Friday, August 30, 2019

Candle

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OBSERVATION OF A CANDLE


OBJECTIVES


·To observe a candle flame and to perform several tests


·To interpret the observations and the results of the tests


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MATERIALS and EQUIPMENT


· can lids


·wire gauze


·50-mL beaker


·shallow pan


·500-mL Erlenmeyer flask


·glass square


·towel


· candles


·matches


·tap water


·lime water


PROCEDURE


1.Wear safety gear!


.Light large candle, drip 5 to 10 drops of melted was onto center of a can lid, affix candle upright.


.Observe the burning candle and record observations (see DATA TABLE)


4.Light the smaller candle, blow out the other candle, slowly bring new flame to the smoke of the other candle, record observations (see DATA TABLE)


5.Affix smaller candle to can lid, and relight first candle, extinguish smaller candle.


6.Hold wire gauze over burning candle, lowering and rising it slowly from the flame, record observations (see DATA TABLE)


7.Place 50-mL beaker over the flame, hold it there for a few seconds, observe (see DATA TABLE)


8.Fill pan half way with water, place smaller candle in and light. Lower 500-mL Erlenmeyer flask over candle and in the water, observe (see DATA TABLE)


DATA TABLE


Procedure observations


·The white candle looks blue and purple


·The flame is blue near the wick


·The flame is more orange towards the end


·The flame flickers in the wind


·It blows in the direction of the wind


·The candle is white


·The wax slowly melts


·The melted wax allows the candle to stay upright


Procedure 4 observations


·The flame becomes darker


·The flame splits when it makes contact with the smoke


·The flame blows in the same direction of the smoke


Procedure 6 observations


·The flame went around the wire


·It does not seem to smoke, only burn


Procedure 7 observations


·The flame grew bigger


·The beaker became foggy


Procedure 8 observations


·As the water rose into the beaker, the flame grew smaller and eventually went out


PROCESSING the DATA


1.Classify The candle burning was an inference, and all the observations made on the other tests were observations.


CONCLUSION


When unbothered by foreign objects, a candle is able to burn for very long. But when tested, the candle is very easy to extinguish.


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Life Saving in Swimming

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1. Resuscitation is the preservation or restoration of life by the establishment and maintenance of airway, breathing and circulation, and related emergency care.


These techniques include checking for dangers, assessment of the level of consciousness, opening and maintaining the airway, artificial ventilation of the lungs and external cardiac compression.


. Resuscitation might be needed in the following circumstances-


ɨDrowning


Write my Essay on Life Saving in Swimming


ɨHeart Attack


ɨStroke


ɨElectric Shock


ɨCar accident


ɨHead Injury


ɨDrug Overdose


ɨEpilepsy


ɨEnvenomation


. Respiratory failure is when a person's breathing becomes insufficient or totally stops. This leads to an inadequate supply of oxygen to the brain and the tissues


4. A common cause of respiratory failure is an obstructed or blocked airway which prevents air from reaching the lungs. This might be caused by the tongue falling backwards and blocking the pharynx in an unconscious person.


Other causes may be


•A reduced amt. of oxygen in the inhaled air.


•A foreign body in the throat.


•Injury to the throat, ribs, chest muscles or lungs.


•Interference with the uptake of oxygen in the lungs and its circulation in the blood.


•A drug overdose.


•Electric Shock.


•Envenomation.


5. Cardio respiratory Arrest is a disease in the coronary arteries (artery that supplies the heart muscles with oxygen.). It leads to stoppage of breathing and circulation of O.


6. The initials CPR stand for Cardiopulmonary Resuscitation.


7. The following action is needed while checking the following


D Danger Any hazard mustn't be ignored. They must be removed from the casualty, bystanders and ourselves. Eg dangerous fumes or electric wiring.


R Response Level of consciousness of the casualty must be assessed. Eg calling out the person's name.


A Airway Opening, clearing, and maintaining the casualty airway.


B Breathing check for breathing and if necessary apply Expired Air Resuscitation (EAR).


C Circulation Check for pulse and if necessary apply Emergency Cardiac Care (ECC).


8. While calling the ambulance the following information must be prepared


A. Location of the emergency.


B. Telephone number from where the call is being made.


C. Detailed accounts of what happened.


D. The number of people needing help.


E. Condition and extent of the casualties.


F. The first aid being given at the moment.


G. Answers to any other questions asked.


. A person mustn't hang up the phone unless instructed by the operator as they might not get the entire information about the casualty and other details.


10. The initials EAR stand for Expired Air Resuscitation.


11. EAR is when a person gives his exhaled air to someone in order to revive him/her it includes the following


I. mouth to mouth EAR.


II. mouth to nose EAR.


III. mouth to mask EAR.


IV. mouth to mouth and nose EAR.


V. mouth to stoma EAR.


On the other hand CPR is just the basic formalities that are undertaken before giving EAR. It includes checking for


I.danger. III. airway V. circulation


II.response IV. breathing


1. EAR application ratio for adults


1 breathes every 4 seconds = 15 breaths per minute.


EAR ratio for children


1 breathe every seconds = 0 breaths ever minute


EAR ratio for infants


1 puff every seconds = 0 puffs every minute.


1. While giving mouth to mouth resuscitation, if there is any problem in sealing the casualty's nostrils with the cheek, they can also be sealed with the fingers of the hand maintaining the head tilt.


14. During EAR the pulse should be checked 1 minute after the commencement of the EAR and then once every minutes.


15. Mouth to nose resuscitation can be used


If it is the Rescuer's preference.


For resuscitation in deep water. (using a buoyant aid).


When the jaw is clenched.


By a child on an adult.


Any case in which mouth to mouth resuscitation can't be used.


16. Certain people due to previous surgeries (in which there larynx has been removed) breathe through an opening stoma in the trachea (in the neck). Therefore resuscitation given through the stoma is known as mouth to stoma resuscitation.


17. Mouth to mask resuscitation is useful when the person has been vomiting or when there is any fear of cross- infection.


18. For EAR on children smaller volumes of air must be blown.


1. the airway of an infant is difficult to keep open. During EAR the head of an infant mustn't be tilted backwards because this narrows or obstructs the airway.


0. An airway can become blocked due to some foreign material. The person might also get choked thus resulting in the blocking of the airway. The tongue might also come in the airway and block it.


1. Lateral Chest Thrust is the pressure applied over the chest wall close to the armpits. This delivers a more sustained pressure to a blocked air passage.


. Lateral Chests Thrusts must be used when the normal EAR procedure doesn't work.


. Vomiting is an active process during which muscular action causes the stomach to throw out its contents.


4. Regurgitation is the passive flow of the contents of the stomach to the mouth and the nose.


5. If a casualty begins to vomit/regurgitate during EAR


Turn the casualty onto the side.


Clear the mouth.


Check breathing again.


Continue EAR if necessary.


PS At times vomiting may be a sign of recovery.


6. The Three Aqua Codes are-


Go together (in groups)


Stay afloat and Wave (lie on your back and relax while waving for help)


Reach for rescue (if someone is in trouble reach out with a stick or rope)


7. Waves are caused by wind or by any disturbance (a person jumping into the pool).


8. There are two types of currents. They are-


A.Tidal currents- these currents are caused by the rise and fall of the tide. They do not always flow into and out from the shore but may also flow at an angle to the shore. This occurs at the entrance to bays, inlets and river mouths.


B.Runback currents- they are caused by the backwash of waves and are usually strongest where the beach is steep. Inshore or side currents are produced by waves breaking over a sandbank or by waves breaking at an angle to the beach or both.


. Rips are fast flowing runback currents which are very dangerous for swimmers in the sea. After the waves break onto the beach, the water flows out in the direction of least resistance. This is known as a rip. They can be dangerous as they have a sucking motion and cause drowning and even quicksands.


0. There are four ways of recognizing a RIP-


1.Discoloured water, brown in colour due to sand stirred off the bottom.


.Foam on the surface which extends beyond the breaking waves.


.A ripple appearance when the water around is generally calm.


4.Debris floating with the current.


5.Waves breaking larger and further out on both sides of the rip.


1. While swimming at the beach certain rules have to be followed for safety-


1. We must swim between the red and yellow flags as this is the safest part of the beach and is patrolled by lifeguards.


. We must never swim alone go with another person.


. We must watch on a reference point on the beach so that we don't drift too far away from the selected swimming area.


4. We must across the current as swimming against it can be exhausting.


. Different entries positions can be used to enter a pool-


A.Slide in- this entry can be used when the depth of water and the state of the bottom are unknown.


B.Step in- this can be used when the water is clear, the depth is unknown and the bottom is free from obstacles. It is most appropriate for areas where the entry point is not much higher than the water level.


C.Compact jump- this entry can be used to jump into unknown deep water. It must be done from a height.


D.Standing dive- can be done when the water is clear and is deeper than the diver's height.


E.Shallow dive- it can used when a greater distance across the water must be covered. This might be done to save time.


F.Stride in- this can be done when the rescuer needs to watch the person in difficulty and the entry is to made from a lower height into known deep water. It is not used when shallow water or when unknown conditions such as injury to the swimmer may occur.


. Swimming underwater has two main advantages


 A person can be saved from flames on the water by swimming underwater.


 A person can avoid any debris by swimming underwater.


4. There are many disadvantages of swimming deeply underwater


As the pressure of water increases with depth, a person swimming deeply underwater will suffer from headaches.


If a person swimming deeply underwater needs to surface to breath in again the distance that he would need to cover would be quite high


By swimming deeply underwater vision would get worse as it would get darker.


4. The main steps in a rescue are-


1. Awareness


. Assessment


. Action


4. After Care


5. Potential emergencies require immediate action. Examples are-


ɨA person has slipped on a riverbank and has fallen into the water.


ɨA swimmer is making little or no headway in trying to return to safety.


ɨSomeone on an airbed has been caught in a current and is drifting seawards or downstream.


ɨA poor swimmer is chasing a ball or any other floating object into deep water.


6. There are four categories of swimmers who need attention when placed in water. These people may behave in a different way.


CATEGORY CHARACTERISTICS WHEN PLACED IN WATER


NON- SWIMMER


May not use arms and legs for support.


The person is vertical in water and may not necessarily be facing the shoreline.


His only concern is breathing.


He may submerge for increasing periods of time.


He sends seldom waves or calls for help.


He will show signs of panic and his wide- eyed.


WEAK SWIMMER He may use his arms and legs for support.


He is at an angle to the surface and is normally facing the shoreline.


His head may submerge periodically.


He may be able to expel any water that enters his mouth.


He might wave and call for help.


The expression on his face and eyes show different levels of anxiety.


INJURED PERSON(SWIMMER OR NON SWIMMER) He might be in an awkward position in the water caused by grasping of the injured area.


He might be able to stay afloat.


He might make attempts to signal for help depending on the degree of the injury.


The expression on his face and eyes show different levels of anxiety.


He might be panicking and crying out in pain.


A UNCONSCIOUS PERSON He might be at any point between the bottom and the surface and can be either faced up or down.


He is completely limp in the water.


He will show no attempts to draw attention.


He won't show any facial expression.


7. There are 5 rescue techniques apart from TOWING.


1. REACH- this method can be used when the person in difficulty is near the edge or when a weak or non- swimmer has to rescue someone. This method can be executed in the following ways-


1. Lie down with your chest on the ground.


. Anchor firmly using an assistant or by grasping a firm object like a post.


. Reach out with an aid and instruct the person to hold it.


4. Haul the person steadily to safety.


5. If in danger of being pulled in, let go and try again when secure.


. THROW - this method can be used when the person is to far away to use a REACH rescue. The buoyant aid is thrown to provide the person with support until removal from the danger area. Method-


1. Reassure the person in difficulty.


. Choose a suitable aid, preferably a one that can be grasped.


. Tell the person that something is being thrown and how to use it.


4. Stand well clear of the edge and throw the aid underarm or overarm, depending on the type of aid and the distance to the person.


5. Attempt to land the aid within arm's reach of the person.


6. Instruct the person to hold the aid to the chest and to kick to the edge.


7. Assist the person out of the water.


. WADE- this can be used when attempts to reach and throw have been unsuccessful. It can be used to bring a person closer to the person so that a REACH and THROW rescue may be attempted. Method-


1. Reassure the person in difficulty.


. Locate a suitable reaching or throwing aid.


. Enter shallow water safely, and take an aid to test the depth of water if possible.


4. Wade by sliding the feet carefully across the bottom, and test the depth if possible. Test the bottom for firmness and obstacles before moving forwards.


5. Reach with the aid when the person is close enough.


6. When the person has grasped the aid, return to safety, and avoid contact until safety is reached.


7. If you are in danger let go. (Self preservation)


4. ROW- it is used when it is not possible to perform REACH, THROW or WADE rescues. The rescuer remains clear of the water and the person in difficulty can be made secure more safely and quickly. Method-


1. From a small craft, proceed directly to the person in difficulty.


. Guide the craft handler if necessary.


