Excessive Enforcement: A Call for a Tranformational Approach to the Caribbean Criminal Justice System :: Argumentative Persuasive Carribean Essays

A Call for a Tranformational Approach to the Caribbean Criminal Justice System On June 25, 2001 Anton Cooper, a twenty-seven year old man in police custody at Golden Grove Prison in Arocca, Trinidad, was found naked and dead in his cell less than twenty four hours after his arrival for allegedly beating a cousin during an argument. Several prisoners reported witnessing numerous assaults on Cooper by prison guards, and Amnesty International called for a thorough, independent investigation that complies with international standards, including access by relatives to autopsy proceedings that concluded that Cooper died from asphyxia associated with multiple blunt traumatic injuries. Amnesty International has repeatedly expressed condemnation of the use of excessive force by law enforcement officers, and have stated that prison conditions in Trinidad continued to violate the UN standards for minimum treatment of prisoners, as well as amounted to cruel, inhumane and degrading treatment. This particular incident raises to the international community not only questions of the level of corruption in Trinidad’s penal system, but how this reflects the enforcement of human rights protection in the English speaking Caribbean. In order to understand the role the justice system plays in advancing (or inhibiting) the Caribbean socially, economically, and politically, it is necessary to reflect on the historical uses and abuses of the penal system and how it functions alongside international criminal law. When analyzing the level of development nations of the English speaking Caribbean, specifically Trinidad & Tobago and Jamaica, have made in regards to human rights and law enforcement, certain factors need to be considered including their history of human rights protection; the role incarceration, flogging, and the death penalty play in limiting them as people of the past; the lack of community involvement in judicial affairs; their relations with international non-governmental organizations; and the feasibility of possible alternatives to impr isonment and the death penalty. Although this past March the East Caribbean Court of Appeal, referred to by the Judiciary Committee of the Privy Council, ruled that mandatory death penalty is in violation of the constitutions of St. Vincent and Grenadines, St. Lucia, Grenada, St. Kitts, Dominica, Belize, Antigua and Barbuda by stating that, â€Å"to deny the offender the opportunity, before sentence is passed, to seek to persuade the court that in all the circumstances to condemn him to death would be disproportionate and inappropriate

