Analysis of Snow by Charles Baxter

Analysis of 'Snow' by Charles Baxter Charles Baxters Snow is a coming-of-age story about Russell, a bored 12-year-old who apprentices himself to his older brother, Ben, as Ben dangerously attempts to dazzle his girlfriend on a frozen lake. Russell narrates the story as an adult looking back on events many years after theyve taken place. Snow originally appeared in The New Yorker in December of 1988 and is available to subscribers on The New Yorkers website. The story later appeared in Baxters 1990 collection, Relative Stranger, and also in his 2011 collection, Gryphon. Boredom A sense of boredom pervades the story right from the opening line: Twelve years old, and I was so bored I was combing my hair just for the hell of it. The hair-combing experiment - like many things in the story - is partly an attempt to grow up. Russell is playing Top 40 hits on the radio and trying to make his hair look casual and sharp and perfect, but when his older brother sees the result, he just says, Holy smoke [†¦] What did you do to your hair? Russell is caught between childhood and adulthood, yearning to grow up but not quite ready for it. When Ben tells him his hair makes him look like [t]hat Harvey guy, he probably means the movie star, Laurence Harvey. But Russell, still a child, innocently asks, Jimmy Stewart? Interestingly, Russell seems perfectly aware of his own naivete. When Ben chastises him for telling an unconvincing lie to their parents, Russell understands that  [m]y unworldliness amused him; it gave him a chance to lecture me. Later, when Bens girlfriend, Stephanie, persuades Russell to feed her a piece of gum, she and Ben burst out laughing at the sensuality of what shes put him through. The narrator tells us, I knew that what had happened hinged on my ignorance, but that I wasnt exactly the butt of the joke and could laugh, too. So, he doesnt understand exactly what has happened, yet he recognizes how it registers with the teenagers. He is on the cusp of something, bored but feeling that something exciting might be around the corner: snow, growing up, some kind of thrill. Thrills Early in the story, Ben informs Russell that Stephanie will be impressed when he shows her the car submerged under the ice. Later, when the three of them start walking across the frozen lake, Stephanie says, This is exciting, and Ben gives Russell a knowing look. Ben intensifies the thrill hes giving Stephanie by refusing to confirm what he knows that the driver escaped safely and no one was killed. When she asks if anyone was hurt, Russell, the child, immediately tells her the truth: No. But Ben instantly counters with, Maybe, offering that there might be a dead body in the backseat or the trunk. Later, when she demands to know why he misled her, he says, I just wanted to give you a thrill. The thrills continue when  Ben gets his car and starts spinning it on the ice on his way to pick up Stephanie. As the narrator says: He was having a thrill and soon would give Stephanie another thrill by driving her home across ice that might break at any time. Thrills did it, whatever it was. Thrills led to other thrills. The numbing repetition of the word thrill in this passage emphasizes Russells alienation from - and ignorance of - the thrills Ben and Stephanie are seeking. The phrase whatever it was creates a sense that Russell is giving up hope of ever understanding why the teenagers are behaving as  they are.   Even though Stephanies taking off her shoes was Russells idea, he is only an observer, just as he is an observer of adulthood - getting close, definitely curious, but not participating. He is moved by the sight: Bare feet with painted toenails on the ice - this was a desperate and beautiful sight, and I shivered and felt my fingers curling inside my gloves. Yet his status as an observer rather than a participant is confirmed in Stephanies answer when he asks her how it feels: Youll know, she said. Youll know in a few years. Her comment implies so many of the things hell know: the desperation of unrequited affection, the relentless impulse to seek new thrills, and the bad judgment of teenagers, which seems to be a powerful antidote to boredom.   When Russell goes home and sticks his arm in the snowbank, wanting to feel cold so cold the cold itself became permanently interesting, he keeps his arm there as long as he can stand it, pushing himself to the edge of thrills and adolescence. But in the end, hes still a child and not ready, and he retreats into the safety of  the bright heat of the front hallway. Snow Job In this story, snow, lies, adulthood, and thrills are all closely intertwined. The lack of snowfall in this drought winter, symbolizes Russells boredom - his lack of thrills. And in fact, as the three characters approach the submerged car, just before Stephanie announces that [t]his is exciting, snow finally begins to fall. In addition to the physical snow in (or absent from) the story, snow is also used