. Make a decision regarding the best contact point for the person. The craft should be in on the downward side but in windy conditions a lone rescuer may choose a position beside the person on the side of the wind and perform a reach rescue.


4. Use low risk live saving techniques wherever possible.


5. Attempt to throw a buoyant aid to the person or f unsuccessful a reach rescue may be performed.


6. Provide reassurance and instruct the person to move to the stern of the craft.


7. Give expired air resuscitation if required, over the stern or over the side of the craft.


8. Instruct the person to come aboard at the stern.


. Move the stern to assist if possible, or to the bow to the bow to provide stability to a small or light craft.


10. Keep your own weight and that of the rescued as low a possible.


11. Row to safety.


6.SWIMMING- it can be used when all land based rescues have either failed or have not been used properly or when the person is out of reach or unconscious. Method-


1.Swim to the person in a defensive manner d offer your leg for support.


.Then swim back to the edge, climb out fasten the person to the edge.


8. In a rescue with multiple victims I would rescue the unconscious person first. I would do this as the unconscious person doesn't have any idea of what's going on. He might sink to the bottom and might also swallow large amounts of water. He won't be able to show any signs for help and won't be able to even paddle his legs to stay afloat. Although this person is close to the edge it might be tough to use a REACH (If he is underwater), THROW or WADE ( If underwater, duckdiving may be required) rescue. The other victims could stop themselves from drinking water and could also paddle there feet to stay afloat. They will also be able to follow any instruction that we give them.


. During a REACH rescue the leg or the arm can be used to give support. Other aids can be a rigid object such as a stick , branch or a paddle. A non- rigid object such as a towel, cloth or rope could also be used.


40. SELF PRESERVATION is the consideration that a rescuer must have for himself while taking part in a rescue. He must not be put into any danger while performing the rescue. ( He life mustn't be threatened). The safest rescues are those in which the rescuer never gets wet. The rescue operations in it's order of safety are-


1. REACH. THROW


. WADE4. ROW


5. SWIM 6. SWIMMING


1. Resuscitation is the preservation or restoration of life by the establishment and maintenance of airway, breathing and circulation, and related emergency care.


These techniques include checking for dangers, assessment of the level of consciousness, opening and maintaining the airway, artificial ventilation of the lungs and external cardiac compression.


. Resuscitation might be needed in the following circumstances-


ɨDrowning


ɨHeart Attack


ɨStroke


ɨElectric Shock


ɨCar accident


ɨHead Injury


ɨDrug Overdose


ɨEpilepsy


ɨEnvenomation


. Respiratory failure is when a person's breathing becomes insufficient or totally stops. This leads to an inadequate supply of oxygen to the brain and the tissues


4. A common cause of respiratory failure is an obstructed or blocked airway which prevents air from reaching the lungs. This might be caused by the tongue falling backwards and blocking the pharynx in an unconscious person.


Other causes may be


•A reduced amt. of oxygen in the inhaled air.


•A foreign body in the throat.


•Injury to the throat, ribs, chest muscles or lungs.


•Interference with the uptake of oxygen in the lungs and its circulation in the blood.


•A drug overdose.


•Electric Shock.


•Envenomation.


5. Cardio respiratory Arrest is a disease in the coronary arteries (artery that supplies the heart muscles with oxygen.). It leads to stoppage of breathing and circulation of O.


6. The initials CPR stand for Cardiopulmonary Resuscitation.


7. The following action is needed while checking the following


D Danger Any hazard mustn't be ignored. They must be removed from the casualty, bystanders and ourselves. Eg dangerous fumes or electric wiring.


R Response Level of consciousness of the casualty must be assessed. Eg calling out the person's name.


A Airway Opening, clearing, and maintaining the casualty airway.


B Breathing check for breathing and if necessary apply Expired Air Resuscitation (EAR).


C Circulation Check for pulse and if necessary apply Emergency Cardiac Care (ECC).


8. While calling the ambulance the following information must be prepared


A. Location of the emergency.


B. Telephone number from where the call is being made.


C. Detailed accounts of what happened.


D. The number of people needing help.


E. Condition and extent of the casualties.


F. The first aid being given at the moment.


G. Answers to any other questions asked.


. A person mustn't hang up the phone unless instructed by the operator as they might not get the entire information about the casualty and other details.


10. The initials EAR stand for Expired Air Resuscitation.


11. EAR is when a person gives his exhaled air to someone in order to revive him/her it includes the following


I. mouth to mouth EAR.


II. mouth to nose EAR.


III. mouth to mask EAR.


IV. mouth to mouth and nose EAR.


V. mouth to stoma EAR.


On the other hand CPR is just the basic formalities that are undertaken before giving EAR. It includes checking for


I.danger. III. airway V. circulation


II.response IV. breathing


1. EAR application ratio for adults


1 breathes every 4 seconds = 15 breaths per minute.


EAR ratio for children


1 breathe every seconds = 0 breaths ever minute


EAR ratio for infants


1 puff every seconds = 0 puffs every minute.


1. While giving mouth to mouth resuscitation, if there is any problem in sealing the casualty's nostrils with the cheek, they can also be sealed with the fingers of the hand maintaining the head tilt.


14. During EAR the pulse should be checked 1 minute after the commencement of the EAR and then once every minutes.


15. Mouth to nose resuscitation can be used


If it is the Rescuer's preference.


For resuscitation in deep water. (using a buoyant aid).


When the jaw is clenched.


By a child on an adult.


Any case in which mouth to mouth resuscitation can't be used.


16. Certain people due to previous surgeries (in which there larynx has been removed) breathe through an opening stoma in the trachea (in the neck). Therefore resuscitation given through the stoma is known as mouth to stoma resuscitation.


17. Mouth to mask resuscitation is useful when the person has been vomiting or when there is any fear of cross- infection.


18. For EAR on children smaller volumes of air must be blown.


1. the airway of an infant is difficult to keep open. During EAR the head of an infant mustn't be tilted backwards because this narrows or obstructs the airway.


0. An airway can become blocked due to some foreign material. The person might also get choked thus resulting in the blocking of the airway. The tongue might also come in the airway and block it.


1. Lateral Chest Thrust is the pressure applied over the chest wall close to the armpits. This delivers a more sustained pressure to a blocked air passage.


. Lateral Chests Thrusts must be used when the normal EAR procedure doesn't work.


. Vomiting is an active process during which muscular action causes the stomach to throw out its contents.


4. Regurgitation is the passive flow of the contents of the stomach to the mouth and the nose.


5. If a casualty begins to vomit/regurgitate during EAR


Turn the casualty onto the side.


Clear the mouth.


Check breathing again.


Continue EAR if necessary.


PS At times vomiting may be a sign of recovery.


6. The Three Aqua Codes are-


Go together (in groups)


Stay afloat and Wave (lie on your back and relax while waving for help)


Reach for rescue (if someone is in trouble reach out with a stick or rope)


7. Waves are caused by wind or by any disturbance (a person jumping into the pool).


8. There are two types of currents. They are-


A.Tidal currents- these currents are caused by the rise and fall of the tide. They do not always flow into and out from the shore but may also flow at an angle to the shore. This occurs at the entrance to bays, inlets and river mouths.


B.Runback currents- they are caused by the backwash of waves and are usually strongest where the beach is steep. Inshore or side currents are produced by waves breaking over a sandbank or by waves breaking at an angle to the beach or both.


. Rips are fast flowing runback currents which are very dangerous for swimmers in the sea. After the waves break onto the beach, the water flows out in the direction of least resistance. This is known as a rip. They can be dangerous as they have a sucking motion and cause drowning and even quicksands.


0. There are four ways of recognizing a RIP-


1.Discoloured water, brown in colour due to sand stirred off the bottom.


.Foam on the surface which extends beyond the breaking waves.


.A ripple appearance when the water around is generally calm.


4.Debris floating with the current.


5.Waves breaking larger and further out on both sides of the rip.


1. While swimming at the beach certain rules have to be followed for safety-


1. We must swim between the red and yellow flags as this is the safest part of the beach and is patrolled by lifeguards.


. We must never swim alone go with another person.


. We must watch on a reference point on the beach so that we don't drift too far away from the selected swimming area.


4. We must across the current as swimming against it can be exhausting.


. Different entries positions can be used to enter a pool-


A.Slide in- this entry can be used when the depth of water and the state of the bottom are unknown.


B.Step in- this can be used when the water is clear, the depth is unknown and the bottom is free from obstacles. It is most appropriate for areas where the entry point is not much higher than the water level.


C.Compact jump- this entry can be used to jump into unknown deep water. It must be done from a height.


D.Standing dive- can be done when the water is clear and is deeper than the diver's height.


E.Shallow dive- it can used when a greater distance across the water must be covered. This might be done to save time.


F.Stride in- this can be done when the rescuer needs to watch the person in difficulty and the entry is to made from a lower height into known deep water. It is not used when shallow water or when unknown conditions such as injury to the swimmer may occur.


. Swimming underwater has two main advantages


 A person can be saved from flames on the water by swimming underwater.


 A person can avoid any debris by swimming underwater.


4. There are many disadvantages of swimming deeply underwater


As the pressure of water increases with depth, a person swimming deeply underwater will suffer from headaches.


If a person swimming deeply underwater needs to surface to breath in again the distance that he would need to cover would be quite high


By swimming deeply underwater vision would get worse as it would get darker.


4. The main steps in a rescue are-


1. Awareness


. Assessment


. Action


4. After Care


5. Potential emergencies require immediate action. Examples are-


ɨA person has slipped on a riverbank and has fallen into the water.


ɨA swimmer is making little or no headway in trying to return to safety.


ɨSomeone on an airbed has been caught in a current and is drifting seawards or downstream.


ɨA poor swimmer is chasing a ball or any other floating object into deep water.


6. There are four categories of swimmers who need attention when placed in water. These people may behave in a different way.


CATEGORY CHARACTERISTICS WHEN PLACED IN WATER


NON- SWIMMER


May not use arms and legs for support.


The person is vertical in water and may not necessarily be facing the shoreline.


His only concern is breathing.


He may submerge for increasing periods of time.


He sends seldom waves or calls for help.


He will show signs of panic and his wide- eyed.


WEAK SWIMMER He may use his arms and legs for support.


He is at an angle to the surface and is normally facing the shoreline.


His head may submerge periodically.


He may be able to expel any water that enters his mouth.


He might wave and call for help.


The expression on his face and eyes show different levels of anxiety.


INJURED PERSON(SWIMMER OR NON SWIMMER) He might be in an awkward position in the water caused by grasping of the injured area.


He might be able to stay afloat.


He might make attempts to signal for help depending on the degree of the injury.


The expression on his face and eyes show different levels of anxiety.


He might be panicking and crying out in pain.


A UNCONSCIOUS PERSON He might be at any point between the bottom and the surface and can be either faced up or down.


He is completely limp in the water.


He will show no attempts to draw attention.


He won't show any facial expression.


7. There are 5 rescue techniques apart from TOWING.


1. REACH- this method can be used when the person in difficulty is near the edge or when a weak or non- swimmer has to rescue someone. This method can be executed in the following ways-


1. Lie down with your chest on the ground.


. Anchor firmly using an assistant or by grasping a firm object like a post.


. Reach out with an aid and instruct the person to hold it.


4. Haul the person steadily to safety.


5. If in danger of being pulled in, let go and try again when secure.


. THROW - this method can be used when the person is to far away to use a REACH rescue. The buoyant aid is thrown to provide the person with support until removal from the danger area. Method-


1. Reassure the person in difficulty.


. Choose a suitable aid, preferably a one that can be grasped.


. Tell the person that something is being thrown and how to use it.


4. Stand well clear of the edge and throw the aid underarm or overarm, depending on the type of aid and the distance to the person.


5. Attempt to land the aid within arm's reach of the person.


6. Instruct the person to hold the aid to the chest and to kick to the edge.


7. Assist the person out of the water.


. WADE- this can be used when attempts to reach and throw have been unsuccessful. It can be used to bring a person closer to the person so that a REACH and THROW rescue may be attempted. Method-


1. Reassure the person in difficulty.


. Locate a suitable reaching or throwing aid.


. Enter shallow water safely, and take an aid to test the depth of water if possible.


4. Wade by sliding the feet carefully across the bottom, and test the depth if possible. Test the bottom for firmness and obstacles before moving forwards.


5. Reach with the aid when the person is close enough.


6. When the person has grasped the aid, return to safety, and avoid contact until safety is reached.


7. If you are in danger let go. (Self preservation)


4. ROW- it is used when it is not possible to perform REACH, THROW or WADE rescues. The rescuer remains clear of the water and the person in difficulty can be made secure more safely and quickly. Method-


1. From a small craft, proceed directly to the person in difficulty.


. Guide the craft handler if necessary.


. Make a decision regarding the best contact point for the person. The craft should be in on the downward side but in windy conditions a lone rescuer may choose a position beside the person on the side of the wind and perform a reach rescue.


