Plato The Republic

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Platos biography is mainly drawn from the work of other ancient writers and a few of Platos own letters. He was born in Athens around 48 BC to an aristocratic family with a long and esteemed history of political leadership in the state. According to an anecdote of dubious veracity, Plato was originally named Aristocles, but was quickly dubbed, Platon, meaning broad, by schoolmates impressed with his broad shoulders--shoulders that would one day burden themselves with the foundational weight of Western thought. Platos father, Ariston, descended from the early kings of Athens, and his mother, Perictone, from a distinguished line that included 6th Century BC legislator Solon. Platos father died when Plato was a young child; his mother, unable to support Plato, his two older brothers Adeimantus and Glaucon, and his young sister Potone on her own, remarried to Pyrilampes, an associate of the statesman Pericles.

Plato had political ambitions as a young man and appeared destined to continue in the family tradition. His disillusionment with Athenian politics, however, was inevitable. Both the Empire and its politics had begun to decline since the onset of the Peloponnesian War several years before Platos birth. Outside the political sphere, Plato enjoyed success in athletics, winning the Isthmian wrestling competition, and wrote various forms of poetry and drama. Aristotle reports that during his youth, Plato also became familiar with the teachings of Cratylus, a student of Heraclitus, and other Presocratic thinkers, such as Pythagoras and Parmenides, providing the young philosopher with a worthy introduction to the foundations of Greek metaphysics and epistemology. At about this time, Plato came to know the man who, because of his uncouth habits and intellectual unorthodoxy, was already an infamous figure in the city of Athens. Plato probably met Socrates around 40 through close relatives Critias (Platos mothers uncle) and Charmides (his mothers brother), who were friends with Socrates. Plato immediately became his devoted follower and a dedicated student of philosophy.

Socrates has been credited with teaching Plato basic philosophy along with his dialectic style of debate, in which the truth is elucidated through a series of questions and answers. It is also thought that Socrates directed his disciples inquiries toward the question of virtue and how it manifested itself into the nobility of human character. If there is a broader context under which Platos philosophy developed, eventually unifying to some extent metaphysics, epistemology, aesthetics, politics, and ethics, it is the pursuit of virtue.

Following the end of the Peloponnesian war, an oligarchic tyranny, called the Thirty Tyrants, ruled Athens for eight months from 404-40. Critias and Charmides, members of the regime that seized the estates of wealthy citizens and resident aliens and executed numerous others, invited Plato to join them. The junta, however, had dissolved as a result of civil war before Plato could decide. But the Thirty also tried to enlist Socrates by ordering him to arrest Leon of Salamis. Although Socrates refused to comply--escaping punishment only because the Thirty were promptly replaced by a new and radical democracy‹he nonetheless gained a reputation for anti-democratic beliefs. In Plato witnessed the trial and execution of Socrates at the hands of the restored Athenian democracy, under charges of corrupting the youth, introducing new gods to the city, atheism, and unusual religious practices. The trial, later memorialized in the dialogue, Apology, culminated the most important sequence of events in Platos early life. Soon after a thoroughly jaded Plato, justifiably fearing for his own safety, left Athens, abandoning his political career and a state he was no longer able serve. During the next twelve years Plato traveled widely around the Mediterranean, visiting Italy, Sicily, and Egypt, searching out the philosophers, the priests and prophets of other foreign lands with whom Plato reportedly studied religion, geometry, and astronomy. He was also, at this time, composing his first group of dialogues, generally know as the Socratic dialogues, because of their more direct debt to Platos mentor, including Apology, The Crito, Charmides, Euthyphro, Laches, Lysis, Hippias Minor and Major, Gorgias, Ion, and Protagoras.