colloquially to mean to deceive or to impress through flattery. Russell explains that Ben brings girls to visit their old, large house so [t]heyd be snowed. He continues, Snowing girls was something I knew better than to ask my brother about. And Ben spends most of the story snowing Stephanie, trying to give her a thrill. Notice that Russell, still a child, is a lousy liar. He cant snow anyone. He tells his parents an unconvincing lie about where he and Ben are going, and of course, he refuses to lie to Stephanie about whether anyone was hurt when the car sank. All of these associations with snow - lying, adulthood, thrills - come together in one of the most perplexing passages of the story. As Ben and Stephanie are whispering to each other, the narrator says: Lights were beginning to go on, and, as if that werent enough, it was snowing. As far as I was concerned, all those houses were guilty, both the houses and the people in them. The whole state of Michigan was guilty - all the adults, anyway - and I wanted to see them locked up. It is clear that Russell feels left out. He notes that Stephanie whispers in Bens ear for about fifteen seconds, which is a long time if youre watching. He can see adulthood - hes getting close - but he cant hear the whispering and probably wouldnt understand it, anyway. But why should that result in a guilty verdict for the entire state of Michigan? I think there are numerous possible answers, but here are some that come to mind. First, the lights coming on could symbolize some of Russells dawning awareness. Hes aware of the way hes been left out, hes aware that teenagers dont seem to be able to resist their own bad judgment, and hes aware of all the lies that seem to be inextricable from adulthood (even his parents, when he lies about where he and Ben are going, engage in the usual pantomime of skepticism but dont stop them, as if lying is just a part of life). The fact that its snowing - which Russell  somehow takes as an insult - could symbolize the snow job that he feels adults perpetrate on children. Hes been longing for snow, but it arrives just as hes starting to think it might not be so fabulous after all. When Stephanie says, Youll know in a few years, it sounds like a promise, but its also a prophecy, underscoring the  inevitability of Russells  eventual understanding.  After all, he has no choice but to become a teenager, and its a transition he isnt quite ready for.

Organizational Problem Assignment Example | Topics and Well Written Essays - 750 words

Organizational Problem - Assignment Example Introduction With an ever-growing population in just about every part of the United States, there is also a growing problem with criminal acts, particularly where offenders are arrested and a case comes to trial. How to review any case that comes in is important in that all the information is in a database (MIS) and properly coded for easier review to all concerned, particularly the judge. Keeping it all together between the court systems is the job of the court administrator. 1. As the new court administrator through the County Human Resource Division, a consolidation must first be made of schedules, list of personnel connected to those five court systems, and whatever current operations conducted in those systems must filter in to a main database which the court administrator handles (Allen & Sawhney 2009). This will also include the County Clerks Office and the District Attorney’s Office as well. A first examination can be made to determine what the judges of the courts spe cialize in so that most of the cases that fit the judge’s expertise will be assigned to that court. ... The District Attorney’s office must also be in on the meetings in order to make any comments or suggestions about the restructuring of case distribution (BJA 2008). At the same time, other members of the Justice system, involved in administration, should also be involved to discuss current issues with the court system as it stands. Every time a case is logged into the computer system which tags into the main database at the administrator’s office, the case is reviewed first and tagged for either a court trial or a preliminary meeting by lawyers with the judge first to see whether it is a prosecutable case. If it is not, but it does require some type of action by the judge, then it can be done right away with a judge’s signed order. However, all sides of the judicial parties must be in full agreement as to the outcome and solution, such as a remediation to a community program (BJA 2008; Dempsey & Forst 2013). Other cases, based on evidence, are definitely lined up for a courtroom appearance, such as in drug trafficking and violent crimes. All judges must agree to this procedure and how cases are viewed when first logged in, must be handled consistently across the board with approved criteria applied on each case as it comes in. This requires the system of coding the level of crime or nuisance implied by the arresting officer (BJA 2008). Additionally, lawyers involved with the defendants, must also be logged into the system, particularly to note if there are any conflicts between cases to be tried at the same time in different courts (BJA 2008; Peak 2012). As a last step, weekly or bi-weekly meetings, initially, can be held with all the judges and court personnel in order to iron out any issues which arise and need