4. Use low risk live saving techniques wherever possible.


5. Attempt to throw a buoyant aid to the person or f unsuccessful a reach rescue may be performed.


6. Provide reassurance and instruct the person to move to the stern of the craft.


7. Give expired air resuscitation if required, over the stern or over the side of the craft.


8. Instruct the person to come aboard at the stern.


. Move the stern to assist if possible, or to the bow to the bow to provide stability to a small or light craft.


10. Keep your own weight and that of the rescued as low a possible.


11. Row to safety.


6.SWIMMING- it can be used when all land based rescues have either failed or have not been used properly or when the person is out of reach or unconscious. Method-


1.Swim to the person in a defensive manner d offer your leg for support.


.Then swim back to the edge, climb out fasten the person to the edge.


8. In a rescue with multiple victims I would rescue the unconscious person first. I would do this as the unconscious person doesn't have any idea of what's going on. He might sink to the bottom and might also swallow large amounts of water. He won't be able to show any signs for help and won't be able to even paddle his legs to stay afloat. Although this person is close to the edge it might be tough to use a REACH (If he is underwater), THROW or WADE ( If underwater, duckdiving may be required) rescue. The other victims could stop themselves from drinking water and could also paddle there feet to stay afloat. They will also be able to follow any instruction that we give them.


. During a REACH rescue the leg or the arm can be used to give support. Other aids can be a rigid object such as a stick , branch or a paddle. A non- rigid object such as a towel, cloth or rope could also be used.


40. SELF PRESERVATION is the consideration that a rescuer must have for himself while taking part in a rescue. He must not be put into any danger while performing the rescue. ( He life mustn't be threatened). The safest rescues are those in which the rescuer never gets wet. The rescue operations in it's order of safety are-


1. REACH. THROW


. WADE4. ROW


5. SWIM 6. SWIMMING


1. Resuscitation is the preservation or restoration of life by the establishment and maintenance of airway, breathing and circulation, and related emergency care.


These techniques include checking for dangers, assessment of the level of consciousness, opening and maintaining the airway, artificial ventilation of the lungs and external cardiac compression.


. Resuscitation might be needed in the following circumstances-


ɨDrowning


ɨHeart Attack


ɨStroke


ɨElectric Shock


ɨCar accident


ɨHead Injury


ɨDrug Overdose


ɨEpilepsy


ɨEnvenomation


. Respiratory failure is when a person's breathing becomes insufficient or totally stops. This leads to an inadequate supply of oxygen to the brain and the tissues


4. A common cause of respiratory failure is an obstructed or blocked airway which prevents air from reaching the lungs. This might be caused by the tongue falling backwards and blocking the pharynx in an unconscious person.


Other causes may be


•A reduced amt. of oxygen in the inhaled air.


•A foreign body in the throat.


•Injury to the throat, ribs, chest muscles or lungs.


•Interference with the uptake of oxygen in the lungs and its circulation in the blood.


•A drug overdose.


•Electric Shock.


•Envenomation.


5. Cardio respiratory Arrest is a disease in the coronary arteries (artery that supplies the heart muscles with oxygen.). It leads to stoppage of breathing and circulation of O.


6. The initials CPR stand for Cardiopulmonary Resuscitation.


7. The following action is needed while checking the following


D Danger Any hazard mustn't be ignored. They must be removed from the casualty, bystanders and ourselves. Eg dangerous fumes or electric wiring.


R Response Level of consciousness of the casualty must be assessed. Eg calling out the person's name.


A Airway Opening, clearing, and maintaining the casualty airway.


B Breathing check for breathing and if necessary apply Expired Air Resuscitation (EAR).


C Circulation Check for pulse and if necessary apply Emergency Cardiac Care (ECC).


8. While calling the ambulance the following information must be prepared


A. Location of the emergency.


B. Telephone number from where the call is being made.


C. Detailed accounts of what happened.


D. The number of people needing help.


E. Condition and extent of the casualties.


F. The first aid being given at the moment.


G. Answers to any other questions asked.


. A person mustn't hang up the phone unless instructed by the operator as they might not get the entire information about the casualty and other details.


10. The initials EAR stand for Expired Air Resuscitation.


11. EAR is when a person gives his exhaled air to someone in order to revive him/her it includes the following


I. mouth to mouth EAR.


II. mouth to nose EAR.


III. mouth to mask EAR.


IV. mouth to mouth and nose EAR.


V. mouth to stoma EAR.


On the other hand CPR is just the basic formalities that are undertaken before giving EAR. It includes checking for


I.danger. III. airway V. circulation


II.response IV. breathing


1. EAR application ratio for adults


1 breathes every 4 seconds = 15 breaths per minute.


EAR ratio for children


1 breathe every seconds = 0 breaths ever minute


EAR ratio for infants


1 puff every seconds = 0 puffs every minute.


1. While giving mouth to mouth resuscitation, if there is any problem in sealing the casualty's nostrils with the cheek, they can also be sealed with the fingers of the hand maintaining the head tilt.


14. During EAR the pulse should be checked 1 minute after the commencement of the EAR and then once every minutes.


15. Mouth to nose resuscitation can be used


If it is the Rescuer's preference.


For resuscitation in deep water. (using a buoyant aid).


When the jaw is clenched.


By a child on an adult.


Any case in which mouth to mouth resuscitation can't be used.


16. Certain people due to previous surgeries (in which there larynx has been removed) breathe through an opening stoma in the trachea (in the neck). Therefore resuscitation given through the stoma is known as mouth to stoma resuscitation.


17. Mouth to mask resuscitation is useful when the person has been vomiting or when there is any fear of cross- infection.


18. For EAR on children smaller volumes of air must be blown.


1. the airway of an infant is difficult to keep open. During EAR the head of an infant mustn't be tilted backwards because this narrows or obstructs the airway.


0. An airway can become blocked due to some foreign material. The person might also get choked thus resulting in the blocking of the airway. The tongue might also come in the airway and block it.


1. Lateral Chest Thrust is the pressure applied over the chest wall close to the armpits. This delivers a more sustained pressure to a blocked air passage.


. Lateral Chests Thrusts must be used when the normal EAR procedure doesn't work.


. Vomiting is an active process during which muscular action causes the stomach to throw out its contents.


4. Regurgitation is the passive flow of the contents of the stomach to the mouth and the nose.


5. If a casualty begins to vomit/regurgitate during EAR


Turn the casualty onto the side.


Clear the mouth.


Check breathing again.


Continue EAR if necessary.


PS At times vomiting may be a sign of recovery.


6. The Three Aqua Codes are-


Go together (in groups)


Stay afloat and Wave (lie on your back and relax while waving for help)


Reach for rescue (if someone is in trouble reach out with a stick or rope)


7. Waves are caused by wind or by any disturbance (a person jumping into the pool).


8. There are two types of currents. They are-


A.Tidal currents- these currents are caused by the rise and fall of the tide. They do not always flow into and out from the shore but may also flow at an angle to the shore. This occurs at the entrance to bays, inlets and river mouths.


B.Runback currents- they are caused by the backwash of waves and are usually strongest where the beach is steep. Inshore or side currents are produced by waves breaking over a sandbank or by waves breaking at an angle to the beach or both.


. Rips are fast flowing runback currents which are very dangerous for swimmers in the sea. After the waves break onto the beach, the water flows out in the direction of least resistance. This is known as a rip. They can be dangerous as they have a sucking motion and cause drowning and even quicksands.


0. There are four ways of recognizing a RIP-


1.Discoloured water, brown in colour due to sand stirred off the bottom.


.Foam on the surface which extends beyond the breaking waves.


.A ripple appearance when the water around is generally calm.


4.Debris floating with the current.


5.Waves breaking larger and further out on both sides of the rip.


1. While swimming at the beach certain rules have to be followed for safety-


1. We must swim between the red and yellow flags as this is the safest part of the beach and is patrolled by lifeguards.


. We must never swim alone go with another person.


. We must watch on a reference point on the beach so that we don't drift too far away from the selected swimming area.


4. We must across the current as swimming against it can be exhausting.


. Different entries positions can be used to enter a pool-


A.Slide in- this entry can be used when the depth of water and the state of the bottom are unknown.


B.Step in- this can be used when the water is clear, the depth is unknown and the bottom is free from obstacles. It is most appropriate for areas where the entry point is not much higher than the water level.


C.Compact jump- this entry can be used to jump into unknown deep water. It must be done from a height.


D.Standing dive- can be done when the water is clear and is deeper than the diver's height.


E.Shallow dive- it can used when a greater distance across the water must be covered. This might be done to save time.


F.Stride in- this can be done when the rescuer needs to watch the person in difficulty and the entry is to made from a lower height into known deep water. It is not used when shallow water or when unknown conditions such as injury to the swimmer may occur.


. Swimming underwater has two main advantages


 A person can be saved from flames on the water by swimming underwater.


 A person can avoid any debris by swimming underwater.


4. There are many disadvantages of swimming deeply underwater


As the pressure of water increases with depth, a person swimming deeply underwater will suffer from headaches.


If a person swimming deeply underwater needs to surface to breath in again the distance that he would need to cover would be quite high


By swimming deeply underwater vision would get worse as it would get darker.


4. The main steps in a rescue are-


1. Awareness


. Assessment


. Action


4. After Care


5. Potential emergencies require immediate action. Examples are-


ɨA person has slipped on a riverbank and has fallen into the water.


ɨA swimmer is making little or no headway in trying to return to safety.


ɨSomeone on an airbed has been caught in a current and is drifting seawards or downstream.


ɨA poor swimmer is chasing a ball or any other floating object into deep water.


6. There are four categories of swimmers who need attention when placed in water. These people may behave in a different way.


CATEGORY CHARACTERISTICS WHEN PLACED IN WATER


NON- SWIMMER


May not use arms and legs for support.


The person is vertical in water and may not necessarily be facing the shoreline.


His only concern is breathing.


He may submerge for increasing periods of time.


He sends seldom waves or calls for help.


He will show signs of panic and his wide- eyed.


WEAK SWIMMER He may use his arms and legs for support.


He is at an angle to the surface and is normally facing the shoreline.


His head may submerge periodically.


He may be able to expel any water that enters his mouth.


He might wave and call for help.


The expression on his face and eyes show different levels of anxiety.


INJURED PERSON(SWIMMER OR NON SWIMMER) He might be in an awkward position in the water caused by grasping of the injured area.


He might be able to stay afloat.


He might make attempts to signal for help depending on the degree of the injury.


The expression on his face and eyes show different levels of anxiety.


He might be panicking and crying out in pain.


A UNCONSCIOUS PERSON He might be at any point between the bottom and the surface and can be either faced up or down.


He is completely limp in the water.


He will show no attempts to draw attention.


He won't show any facial expression.


7. There are 5 rescue techniques apart from TOWING.


1. REACH- this method can be used when the person in difficulty is near the edge or when a weak or non- swimmer has to rescue someone. This method can be executed in the following ways-


1. Lie down with your chest on the ground.


. Anchor firmly using an assistant or by grasping a firm object like a post.


. Reach out with an aid and instruct the person to hold it.


4. Haul the person steadily to safety.


5. If in danger of being pulled in, let go and try again when secure.


. THROW - this method can be used when the person is to far away to use a REACH rescue. The buoyant aid is thrown to provide the person with support until removal from the danger area. Method-


1. Reassure the person in difficulty.


. Choose a suitable aid, preferably a one that can be grasped.


. Tell the person that something is being thrown and how to use it.


4. Stand well clear of the edge and throw the aid underarm or overarm, depending on the type of aid and the distance to the person.


5. Attempt to land the aid within arm's reach of the person.


6. Instruct the person to hold the aid to the chest and to kick to the edge.


7. Assist the person out of the water.


. WADE- this can be used when attempts to reach and throw have been unsuccessful. It can be used to bring a person closer to the person so that a REACH and THROW rescue may be attempted. Method-


1. Reassure the person in difficulty.


. Locate a suitable reaching or throwing aid.


. Enter shallow water safely, and take an aid to test the depth of water if possible.


4. Wade by sliding the feet carefully across the bottom, and test the depth if possible. Test the bottom for firmness and obstacles before moving forwards.


5. Reach with the aid when the person is close enough.


6. When the person has grasped the aid, return to safety, and avoid contact until safety is reached.


7. If you are in danger let go. (Self preservation)


4. ROW- it is used when it is not possible to perform REACH, THROW or WADE rescues. The rescuer remains clear of the water and the person in difficulty can be made secure more safely and quickly. Method-


1. From a small craft, proceed directly to the person in difficulty.


. Guide the craft handler if necessary.


. Make a decision regarding the best contact point for the person. The craft should be in on the downward side but in windy conditions a lone rescuer may choose a position beside the person on the side of the wind and perform a reach rescue.


4. Use low risk live saving techniques wherever possible.


5. Attempt to throw a buoyant aid to the person or f unsuccessful a reach rescue may be performed.


6. Provide reassurance and instruct the person to move to the stern of the craft.


7. Give expired air resuscitation if required, over the stern or over the side of the craft.


8. Instruct the person to come aboard at the stern.


. Move the stern to assist if possible, or to the bow to the bow to provide stability to a small or light craft.