LV & UV GCSE French Oral Examination Essay

There are four broad areas of questions for the general conversation section of the oral examination. These are listed below: 1. Lifestyle 2. Leisure 3. Home and environment 4. Work and education Amusez-vous bien et bon courage! Lifestyle Health 1. Qu’est-ce que tu aimes manger et boire? (State what you like to eat & drink & why, mention things you don’t like to eat & drink & why, what did you eat & drink yesterday, what is your favourite food/drink & why, is it healthy.) 2. Qu’est-ce que tu fais pour rester en forme? (Mention things you do to stay fit – what you eat & drink & how regularly, what sport/exercise you do, what you could do more of.) 3. Qu’est-ce qui n’est pas trà ¨s bon pour la santà ©? (Mention things which are not so healthy – e.g. smoking, alcohol, drugs, no exercise, do you do any of these things, how often, how could you be healthier.) 4. Qui fait la cuisine chez toi? Tu aimes bien cuisiner ? Tu le fais souvent? (State who normally does the cooking in your house, is the food good/healthy, how often do you cook, what can you cook, what did you make the last time you cooked, how was it?) Relationships and Choices 1. Quel à ¢ge as-tu? Quelle est la date de ton anniversaire? (State age, when your birthday is, how you celebrated your last birthday, what presents you received, what you would like to do for your next birthday.) 2. Quel genre de personne es-tu? (Describe what you look like, what your personality is like, what you like and don’t like doing and why.) 3. Dis-moi quelque chose au sujet de ta famille. (Talk about your brothers, sisters, parents – physical appearance, personality, what you like and don’t like doing with them and why, how well you get on with them all and why, what you did last weekend with them.) 4. Est-ce que tu as des animaux domestiques? (Discuss what your pet is, its name, age, how well you get on with it, whether you would like another or a new pet, who looks after/feeds the pet. If you don’t have any pet, say why and whether you would like a pet and why) 5. Dà ©cris ta meilleure amie. (Describe your best friend – physical appearance, personality, why she is your best friend, how long you have known her, what you did with her last week, how it was, what you plan to do with her next week.) 6. Dà ©cris l’homme de tes rà ªves ! (Describe what your dream partner would be like – physical appearance, personality, why he would be your dream partner, what is important for you in a dream partner and why.) 7. Est-ce que tu voudrais te marier et avoir des enfants à   l’avenir? (State whether you would like to get married and have children in the future and why or why not. Why is marriage important to you, what type of mother and wife would you like to be.) 8. Tu touches combien d’argent de poche? (State how much pocket money you get, from whom and how often, is this enough – why or why not, what you normally spend your pocket money on, what you bought last week, how much you save, what you are saving for, whether you would prefer to have a part-time job or simply receive pocket money, and why.) 9. Tes parents sont-ils sà ©và ¨res? Pourquoi (pas)? (A continuation of discussing how you get on with your parents – state what you have to do at home, what you are allowed and not allowed to do, whether you think this is fair or not, how would you like to improve your relationship with your parents.) Leisure Free time and the Media 1. Qu’est-ce que tu aimes faire pendant ton temps libre? (Mention three things you like doing in your spare time – e.g. shopping, music, sport, cinema etc, state how often you do this and with whom, say why you like these activities, say what you like to do in good/bad weather, in summer/winter.) 2. Qu’est-ce que tu n’aimes pas faire pendant ton temps libre? (State three things you don’t like doing in your spare time and why, mention something you did last week which you did not enjoy and why.) 3. Est-ce que tu aimerais essayer un nouveau passe-temps ? Pourquoi ? (Mention a new hobby you would like to try out and why, mention also one you wouldn’t want to try out and why.) 4. Tu regardes souvent la tà ©là ©? Quelle est ton à ©mission prà ©fà ©rà ©e ? (State how often you watch TV – in the week and at the weekend, with whom you watch TV, what you saw on TV yesterday, what your favourite programme is, why, describe what type of programme it is and what usually happens, state what you don’t like on TV and why.) 5. Tu vas souvent au cinà ©ma? Parle-moi du dernier film que tu as vu. (State how often and with whom you go to the cinema, what are your favourite types of film and why, describe a film which you went to see recently, what happened, who the actors were, why you liked or disliked it, to whom you would recommend this film.) 6. Aimes-tu lire? Quel type de livres aimes-tu lire? Quel est ton livre prà ©fà ©rà ©? Pourquoi ? (State how often you like to read and which types of book, talk about your favourite book – title, author, what happens, why you like it, what you would like to read in the future and why.) 7. Qu’est-ce que tu as fait le weekend dernier pendant ton temps libre? (Talk about two activities you did last weekend – what, where, with whom, how much it cost, what the weather was like, whether you enjoyed it or not.) 8. Qu’est-ce que tu vas faire le weekend prochain? (Talk about a couple of things you will do next weekend – what, with whom, where, whether you’re looking forward to it & why.) 9. Comment sont les magasins prà ¨s de chez toi? (Describe what the shopping options in your area are like, how far do you live from the shops, how you travel there, favourite types of shops and why, what you bought the last time you went shopping, is it better to travel to London for shopping, why.) 10. Tu touches combien d’argent de poche? (State how much pocket money you get, from whom and how often, is this enough – why or why not, what you normally spend your pocket money on, what you bought last week, how much you save, what you are saving for, whether you would prefer to have a part-time job or simply receive pocket money, and why.) 11. Est-ce que tu utilises beaucoup internet ? (Talk about how often you use the internet and what for, e.g. for homework, to write to friends and family, to listen to music and watch programmes) 12. Est-ce que tu as un tà ©là ©phone portable ? (Explain if you have a mobile phone and how often you use it. You could also talk about whether you pay for the bill or whether your parents do. Is it fair ?) 