Understanding Statistics Essay Example | Topics and Well Written Essays - 1500 words

Understanding Statistics - Essay Example Understanding Statistics The ordinal scales provide no evident variation amongst the variables. This scale only evaluates the order of the values. The ordinal scales measure the concepts that are not numeric such as fulfillment, jovialness and discomfort among others. In any analysis, an individual can elucidate that number four is better than number three though the extent is not clear again, it is not easy to determine the variation between ok and happy. The interval scales encompass numeric scales that besides providing the order, they also provide the accurate differences between the variables in question. A standard example is the Celsius temperature such as the disparity between 30 and 40 degrees is 10 degrees. Time can also provide precise variations where the disparity between six and four minutes is two minutes. Ratio scales are essential in statistical evaluations to its flexibility for alterations seeking accuracy. The ratio scale can be multiplied, added, divided or subtracted and the central ten dency measures estimated. A discrete variable involves well determined set of predetermined set of probable values-states. The variables include the provision that is either â€Å"true† or †false†, the team that will win and the number of dime in a pouch amongst others. Nonetheless, the variables might appear to be discrete at one point and continuous at a different perspective. The continuous variable opts to take on a position between two extreme positions or values. Continuous variables encompass the indoor temperature, direction travelled or the water used. The discrete variable tends to depict a digital quantity whilst the continuous variable tends to be analog in quantity. According to the explanations provided on the above scales, the different statistical research studies can select any of the according to suitability for application. The continuous and the discrete variables have significance on the selection of the research methodologies to use since the experimental method would be appropriate with discrete data whilst the researches dealing with conventional aspects might find it appropriate to employ continuous variables in the research activity. The area under the normal distribution is proportional to the overall area. The total area covered in the normal curve is equivalent to one. The curves never attain the situation Y = 0 but move to the positive infinity and the negative infinity. The shape assumed by the normal curve is infinite and depends on the mean and the standard deviation. The z-score is a critical tool in data evaluation and is used to determine the extent to which a point x is high or below the population mean ?. It is the providence of the T-statistic with predetermined mean and the standard deviation. In case of interference with the degree of freedom to an extent of assuming population mean and the standard deviation from the availed sample, then it fails to be T-statistic. The percentile rank of a normally d istributed population can be estimated readily through the use of z- scores. In the e vent that the area under a curve is apportioned above and below the mean, the partitions obtained are the similar to the probability picking a value in the similar range. For instance, the area between the standard deviation above and below t

Effect of Violent Video Games on Self-Perception

Effect of Violent Video Games on Self-Perception In their 50th  volume, the Journal of Experimental Social Psychology published an article named â€Å"Intense acts of violence during video game play make daily life aggression appear innocuous: A new mechanism why violent video games increase aggression† in which scientists examined the effects of violent video game play on perception of aggression regarding both the actions of one’s self as well as the actions of others, and how these altered perceptions of aggression can then lead to increased aggression in the subjects. In the first experiment the subjects played either a neutral or a violent video game and then were asked to answer questions regarding theoretical aggressive actions taken by the subject or another person. These questions gauged how seriously and how aggressive the subjects considered certain actions, such as shouting or shoving, to be when performed by others or themselves. The second experiment aimed to both reaffirm the findings of the first and further prove that decreased sensitivity to aggressive actions can directly result in an