless efforts both day and night. Under such tremendous pressure, it is difficult for a lay man to stay calm or relaxed even if he gets some leisure time. Such people often use either alcohol or drugs in order to forget about their worries and to stay away from their commitments at least for a while. Thus social and psychological factors are equally prominent in drug abuse cases. â€Å"Societies define not only the meaning of drugs but also the meaning of the drug experience; these definitions differ radically among different societies and among subgroups and subcultures within the same society. Social groups and cultures define what kind of drug taking is appropriate. They define which drugs are acceptable and which are not. They define who takes drugs and why. They decide what amounts of each drug are socially acceptable. They spell out which social situations are approved for drug use and which are not. They define what drugs do, what their actions and effects on people will be† (Knopf, 1972). Drugs are normally used to cure diseases. Some drugs have the ability to change the moods of a person. Such drugs are utilized for treating mental patients in order to change their moods or bring back their mental equilibrium. Society has no objection in utilizing such drugs for treating mental patients. On the other hand normal persons who use same drug for getting some pleasant mood are misusing it as per the sociological perspective. Thus the same drug used on different occasions is

Compose Methodology Section Assignment Example | Topics and Well Written Essays - 1250 words

Compose Methodology Section - Assignment Example Given that the research will be conducted on a common problem, the population is expected to be wider. So, it is incumbent upon the researcher to use Pulaski County School District as a case study. It is here in which studies will be conducted to find out more about this problem. Public education is a wide sector that involves a lot of players-government, educationists, school administrators, teachers, pupils, parents, guardians and the general public. Each of these in concerned about the management and quality of service delivery in these schools. In this regard, for the researcher to gather adequate data to be relied upon during the studies, a proper choice of participants to be engaged in a research needs to be made. In order to conduct the research, the instrument of choice will be interview. As the main instrument of the research, the researcher will design a set of closed and open-ended questions to ask the selected participants. It will give the researcher an opportunity to ask all sorts of questions that need to be answered about the research topic. Interview is the most preferred data collection instrument because it has a potential of enabling the researcher to directly involve the participants in the research process (Boyatzis, 1998). The use of interview schedules can be an appropriate choice for this kind of research. First, it would provide a face-to-face platform in which the researcher will gather first-hand information from the respondents. Besides, the researcher can get a chance to seek for clarifications and answers to all the questions that can address the research problem. However, to effectively conduct an interview, the researcher will need to make a lot of ethical considerations. A proper plan should be put in place to seek the consent of these participants and give them enough time to participate in the interviews. Since participation in the interview will be voluntary, no one should be forced to do so. At the same time,

Special Needs Children in the UK

Special Needs Children in the UK Special Needs Children Introduction The essay will examine a number of polices and initiatives that have received attention from the UK government. There have been changes in the policies surrounding the country’s curriculum. Issues surrounding this policy reform will be examined in detail. Current trends in education policy have promoted inclusion. This means that children with special needs have been incorporated into mainstream classes. Post compulsory schooling is also top on the education agenda. Besides this, recent education policy has been surrounding issues of school’s marketability. All these issues will be examined and the subsequent impact of those policies given. (Besley and Ghatak, 2003) Inclusion of special needs children Before the introduction of polices around this area, there was an eight year old girl; Victoria Climbie who died under mysterious circumstances. There was therefore a need to make sure that interests of all children were safeguarded regardless of their nature. (Gipps and Stobart, 1997) The main Act passed surrounding the issue of inclusion was the ‘Every Child Matters Policy’ in the year 2004. The purpose of this Act was to ensure that all the children in the UK were adequately encompassed in the education regardless of the fact that they had special needs. It was passed with five aims; Protecting the social and economic well being of the child Ensuring that all children contribute positively to society Ensuring that children received enjoyed good health Ensuring that children were safe Find out how our expert essay writers can help you with your work The spirit of the Act is that most children should have the opportunity to learn together whether or not they have disabilities. Most of them had been placed in special schools where they were rather isolated. Most of them lacked the ability to socialize and fit into the rest of the world. But through inclusion into mainstream schools, children with special needs have been able to improve their social skills. Psychologists also claim that a mixed environment is more conducive for children’s learning rather than when they are isolated. Their self esteem also receives a boost because thy feel that they are good enough to learn with other children.