13. Est-ce que les nouvelles technologies peuvent à ªtre dangereuses ? (Talk about the possible dangers of the new techonologies, particularly the internet, but also of their benefits, e.g. the advantages of having a mobile phone) Holidays 1. Qu’est-ce que tu as fait pendant les dernià ¨res grandes vacances? (State where and with whom you went, how you travelled, where you stayed, what the accommodation was like, what you did during the day, what you ate and drank, whether you liked it, what the weather was like, mention one thing you didn’t like and why, what the people were like, whether you want to return next year.) 2. Que fais-tu normalement pendant les vacances de Noà «l? (State what you normally do in the Christmas holidays, where you go, or whether you stay at home, whom you visit, what you do, what you eat and drink, which presents you received last year, what the weather is normally like, what you would like to do in the next winter holidays.) 3. Oà ¹ iras-tu pendant les prochaines vacances? (State where you will go and why, with whom, where you will stay, what you will eat and drink, what the weather will be like, what you hope to do in the day and in the evening, how long you will stay, whether you are looking forward to it.) 4. Es-tu dà ©jà   allà ©e en France? (State whether you have been to France – e.g. Vallà ©e de la Loire, say if you liked it and why, say where you went, what you did, what the weather was like, what the food and drink were like, whether you would like to return, what the people were like, say what the main differences between France and England are for you.) 5. Que peuvent faire les touristes dans ta rà ©gion? (State whether your area is good for tourists or not, list three things tourists can do, what the transport is like, what the accommodation is like, what the weather is like in the summer, what one can do in the evening, whether there are any good restaurants in the area, which sights you’ve visited in the area, whether you would recommend the area to tourists.) 6. Est-ce que tu prà ©fà ¨res partir en vacances en famille ou avec des amis? Pourquoi ? (Explain why you prefer going on holiday with your parents or friends. Talk about the advantages and disadvantages of both options. Explain whether there are any drawbacks when going on holiday with friends. Talk about a previous experience.) Home and Environment Home and Local Area 1. Oà ¹ habites-tu? Oà ¹ se trouve cette ville/ce village? (State where you live and where it is situated, say what type of town/village it is, say why you like or dislike living there, say what is nearby, what is good for tourists, what the weather is like in summer and winter.) 2. Dà ©cris-moi ta maison. (Describe what type of house you live in and where in the town/village it is situated, how long you have lived there, list some of the rooms upstairs & downstairs, say if you have a favourite room and why, describe the furniture in your bedroom and whether you like it, describe the garden and what you like to do there. Say where you used to live when you were younger and which one you prefer) 3. Oà ¹ aimerais-tu habiter plus tard? Pourquoi ? (State where you would most like to live and why, what there is to do there, what the weather is like, whether you prefer living in a town or in the country and why, what is there to do there at night, say why you would or wouldn’t want to live abroad.) 4. Tu vas souvent dans le centre de Londres? (Say how far you live from London, how often you go there, what there is to do there, how you travel there, what you did the last time you went to London, say one thing you dislike about London and why.) 5. Qu’est-ce que tu fais d’habitude pour Noà «l/Pà ¢ques à   la maison? (State what you normally do at Easter/Christmas at home, who visits, what you eat & drink, what you did last Easter/Christmas, presents, what would you like to do at Easter/Christmas next year?) Environment 1. Quels sont les problà ¨mes d’environnement dans ta rà ©gion et dans le monde? (List some of the environmental problems in your area and state why the environment is important to you, mention some of the environmental improvements in your area and around the world.) 2. Que peut-on faire pour protà ©ger l’environnement? Que faites-vous dans ta famille pour protà ©ger l’environnement ? (Mention several ways in which one can help the environment, state what you personally and your family do to help the environment, mention one thing you did last week to help, suggest a way in which your area could be more environmentally-friendly. Explain what would happen if we didn’t do something soon.) Work and Education School and Future Plans 1. Parle-moi de ton à ©cole. (Describe your school in every aspect – name, location, number of pupils, staff, private girls’ school, times of the school day, activities at lunchtime, what the school food is like, sports’ facilities, what you like & dislike about your school.) 2. Qu’est-ce que tu à ©tudies comme matià ¨res? (Mention some of the subjects you’re learning, say why you like & dislike some, say if you have a favourite lesson & why, are there other subjects you would like to learn?) 3. Parle-moi de ton uniforme scolaire. (State what your school uniform is, do you like it, would you prefer to have no school uniform, is uniform sometimes good?) 4. Qu’est-ce que tu as l’intention d’à ©tudier l’annà ©e prochaine pour le bac? (State which subjects you would like to learn next year and why, will you stay at this school or move somewhere else, state which subjects you would not like to learn next year & why.) 5. Est-ce que tu trouves l’à ©cole stressante? (Talk about what makes life at school stressful. You could mention the amount of homework that you receive everyday, the number of tests that you have and how difficult the exams are. You could talk about how easy life used to be like in primary school) 6. Comment pourrait-on amà ©liorer ton à ©cole? (Make a couple of suggestions as to how your school could be improved – e.g. having boys, no school uniform, better food/facilities etc.) 7. Est-ce que tu veux faire des à ©tudes à   l’università ©? (State whether you would like to go to university, where, to study what, why, or why you don’t know yet.) Current and Future jobs 1. Est-ce que tu as un petit boulot? Est-ce que tu voudrais en avoir un? (State whether you have a part-time job, what you do, where you work, how much you earn, do you like it, why, what you spend you money on, or say whether you would like a part-time job, doing what, earning how much, how you go about looking for work) 2. Qu’est-ce que tu voudrais faire comme mà ©tier plus tard? Pourquoi? (State what you would like to do career-wise, type of job, how much money you would like to earn, would you like to live/work abroad, why this is a good choice for you, what is your dream job & why.) 3. Quels sont les avantages et les inconvà ©nients des diffà ©rents metiers? (Talk about 2 or 3 different professions that you may find interesting and discuss their advantages and drawbacks)