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College essay

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Alexander Niedziela

Helping others has always been a passion of mine. I started off by shoveling the sidewalks for the elderly by my house. I would start shoveling early in the morning so when they woke up their property would be clean. I also volunteered at my local bowling alley, which would have a program called "A Day In June", an event when the bowling alley would close its doors to the public and open them to A.H.R.C., a foundation who takes care or mentally handicapped people. The bowling alley was so generous that they let all people of A.H.R.C. bowl for free. Another area where I helped out was the Fort Totten Museum. One day my father and I were walking through the base and found out that there was a museum. The museum seemed run down and that's when I asked the museum's coordinator, 8 year old Korean War Veteran Jack Fein if he wanted some help on the weekends. And so I went every other weekend oiling guns and some other chores that made Jack Fein's life a little easier.

Helping others did not diminish any time that I would spend with my schoolwork and friends. In some ways helping others has brought me back into shape, and opened me up to my country's history. I have listened to some of my peers and I have heard them say that they have no time to help others because they lose time with their friends and/or work. I have not found this to be true, whenever I have volunteered my time to help others it has never depleted time spent with my friends or more importantly, time spent on schoolwork.

Even though I have volunteered a lot of my time, I do have jobs that I get paid for. I work for the Carle Place Union Free School district in the Audio Visual Department. I maintain the audiovisual equipment, but I also operate the photocopy machine that the school uses to photocopy lessons, articles, signs, student guides and district booklets. I work after school until five o'clock, Monday through Friday. Then on the weekends during the summer, I work for my neighbor's company, Island Jumps. The company is an amusement rental company, which rents out moon bouncers, a giant blow up slide, giant basketball, and popcorn and cotton candy machines. I also have just put my application to the Carle Place Hook, Ladder and Hose Co.1. I have been a junior firefighter for two years and now my dream will come true in May. The department is a volunteer department, so there is no compensation whatsoever.

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I plan to go into the Army reserves either during or after college, and go for helicopter training. After I get my qualifications as a pilot I hope to join either Nassau County or Suffolk County Police Departments to fly their helicopters. I will stay with the Fire Department and the reserves.

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The Three Hearts if Darkness

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Throughout the novel Conrad uses the motif of the heart to thoroughly explain how dark people and places really can be. Conrad uses the heart as a symbol for the entire continent of Africa. The heart is also used to show what the heart of mankind truly is. Another use of the heart is as a representation of the inner station, which shows the darkness of exploitations through Kurtz. The different uses of the heart are amplified through such literary devices as irony, imagery, and metaphors.

Africa, according to most maps, is at the center of the world just as a heart is the center of the body. However, the Europeans did not know much about Africa. There was a blank spot on the map that kept Africa dark and hidden from people. Marlow decides to go to the heart of the world to explore the Dark Continent. Conrad shows just how dark and mysterious Africa is by using metaphors to describe parts of the continent; He refers to the Congo River as an "uncoiled snake". This type of metaphor creates great imagery and lets the reader know just how dark and dangerous Africa really is. Africa is also considered dark because everything that Marlow encounters here is considered evil. He sees great darkness in the exploitation of the native.

The darkness of Africa directly ties into the heart of mankind. The white people that go to Africa to exploit the native show how cruel and evil men are when they receive benefits for their doings. Conrad uses vivid imagery to paint a picture to convey just how bad conditions are on the natives. Marlow says, "They were dying slowly- it was very clear. They were not enemies, they were not criminals, they were nothing earthly now- nothing but black shadows of disease, starvation, lying confusedly in the greenish gloom" (6). This passage depicts the conditions of the slaves; the one's who were victims of man's evil and darkness. Despite how bad things were for the natives, the Europeans felt no sympathy for them and this is the same for the rest of mankind, according to Conrad. The accountant is a perfect example of how the rich felt towards the poor. He once says, "The groans of this sick person distract my attention. And without that it is extremely difficult to guard against clerical errors in this climate" (). This comment is indicative of the heart of mankind. Mankind shows no sympathy for others when its own comfort is in danger.