10. Keep your own weight and that of the rescued as low a possible.


11. Row to safety.


6.SWIMMING- it can be used when all land based rescues have either failed or have not been used properly or when the person is out of reach or unconscious. Method-


1.Swim to the person in a defensive manner d offer your leg for support.


.Then swim back to the edge, climb out fasten the person to the edge.


8. In a rescue with multiple victims I would rescue the unconscious person first. I would do this as the unconscious person doesn't have any idea of what's going on. He might sink to the bottom and might also swallow large amounts of water. He won't be able to show any signs for help and won't be able to even paddle his legs to stay afloat. Although this person is close to the edge it might be tough to use a REACH (If he is underwater), THROW or WADE ( If underwater, duckdiving may be required) rescue. The other victims could stop themselves from drinking water and could also paddle there feet to stay afloat. They will also be able to follow any instruction that we give them.


. During a REACH rescue the leg or the arm can be used to give support. Other aids can be a rigid object such as a stick , branch or a paddle. A non- rigid object such as a towel, cloth or rope could also be used.


40. SELF PRESERVATION is the consideration that a rescuer must have for himself while taking part in a rescue. He must not be put into any danger while performing the rescue. ( He life mustn't be threatened). The safest rescues are those in which the rescuer never gets wet. The rescue operations in it's order of safety are-


1. REACH. THROW


. WADE4. ROW


5. SWIM 6. SWIMMING


1. Resuscitation is the preservation or restoration of life by the establishment and maintenance of airway, breathing and circulation, and related emergency care.


These techniques include checking for dangers, assessment of the level of consciousness, opening and maintaining the airway, artificial ventilation of the lungs and external cardiac compression.


. Resuscitation might be needed in the following circumstances-


ɨDrowning


ɨHeart Attack


ɨStroke


ɨElectric Shock


ɨCar accident


ɨHead Injury


ɨDrug Overdose


ɨEpilepsy


ɨEnvenomation


. Respiratory failure is when a person's breathing becomes insufficient or totally stops. This leads to an inadequate supply of oxygen to the brain and the tissues


4. A common cause of respiratory failure is an obstructed or blocked airway which prevents air from reaching the lungs. This might be caused by the tongue falling backwards and blocking the pharynx in an unconscious person.


Other causes may be


•A reduced amt. of oxygen in the inhaled air.


•A foreign body in the throat.


•Injury to the throat, ribs, chest muscles or lungs.


•Interference with the uptake of oxygen in the lungs and its circulation in the blood.


•A drug overdose.


•Electric Shock.


•Envenomation.


5. Cardio respiratory Arrest is a disease in the coronary arteries (artery that supplies the heart muscles with oxygen.). It leads to stoppage of breathing and circulation of O.


6. The initials CPR stand for Cardiopulmonary Resuscitation.


7. The following action is needed while checking the following


D Danger Any hazard mustn't be ignored. They must be removed from the casualty, bystanders and ourselves. Eg dangerous fumes or electric wiring.


R Response Level of consciousness of the casualty must be assessed. Eg calling out the person's name.


A Airway Opening, clearing, and maintaining the casualty airway.


B Breathing check for breathing and if necessary apply Expired Air Resuscitation (EAR).


C Circulation Check for pulse and if necessary apply Emergency Cardiac Care (ECC).


8. While calling the ambulance the following information must be prepared


A. Location of the emergency.


B. Telephone number from where the call is being made.


C. Detailed accounts of what happened.


D. The number of people needing help.


E. Condition and extent of the casualties.


F. The first aid being given at the moment.


G. Answers to any other questions asked.


. A person mustn't hang up the phone unless instructed by the operator as they might not get the entire information about the casualty and other details.


10. The initials EAR stand for Expired Air Resuscitation.


11. EAR is when a person gives his exhaled air to someone in order to revive him/her it includes the following


I. mouth to mouth EAR.


II. mouth to nose EAR.


III. mouth to mask EAR.


IV. mouth to mouth and nose EAR.


V. mouth to stoma EAR.


On the other hand CPR is just the basic formalities that are undertaken before giving EAR. It includes checking for


I.danger. III. airway V. circulation


II.response IV. breathing


1. EAR application ratio for adults


1 breathes every 4 seconds = 15 breaths per minute.


EAR ratio for children


1 breathe every seconds = 0 breaths ever minute


EAR ratio for infants


1 puff every seconds = 0 puffs every minute.


1. While giving mouth to mouth resuscitation, if there is any problem in sealing the casualty's nostrils with the cheek, they can also be sealed with the fingers of the hand maintaining the head tilt.


14. During EAR the pulse should be checked 1 minute after the commencement of the EAR and then once every minutes.


15. Mouth to nose resuscitation can be used


If it is the Rescuer's preference.


For resuscitation in deep water. (using a buoyant aid).


When the jaw is clenched.


By a child on an adult.


Any case in which mouth to mouth resuscitation can't be used.


16. Certain people due to previous surgeries (in which there larynx has been removed) breathe through an opening stoma in the trachea (in the neck). Therefore resuscitation given through the stoma is known as mouth to stoma resuscitation.


17. Mouth to mask resuscitation is useful when the person has been vomiting or when there is any fear of cross- infection.


18. For EAR on children smaller volumes of air must be blown.


1. the airway of an infant is difficult to keep open. During EAR the head of an infant mustn't be tilted backwards because this narrows or obstructs the airway.


0. An airway can become blocked due to some foreign material. The person might also get choked thus resulting in the blocking of the airway. The tongue might also come in the airway and block it.


1. Lateral Chest Thrust is the pressure applied over the chest wall close to the armpits. This delivers a more sustained pressure to a blocked air passage.


. Lateral Chests Thrusts must be used when the normal EAR procedure doesn't work.


. Vomiting is an active process during which muscular action causes the stomach to throw out its contents.


4. Regurgitation is the passive flow of the contents of the stomach to the mouth and the nose.


5. If a casualty begins to vomit/regurgitate during EAR


Turn the casualty onto the side.


Clear the mouth.


Check breathing again.


Continue EAR if necessary.


PS At times vomiting may be a sign of recovery.


6. The Three Aqua Codes are-


Go together (in groups)


Stay afloat and Wave (lie on your back and relax while waving for help)


Reach for rescue (if someone is in trouble reach out with a stick or rope)


7. Waves are caused by wind or by any disturbance (a person jumping into the pool).


8. There are two types of currents. They are-


A.Tidal currents- these currents are caused by the rise and fall of the tide. They do not always flow into and out from the shore but may also flow at an angle to the shore. This occurs at the entrance to bays, inlets and river mouths.


B.Runback currents- they are caused by the backwash of waves and are usually strongest where the beach is steep. Inshore or side currents are produced by waves breaking over a sandbank or by waves breaking at an angle to the beach or both.


. Rips are fast flowing runback currents which are very dangerous for swimmers in the sea. After the waves break onto the beach, the water flows out in the direction of least resistance. This is known as a rip. They can be dangerous as they have a sucking motion and cause drowning and even quicksands.


0. There are four ways of recognizing a RIP-


1.Discoloured water, brown in colour due to sand stirred off the bottom.


.Foam on the surface which extends beyond the breaking waves.


.A ripple appearance when the water around is generally calm.


4.Debris floating with the current.


5.Waves breaking larger and further out on both sides of the rip.


1. While swimming at the beach certain rules have to be followed for safety-


1. We must swim between the red and yellow flags as this is the safest part of the beach and is patrolled by lifeguards.


. We must never swim alone go with another person.


. We must watch on a reference point on the beach so that we don't drift too far away from the selected swimming area.


4. We must across the current as swimming against it can be exhausting.


. Different entries positions can be used to enter a pool-


A.Slide in- this entry can be used when the depth of water and the state of the bottom are unknown.


B.Step in- this can be used when the water is clear, the depth is unknown and the bottom is free from obstacles. It is most appropriate for areas where the entry point is not much higher than the water level.


C.Compact jump- this entry can be used to jump into unknown deep water. It must be done from a height.


D.Standing dive- can be done when the water is clear and is deeper than the diver's height.


E.Shallow dive- it can used when a greater distance across the water must be covered. This might be done to save time.


F.Stride in- this can be done when the rescuer needs to watch the person in difficulty and the entry is to made from a lower height into known deep water. It is not used when shallow water or when unknown conditions such as injury to the swimmer may occur.


. Swimming underwater has two main advantages


 A person can be saved from flames on the water by swimming underwater.


 A person can avoid any debris by swimming underwater.


4. There are many disadvantages of swimming deeply underwater


As the pressure of water increases with depth, a person swimming deeply underwater will suffer from headaches.


If a person swimming deeply underwater needs to surface to breath in again the distance that he would need to cover would be quite high


By swimming deeply underwater vision would get worse as it would get darker.


4. The main steps in a rescue are-


1. Awareness


. Assessment


. Action


4. After Care


5. Potential emergencies require immediate action. Examples are-


ɨA person has slipped on a riverbank and has fallen into the water.


ɨA swimmer is making little or no headway in trying to return to safety.


ɨSomeone on an airbed has been caught in a current and is drifting seawards or downstream.


ɨA poor swimmer is chasing a ball or any other floating object into deep water.


6. There are four categories of swimmers who need attention when placed in water. These people may behave in a different way.


CATEGORY CHARACTERISTICS WHEN PLACED IN WATER


NON- SWIMMER


May not use arms and legs for support.


The person is vertical in water and may not necessarily be facing the shoreline.


His only concern is breathing.


He may submerge for increasing periods of time.


He sends seldom waves or calls for help.


He will show signs of panic and his wide- eyed.


WEAK SWIMMER He may use his arms and legs for support.


He is at an angle to the surface and is normally facing the shoreline.


His head may submerge periodically.


He may be able to expel any water that enters his mouth.


He might wave and call for help.


The expression on his face and eyes show different levels of anxiety.


INJURED PERSON(SWIMMER OR NON SWIMMER) He might be in an awkward position in the water caused by grasping of the injured area.


He might be able to stay afloat.


He might make attempts to signal for help depending on the degree of the injury.


The expression on his face and eyes show different levels of anxiety.


He might be panicking and crying out in pain.


A UNCONSCIOUS PERSON He might be at any point between the bottom and the surface and can be either faced up or down.


He is completely limp in the water.


He will show no attempts to draw attention.


He won't show any facial expression.


7. There are 5 rescue techniques apart from TOWING.


1. REACH- this method can be used when the person in difficulty is near the edge or when a weak or non- swimmer has to rescue someone. This method can be executed in the following ways-


1. Lie down with your chest on the ground.


. Anchor firmly using an assistant or by grasping a firm object like a post.


. Reach out with an aid and instruct the person to hold it.


4. Haul the person steadily to safety.


5. If in danger of being pulled in, let go and try again when secure.


. THROW - this method can be used when the person is to far away to use a REACH rescue. The buoyant aid is thrown to provide the person with support until removal from the danger area. Method-


1. Reassure the person in difficulty.


. Choose a suitable aid, preferably a one that can be grasped.


. Tell the person that something is being thrown and how to use it.


4. Stand well clear of the edge and throw the aid underarm or overarm, depending on the type of aid and the distance to the person.


5. Attempt to land the aid within arm's reach of the person.


6. Instruct the person to hold the aid to the chest and to kick to the edge.


7. Assist the person out of the water.


. WADE- this can be used when attempts to reach and throw have been unsuccessful. It can be used to bring a person closer to the person so that a REACH and THROW rescue may be attempted. Method-


1. Reassure the person in difficulty.


. Locate a suitable reaching or throwing aid.


. Enter shallow water safely, and take an aid to test the depth of water if possible.


4. Wade by sliding the feet carefully across the bottom, and test the depth if possible. Test the bottom for firmness and obstacles before moving forwards.


5. Reach with the aid when the person is close enough.


6. When the person has grasped the aid, return to safety, and avoid contact until safety is reached.


7. If you are in danger let go. (Self preservation)


4. ROW- it is used when it is not possible to perform REACH, THROW or WADE rescues. The rescuer remains clear of the water and the person in difficulty can be made secure more safely and quickly. Method-


1. From a small craft, proceed directly to the person in difficulty.


. Guide the craft handler if necessary.


. Make a decision regarding the best contact point for the person. The craft should be in on the downward side but in windy conditions a lone rescuer may choose a position beside the person on the side of the wind and perform a reach rescue.


4. Use low risk live saving techniques wherever possible.


5. Attempt to throw a buoyant aid to the person or f unsuccessful a reach rescue may be performed.


6. Provide reassurance and instruct the person to move to the stern of the craft.


7. Give expired air resuscitation if required, over the stern or over the side of the craft.


8. Instruct the person to come aboard at the stern.


. Move the stern to assist if possible, or to the bow to the bow to provide stability to a small or light craft.