(Blanden Gregg and Machin, 2005) Benefits of inclusive education are not only felt by those children with special needs alone, they are also beneficial to normal children. This is because they learn that children with special needs are not so different from them. It eliminates the fears and stereotypes that come are associated with special needs children. (Gipps and Stobart, 1997) However, there is a need for teachers to prepare well for these special needs children. Failure to do so will result in poor adjustments by the child and surrounding classmates. It is also the responsibility of all stakeholders in the field of education to readjust their systems such that children with special needs can fit in well. It has been emphasised time and time again that mainstream schools should not expect children with special needs to adjust to their programme. Instead, the opposite should occur.(Machin and Vignoles, 2004) This policy has increased the availability of resources towards the education of children with special needs. It has also exposed children with special needs to better teaching facilities and skills. Consequently, it has improved their performance and contributed to the attainment of their potential. (Besley and Ghatak, 2003) Marketability in schools In the early nineties, it had been found that most children above the age of sixteen had low retention rates. This normally applied to those who came from low income households. Most of them would drop out and join the market without ample knowledge to make it out there. Even those who were encouraged to stay ended up performing very poorly because they seemed not to have an interest in schooling. There results were clear evidence that something needed to be done to increase their numbers. It was found that in the late eighties, close to sixty seven percent of the students who sat for the GCSE exam got marks that fell below the A to C grade. It was therefore necessary to introduce a system that would encourage students to tackle the whole journey and complete it. (Kingdon and Stobart, 1998) You can get expert help with your essays right now. Find out more The government introduced the Education Reform Act of 1988; it was designed to encourage schools to admit more students. The government started funding schools directly rather than through the use of local government. Schools that admitted more students were liable to greater funds than those with lesser numbers. Parents were also given the choice of deciding which schools they would like to take their children. This was one of the most evolutionary policies because it allowed them to make the choice for themselves. (Gibbons, 2005) Alongside choice, parents were also given the choice of deciding who would be representing them in school boards. Schools were expected to be more accountable to parents by giving them more information about themselves. In light of those changes, the government introduced league tables. These were publications of students’ results in the newspapers highlighting the performance of those at the age of sixteen. It provided information about the best schools so that other non performing schools would be encouraged to improve. (Le Grand, 1993) Overly, the reform was aimed at making schools market themselves. They were not allowed to fall out or fail in the creation of a good market standing. As the years went by schools have a sort of quasi market in which their fate lies in their own hands (Gibbons, 2005) The main impact of this reform is that overall retention rates in the education system have increased. There have been more students completing their education and many of them are pursuing higher education. However, when one examines this issue critically, they realise the highest number of students getting retained in good schools come from privileged backgrounds. When schools market themselves, parents with higher income sources are able to afford the best schools because it is very likely that those very schools have the resources and personnel to achieve good performance. Consequently, this policy has brought about some elements of inequality in the UK education system. Most people from low income backgrounds lack the ability to afford good schools as seen from statistics. This has brought about social-economic disadvantages among members of the education community.