The inner station represents the third use of "the heart" in the story. Marlow starts his journey at the outer station and slowly makes his way towards the inner station. As Marlow travels more and more the evil that he encounters gradually increases. At the outer station he first meet the manager who has traces of evil. However, once Marlow reaches Kurtz he finally realizes how dark it is at the heart of darkness. The way that Kurtz exploits the natives is appalling to Marlow. Not only does Kurtz physically exploit the natives but also he does the same thing emotionally. Kurtz has so much control over the natives that even the chiefs bow down to Kurtz. Kurtz single handedly disrupts the natives' lives. He lets his desire for ivory come first over the culture and traditions of the natives. The darkness in Kurtz causes the natives to treat him like a God. He has complete power over what is not truly his. The dark role that Kurtz plays is similar to that of the devil. One piece of irony in Kurtz is at his deathbed when he cries, "Horror, horror." These worlds briefly describe the conditions of Africa and the inner station. This is ironic because Kurtz is the person that is creating this "horror". Kurtz shows the reader how the heart of darkness is definitely present in the inner station.Order Custom The Three Hearts if Darkness paper

The heart of darkness has several different meanings. Conrad uses several different things to represent the heart. However, in every case the heart is shown to be evil and dark. Conrad's argument is quite effective considering that he does not have one thing or person represent the heart. Instead he uses the heart as a symbol for many different things. Conrad uses imagery to make the darkness of the heart that much more evil. The literary devices uses, such as metaphors, point of view, and irony were equally effective in displaying the heart of darkness. After reading Conrad's work it is evident that there are many hearts of darkness in the world.

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Columbine is Terrorism

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In the post /11 era just about everyone in the world has heard the word terrorism. But what is terrorism exactly? By definition terrorism is to coerce by use of terror, but this definition is far too broad. Scare tactics are used all the time. Teachers often use them to encourage their students to study but this does not make them a terrorist. Terrorism is better defined as the illegal use of deadly force to instill fear in a population and its government to further political and social ideals. For an act to be considered terrorism it must meet all of these criteria. The shootings at Columbine High School are a good example of terrorism. The attack was very violent, was on a large scale, and had a social agenda.

Terrorism is intended to create fear in the targeted population. To do this terrorists use deadly force to attack their victims. In order to be considered terrorism an act must use a great deal of force. A suicide bomber is considered terrorism because the amount of destruction the bomb does. However a shooting is very rarely deemed terrorism because of the lack of extreme levels of force. Terrorists look to do the most damage possible to create the greatest amount of hysteria. Take the two attacks on the World Trade Center for example. "An explosion below the World Trade Center plaza in New York City on February 6, 1, killed six workers, and resulted in injuries to over 1,000 occupants as they made their way out of the affected buildings." (Human). On September 11th, 001 two jumbo jets were flown into the towers creating huge explosions that ultimately collapsed the buildings. The attacks of /11 created a great deal of fear in our country as well as the rest of the world. While both of these attacks are certainly acts of terrorism the one using the greater force was by far the most effective.

The Columbine High School shootings were by far the most violent attack on school to date. On April 0, 1 at 110 a.m. two students, Eric Harris and Dylan Klebold began bombing the school and firing upon the other students. This event fits the criteria of terrorism because of the violence and the amount of deadly force used in the attack. The two terrorists used many various weapons from guns, to knives, to propane tanks and pipe bombs. "Between 1114 a.m. and 11 a.m. Harris and Klebold leave their cars and walk into the school's cafeteria, carrying two large duffel bags containing enough explosive power to kill the majority of the students who soon would be arriving for "A" lunch." (Sheriff). The two students rigged explosive devices throughout the school. As well as the bombs placed in the cafeteria they threw explosives off the roof and had placed bombs in their cars as well. Thankfully the bombs placed in the cafeteria and in the cars failed to detonate. The two gunmen after planting the bombs went around the school freely opening fire on other students. The two terrorists from a variety of different guns fired all in all almost 00 rounds. After it was all over, 15 people had died including the terrorists themselves however, had the bombs all gone off the death toll would have surely been in the hundreds. This attack used a great deal of firepower and was intended to kill many more people than it did. This extreme use of deadly force qualifies this as a terrorist attack.