10. Keep your own weight and that of the rescued as low a possible.


11. Row to safety.


6.SWIMMING- it can be used when all land based rescues have either failed or have not been used properly or when the person is out of reach or unconscious. Method-


1.Swim to the person in a defensive manner d offer your leg for support.


.Then swim back to the edge, climb out fasten the person to the edge.


8. In a rescue with multiple victims I would rescue the unconscious person first. I would do this as the unconscious person doesn't have any idea of what's going on. He might sink to the bottom and might also swallow large amounts of water. He won't be able to show any signs for help and won't be able to even paddle his legs to stay afloat. Although this person is close to the edge it might be tough to use a REACH (If he is underwater), THROW or WADE ( If underwater, duckdiving may be required) rescue. The other victims could stop themselves from drinking water and could also paddle there feet to stay afloat. They will also be able to follow any instruction that we give them.


. During a REACH rescue the leg or the arm can be used to give support. Other aids can be a rigid object such as a stick , branch or a paddle. A non- rigid object such as a towel, cloth or rope could also be used.


40. SELF PRESERVATION is the consideration that a rescuer must have for himself while taking part in a rescue. He must not be put into any danger while performing the rescue. ( He life mustn't be threatened). The safest rescues are those in which the rescuer never gets wet. The rescue operations in it's order of safety are-


1. REACH. THROW


. WADE4. ROW


5. SWIM 6. Please note that this sample paper on Life Saving in Swimming is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Life Saving in Swimming, we are here to assist you. Your cheap college papers on Life Saving in Swimming will be written from scratch, so you do not have to worry about its originality.


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Wednesday, August 28, 2019

The Crucible and Joe McCarthy

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Senator Joe McCarthy might be described as overzealous, or lacking in charm, but there is no indication in the record of his speeches in the Congressional Record, or the testimony of his Senate Committee members, that he could be described as irrational or absurd. With the release of the recent Venona Transcripts (coded messages from Soviet agents in Washington and New York to their Moscow superiors), it is clear that McCarthy never accused anyone without hard evidence of security risk. McCarthy did not fault people for being communists. He was upset that communists had jobs in sensitive positions in the State Department. He had nothing to do with the House Committee on Un-American Activities. He was a member of the Senate, not the House, whose committee investigated Hollywood celebrities and Communist front organizations. He simply provided evidence to the Senate and to the American people that employees of the State department, including Defense Department employees, who were serious security risks to the United States. For many years, the Constitutional Educational League of New York City offered a $10,000 reward for any person who could prove that Senator McCarthy ever called anyone a communist who in fact was not. Although the offer was widely publicized, no one ever claimed the reward. Joe McCarthys flaw was his abrasive, aggressive pursuit of threats to American security, without quiet discretion to allow the status quo to save face.


He was censured by the Senate for the following two breaches That the Senators conduct toward the Senate Subcommittee on Privileges and Elections during the 8nd Congress as contemptuous, contumacious, and denunciatory, without reason or justification, and was obstructive to the legislative processes, and that McCarthys conduct toward General Zwicker during the hearings on the promotion and honorable discharge of Major Peress (a Communist Army dentist who fell through the security screens) was reprehensible.


In light of /11, America must find people who are willing to draw hard lines of reasonable intolerance to protect the American people from terrorism and brutality. McCarthy pursued heightened security in America by lawful judicial processes, and would be an asset to us today.


Buy cheap The Crucible and Joe McCarthy term paper


Please note that this sample paper on The Crucible and Joe McCarthy is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on The Crucible and Joe McCarthy, we are here to assist you. Your cheap custom college papers on The Crucible and Joe McCarthy will be written from scratch, so you do not have to worry about its originality.


Order your authentic assignment from and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!


Tuesday, August 27, 2019

A Seperate Peace Theme

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on A Seperate Peace Theme. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality A Seperate Peace Theme paper right on time.