Gender Inequality And Women During The Workplace Essay

When it comes to female leader, same scenario does not exist. Female leaders, who, with few exceptions, are either single or have partners with full-time jobs (William, J. 2000). In 2011, a study showed that In Ireland, Men working hours averaged 39.4 hours a week with only 30.6 for women, and married men worked longer hours than married women. Also, more than half a million women in 2011 were looking after home/family compared with only 9,600 men (Gender Equality In Ireland). Gender stereotypes are hard to break, and like it or not, we are all prone to engaging in stereotyping at one time or another. This is demonstrated in the work of Mahzarian Banaji here at Harvard (Gender Inequality and Woman in the Workplace). In Addition, A review of the Australian Defence Forces (ADF) was conducted alongside by Australia’s Sex Discrimination Commissioner to recognized the main barriers that prevented the growth of women representation in leadership that was due to a lack of critical figure of women due to retention and attraction difficulties, high degree of occupational discrimination with a rigid career structures; a culture with occasional poor leadership and unacceptable behaviors, and cultural perception and difficulties combining work and family (AHRC 2012). In terms of leadership style, gender stereotypes in management positions indicated that women place more emphasis on communication, emotional cooperation, affiliation, and nurturing while men leaders are more active,Show MoreRelatedThe Inequality Between Men And Women Based Solely On Gender1025 Words   |  5 Pagesthe inequality between men and women based solely on gender. 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This form of inequality persists in all areas such as: participation in decisionRead MoreGender Inequality During The Workplace1613 Words   |  7 PagesGender Inequality in the Workplace It was the holiday season and the workers were vigorously working to receive that desperately needed bonus. The day before the holiday break, the workers were eagerly lined up to receive their checks along with their bonuses. After receiving their checks, Susan got a glimpse of Christopher’s check and she noticed how she was paid far less than him even though they both had the same position and worked the same amount of hours. Throughout various aspects of societyRead MoreThe Combat For Women s Rights1181 Words   |  5 Pages The Combat for Women s Rights Throughout the decades, women in the United States and all around the world have struggled to be considered equivalent to men, both at home and in the workplace. 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Criminology And The Scientific Study Of Crime And Criminals

1. What is criminology and which scientific areas does it borrow from? Criminology is the scientific study of crime and criminals including its causes. It is a sub-group of sociology which is the scientific study of social behavior. Criminology uses several fields of study, including psychology, psychiatry, statistics, and anthropology. 2. What is meant by valid and reliable statistics? A valid statistic measures facts. While a reliable statistic measures consistency from one measurement to another. This means calculating the amount and trend of criminal activity based on who commits it, when and where, and finally what crimes are most committed. 3. Explain classical criminology? Classical criminology is a theory based on the use of free will of criminals committing an illegal act and controlling said crime with the fear of punishment if caught. Cesare Beccaria, one of the founders of this theory, believed the punishment should fit the crime accordingly. 4. 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Essential For Preparing Educators For Roles And...