To create the hysteria terrorists desire terrorism must be on a large scale. Terrorism must be directed at a population, John F. Kennedy was assassinated on national television, and while very violent and tragic this was not an act of terrorism. The act was intended to kill one man not to frighten a nation. No single act fits the definition of terrorism better than the attacks of September 11th. The attacks killed thousands of innocent people on live television. The attacks weren't directed at specific people inside the building, they were intended to create the most devastation possible. In order for an act to meet the criteria for terrorism it must be directed towards a whole population. This creates a feeling of I could be next in the public.Order Custom Essay on Columbine is Terrorism

In order to be considered terrorism an act has to be on a large scale. The Columbine shooting fits this criterion because it was an attack on the whole school. The two gunmen did not go after a small group of people rather they tried to kill hundreds of their fellow schoolmates. About an hour into the attack national media coverage had already begun.

By 11 a.m., local media had contacted dispatch asking for information about the shootings; by 114 a.m., the first national news organization had called. Soon news helicopters were flying over the school, and other media figuresincluding Jay Leno and Larry Kingwere calling to request interviews with responding officers and Sheriff Stone. (Sheriff)

This national media coverage coupled with the fear of such things happening in other schools created a national hysteria. The attacks created a sentiment of who's next in the nation leading many to believe more attacks would follow by those trying to emulate Harris and Klebold. The large-scale hysteria caused by these attacks qualifies the event as a terrorist attack.

Finally to be terrorism the act must have a political or social agenda. Terrorism in the middle 100's was directed to scare opponents and draw people to their side. Now it seems to further their objectives terrorist try to destroy those whom they deem as enemies. "In the 170s, David Son of Sam Berkowitz terrorized New York City by shooting young couples, but he was never considered a terrorist because the shootings were not committed in pursuit of a political goal." (Stern). If we look at one of the biggest terrorist attacks against the United States the Oklahoma City bombings we see they had a political agenda. Both attacks were on symbols of American government and way of life by people who oppose our social and political views. So in order to be considered terrorism an act must have a social or political cause it is trying to accomplish through the use of terror.

In order for an act to be considered terrorism it must have a social or political agenda. Eric Harris and Dylan Klebold had a social agenda. They set off to school that morning to kill the people they claimed were conspiring against them. The two students felt themselves as outcasts in their school and decided to lash out at the population. Harris wrote in one journal that their actions were "a two man war against everyone else." (Sheriff). The two gunmen were striking back against those who ridiculed them and people like them. Many reports stated the two walked the school searching for those they deemed as "jocks" and "preps." One student named Cassie Bernall was shot and killed after answering yes when the gunmen asked if she believed in God. The two terrorists while attempting to kill as many people as possible targeted social groups they did not like. This social agenda deems this act as terrorism.

Finally, as a country we have a stereotype about what a terrorist attack is. We tend to think that a terrorist attack is something done by an Arab person against our country, but this is not true. The Columbine attacks fit all the criteria for a terrorist attack. The attack was violent and used deadly force, the act was on a large scale, and the terrorists had a social agenda for their actions. Therefore the shootings at Columbine on April 0th, 1 were in fact a terrorist attack

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12 Angry men

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While watching "Twelve Angry Men" many political aspects caught my attention. This movie was not only interesting, but also realistic in the way a trial is run.

First, the numbers of jurors, the seclusion of the jurors was accurate. In a trial such as this one, a jury of twelve members is required. Twelve jurors are used rather than six to eight, so the decision making process is harder to achieve. As the movie shows, it is more difficult for twelve men to agree than six. Also, seclusion or "sequestering" the jurors is also necessary. Furthermore, to become a juror, he (not she at the time) must be at least eighteen years of age, and mentally and physically capable of performing the duties of a juror. He must also have no felony convictions, and able to understand and communicate in English. All of these criteria were fulfilled.