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ESSAY ON A SEPARATE PEACE John Knowles A Separate Peace is novel that focuses in on characters and their reaction to the world around them. Since the book was written in the forties the reader knows that the backdrop is WWII. The author uses the backdrop of war to show how young boys develop bonds of friendship. So, therefor, the two themes of war and friendship are intertwined throughout the novel. One major theme that Knowles uses is friendship, a friend is someone that you have personal regard for, and in this novel the two characters that experience the bond of friendship are Gene and Finny. Throughout the novel Gene and Finny are searching for their own needs, but for that they are drawn to each other. So, they sought out each other to fill their void. As the events unfold their bond is put to the test. For example, one true test to see if their bond would last was when Finny was pushed out of the tree by Gene and broke his leg. Their attachment was strong because of the trust and loyalship they shared. Not only were these boys friends but they were friends of each others classmates. For insistence, the reader can see that friendship does develop when Gene is asked by Lepper to come done because he escaped. Leppers trust toward Gene is shown especially because Gene understands his emotional state. However all of these boys are drawn to each other because of the fo! rces surrounding them. So, for Gene and Finny, unlike Lepper, they realize their dependency on each other. Thus their friendship would not have evolved if it were not for war. Both Gene and Finny experienced an inner and outer war. Internally the protagonists are searching for their own separate peace, and that is found At Devon Prep. School. There they are safe from the harsh external around them. Unfortunately the war becomes a reality when Lepper enlist. Before that all they saw about war was newsreels and pictures in the newspaper, and it didnt seem so real. However, when Lepper enlist it becomes clear that war is inevitable for them. Additionally, the boys experience war when they play Blitz Ball because they work as indivisual units like in war. Like wise, then Lepper and Finny become the causalities of war. Through fate and error each was lead to disaster, for Finny it was death, while for Lepper it was Temporary insanity. With their experience at Devon the boys realize that death and disaster are real, then war must be real as well. So in the beginning of the novel the characters romanticized about war, but now they have dreaded it because! it has become a reality. John Knowles carefully intertwines the themes of war and friendship carefully for the reader. Without the settings of war these boys would not have been as significant. In peace times friendships would not have as many rough edges. So throughout the war the boys realize what friendship is really about. They come to terms with trust, confidence and loyalty and these are emotions that are learned by experience of being together. Thus in searching for each separate peace, they found not only those, but a bond of friendship that can not be broken, not even by death. ESSAY ON A SEPARATE PEACE John Knowles A Separate Peace is novel that focuses in on characters and their reaction to the world around them. Since the book was written in the forties the reader knows that the backdrop is WWII. The author uses the backdrop of war to show how young boys develop bonds of friendship. So, therefor, the two themes of war and friendship are intertwined throughout the novel. One major theme that Knowles uses is friendship, a friend is someone that you have personal regard for, and in this novel the two characters that experience the bond of friendship are Gene and Finny. Throughout the novel Gene and Finny are searching for their own needs, but for that they are drawn to each other. So, they sought out each other to fill their void. As the events unfold their bond is put to the test. For example, one true test to see if their bond would last was when Finny was pushed out of the tree by Gene and broke his leg. Their attachment was strong because of the trust and loyalship they shared. Not only were these boys friends but they were friends of each others classmates. For insistence, the reader can see that friendship does develop when Gene is asked by Lepper to come done because he escaped. Leppers trust toward Gene is shown especially because Gene understands his emotional state. However all of these boys are drawn to each other because of the fo! rces surrounding them. So, for Gene and Finny, unlike Lepper, they realize their dependency on each other. Thus their friendship would not have evolved if it were not for war. Both Gene and Finny experienced an inner and outer war. Internally the protagonists are searching for their own separate peace, and that is found At Devon Prep. School. There they are safe from the harsh external around them. Unfortunately the war becomes a reality when Lepper enlist. Before that all they saw about war was newsreels and pictures in the newspaper, and it didnt seem so real. However, when Lepper enlist it becomes clear that war is inevitable for them. Additionally, the boys experience war when they play Blitz Ball because they work as indivisual units like in war. Like wise, then Lepper and Finny become the causalities of war. Through fate and error each was lead to disaster, for Finny it was death, while for Lepper it was Temporary insanity. With their experience at Devon the boys realize that death and disaster are real, then war must be real as well. So in the beginning of the novel the characters romanticized about war, but now they have dreaded it because! it has become a reality. John Knowles carefully intertwines the themes of war and friendship carefully for the reader. Without the settings of war these boys would not have been as significant. In peace times friendships would not have as many rough edges. So throughout the war the boys realize what friendship is really about. They come to terms with trust, confidence and loyalty and these are emotions that are learned by experience of being together. Thus in searching for each separate peace, they found not only those, but a bond of friendship that can not be broken, not even by death. ESSAY ON A SEPARATE PEACE John Knowles A Separate Peace is novel that focuses in on characters and their reaction to the world around them. Since the book was written in the forties the reader knows that the backdrop is WWII. The author uses the backdrop of war to show how young boys develop bonds of friendship. So, therefor, the two themes of war and friendship are intertwined throughout the novel. One major theme that Knowles uses is friendship, a friend is someone that you have personal regard for, and in this novel the two characters that experience the bond of friendship are Gene and Finny. Throughout the novel Gene and Finny are searching for their own needs, but for that they are drawn to each other. So, they sought out each other to fill their void. As the events unfold their bond is put to the test. For example, one true test to see if their bond would last was when Finny was pushed out of the tree by Gene and broke his leg. Their attachment was strong because of the trust and loyalship they shared. Not only were these boys friends but they were friends of each others classmates. For insistence, the reader can see that friendship does develop when Gene is asked by Lepper to come done because he escaped. Leppers trust toward Gene is shown especially because Gene understands his emotional state. However all of these boys are drawn to each other because of the fo! rces surrounding them. So, for Gene and Finny, unlike Lepper, they realize their dependency on each other. Thus their friendship would not have evolved if it were not for war. Both Gene and Finny experienced an inner and outer war. Internally the protagonists are searching for their own separate peace, and that is found At Devon Prep. School. There they are safe from the harsh external around them. Unfortunately the war becomes a reality when Lepper enlist. Before that all they saw about war was newsreels and pictures in the newspaper, and it didnt seem so real. However, when Lepper enlist it becomes clear that war is inevitable for them. Additionally, the boys experience war when they play Blitz Ball because they work as indivisual units like in war. Like wise, then Lepper and Finny become the causalities of war. Through fate and error each was lead to disaster, for Finny it was death, while for Lepper it was Temporary insanity. With their experience at Devon the boys realize that death and disaster are real, then war must be real as well. So in the beginning of the novel the characters romanticized about war, but now they have dreaded it because! it has become a reality. John Knowles carefully intertwines the themes of war and friendship carefully for the reader. Without the settings of war these boys would not have been as significant. In peace times friendships would not have as many rough edges. So throughout the war the boys realize what friendship is really about. They come to terms with trust, confidence and loyalty and these are emotions that are learned by experience of being together. Thus in searching for each separate peace, they found not only those, but a bond of friendship that can not be broken, not even by death. ESSAY ON A SEPARATE PEACE John Knowles A Separate Peace is novel that focuses in on characters and their reaction to the world around them. Since the book was written in the forties the reader knows that the backdrop is WWII. The author uses the backdrop of war to show how young boys develop bonds of friendship. So, therefor, the two themes of war and friendship are intertwined throughout the novel. One major theme that Knowles uses is friendship, a friend is someone that you have personal regard for, and in this novel the two characters that experience the bond of friendship are Gene and Finny. Throughout the novel Gene and Finny are searching for their own needs, but for that they are drawn to each other. So, they sought out each other to fill their void. As the events unfold their bond is put to the test. For example, one true test to see if their bond would last was when Finny was pushed out of the tree by Gene and broke his leg. Their attachment was strong because of the trust and loyalship they shared. Not only were these boys friends but they were friends of each others classmates. For insistence, the reader can see that friendship does develop when Gene is asked by Lepper to come done because he escaped. Leppers trust toward Gene is shown especially because Gene understands his emotional state. However all of these boys are drawn to each other because of the fo! rces surrounding them. So, for Gene and Finny, unlike Lepper, they realize their dependency on each other. Thus their friendship would not have evolved if it were not for war. Both Gene and Finny experienced an inner and outer war. Internally the protagonists are searching for their own separate peace, and that is found At Devon Prep. School. There they are safe from the harsh external around them. Unfortunately the war becomes a reality when Lepper enlist. Before that all they saw about war was newsreels and pictures in the newspaper, and it didnt seem so real. However, when Lepper enlist it becomes clear that war is inevitable for them. Additionally, the boys experience war when they play Blitz Ball because they work as indivisual units like in war. Like wise, then Lepper and Finny become the causalities of war. Through fate and error each was lead to disaster, for Finny it was death, while for Lepper it was Temporary insanity. With their experience at Devon the boys realize that death and disaster are real, then war must be real as well. So in the beginning of the novel the characters romanticized about war, but now they have dreaded it because! it has become a reality. John Knowles carefully intertwines the themes of war and friendship carefully for the reader. Without the settings of war these boys would not have been as significant. In peace times friendships would not have as many rough edges. So throughout the war the boys realize what friendship is really about. They come to terms with trust, confidence and loyalty and these are emotions that are learned by experience of being together. Thus in searching for each separate peace, they found not only those, but a bond of friendship that can not be broken, not even by death. ESSAY ON A SEPARATE PEACE John Knowles A Separate Peace is novel that focuses in on characters and their reaction to the world around them. Since the book was written in the forties the reader knows that the backdrop is WWII. The author uses the backdrop of war to show how young boys develop bonds of friendship. So, therefor, the two themes of war and friendship are intertwined throughout the novel. One major theme that Knowles uses is friendship, a friend is someone that you have personal regard for, and in this novel the two characters that experience the bond of friendship are Gene and Finny. Throughout the novel Gene and Finny are searching for their own needs, but for that they are drawn to each other. So, they sought out each other to fill their void. As the events unfold their bond is put to the test. For example, one true test to see if their bond would last was when Finny was pushed out of the tree by Gene and broke his leg. Their attachment was strong because of the trust and loyalship they shared. Not only were these boys friends but they were friends of each others classmates. For insistence, the reader can see that friendship does develop when Gene is asked by Lepper to come done because he escaped. Leppers trust toward Gene is shown especially because Gene understands his emotional state. However all of these boys are drawn to each other because of the fo! rces surrounding them. So, for Gene and Finny, unlike Lepper, they realize their dependency on each other. Thus their friendship would not have evolved if it were not for war. Both Gene and Finny experienced an inner and outer war. Internally the protagonists are searching for their own separate peace, and that is found At Devon Prep. School. There they are safe from the harsh external around them. Unfortunately the war becomes a reality when Lepper enlist. Before that all they saw about war was newsreels and pictures in the newspaper, and it didnt seem so real. However, when Lepper enlist it becomes clear that war is inevitable for them. Additionally, the boys experience war when they play Blitz Ball because they work as indivisual units like in war. Like wise, then Lepper and Finny become the causalities of war. Through fate and error each was lead to disaster, for Finny it was death, while for Lepper it was Temporary insanity. With their experience at Devon the boys realize that death and disaster are real, then war must be real as well. So in the beginning of the novel the characters romanticized about war, but now they have dreaded it because! it has become a reality. John Knowles carefully intertwines the themes of war and friendship carefully for the reader. Without the settings of war these boys would not have been as significant. In peace times friendships would not have as many rough edges. So throughout the war the boys realize what friendship is really about. They come to terms with trust, confidence and loyalty and these are emotions that are learned by experience of being together. Thus in searching for each separate peace, they found not only those, but a bond of friendship that can not be broken, not even by death. ESSAY ON A SEPARATE PEACE John Knowles A Separate Peace is novel that focuses in on characters and their reaction to the world around them. Since the book was written in the forties the reader knows that the backdrop is WWII. The author uses the backdrop of war to show how young boys develop bonds of friendship. So, therefor, the two themes of war and friendship are intertwined throughout the novel. One major theme that Knowles uses is friendship, a friend is someone that you have personal regard for, and in this novel the two characters that experience the bond of friendship are Gene and Finny. Throughout the novel Gene and Finny are searching for their own needs, but for that they are drawn to each other. So, they sought out each other to fill their void. As the events unfold their bond is put to the test. For example, one true test to see if their bond would last was when Finny was pushed out of the tree by Gene and broke his leg. Their attachment was strong because of the trust and loyalship they shared. Not only were these boys friends but they were friends of each others classmates. For insistence, the reader can see that friendship does develop when Gene is asked by Lepper to come done because he escaped. Leppers trust toward Gene is shown especially because Gene understands his emotional state. However all of these boys are drawn to each other because of the fo! rces surrounding them. So, for Gene and Finny, unlike Lepper, they realize their dependency on each other. Thus their friendship would not have evolved if it were not for war. Both Gene and Finny experienced an inner and outer war. Internally the protagonists are searching for their own separate peace, and that is found At Devon Prep. School. There they are safe from the harsh external around them. Unfortunately the war becomes a reality when Lepper enlist. Before that all they saw about war was newsreels and pictures in the newspaper, and it didnt seem so real. However, when Lepper enlist it becomes clear that war is inevitable for them. Additionally, the boys experience war when they play Blitz Ball because they work as indivisual units like in war. Like wise, then Lepper and Finny become the causalities of war. Through fate and error each was lead to disaster, for Finny it was death, while for Lepper it was Temporary insanity. With their experience at Devon the boys realize that death and disaster are real, then war must be real as well. So in the beginning of the novel the characters romanticized about war, but now they have dreaded it because! it has become a reality. John Knowles carefully intertwines the themes of war and friendship carefully for the reader. Without the settings of war these boys would not have been as significant. In peace times friendships would not have as many rough edges. So throughout the war the boys realize what friendship is really about. They come to terms with trust, confidence and loyalty and these are emotions that are learned by experience of being together. Thus in searching for each separate peace, they found not only those, but a bond of friendship that can not be broken, not even by death. ESSAY ON A SEPARATE PEACE John Knowles A Separate Peace is novel that focuses in on characters and their reaction to the world around them. Since the book was written in the forties the reader knows that the backdrop is WWII. The author uses the backdrop of war to show how young boys develop bonds of friendship. So, therefor, the two themes of war and friendship are intertwined throughout the novel. One major theme that Knowles uses is friendship, a friend is someone that you have personal regard for, and in this novel the two characters that experience the bond of friendship are Gene and Finny. Throughout the novel Gene and Finny are searching for their own needs, but for that they are drawn to each other. So, they sought out each other to fill their void. As the events unfold their bond is put to the test. For example, one true test to see if their bond would last was when Finny was pushed out of the tree by Gene and broke his leg. Their attachment was strong because of the trust and loyalship they shared. Not only were these boys friends but they were friends of each others classmates. For insistence, the reader can see that friendship does develop when Gene is asked by Lepper to come done because he escaped. Leppers trust toward Gene is shown especially because Gene understands his emotional state. However all of these boys are drawn to each other because of the fo! rces surrounding them. So, for Gene and Finny, unlike Lepper, they realize their dependency on each other. Thus their friendship would not have evolved if it were not for war. Both Gene and Finny experienced an inner and outer war. Internally the protagonists are searching for their own separate peace, and that is found At Devon Prep. School. There they are safe from the harsh external around them. Unfortunately the war becomes a reality when Lepper enlist. Before that all they saw about war was newsreels and pictures in the newspaper, and it didnt seem so real. However, when Lepper enlist it becomes clear that war is inevitable for them. Additionally, the boys experience war when they play Blitz Ball because they work as indivisual units like in war. Like wise, then Lepper and Finny become the causalities of war. Through fate and error each was lead to disaster, for Finny it was death, while for Lepper it was Temporary insanity. With their experience at Devon the boys realize that death and disaster are real, then war must be real as well. So in the beginning of the novel the characters romanticized about war, but now they have dreaded it because! it has become a