(Le Grand, 1993) Despite these social problems, one must not ignore the facts on the ground; the number of students passing the final exams has increased. Whether some of them are coming from certain backgrounds does not undermine the increase in numbers. Centralisation During the early nineties, the UK realised that there was inadequate literacy levels among members of the adult population. Research conducted in this area revealed that this field needed some improvements. Surveys were done among young adults and older ones. The older ones were found to have average rates of literacy. However, the younger adults were found to fall below average levels compared to other countries who participated in the surveys. (Machin and McNally, 2004) These were the reasons why the UK government decided to change its curriculum. It created a national curriculum that was common to all schools. This was necessary in order to ascertain the same standards were maintained throughout all schools within the country. It was also done to ensure that those standards were high such that students could attain the high levels of literacy. The UK decided not to leave the duties and responsibilities of making a curriculum to specific schools but has introduced a national curriculum. These changes applied to students between the ages of seven to sixteen years.(Vignoles and Machin, 2004) Centralisation in the UK education sector has also taken the form of National Numeracy and Literacy classes. These are classes that are supposed to be taught on a daily basis to students in primary schools. They are meant to reinforce good literacy skills. Rigorous methods of assessment for these methods are also available from the government. Its main aim was to ensure that children leaving primary school had basic literacy skills. Tests were also conducted to ensure that students can adhere to requirements. Students are expected to sit for tests at the ages of 16, 14, 11, and 7 corresponding to key stages 4, 3, 2 and one. (Besley and Ghatak, 2003) The impact of this reform was that parents became more aware about what their children are learning. On top of this, nationalisation of the curriculum has the ability to standardise teaching processes. In the past, the education sector in the UK has had serious problems in recruiting competent and intelligent teachers. This was as a result of the negative mentality associated with the teaching profession (most bright students think it is below them); most teachers may not be very efficient in the teaching process. They therefore require some sort of guide to help them in determining what the right and wrong materials for teaching are. This was the reason why some of them were not choosing the right areas to address. A national curriculum is therefore an aid to teachers who may otherwise not know exactly what to teach.(Machin and McNally, 2004) Find out how our expert essay writers can help you with your work A survey done during 2004 in four hundred schools implementing the national curriculum shed some light on the impact of this policy. It has shown that attainment of literacy has greatly improved and children have better knowledge. However, these schools that showed the highest levels were the ones that observed strict adherence to stipulated requirements. (Hoxby, 2003) Admission into fields of higher education During the nineties, the UK government realised that there are few people who pursue higher education. This could be attributed to the fact that most of them had not done so well in their GCSE exam and therefore felt no need to continue. Some of the people who made the choice not to pursue higher education ended up joining vocational schools. This is not such a bad thing when results emerging from it are capable of earning those students respectable jobs in the market. But this was not the case, most students attending vocational training were not able to get good jobs and this left a lot to be desired in the field of education. (Bradley, 2001) One policy that was passed in response to this need was the improvement of Vocational training. Since UK realised that there were substantial members from student bodies who preferred this system, then they decided to improve it. The government has focused on making vocational training more professional and lucrative in the job market. This has been achieved through introduction of the National Vocational Qualification which was designed to make this field more streamlined. The policy introduced the issue of apprenticeship where students could attend regular classes but at the same time practice their skills at a work place for a period of three years. This would go a long way in ensuring that students who complete vocational training are highly qualified and have adequate capability to meet the demand of the highly competitive labour market.(Dearden, 2002) Another aspect of policy within the UK that deals with encouragement of students to join higher education is the issue of Education Maintenance Allowance. This policy was introduced in order to encourage students coming from low income households to continue with higher education. This was a fee given to students between the ages of sixteen and nineteen who came from families that received low incomes. Homes that qualified had to be below a certain criteria designed by the government. The government realized that even if the quality of vocational schools had been improved, this was not enough to increase the numbers of students coming from poor homes. The allowance is continuously increased when students improve their performance thus encouraging them to keep up with attendance and to perform well.