In addition, a foreman is designated; this was juror #1. In criminal cases, the first juror drawn and accepted by both sides is usually appointed foreman. The foreman's duty is to make sure everything runs smoothly and sensible. In Twelve Angry Men", this was portrayed accurately. Juror #1 called the preliminary vote along with the rest of the voting sessions, he tried his best so everyone got a fair chance to speak and he was the one who asked to see the evidence again.

Secondly, the evidence and testimonies became highly covered issues. Jurors are supposed to review the evidence and discuss their opinions. In this particular case, the jurors reviewed the evidence and testimonies several times. At one point, the men even asked to see the evidence one last time to help them reach their decision. Reviewing the evidence is very important, such as the jurors many discussions of the credibility of the testimony of the old man and old woman. This helps each juror come to the conclusion of the defendant being innocent or guilty. When coming to this conclusion, the jurors' verdict must be based upon a "preponderance of the credible evidence." Also, they must be proven "beyond a reasonable doubt". This phrase was used several times during the deliberations. During one of the first scene's the Judge states, "If theres a reasonable doubt in your minds as to the guilt of the accused, a reasonable doubt, then you must bring me a verdict of not guilty. If however, there is no reasonable doubt, then you must in good conscience find the accused guilty. However you decide, your verdict must be unanimous." This is not only used in this criminal trial, but all criminal trials. If there is any reasonable doubt in a juror's mind of the defendant being innocent, his verdict must be not guilty. Juror # 8, Davis reminded the jurors of this numerous times throughout the movie.

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Henry lawson

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BGHS Trial HSC henry Lawson.

Good morning members of the audience and distinguished guests, I am here to talk to you today about my 'Experience through language'. I am sure you've all read a good narrative but never really delved deep to understand how and why it was effective. Next year when you start your HSC, don't moan its not that bad, you will study henry Lawson 'telling stories' this is, in my opinion, the most interesting core. Whilst learning about narrative technique you learn about bush life, and the experiences that come with it. My favourite short story was "the loaded dog" and the related text "the man from iron bark" by another famous Australian composer A.B Paterson.

In my opinion Lawson's use of language was what made "the loaded dog" such a popular bush yarn. The language that Lawson uses is vernacular and idiomatically Australian. This establishes purpose, setting, and the time that it is set in. "the loaded dog" is told by a laconic. The dialogue is colourfully colloquial, this lends to the casual tone of the story an example of this would be " your dorgs run orf inter the scrub".

The Australian euphemisms that are used throughout the story like Tommy the "blanky retriever" or Dave who is referred to by the republican as a "crimson fool". This is a lighthearted positive look at the bush and focuses on mateship and the extreme event of Tommy with the live cartridge in his mouth. Help with essay on henry lawson Has anyone ion the audience ever had a hair-brained extreme plan?

I'm sure you all have. But if you haven't think back to the Simpson's and Barts and homers ludicrous ideas. This is one of the reasons why the story is so affect, it appeals to young and old alike as we can identify with the trios hair-brained plan to blow up the creek to get the fish out, ok maybe not that extreme but you know what I mean. Besides this the setting is realistic and the idea plausible. Through Lawson's development of the protagonists, Dave, Andy and Jim, we, the audience feel as if we know them and we are in on the plan as well. They are characterised through hillarious colloquial terms like "he wasn't interested in their damn silliness". The terminology used in this story is simple and evocative like Dave's toothache having a "burred edge". The similes used by Lawson make it possible for the audience to visualise what is happening