reality. John Knowles carefully intertwines the themes of war and friendship carefully for the reader. Without the settings of war these boys would not have been as significant. In peace times friendships would not have as many rough edges. So throughout the war the boys realize what friendship is really about. They come to terms with trust, confidence and loyalty and these are emotions that are learned by experience of being together. Thus in searching for each separate peace, they found not only those, but a bond of friendship that can not be broken, not even by death. ESSAY ON A SEPARATE PEACE John Knowles A Separate Peace is novel that focuses in on characters and their reaction to the world around them. Since the book was written in the forties the reader knows that the backdrop is WWII. The author uses the backdrop of war to show how young boys develop bonds of friendship. So, therefor, the two themes of war and friendship are intertwined throughout the novel. One major theme that Knowles uses is friendship, a friend is someone that you have personal regard for, and in this novel the two characters that experience the bond of friendship are Gene and Finny. Throughout the novel Gene and Finny are searching for their own needs, but for that they are drawn to each other. So, they sought out each other to fill their void. As the events unfold their bond is put to the test. For example, one true test to see if their bond would last was when Finny was pushed out of the tree by Gene and broke his leg. Their attachment was strong because of the trust and loyalship they shared. Not only were these boys friends but they were friends of each others classmates. For insistence, the reader can see that friendship does develop when Gene is asked by Lepper to come done because he escaped. Leppers trust toward Gene is shown especially because Gene understands his emotional state. However all of these boys are drawn to each other because of the fo! rces surrounding them. So, for Gene and Finny, unlike Lepper, they realize their dependency on each other. Thus their friendship would not have evolved if it were not for war. Both Gene and Finny experienced an inner and outer war. Internally the protagonists are searching for their own separate peace, and that is found At Devon Prep. School. There they are safe from the harsh external around them. Unfortunately the war becomes a reality when Lepper enlist. Before that all they saw about war was newsreels and pictures in the newspaper, and it didnt seem so real. However, when Lepper enlist it becomes clear that war is inevitable for them. Additionally, the boys experience war when they play Blitz Ball because they work as indivisual units like in war. Like wise, then Lepper and Finny become the causalities of war. Through fate and error each was lead to disaster, for Finny it was death, while for Lepper it was Temporary insanity. With their experience at Devon the boys realize that death and disaster are real, then war must be real as well. So in the beginning of the novel the characters romanticized about war, but now they have dreaded it because! it has become a reality. John Knowles carefully intertwines the themes of war and friendship carefully for the reader. Without the settings of war these boys would not have been as significant. In peace times friendships would not have as many rough edges. So throughout the war the boys realize what friendship is really about. They come to terms with trust, confidence and loyalty and these are emotions that are learned by experience of being together. Thus in searching for each separate peace, they found not only those, but a bond of friendship that can not be broken, not even by death. ESSAY ON A SEPARATE PEACE John Knowles A Separate Peace is novel that focuses in on characters and their reaction to the world around them. Since the book was written in the forties the reader knows that the backdrop is WWII. The author uses the backdrop of war to show how young boys develop bonds of friendship. So, therefor, the two themes of war and friendship are intertwined throughout the novel. One major theme that Knowles uses is friendship, a friend is someone that you have personal regard for, and in this novel the two characters that experience the bond of friendship are Gene and Finny. Throughout the novel Gene and Finny are searching for their own needs, but for that they are drawn to each other. So, they sought out each other to fill their void. As the events unfold their bond is put to the test. For example, one true test to see if their bond would last was when Finny was pushed out of the tree by Gene and broke his leg. Their attachment was strong because of the trust and loyalship they shared. Not only were these boys friends but they were friends of each others classmates. For insistence, the reader can see that friendship does develop when Gene is asked by Lepper to come done because he escaped. Leppers trust toward Gene is shown especially because Gene understands his emotional state. However all of these boys are drawn to each other because of the fo! rces surrounding them. So, for Gene and Finny, unlike Lepper, they realize their dependency on each other. Thus their friendship would not have evolved if it were not for war. Both Gene and Finny experienced an inner and outer war. Internally the protagonists are searching for their own separate peace, and that is found At Devon Prep. School. There they are safe from the harsh external around them. Unfortunately the war becomes a reality when Lepper enlist. Before that all they saw about war was newsreels and pictures in the newspaper, and it didnt seem so real. However, when Lepper enlist it becomes clear that war is inevitable for them. Additionally, the boys experience war when they play Blitz Ball because they work as indivisual units like in war. Like wise, then Lepper and Finny become the causalities of war. Through fate and error each was lead to disaster, for Finny it was death, while for Lepper it was Temporary insanity. With their experience at Devon the boys realize that death and disaster are real, then war must be real as well. So in the beginning of the novel the characters romanticized about war, but now they have dreaded it because! it has become a reality. John Knowles carefully intertwines the themes of war and friendship carefully for the reader. Without the settings of war these boys would not have been as significant. In peace times friendships would not have as many rough edges. So throughout the war the boys realize what friendship is really about. They come to terms with trust, confidence and loyalty and these are emotions that are learned by experience of being together. Thus in searching for each separate peace, they found not only those, but a bond of friendship that can not be broken, not even by death. ESSAY ON A SEPARATE PEACE John Knowles A Separate Peace is novel that focuses in on characters and their reaction to the world around them. Since the book was written in the forties the reader knows that the backdrop is WWII. The author uses the backdrop of war to show how young boys develop bonds of friendship. So, therefor, the two themes of war and friendship are intertwined throughout the novel. One major theme that Knowles uses is friendship, a friend is someone that you have personal regard for, and in this novel the two characters that experience the bond of friendship are Gene and Finny. Throughout the novel Gene and Finny are searching for their own needs, but for that they are drawn to each other. So, they sought out each other to fill their void. As the events unfold their bond is put to the test. For example, one true test to see if their bond would last was when Finny was pushed out of the tree by Gene and broke his leg. Their attachment was strong because of the trust and loyalship they shared. Not only were these boys friends but they were friends of each others classmates. For insistence, the reader can see that friendship does develop when Gene is asked by Lepper to come done because he escaped. Leppers trust toward Gene is shown especially because Gene understands his emotional state. However all of these boys are drawn to each other because of the fo! rces surrounding them. So, for Gene and Finny, unlike Lepper, they realize their dependency on each other. Thus their friendship would not have evolved if it were not for war. Both Gene and Finny experienced an inner and outer war. Internally the protagonists are searching for their own separate peace, and that is found At Devon Prep. School. There they are safe from the harsh external around them. Unfortunately the war becomes a reality when Lepper enlist. Before that all they saw about war was newsreels and pictures in the newspaper, and it didnt seem so real. However, when Lepper enlist it becomes clear that war is inevitable for them. Additionally, the boys experience war when they play Blitz Ball because they work as indivisual units like in war. Like wise, then Lepper and Finny become the causalities of war. Through fate and error each was lead to disaster, for Finny it was death, while for Lepper it was Temporary insanity. With their experience at Devon the boys realize that death and disaster are real, then war must be real as well. So in the beginning of the novel the characters romanticized about war, but now they have dreaded it because! it has become a reality. John Knowles carefully intertwines the themes of war and friendship carefully for the reader. Without the settings of war these boys would not have been as significant. In peace times friendships would not have as many rough edges. So throughout the war the boys realize what friendship is really about. They come to terms with trust, confidence and loyalty and these are emotions that are learned by experience of being together. Thus in searching for each separate peace, they found not only those, but a bond of friendship that can not be broken, not even by death. ESSAY ON A SEPARATE PEACE John Knowles A Separate Peace is novel that focuses in on characters and their reaction to the world around them. Since the book was written in the forties the reader knows that the backdrop is WWII. The author uses the backdrop of war to show how young boys develop bonds of friendship. So, therefor, the two themes of war and friendship are intertwined throughout the novel. One major theme that Knowles uses is friendship, a friend is someone that you have personal regard for, and in this novel the two characters that experience the bond of friendship are Gene and Finny. Throughout the novel Gene and Finny are searching for their own needs, but for that they are drawn to each other. So, they sought out each other to fill their void. As the events unfold their bond is put to the test. For example, one true test to see if their bond would last was when Finny was pushed out of the tree by Gene and broke his leg. Their attachment was strong because of the trust and loyalship they shared. Not only were these boys friends but they were friends of each others classmates. For insistence, the reader can see that friendship does develop when Gene is asked by Lepper to come done because he escaped. Leppers trust toward Gene is shown especially because Gene understands his emotional state. However all of these boys are drawn to each other because of the fo! rces surrounding them. So, for Gene and Finny, unlike Lepper, they realize their dependency on each other. Thus their friendship would not have evolved if it were not for war. Both Gene and Finny experienced an inner and outer war. Internally the protagonists are searching for their own separate peace, and that is found At Devon Prep. School. There they are safe from the harsh external around them. Unfortunately the war becomes a reality when Lepper enlist. Before that all they saw about war was newsreels and pictures in the newspaper, and it didnt seem so real. However, when Lepper enlist it becomes clear that war is inevitable for them. Additionally, the boys experience war when they play Blitz Ball because they work as indivisual units like in war. Like wise, then Lepper and Finny become the causalities of war. Through fate and error each was lead to disaster, for Finny it was death, while for Lepper it was Temporary insanity. With their experience at Devon the boys realize that death and disaster are real, then war must be real as well. So in the beginning of the novel the characters romanticized about war, but now they have dreaded it because! it has become a reality. John Knowles carefully intertwines the themes of war and friendship carefully for the reader. Without the settings of war these boys would not have been as significant. In peace times friendships would not have as many rough edges. So throughout the war the boys realize what friendship is really about. They come to terms with trust, confidence and loyalty and these are emotions that are learned by experience of being together. Thus in searching for each separate peace, they found not only those, but a bond of friendship that can not be broken, not even by death. ESSAY ON A SEPARATE PEACE John Knowles A Separate Peace is novel that focuses in on characters and their reaction to the world around them. Since the book was written in the forties the reader knows that the backdrop is WWII. The author uses the backdrop of war to show how young boys develop bonds of friendship. So, therefor, the two themes of war and friendship are intertwined throughout the novel. One major theme that Knowles uses is friendship, a friend is someone that you have personal regard for, and in this novel the two characters that experience the bond of friendship are Gene and Finny. Throughout the novel Gene and Finny are searching for their own needs, but for that they are drawn to each other. So, they sought out each other to fill their void. As the events unfold their bond is put to the test. For example, one true test to see if their bond would last was when Finny was pushed out of the tree by Gene and broke his leg. Their attachment was strong because of the trust and loyalship they shared. Not only were these boys friends but they were friends of each others classmates. For insistence, the reader can see that friendship does develop when Gene is asked by Lepper to come done because he escaped. Leppers trust toward Gene is shown especially because Gene understands his emotional state. However all of these boys are drawn to each other because of the fo! rces surrounding them. So, for Gene and Finny, unlike Lepper, they realize their dependency on each other. Thus their friendship would not have evolved if it were not for war. Both Gene and Finny experienced an inner and outer war. Internally the protagonists are searching for their own separate peace, and that is found At Devon Prep. School. There they are safe from the harsh external around them. Unfortunately the war becomes a reality when Lepper enlist. Before that all they saw about war was newsreels and pictures in the newspaper, and it didnt seem so real. However, when Lepper enlist it becomes clear that war is inevitable for them. Additionally, the boys experience war when they play Blitz Ball because they work as indivisual units like in war. Like wise, then Lepper and Finny become the causalities of war. Through fate and error each was lead to disaster, for Finny it was death, while for Lepper it was Temporary insanity. With their experience at Devon the boys realize that death and disaster are real, then war must be real as well. So in the beginning of the novel the characters romanticized about war, but now they have dreaded it because! it has become a reality. John Knowles carefully intertwines the themes of war and friendship carefully for the reader. Without the settings of war these boys would not have been as significant. In peace times friendships would not have as many rough edges. So throughout the war the boys realize what friendship is really about. They come to terms with trust, confidence and loyalty and these are emotions that are learned by experience of being together. Thus in searching for each separate peace, they found not only those, but a bond of friendship that can not be broken, not even by death. ESSAY ON A SEPARATE PEACE John Knowles A Separate Peace is novel that focuses in on characters and their reaction to the world around them. Since the book was written in the forties the reader knows that the backdrop is WWII. The author uses the backdrop of war to show how young boys develop bonds of friendship. So, therefor, the two themes of war and friendship are intertwined throughout the novel. One major theme that Knowles uses is friendship, a friend is someone that you have personal regard for, and in this novel the two characters that experience the bond of friendship are Gene and Finny. Throughout the novel Gene and Finny are searching for their own needs, but for that they are drawn to each other. So, they sought out each other to fill their void. As the events unfold their bond is put to the test. For example, one true test to see if their bond would last was when Finny was pushed out of the tree by Gene and broke his leg. Their attachment was strong because of the trust and loyalship they shared. Not only were these boys friends but they were friends of each others classmates. For insistence, the reader can see that friendship does develop when Gene is asked by Lepper to come done because he escaped. Leppers trust toward Gene is shown especially because Gene understands his emotional state. However all of these boys are drawn to each other because of the fo! rces surrounding them. So, for Gene and Finny, unlike Lepper, they realize their dependency on each other. Thus their friendship would not have evolved if it were not for war. Both Gene and Finny experienced an inner and outer war. Internally the protagonists are searching for their own separate peace, and that is found At Devon Prep. School. There they are safe from the harsh external around them. Unfortunately the war becomes a reality when Lepper enlist. Before that all they saw about war was newsreels and pictures in the newspaper, and it didnt seem so real. However, when Lepper enlist it becomes clear that war is inevitable for them. Additionally, the boys experience war when they play Blitz Ball because they work as indivisual units like in war. Like wise, then Lepper and Finny become the causalities of war. Through fate and error each was lead to disaster, for Finny it was death, while for Lepper it was Temporary insanity. With their experience at Devon the boys realize that death and disaster are real, then war must be real as well. So in the beginning of the novel the characters romanticized about war, but now they have dreaded it because! it has become a reality. John Knowles carefully intertwines the themes of war and friendship carefully for the reader. Without the settings of war these boys would not have been as significant. In peace times friendships would not have as many rough edges. So throughout the war the boys realize what friendship is really about. They come to terms with trust, confidence and loyalty and these are emotions that are learned by experience of being together. Thus in searching for each separate peace, they found not only those, but a bond of friendship that can not be broken, not even by death. ESSAY ON A SEPARATE PEACE John Knowles A Separate Peace is novel that focuses in on characters and their reaction to the world around them. Since the book was written in the forties the reader knows that the backdrop is WWII. The author uses the backdrop of war to show how young boys develop bonds of friendship. So, therefor, the two themes of war and friendship are intertwined throughout the novel. One major theme that Knowles uses is friendship, a friend is someone that you have personal regard for, and in this novel the two characters that experience the bond of friendship are Gene and Finny. Throughout the novel Gene and Finny are searching for their own needs, but for that they are drawn to each other. So, they sought out each other to fill their void. As the events unfold their bond is put to the test. For example, one true test to see if their bond would last was when Finny was pushed out of the tree by Gene and broke his leg. Their attachment was strong because of the trust and loyalship they shared. Not only were these boys friends but they were friends of each others classmates. For insistence, the reader can see that friendship does develop when Gene is asked by Lepper to come done because he escaped. Leppers trust toward Gene is shown especially because Gene understands his emotional state. However all of these boys are drawn to each other because of the fo! rces surrounding them. So, for Gene and Finny, unlike Lepper, they realize their dependency on each other. Thus their friendship would not have evolved if it were not for war. Both Gene and Finny experienced an inner and outer war. Internally the protagonists are searching for their own separate peace, and that is found At Devon Prep. School. There they are safe from the harsh external around them. Unfortunately the war becomes a reality when Lepper enlist. Before that all they saw about war was newsreels and pictures in the newspaper, and it didnt seem so real. However, when Lepper enlist it becomes clear that war is inevitable for them. Additionally, the