increased level of aggression in the subjects who played violent video games. The subjects again played either a violent or neutral video game, but after the video game, they were asked to decide how much chili sauce another participant would have to consume in a separate experiment. The subjects were told that there was a separate experiment and that the scientist could not choose how much chili to give the subjects in order to prevent bias. The subjects of the original experiment were informed that the subjects of the other, â€Å"fake† study did not like spice, and that they would likely not enjoy the chili. Experiment one proved to be a relative success, but also provided more questions than answers when it was shown that violent video games affect self-perception significantly harder than perception of others. As predicted, subjects who played violent video games rated behaviors as less aggressive than the control group, furthermore playing the violent video game also led to more negative mood scores. Interestingly enough, playing the violent video game did not have a statistically significant impact on the perceived aggression of theoretical actions performed by people other than themselves. In other words, playing violent video games caused subjects to perceive less aggression in their own actions but not in the actions of others. In the second experiment, the hypothesis was again supported as those who had previously played the violent video game chose to administer higher quantities of chili to who they thought were study participants that did not like spice. Essentially it was sho wn that playing a violent video game led to decreased scrutiny regarding the aggressiveness of one’s own actions and as a result led to the subjects subconsciously choosing to cause more discomfort to another person than they might have if they hadn’t played a violent video game. All in all the experiments proved to be a success, the first experiment provided sound reason to believe that playing violent video games leads to a decrease in the self-perceived aggression of our own actions, and the second experiment provided proof that a decrease in self-perceived aggression could translate into an unconscious increase in the aggression of our own actions. It seems that violent video games may have an adverse effect after all, as this study stands as evidence that playing violent video games can influence a person to regard their own aggression with less gravity and in turn act with more aggression towards other, whether they are aware of it or not.

Role of Communication in Health and Social Care

P1 Explain the role of effective communication and interpersonal interaction in a health and social care environment.Communication‘Communication is about passing messages between people.’(http://www.bbc.co.uk/schools/gcsebitesize/business/people/communicationrev1.shtml). There are different types of communication in the health and social care sector. When communication is effective the conversation is clear and no one gets confused by what the other person’s meanings. Effective communication in a health and social care environment is very important and there are many types of it.Being able to effectively communicate with the service user requires the person to be open minded in respecting other people's thoughts and opinions in avoiding passing judgment on what that person is saying. Active listening is also another form of being an effective communicator as it allows you to increase your understanding of that person's thoughts and feelings. Eye contact and facial expressions are also a form of being an effectively communicating as this shows understanding and interest in what the other person is saying, allowing one to hold the conversation for longer with more understanding and enjoyment of the conversation.Formal communication, Informal communication:Formal communication is including writing letters, emails, speaking clearly and using standard English rather than using ’slang’. This is often used to shorten terms and phrases to make it quicker o type when texting and messaging on Facebook. This is used when talking to friends and family, making sure that it isn’t used in the working environment is crucial as tit can be classed as unprofessional. Informal communication can be used in case of emergencies to contact ones manager, and can also be used when one is contacting the client once there is a good understanding between the care worker and the service user. It can help the user to feel more comfortable with the car e worker too.Forms of CommunicationTexting There are other ways of communicating with the service users such at text messaging, this is technologic communication. But this is only an effective way of communicating depending on the relationships between the sender and receiver. For example, one wouldn't text their boss to have a laugh with them, but may text them if they are running late for work or are unable to make it into work on that