"he jumped around like a flee having a fit". Can you imagine that? Pretty funny isn't it? Lawson's use of alliteration formulates the atmosphere. We are told of Tommy's retrieval habits and how the men discovered the dead cat at the tent opening when they "sniffed suspiciously in the sickly smothering atmosphere". The tension is built up through the laborious description of the making of the cartridge. This draws our attention to the cartridge and helps build up the tension of the story. Slapstick humour is interested when we find out that Tommy has the live cartridge "wedged in his broadest and silliest grin" and of course we all know what the consequences of the bomb will be, don't we? KABOOM! The men know this too but Tommy thinks that it is all just fun and games. When jims legs "started with a jolt… his legs started before his brain did" we are introduce to a rather comical aspect of the story because when visualised this scene is reminiscent of a cartoon. The chaotic chase is made even more so through the use of alliterative references like "Dave dodged" and "snatched up sticks and stones". Lawson's clever use of short sharp sentences adds to the urgency of the situation that is experienced by both the audience and the characters. The fact that Lawson focuses on the effects of the blast rather than the blast itself "it was good blasting powder… and excellently made" the tension and suspense is maintained. Through the use of these very effective techniques Lawson has created a memorable bush yarn.

The eight-stanza poem "the man from ironbark" by A.B Paterson is a hilarious poem concerning a man from ironbark who goes to get a full faced shave in the city. But because the barber was "a humorist at note- and keen at repartee" he pretends to cut his throat. "With the red hot razor sliced back across his throat!", so the man from ironbark "knocks him out" and I'm sure that you would too if someone tried to kill you!! However, "twas only a joke a trifle over done"

In conclusion these two texts should show you just how interesting and how deep you can delve into understanding effective narrative technique. Enjoy year 1 and thankyou for your attention.

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It Was Just Meant To Be Another Day at School

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It all began when Lucy was running late for school. School holidays were now over and it was her first day back. She arrived at school and realised she was now sitting in the corridor waiting to see the Principal, of all days today had to be Lucy's worst.

There she sat, waiting. Shivers running up and down her spine, she'd never been to the principal's office before. She saw Mrs Hog march down the corridor, starring at her as if she'd committed a major crime. She gulped as the Hog peered over her. "Lucy," she bellowed. "Do you realise what time it is?"

"Yes, Mrs Hog," she said with a trembling voice. "I'm so very sorry, but I…" Mrs Hog rudely interrupted her. "That's no excuse Lucy, now get to class. I don't want to see you late for school again." she yelled. Lucy quickly grabbed her back pack and was out of there in a flash. "What a relief," she said to herself as she left the room. She was so glad to be out of there.

Lucy arrived at her first class for the day, which was HRE. One morning a week they had this lesson, where they had discussions about puberty which she found boring. Today their class were given a pair of scissors to use for an activity. The activity was not very interesting. The girl sitting in front of Lucy had long curly hair and it seemed to Lucy that it would be a good idea to cut it for her. It was going very well. The scissors sliced progressively through her hair with satisfying snipping sounds and a small heap of curls began to accumulate on Lucy's desk. She brushed them onto the floor and playfully spread them out with her feet. Help with essay on It Was Just Meant To Be Another Day at School

It wasn't long before Jimmy, a student two desks away from her picked up a lock of hair from the floor and announced with a malicious gleam in his eye, "Look what I've found Miss." Soon another voice was heard, "I've found some over here Miss." "Me too Miss, there's some here." Lucy knew straight away that she was going to get caught. The teacher sent her straight down to the principal's office, where she waited once again.

Mrs Hog once again came marching down the corridor, her face quivering with anger. Lucy took a deep breath as the Hog approached her. She pulled Lucy by her right ear and dragged her the office. Lucy sat there in silence. The old Hag let out an ear piercing yell, "Lucy, I thought you would have learnt your lesson by now." Lucy thought her ear drums were going to burst, she reeled backwards with fright. "I'm sorry Mrs Hog," she said in a subdued voice.

"How could you do such a thing, I'm not impressed at all. As of tomorrow you will spend every lunch time in my office with me for one week! She shouted.

"But…"

"No Lucy. Now, off to class!"

Boy was Lucy glad to be out of Mrs Hog's Office! She gathered her books and was determined to find her man, John. All she needed was a bit of reassurance that her day couldn't get any worse, or just some good bitchin' with Samantha. As she came around the corner she knew the back of that head. It was Johns, but who was he with? Two steps closer she knew who it was, her supposedly best friend Samantha. That bloody bitch was snogging her boyfriend!