(Hoxby, 2003) You can get expert help with your essays right now. Find out more These reforms have had several effects on the education system in the UK. First of all, maintenance allowance has been very successful. A survey done on the year 2004 showed that there are 4.5 percent more students who continue onto higher education as a result of the introduction of an allowance. Besides this, it was found that retention rates increased to seven percent among males in their second nature. The research shows that most of these students were hindered from participating in higher education because students had insecurities about sources of funding. (Hansen and Vignoles, 2005) However, the vocational policies passed have not been very effective in bridging the gap between the academically qualified students and students who have passed through vocational training. The problem with this policy is that is has undergone too many reforms, consequently, employers are not aware of the exact curriculum that students follow within those vocational schools. Employers shun students who come from vocational schools because they believe that these students are the weak ones who could not qualify for other formal education systems. Some employers even prefer workers without any qualifications at all. The government should therefore focus on other more productive policies.(Chubb and Moe, 1990) Conclusion Education policy in the UK is constantly evolving. The most promising of these policies is that of inclusion of special needs children into mainstream schools. Vocational training policies have not been effective in encouraging students to pursue higher education. However, introduction of a centralised curriculum has improved performance. Similarly, introduction of quasi markets in education have also been highly successful.(Dixit, 2002) Reference: Besley, T. and M. Ghatak (2003): Incentives, Choice, and Accountability in the Provision of Public Services; Oxford Review of Economic Policy, Vol. 19, pp. 235-249 Blanden, J., P. Gregg and S. Machin (2005): Educational Inequality and Intergenerational, Mobility, in Machin, S. and A. Vignoles (eds.) What’s the Good of Education?; The Economics of Education in the United Kingdom, Princeton University Press Bradley, S. et al (2001): School Choice, Competition and the Efficiency of Secondary Schools in England; European Journal of Operational Research, No. 135, pp 527-544 Chubb, J and T. Moe (1990): Politics, Markets and UK’s Schools; The Brookings Institution Dearden, L. et al (2002): The Returns to Academic and Vocational Qualifications in Britain; Bulletin of Economic Research, No. 54, pp 249-274 Dixit, A. (2002): Incentives and Organizations in the Public Sector; Journal of Human Resources, No. 37, pp.696-727 Gibbons, S. et al (2005): Choice, Competition and Pupil Achievement; forthcoming Centre for Economics of Education Discussion Paper, No. 20, pp. 27 Gipps, C. and G. Stobart (1997): Assessment: A Teachers Guide to the Issues; Hodder and Stoughton Publishers Hansen, K. and A. Vignoles (2005): The United Kingdom Education System in an International Context, in Machin, S. and A. Vignoles (eds.) what’s the Good of Education?; The Economics of Education in the United Kingdom, Princeton University Press Hoxby, C. (2003): The Economics of School Choice, Chicago University Press Kingdon, M. and G. Stobart (1998): GCSE Examined; Falmer Press Le Grand, J. (1993): Quasi-markets and social policy; Macmillan Machin, S. and S. McNally (2004): The Literacy Hour; Centre for the Economics of Education Discussion, Paper 43 Machin, S. and A. Vignoles (2004): Educational Inequality: The Widening Socio-Economic Gap; Fiscal Studies, No.25, pp 107-28

Political, Social And Moral Me Essay -- essays research papers

Theodore Seuss Geisel, better known to generations of readers all over the world as "Dr. Seuss," is the American author of many popular children’s books. Dr. Seuss’ "deft combination of easy words, swift rhymes and batty nonsense" (Horn 69) has convinced many children that reading does not have to be a boring chore, but instead can be fun and entertaining. Amidst these wacky drawings of zany characters spouting off crazy rhetoric, there is much hidden symbolism. Many of Dr. Seuss’ works contain political, social, and moral messages. Political messages in Dr. Seuss’ works include war, economic and environmental themes. Two of Dr. Seuss’ later works, The Butter Battle Book and The Lorax, "take strong stands on the dangers of indifference to world affairs." (Horn 70) In The Butter Battle Book, Seuss takes nuclear war as his theme. Two groups of animals live on either side of a stone wall. One side eats their bread butter side up, while the other side eats their bread butter side down. Because of each group’s odd ways, neither side trusts the other. Each side sets up a border patrol with mild protection. Over the course of the book, the weapons get more complicated and powerful until each side invents "the bitsy big-boy boomeroo," a very powerful bomb. Each side is ready to destroy the other when the books ends. These groups could represent the nuclear opponents of the time, mainly the United States and Russia. "In this book Dr. Seuss turns didactic