Foundational Knowledge, also known as Standard 1 emphasizes that educators â€Å"understand the theoretical and evidence-based foundations of reading and writing processes and instruction.† Foundational knowledge is essential for preparing educators for roles in the reading profession. It consists of the major theories, research, and the best practices that share a consensus of acceptance in the reading field. Educators who become a part of the reading profession should understand the historically shared knowledge of being a part of the profession and develop the means needed to call on that knowledge. The elements that make up Foundational Knowledge set expectations for theoretical and practical knowledge, and in the development dispositions for the active, ethical use of professional knowledge. These expectations are established on the concept of a profession as both a technical and moral endeavor. It’s important to note that Foundational Knowledge is domain specific and contextualized. Social experience and context play a role in the construction and development of knowledge. It includes: research-based and practical knowledge. Candidates learn from their own experiences (Piaget, 1973) and reflect on their own practices/belief systems. (Metacognition, Ann Brown, 1985) The most important characteristic of Foundational Knowledge is that it is malleable, because it’s subject to change as time goes on and new understandings are acquired. (Rupley, Logan, Nichols) WhenShow MoreRelatedMy Teaching Philosophy : My Personal Philosophy Of Teaching932 Words   |  4 Pagesprepare students for life, work, and citizenship. To do this, education should teach one to think creatively and productively. In addition to preparing students for the real world, all students should be able to read and comprehend what it is they are reading. 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Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle. Traditionally the role of the teacher has been as a purveyor of information and trusted to be the fount of all knowledge. This suggests that the teacher was the one in control of the passing of knowledge onto passive students. Of course thisRead MoreThe Role Of Schools In Early Childhood Education1022 Words   |  5 PagesThe role of schools in early childhood education is that they should present high quality free and universal education. Schools should be providing children with the opportunity to attend Pre-K as well as Kindergarten. According to Erlbaum (1983), â€Å"Children who attend preschool are less often retained in grade and placed in special education, and they more often graduate from high school.† Enrolling a child in a Pre-K program introduces children to the academic skills that are a necessity when transitioningRead MoreTeaching Strategies For The 21st Century Student1323 Words   |  6 Pagesmany changes occurring in this technological society, it is impor tant as educators that we consistently prepare and incorporate teaching strategies essential to educating the 21st century student. The 21st century student being that of a technically savvy one who is ready to take on the world. Our main objective is to create a positive learning environment for all students regardless of their learning abilities, while preparing them to become college and career ready. Considering these factors, itRead MoreThe Certification Requirements Of A Reading Specialist1554 Words   |  7 PagesSpecialist will have specific knowledge of phonemic, morphemic, semantic, syntactic, and pragmatic systems of language and their relation to the reading and writing processes. They will also be able to demonstrate knowledge of the fundamental concepts of reading and competence in teaching K-12 students reading (Pennsylvania Department of Education, 2015). Whereas, Early Childhood Teaching Certification focuses on attention to social and emotional development, c onceptual development, and vocabulary and linguisticRead MoreJournal of Teacher Education Critique Essay1366 Words   |  6 Pageseducation. Topics in teacher education included teacher training and community involvement, school-university partnerships for collaboration, beliefs and perceptions of practice through use of metaphors, professional ethics, pedagogical content knowledge, role of teacher education on career paths, and quality research to improve teacher education. Teacher Education Teacher education has a myriad of trends and issues that impact topics for research. This paper as indicated earlier will focus onRead MoreThe Relationship Between CTE And General Education1673 Words   |  7 Pagescollaborations exist at every level. Policymakers must communicate and collaborate to align and integrate core content and CTE standards. In the classroom, educators must pool resources to present an integrated curriculum in both CTE and core classes. And accountability systems must be retooled to ensure that aligned metrics assess a range of student knowledge and abilities that predict readiness for success in both college and careers. CTE courses often combine classroom-based instruction with work-basedRead MoreThe Leading Theories For Development Of Adult Education Programs Essay1362 Words   |  6 Pagesthe leading theories for development of adult education programs and curricula. This white paper will provide various reasons to support the need for professional training programs to be implemented into educational settings for instructional leaders, coaches and supervisors. As the technological era continues to grow and flourish, instructional leaders are not able to effectively support instructors in implementing the technological, pedagogical, and content knowledge (TPACK) needed to effectively