particular day. Although they may text a colleague whom they have befriended to discuss matters which are non-work related and can also text them to tell them they are sick or that they may need someone to cover a shift for them.Another way that it could be used is if a social worker wanted to communicate with their teenage client, they could so by coming down to their way of communicating. They may choose to do this as it's the preferred way of communicating for teenagers. An example of when this can be used is, ‘What time shall I come see yo u today?' This the teenage will not feel intimidated by the situation in which their social worker is communicating in regards to.Sign Language & Other non-verbal ways of communication.Having the capability to effectively communicate with the service user it does not only mean verbally, it means that the carer can communicate either through verbal or non-verbal communication. Non-verbal communication is a form of interpersonal interaction by gestures and eye movements.Non-verbal communication skills such as one’s body language and hand gestures improve relationships by helping to accurately read people's emotions understanding what they are feeling, creating trust and responding to non-verbal clues to show that you understand notice and care about what the patient is saying. In such situation where a client is deaf or hard of hearing signing is an effective way of communicating the deaf and hard of hearing. It's effective because signing is the main way to communicate with th e deaf and can sometimes be the only way of communicating with a certain deaf person as this is the only form of communication they may have learned over the years.Music & DramaMusic can be used in a health and social care environment as therapy as well as communication; it may allow service users to understand how they would like to voice their opinions. This can also allow the service user to use technology like computers and laptops to not only listen to music but also for watching dramas which also have morals and give the service user the ability to hopes and aspirations.Pictures & WritingPictures and writing would be used as communication for service users with learning difficulties to help them with speech and communication skills. They also enable the service user to see situations and life problems from a third persons view.BrailleThis is a series of raised dots that can be read with the fingers by people who are blind or whose eyesight is not sufficient for reading printed material. Teachers, parents, and others who are not visually impaired ordinarily read Braille with their eyes. Braille is not a language. Rather, it is a code by which languages such as English or Spanish may be written and read. But this allows the service user to be able to ‘read’. (http://www.rnib.org.uk/livingwithsightloss/reading/how/braille/braille/Pages/what_is_braille.aspx)Written:Newspapers –Inform you about what is going on throughout the world socially and economically. This is a form of communication via the media.Online, )Books – These can be both fiction and non-fiction. The non-fiction is things like biographies. They are communication with the outside world of what the author has done throughout his life or the incidents or crisis’s they have experienced in their lifetime.Magazines – These keep the rest if the world informed with the day to day events of the actor, singers, and other famous and popular people around the world . This is via the paparazzi, it is said that they invade their privacy to keep their fan in touch with what is going in their daily lives.Technological: This is communication that has been made easy by the development of the technology over the years.Computers – This is technology is used for communication, with this you can access the internet and a person can access social networking through this such as Yahoo, Facebook, MSN and so on.Telephone –This technology that has been designed to communicate with someone who is far away from others. They have to pay for it. Sometimes it is quite expensive but it is quite often affordable. When an individual have a mobile phone they do not need to worry about missing a phone call or. These are more modern and convenient as they come is smaller sizes and are easier to handle.P2 Discuss Theories of Communication.Theories of communicationArgyle's Communication Cycle.â€Å"According to Argyle, skilled interpersonal interaction (so cial skills) involves a cycle in which you have to translate or ‘decode' what other people are communicating and constantly adapt your own.