and cal ls up many moral arguments adults make against nuclear proliferation." (Lystad 1) This book "ends without resolution of the issues" (Lystad 2) and leaves it up to the reader to decide his or her own beliefs on nuclear war. Political issues arise again in Green Eggs and Ham. In this book "Sam-I-Am’s persistence convinces a friend to try an unusual - but tasty - dish." (Horn 67) This confrontation between Sam-I-Am and his friend is "so obviously a parable about the struggle between capitalist and socialist ideologies." (Atkinson 132) It can be said that Sam-I-Am represents the capitalist United States trying to convince communist countries to try the new, strange and unusual dish of green eggs and ham, which represents capitalism. ... ... the kind-hearted elephant agrees to help a lazy bird by sitting on her egg while she flies off for a vacation. The mother bird decides to never come back. Horton suffers through many problems such as bad weather and being ridiculed by the other animals. In the end, Horton is rewarded when the egg hatches into an elephant-bird. All of these works "suggest to the reader that individual can and should be responsible for the welfare of others." (Horn 70) Within the playful artwork and imaginative language, Dr. Seuss’ children’s books convey ideas about nuclear proliferation, environmental hazards, economics, fascism, and morality. Despite the fact that some of these works are more than fifty years old, the important messages within them still hold true today. Whether or not the parents who buy the books of Dr. Seuss realize the value placed in them, their value as teaching tools for children cannot be disputed. In all, the messages given by Dr. Seuss through his works could be the very essence of this writers popularity. The messages are basic and widely applicable, ensuring that his work can be useful to and enjoyed by all. Political, Social And Moral Me Essay -- essays research papers Theodore Seuss Geisel, better known to generations of readers all over the world as "Dr. Seuss," is the American author of many popular children’s books. Dr. Seuss’ "deft combination of easy words, swift rhymes and batty nonsense" (Horn 69) has convinced many children that reading does not have to be a boring chore, but instead can be fun and entertaining. Amidst these wacky drawings of zany characters spouting off crazy rhetoric, there is much hidden symbolism. Many of Dr. Seuss’ works contain political, social, and moral messages. Political messages in Dr. Seuss’ works include war, economic and environmental themes. Two of Dr. Seuss’ later works, The Butter Battle Book and The Lorax, "take strong stands on the dangers of indifference to world affairs." (Horn 70) In The Butter Battle Book, Seuss takes nuclear war as his theme. Two groups of animals live on either side of a stone wall. One side eats their bread butter side up, while the other side eats their bread butter side down. Because of each group’s odd ways, neither side trusts the other. Each side sets up a border patrol with mild protection. Over the course of the book, the weapons get more complicated and powerful until each side invents "the bitsy big-boy boomeroo," a very powerful bomb. Each side is ready to destroy the other when the books ends. These groups could represent the nuclear opponents of the time, mainly the United States and Russia. "In this book Dr. Seuss turns didactic and cal ls up many moral arguments adults make against nuclear proliferation." (Lystad 1) This book "ends without resolution of the issues" (Lystad 2) and leaves it up to the reader to decide his or her own beliefs on nuclear war. Political issues arise again in Green Eggs and Ham. In this book "Sam-I-Am’s persistence convinces a friend to try an unusual - but tasty - dish." (Horn 67) This confrontation between Sam-I-Am and his friend is "so obviously a parable about the struggle between capitalist and socialist ideologies." (Atkinson 132) It can be said that Sam-I-Am represents the capitalist United States trying to convince communist countries to try the new, strange and unusual dish of green eggs and ham, which represents capitalism. ... ... the kind-hearted elephant agrees to help a lazy bird by sitting on her egg while she flies off for a vacation. The mother bird decides to never come back. Horton suffers through many problems such as bad weather and being ridiculed by the other animals. In the end, Horton is rewarded when the egg hatches into an elephant-bird. All of these works "suggest to the reader that individual can and should be responsible for the welfare of others." (Horn 70) Within the playful artwork and imaginative language, Dr. Seuss’ children’s books convey ideas about nuclear proliferation, environmental hazards, economics, fascism, and morality. Despite the fact that some of these works are more than fifty years old, the important messages within them still hold true today. Whether or not the parents who buy the books of Dr. Seuss realize the value placed in them, their value as teaching tools for children cannot be disputed. In all, the messages given by Dr. Seuss through his works could be the very essence of this writers popularity. The messages are basic and widely applicable, ensuring that his work can be useful to and enjoyed by all.