BAM! She'd knocked her to the hard ground, striking a punch straight between the eyes that would leave an enormous mark. "Lucy Crawford," yelled Mrs Hog, her face bright red with disbelief steam erupting from her ears. She turned around to face her and took a gasp of air, she couldn't believe it, Mrs Hog had seen what Lucy had done. "I'm doomed," Lucy said to herself. The old Hog continued to yell, "I'm very disappointed in you Miss Crawford, how dare you do such a thing! You need to change your act. Now get to my office immediately and wait for me down there!"

Lucy made her way down to Mrs Hog's office once again. Samantha was in there holding an ice pack on her head. "Sucked in," Lucy mumbled to herself as Samantha gave her a disturbing death stare. She sat down and Mrs Hog came into the room and sat at her desk. She said, "Lucy I am disgusted with your behaviour today, this is not like you at all. What has gotten into you?" Lucy just sat there in stony silence. "Lucy you have now earned yourself two weeks worth of detentions, I cannot believe your behaviour."

"Oh but Mrs Hog" Lucy said in a nervous voice.

"No, Lucy you deserve everything you get. Now before you go you must apologise to Samantha."

"I'm not apologising to her, she's a stupid slag!" Lucy yelled.

"Don't raise your voice at me Miss Crawford, if you don't apologise I'll make it three weeks detention."

Lucy got out of her chair and approached Samantha trying not to stand too close in case she caught a deadly disease that would slowly and painfully eat her flesh away. Lucy placed her hands behind her back and crossed her fingers tightly. "I'm sorry Samantha," she said in a stifled voice. Samantha just stared at her with a moronic expression that reminded Lucy of the proverbial fat man. Mrs Hog let Lucy go. She was so relieved to finally be out of the Hog's office.

Lucy went to her port rack and grabbed her books for the next lessons. But this time she was determined to be on her best behaviour for the rest of the afternoon. She was sick of getting in trouble and getting pushed around. So she headed to her next class with a seraphic smile on her face, stretching from one ear to another.

"Take a seat students," she heard the teacher say. So she neatly placed her pile of books on her desk and sat on her chair. The teacher handed out some worksheets to each of the students and as soon as Lucy received hers she started working. It was about forty minutes into the lesson and she was so relieved she hadn't got into trouble. She couldn't believe it, for once she hadn't been sent to the office. She saw Mrs Hog walk in. She thought she was going to get in trouble yet again, like she'd done something wrong. She heard Hog whisper to the teacher "Has Lucy been behaving?"

"Yes, I haven't had to speak to her at all this lesson," she replied.

"Very surprising" Mrs Hog said as she exited the classroom. Lucy just smiled and continued working on the handout.

Ding-a-ling-a-ling! Lucy heard the bell ring. She breathed a sigh of relief. She'd made the whole lesson and no trouble. "Yes students you may go," said the teacher. Lucy gathered her books and school bag and boarded the bus to go home. She was so glad this horrible day was finally finished. She was ten minutes into her thirty minute ride home, when the young boy sitting at the front of the bus threw an apple and it splattered in Lucy's hair. The little brat smiled at her smugly. Lucy knew she had to make that specimen of evil pay for what he'd done. She was determined to find that rotten apple from last year that she'd hidden under the seat if it was the last thing she did.

She found the apple, it felt a bit squishy and mouldy but it'd still make the distance. She bent her elbow, pulled it behind her right ear, extended her arm out straight and released the rotten apple. To her horror, it missed the young boy by inches and hit the old grumpy bus driver in the back of the head. A screech of brakes pierced Lucy's ears as she closed her eyes tightly.

"Get out of bed!" yelled Lucy's mum. "You've only got ten minutes to catch the bus and I'm not driving you to school!"

"No mum, I can't be late for school!"

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