† (Whitehouse,2007,P19)Argyle's stages of the communication cycle were when an idea occurs, message coded, message sent, message received, message decoded, message understood.The first stage is ideas occur this is the process where we think about what we are going to say and who to. The second stage, message coded, is where we think about our idea and plan what to say. The third stage is message sent, this is where we speak or sign what we are saying. The fourth stage is message received; this is where the person they are speaking to has listened to what they have to say. The fifth stage is message decoded; this is where the message can be translated if needed to. The final stage is message understood, this is where the receiver can clarify the meaning or ask any questions to clarify misunderstandings. Argyle's theory of the communica tion cycle centres on six core concepts, or, a cycle. The cycle is as follows:1. A idea occurs. For example, the service user’s idea is that they want to buy a car.2. Message coded. This would be them putting their desire of a car into whatever means they wish to communicate with. This may be a language, pictures, writing, or any other means of communication that they can think hold a conversation with.3. Message sent. Here they have communicated their desire for wanting a car.4. Message received. The person they wish to notify of their desire to have a car in this case it would be a care worker who has received our message.5. Message decoded. The service user now must take what they have said and attempt to decode it. Now, â€Å"I want a car† is pretty straight forward0000000, but remember, not everyone is as obvious as this, and this is the step where communication breakdown may occur as they may decode our message incorrectly.6. Message understood. Hopefully the las t step was effective and carer was able to understand what the service user was trying to communicate about. Now the cycle can begin anew, with the start of a new conversation. (http://wiki.answers.com/Q/What_is_the_Argyle_communication_cycle)Tuckman’s Stages of Group InteractionTuckman described the four distinct stages that a group can as it comes together and starts to operate. This process can be subconscious, although an understanding of the stages can help the group reach effectiveness more quickly and less painfully. â€Å"Stage 1: Forming Individual behaviour is driven by a desire to be accepted by the others, and avoid controversy or conflict. Serious issues and feelings are avoided, and people focus on being busy with routines, such as team organisation, who does what, when to meet. But individuals are also gathering information and impressions – about each other, and about the scope of the task and how to approach it. This is a comfortable stage to be in, b ut the avoidance of conflict and threat means that not much actually gets done.Stage 2: Storming Individuals in the group can only remain nice to each other for so long, as important issues start to be addressed. Some people's patience will break early, and minor confrontations will arise that are quickly dealt with or glossed over. These may relate to the work of the group itself, or to roles and responsibilities within the group. Some will observe that it's good to be getting into the real issues, whilst others will wish to remain in the comfort and security of stage 1. Depending on the culture of the organisation and individuals, the conflict will be more or less suppressed, but it'll be there, under the surface. To deal with the conflict, individuals may feel they are winning or losing battles, and will look for structural clarity and rules to prevent the conflict persisting.Stage 3: Norming As Stage 2 evolves, the â€Å"rules of engagement† for the group become establish ed, and the scope of the group’s tasks or responsibilities is clear and agreed. Having had their arguments, they now understand each other better, and can appreciate each other's skills and experience. Individuals listen to each other, appreciate and support each other, and are prepared to change pre-conceived views: they feel they're part of a cohesive, effective group.However, individuals have had to work hard to attain this stage, and may resist any pressure to change – especially from the outside – for fear that the group will break up, or revert to a storm. Stage 4: Performing Not all groups reach this stage, characterised by a state of independence and flexibility. Everyone knows each other well enough to be able to work together, and trusts each other enough to allow independent activity.Roles  and responsibilities change according to need in an almost routine way. Group identity, loyalty and morale are all high, and everyone is equally task-orientated and people-orientated. This high degree of comfort means that all the energy of the group can be directed towards the tasks in hand.Stage 5: AdjourningThis is about completion and disengagement, both from the tasks and the group members. Individuals will be proud of having achieved much and glad to have been part of such an enjoyable group. They need to recognise what they've done, and consciously move on.† (Whitehouse,2007,P19)From Tuckman’s theory it is shown that by the way that people are feeling and the views they have on different topics of discussion. It also has a big impact on if the individual feels as though they belong in that group.