Humanity And Politics In Gullivers Travels Essay Example For Students

Humanity And Politics In Gullivers Travels Essay The four parts of the bool are arranged in a planned order to show Swifts shame and disgust against humans. Swift seems to be criticizing human nature where as gulliver shows respect more than they deserve yn his first adventure in Lilliput where miniature people fight wars over the proper way to break an egg. which we can name this reason of wars in a way of criticizing British and European society, that annoys the leaders of Britain. this foolish reason of wars is the way of satirizing the politicians in a way of dealing with useless things and also in a way satirizing human nature. on the other hand the unexpected arrival of Gulliver into Lilliputians developed society made an unexpected effect on them. they dont see themselves in the way that gulliver sees, they think themselves as normal and gulliver as an ugly giant. moreover the Lilliputians choose their goverment officials among rope dancers which is extremely ridicilous and resembles to the British goverment system. like this one, Lilliputians, in order to give Gulliver his freedom, prepared a contract. with this contract they thought that they got the control of gulliver but they failed. they falsely believe that they can control with power of their laws, a fault shared with the europeans. Lilliputians do not question their cultural norms because they dont believe in any other living things exist on earth except them. and also they want to set free gulliver because they want to get rid of the symbol (gulliver) which reminds their smallness and they again want to think only abaut their greatness and being the most powerfull creature yn his second voyage to giants land, Gulliver shocked with the treatment he face to face. yn giants land women look upon him as an animal, not a man and ignore his sexuality. He is undressed before them, pressed to their breasts and made to watch him undressed. he finds their skin and smell repulsive and understands the Lilliputians comments on his own appearance and smell. yn this land he is unable to protect himself moreover he relies on the protection of a nine year old girl. they are letting him to survive just for the Kings amusement. when gulliver offers king the secret of gunpowder, king refuses and gulliver surprised. because king said they have no enemy to fight here Swift making a strong statement against the meaningless of violence as made by the European states yn his third voyage gulliver reaches Laputa. here the goverment floats over the kingdom which we can say a kind of physical represantation of European goverment system. moreover scientics shows the same reproach also. as result we can say , swift begins a hars critique of academia ans its theorocial issues with no practical applications. the result is a society in which science is exagurated for no real reason , and time is wasted as a matter of course. yn the fourth chapter gulliver reaches a stage at which he nolonger cares for humankind. he finds himself in a society controlled by creatures in a shape of horses. he starts to see humans disgusting. he also attracted by the simple way of living here. for the first time in all of his adventures, he drawn into a different belief system, seeing the horses as a superir society and coming to believe that his own culture is deeply flawned. as a conclusion we can say. humans are acknowledged to be intelligent, but immoral and brutish. .

The Shawshank Redemption Short Story Comparison Of The Film Essays

The Shawshank Redemption Short Story Comparison Of The Film The Shawshank Redemption by Stephen King is both a wonderful film and a brilliantly written short story. There are many themes represented in each form of The Shawshank Redemption. The one major theme that interests me in both the film and the story is freedom. Freedom serves a large purpose for both the story's writer and the filmmaker. Both use similar examples to signify freedom, not only in the jail, but also in a larger context about life. There are many events and examples in both the film and the short story that signifies the theme of freedom. The one main difference is when the film uses the directors technique to portray a feel of freedom for the inmates. The overall three issues used in this essay are all linked to the feeling of the inmates feeling the sense of freedom with the prison walls. In both the film and the short story, which involves freedom is when Andy Dufresne approaches the narrator, Red. Andy asks Red, I wonder if you could get me a rock-hammer.(28) Andy's reason for wanting a rock-hammer is because he was a rockhound. At least... I was a rockhound. In my old life.(29) Andy states that he would like to be a rockhound again on a limited basis because it gives him the feeling of freedom. This example serves the purposes of both the story's writer and the filmmaker. The act of Andy Dufresne being able to go on Sunday expeditions(29) at Shawshank shows the reader and/or viewer that it will make him feel free, like when he collected rocks in his old life (life before prison). On a larger level, this event could be interpreted as a lesson to not give up your freedom. Even though something bad happens to you, you should not become secluded and be depressed all of the time. Andy shows the reader that you must get busy living or get busy dying(movie) or you will loose your inner freedom. The other theme of freedom comes in both the film and the story, when Andy Dufresne got beer for all of the crew that tarred the prison's roof. In this example, even Red stated that the break lasted twenty minutes, the beer-break, and for those twenty minutes we felt like free men.(48) Red recalls that the crew felt such freedom that they could have been drinking beer and tarring the roof of one of our own houses.(48) This example serves the purposes of both the story's writer and the filmmaker because it shows the reader and/or viewer that this event happened because Andy wanted himself and his 'co-workers' to feel freedom. This event occurred because he made business dealings with the hardest screw that ever walked a turn at the Shawshank State Prison (48). Andy was always known to have something different to him, a sense of his own worth, maybe, or a feeling that he would be the winner in the end... or maybe it was only a sense of freedom(48) which Andy could even manage to possess inside the prison. Andy always carried an inner light(48) inside of him, an inner light that burned for the dream of freedom. Andy got the beer for all his crew because he wanted the crew to have a sense of freedom also. The directors technique that is used in the film but did not occur in the short story was when Andy Dufresne got access of the prison's loudspeaker and played a brief amount of classical music. In the short amount of time the music played, silence overcame the prison. Red stated that even though the music had not lasted long, every con in the prison felt free, even if it was just for a moment. This example serves the purposes of both the story's writer and the filmmaker because it shows the reader/viewer that the music gave the cons in the prison a sense of freedom, even if it was just for a fleeting moment. In conclusion, I believe that one major theme that is of great importance throughout both the film and the short story is freedom. Freedom serves a large purpose for both