Project Management Assignment - 13761 Words

Assignment 2 ------------------------------------------------- 157.246: Project Management and Systems Implementation PURPOSE 1 INTRODUCTION TO PROJECT MANAGEMENT 1 INTRODUCTION TO MICROSOFT PROJECT 2 FORMAT OF THIS ASSIGNMENT 3 USING MICROSOFT PROJECT IN PC COMPUTER LABORATORY 3 File SAVE and BACKUP requirements 3 Starting Microsoft Project 4 THE PALMERS GOLF COURSE PROJECT 4 Project background 4 Setting the Project Start Date 4 Setting default values 5 ï  ¶ Set Current Date 5 ï  ¶ Set the Calendar 5 ï  ¶ Set the Working Time 6 ï  ¶ Set the Project Calendar 7 ï  ¶ Set the Gantt chart bar display 8 Enter tasks in the schedule 8 Durations and Milestones 10 ï  ¶ Set Milestones 10 ï  ¶ Set Durations 10 Designating tasks and†¦show more content†¦ALL later phases of the project are based directly on the information you provide when you first plan your project. †¢ Managing changes This is an ongoing process that begins once you create a schedule and the project starts, and ends when the project is complete. It includes tracking and adjusting your schedule to reflect changes that occur as the project progresses. †¢ Communicating project information This is a very important process that involves communicating project information to clients, project staff, and management. Project management software is productivity software that will assist you in each of these steps. Many professionals find it is among the most productive tools in their skill set. Some Information Systems professionals will find it essential to their jobs while many others will use it only on an occasional basis. INTRODUCTION TO MICROSOFT PROJECT Project management software such as Microsoft Project helps you achieve your project goal on time and on budget. Computer software can significantly aid in project management as a tool for recording, calculating, analysing, consolidating and presenting project details. However, it is important to note that the software cannot produce or even guarantee a successful project plan, any more than a word processor can produce or guarantee a successful novel. Despite this, Microsoft Project assists you to develop a better plan. It does so in the followingShow MoreRelatedProject Management Assignment3060 Words   |  13 Pages 3. Business Case. 4. Technical Plan. 5. Project Management Method. 6. Strategic Project Management Techniques. 7. Quality Control. 8. Project Monitoring and Controlling. 9. Risk Management. 10. Project Costing and Budgeting. 11. Project Closure. 12. References. Company Profile Tamp;T Co. is a Cochin-based private construction and Architecture Company, established in 1995 mainly undertaking projects concerning building and bridge constructions. 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The Original Position and the Veil of Ignorance - 1369 Words

Political philosopher John Rawls believed that in order for society to function properly, there needs to be a social contract, which defines ‘justice as fairness’. Rawls believed that the social contract be created from an original position in which everyone decides on the rules for society behind a veil of ignorance. In this essay, it will be argued that the veil of ignorance is an important feature of the original position. First, the essay will describe what the veil of ignorance is. Secondly, it will look at what Rawls means by the original position. Thirdly, it will look at why the veil of ignorance is an important feature of the original position. Finally, the essay will present a criticism to the veil of ignorance and the original†¦show more content†¦Overall, the goal of the original position is to find out a fair and equal way to achieve the principles of justice. Why is The Veil of Ignorance an Important Feature of The Original Position? The main goal of the original position is to set up a impartial procedure so that any principle agreed to will be fair and just (Rawls, 1971). In order to create principles that are fair and just, people must â€Å"nullify the effects of specific contingencies which put men at odds and tempt them to exploit social and natural circumstances to their own advantage.† (Rawls, 1971, 136) In order to do this effectively, Rawls argues that the parties involved have to be situated behind a veil of ignorance (Rawls, 1971). Without being behind the veil of ignorance, and if â€Å"a knowledge of particulars is allowed, then the outcome is biased by arbitrary contingencies.† (Rawls, 1971, 141) Therefore, the restrictions on the particular knowledge in the original position are of fundamental importance (Rawls, 1971). Without the original position, the parties involved would not be able to work out any defin ite principles of justice (Rawls, 1971). The society who does not enact a social contract from the original position would then have to be content with a vague understanding of justice and therefore have very little substance to the agreement itself (Rawls, 1971). The veil of ignorance makes it possible to have a unanimous choice of a particular conception of justice (Rawls,Show MoreRelatedThe Original Position And The Veil Of Ignorance1411 Words   |  6 Pages1. Explain Rawls on the original position and the veil of ignorance. State Rawls’ two principles of justice. Explain why persons in the original position would choose each of the two principles. Explain Rawls on the original positions and the veil of ignorance: Rawls’ idea of the original position is to set up a fair procedure so that any principles agreed to by society will be just principles. 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Throughout the entire passage moral theories, specifically about justice are discussed, Rawls explains a way of creating a society that is just and fair. Should there be a type of veil on the principals