boys experience war when they play Blitz Ball because they work as indivisual units like in war. Like wise, then Lepper and Finny become the causalities of war. Through fate and error each was lead to disaster, for Finny it was death, while for Lepper it was Temporary insanity. With their experience at Devon the boys realize that death and disaster are real, then war must be real as well. So in the beginning of the novel the characters romanticized about war, but now they have dreaded it because! it has become a reality. John Knowles carefully intertwines the themes of war and friendship carefully for the reader. Without the settings of war these boys would not have been as significant. In peace times friendships would not have as many rough edges. So throughout the war the boys realize what friendship is really about. They come to terms with trust, confidence and loyalty and these are emotions that are learned by experience of being together. Thus in searching for each separate peace, they found not only those, but a bond of friendship that can not be broken, not even by death. ESSAY ON A SEPARATE PEACE John Knowles A Separate Peace is novel that focuses in on characters and their reaction to the world around them. Since the book was written in the forties the reader knows that the backdrop is WWII. The author uses the backdrop of war to show how young boys develop bonds of friendship. So, therefor, the two themes of war and friendship are intertwined throughout the novel. One major theme that Knowles uses is friendship, a friend is someone that you have personal regard for, and in this novel the two characters that experience the bond of friendship are Gene and Finny. Throughout the novel Gene and Finny are searching for their own needs, but for that they are drawn to each other. So, they sought out each other to fill their void. As the events unfold their bond is put to the test. For example, one true test to see if their bond would last was when Finny was pushed out of the tree by Gene and broke his leg. Their attachment was strong because of the trust and loyalship they shared. Not only were these boys friends but they were friends of each others classmates. For insistence, the reader can see that friendship does develop when Gene is asked by Lepper to come done because he escaped. Leppers trust toward Gene is shown especially because Gene understands his emotional state. However all of these boys are drawn to each other because of the fo! rces surrounding them. So, for Gene and Finny, unlike Lepper, they realize their dependency on each other. Thus their friendship would not have evolved if it were not for war. Both Gene and Finny experienced an inner and outer war. Internally the protagonists are searching for their own separate peace, and that is found At Devon Prep. School. There they are safe from the harsh external around them. Unfortunately the war becomes a reality when Lepper enlist. Before that all they saw about war was newsreels and pictures in the newspaper, and it didnt seem so real. However, when Lepper enlist it becomes clear that war is inevitable for them. Additionally, the boys experience war when they play Blitz Ball because they work as indivisual units like in war. Like wise, then Lepper and Finny become the causalities of war. Through fate and error each was lead to disaster, for Finny it was death, while for Lepper it was Temporary insanity. With their experience at Devon the boys realize that death and disaster are real, then war must be real as well. So in the beginning of the novel the characters romanticized about war, but now they have dreaded it because! it has become a reality. John Knowles carefully intertwines the themes of war and friendship carefully for the reader. Without the settings of war these boys would not have been as significant. In peace times friendships would not have as many rough edges. So throughout the war the boys realize what friendship is really about. They come to terms with trust, confidence and loyalty and these are emotions that are learned by experience of being together. Thus in searching for each separate peace, they found not only those, but a bond of friendship that can not be broken, not even by death. ESSAY ON A SEPARATE PEACE John Knowles A Separate Peace is novel that focuses in on characters and their reaction to the world around them. Since the book was written in the forties the reader knows that the backdrop is WWII. The author uses the backdrop of war to show how young boys develop bonds of friendship. So, therefor, the two themes of war and friendship are intertwined throughout the novel. One major theme that Knowles uses is friendship, a friend is someone that you have personal regard for, and in this novel the two characters that experience the bond of friendship are Gene and Finny. Throughout the novel Gene and Finny are searching for their own needs, but for that they are drawn to each other. So, they sought out each other to fill their void. As the events unfold their bond is put to the test. For example, one true test to see if their bond would last was when Finny was pushed out of the tree by Gene and broke his leg. Their attachment was strong because of the trust and loyalship they shared. Not only were these boys friends but they were friends of each others classmates. For insistence, the reader can see that friendship does develop when Gene is asked by Lepper to come done because he escaped. Leppers trust toward Gene is shown especially because Gene understands his emotional state. However all of these boys are drawn to each other because of the fo! rces surrounding them. So, for Gene and Finny, unlike Lepper, they realize their dependency on each other. Thus their friendship would not have evolved if it were not for war. Both Gene and Finny experienced an inner and outer war. Internally the protagonists are searching for their own separate peace, and that is found At Devon Prep. School. There they are safe from the harsh external around them. Unfortunately the war becomes a reality when Lepper enlist. Before that all they saw about war was newsreels and pictures in the newspaper, and it didnt seem so real. However, when Lepper enlist it becomes clear that war is inevitable for them. Additionally, the boys experience war when they play Blitz Ball because they work as indivisual units like in war. Like wise, then Lepper and Finny become the causalities of war. Through fate and error each was lead to disaster, for Finny it was death, while for Lepper it was Temporary insanity. With their experience at Devon the boys realize that death and disaster are real, then war must be real as well. So in the beginning of the novel the characters romanticized about war, but now they have dreaded it because! it has become a reality. John Knowles carefully intertwines the themes of war and friendship carefully for the reader. Without the settings of war these boys would not have been as significant. In peace times friendships would not have as many rough edges. So throughout the war the boys realize what friendship is really about. They come to terms with trust, confidence and loyalty and these are emotions that are learned by experience of being together. Thus in searching for each separate peace, they found not only those, but a bond of friendship that can not be broken, not even by death. ESSAY ON A SEPARATE PEACE John Knowles A Separate Peace is novel that focuses in on characters and their reaction to the world around them. Since the book was written in the forties the reader knows that the backdrop is WWII. The author uses the backdrop of war to show how young boys develop bonds of friendship. So, therefor, the two themes of war and friendship are intertwined throughout the novel. One major theme that Knowles uses is friendship, a friend is someone that you have personal regard for, and in this novel the two characters that experience the bond of friendship are Gene and Finny. Throughout the novel Gene and Finny are searching for their own needs, but for that they are drawn to each other. So, they sought out each other to fill their void. As the events unfold their bond is put to the test. For example, one true test to see if their bond would last was when Finny was pushed out of the tree by Gene and broke his leg. Their attachment was strong because of the trust and loyalship they shared. Not only were these boys friends but they were friends of each others classmates. For insistence, the reader can see that friendship does develop when Gene is asked by Lepper to come done because he escaped. Leppers trust toward Gene is shown especially because Gene understands his emotional state. However all of these boys are drawn to each other because of the fo! rces surrounding them. So, for Gene and Finny, unlike Lepper, they realize their dependency on each other. Thus their friendship would not have evolved if it were not for war. Both Gene and Finny experienced an inner and outer war. Internally the protagonists are searching for their own separate peace, and that is found At Devon Prep. School. There they are safe from the harsh external around them. Unfortunately the war becomes a reality when Lepper enlist. Before that all they saw about war was newsreels and pictures in the newspaper, and it didnt seem so real. However, when Lepper enlist it becomes clear that war is inevitable for them. Additionally, the boys experience war when they play Blitz Ball because they work as indivisual units like in war. Like wise, then Lepper and Finny become the causalities of war. Through fate and error each was lead to disaster, for Finny it was death, while for Lepper it was Temporary insanity. With their experience at Devon the boys realize that death and disaster are real, then war must be real as well. So in the beginning of the novel the characters romanticized about war, but now they have dreaded it because! it has become a reality. John Knowles carefully intertwines the themes of war and friendship carefully for the reader. Without the settings of war these boys would not have been as significant. In peace times friendships would not have as many rough edges. So throughout the war the boys realize what friendship is really about. They come to terms with trust, confidence and loyalty and these are emotions that are learned by experience of being together. Thus in searching for each separate peace, they found not only those, but a bond of friendship that can not be broken, not even by death. ESSAY ON A SEPARATE PEACE John Knowles A Separate Peace is novel that focuses in on characters and their reaction to the world around them. Since the book was written in the forties the reader knows that the backdrop is WWII. The author uses the backdrop of war to show how young boys develop bonds of friendship. So, therefor, the two themes of war and friendship are intertwined throughout the novel. One major theme that Knowles uses is friendship, a friend is someone that you have personal regard for, and in this novel the two characters that experience the bond of friendship are Gene and Finny. Throughout the novel Gene and Finny are searching for their own needs, but for that they are drawn to each other. So, they sought out each other to fill their void. As the events unfold their bond is put to the test. For example, one true test to see if their bond would last was when Finny was pushed out of the tree by Gene and broke his leg. Their attachment was strong because of the trust and loyalship they shared. Not only were these boys friends but they were friends of each others classmates. For insistence, the reader can see that friendship does develop when Gene is asked by Lepper to come done because he escaped. Leppers trust toward Gene is shown especially because Gene understands his emotional state. However all of these boys are drawn to each other because of the fo! rces surrounding them. So, for Gene and Finny, unlike Lepper, they realize their dependency on each other. Thus their friendship would not have evolved if it were not for war. Both Gene and Finny experienced an inner and outer war. Internally the protagonists are searching for their own separate peace, and that is found At Devon Prep. School. There they are safe from the harsh external around them. Unfortunately the war becomes a reality when Lepper enlist. Before that all they saw about war was newsreels and pictures in the newspaper, and it didnt seem so real. However, when Lepper enlist it becomes clear that war is inevitable for them. Additionally, the boys experience war when they play Blitz Ball because they work as indivisual units like in war. Like wise, then Lepper and Finny become the causalities of war. Through fate and error each was lead to disaster, for Finny it was death, while for Lepper it was Temporary insanity. With their experience at Devon the boys realize that death and disaster are real, then war must be real as well. So in the beginning of the novel the characters romanticized about war, but now they have dreaded it because! it has become a reality. John Knowles carefully intertwines the themes of war and friendship carefully for the reader. Without the settings of war these boys would not have been as significant. In peace times friendships would not have as many rough edges. So throughout the war the boys realize what friendship is really about. They come to terms with trust, confidence and loyalty and these are emotions that are learned by experience of being together. Thus in searching for each separate peace, they found not only those, but a bond of friendship that can not be broken, not even by death. ESSAY ON A SEPARATE PEACE John Knowles A Separate Peace is novel that focuses in on characters and their reaction to the world around them. Since the book was written in the forties the reader knows that the backdrop is WWII. The author uses the backdrop of war to show how young boys develop bonds of friendship. So, therefor, the two themes of war and friendship are intertwined throughout the novel. One major theme that Knowles uses is friendship, a friend is someone that you have personal regard for, and in this novel the two characters that experience the bond of friendship are Gene and Finny. Throughout the novel Gene and Finny are searching for their own needs, but for that they are drawn to each other. So, they sought out each other to fill their void. As the events unfold their bond is put to the test. For example, one true test to see if their bond would last was when Finny was pushed out of the tree by Gene and broke his leg. Their attachment was strong because of the trust and loyalship they shared. Not only were these boys friends but they were friends of each others classmates. For insistence, the reader can see that friendship does develop when Gene is asked by Lepper to come done because he escaped. Leppers trust toward Gene is shown especially because Gene understands his emotional state. However all of these boys are drawn to each other because of the fo! rces surrounding them. So, for Gene and Finny, unlike Lepper, they realize their dependency on each other. Thus their friendship would not have evolved if it were not for war. Both Gene and Finny experienced an inner and outer war. Internally the protagonists are searching for their own separate peace, and that is found At Devon Prep. School. There they are safe from the harsh external around them. Unfortunately the war becomes a reality when Lepper enlist. Before that all they saw about war was newsreels and pictures in the newspaper, and it didnt seem so real. However, when Lepper enlist it becomes clear that war is inevitable for them. Additionally, the boys experience war when they play Blitz Ball because they work as indivisual units like in war. Like wise, then Lepper and Finny become the causalities of war. Through fate and error each was lead to disaster, for Finny it was death, while for Lepper it was Temporary insanity. With their experience at Devon the boys realize that death and disaster are real, then war must be real as well. So in the beginning of the novel the characters romanticized about war, but now they have dreaded it because! it has become a reality. John Knowles carefully intertwines the themes of war and friendship carefully for the reader. Without the settings of war these boys would not have been as significant. In peace times friendships would not have as many rough edges. So throughout the war the boys realize what friendship is really about. They come to terms with trust, confidence and loyalty and these are emotions that are learned by experience of being together. Thus in searching for each separate peace, they found not only those, but a bond of friendship that can not be broken, not even by death. ESSAY ON A SEPARATE PEACE John Knowles A Separate Peace is novel that focuses in on characters and their reaction to the world around them. Since the book was written in the forties the reader knows that the backdrop is WWII. The author uses the backdrop of war to show how young boys develop bonds of friendship. So, therefor, the two themes of war and friendship are intertwined throughout the novel. One major theme that Knowles uses is friendship, a friend is someone that you have personal regard for, and in this novel the two characters that experience the bond of friendship are Gene and Finny. Throughout the novel Gene and Finny are searching for their own needs, but for that they are drawn to each other. So, they sought out each other to fill their void. As the events unfold their bond is put to the test. For example, one true test to see if their bond would last was when Finny was pushed out of the tree by Gene and broke his leg. Their attachment was strong because of the trust and loyalship they shared. Not only were these boys friends but they were friends of each others classmates. For insistence, the reader can see that friendship does develop when Gene is asked by Lepper to come done because he escaped. Leppers trust toward Gene is shown especially because Gene understands his emotional state. However all of these boys are drawn to each other because of the fo! rces surrounding them. So, for Gene and Finny, unlike Lepper, they realize their dependency on each other. Thus their friendship would not have evolved if it were not for war. Both Gene and Finny experienced an inner and outer war. Internally the protagonists are searching for their own separate peace, and that is found At Devon Prep. School. There they are safe from the harsh external around them. Unfortunately the war becomes a reality when Lepper enlist. Before that all they saw about war was newsreels and pictures in the newspaper, and it didnt seem so real. However, when Lepper enlist it becomes clear that war is inevitable for them. Additionally, the boys experience war when they play Blitz Ball because they work as indivisual units like in war. Like wise, then Lepper and Finny become the causalities of war. Through fate and error each was lead to disaster, for Finny it was death, while for Lepper it was Temporary insanity. With their experience at Devon the boys realize that death and disaster are real, then war must be real as well. So in the beginning of the novel the characters romanticized about war, but now they have dreaded it because! it has become a reality. John Knowles carefully intertwines the themes of war and friendship carefully for the reader. Without the settings of war these boys would not have been as significant. In peace times friendships would not have as many rough edges. So throughout the war the boys realize what friendship is really about. They come to terms with trust, confidence and loyalty and these are emotions that are learned by experience of being together. Thus in searching for each separate peace, they found not only those, but a bond of friendship that can not be broken, not even by death. ESSAY ON A SEPARATE PEACE John Knowles A Separate Peace is novel that focuses in on characters and their reaction to the world around them. Since the book was written in the forties the reader knows that the backdrop is WWII. The author uses the backdrop of war to show how young boys develop bonds of friendship. So, therefor, the two themes of war and friendship are intertwined throughout the novel. One major theme that Knowles uses is friendship, a friend is someone that you have personal regard for, and in this novel the two characters that experience the bond of friendship are Gene and Finny. Throughout the novel Gene and Finny are searching for their own needs, but for that they are drawn to each other. So, they sought out each other to fill their void. As the events unfold their bond is put to the test. For example, one true test to see if their bond would last was when Finny was pushed out of the tree by Gene and broke his leg. Their attachment was strong because of the trust and loyalship they shared. Not only were these boys friends but they were friends of each others classmates. For insistence, the reader can see that friendship does develop when Gene is asked by Lepper to come done because he escaped. Leppers trust toward Gene is shown especially because Gene understands his emotional state. However all of these boys are drawn to each other because of the fo! rces surrounding them. So, for Gene and Finny, unlike Lepper, they realize their dependency on each other. Thus their friendship would not have evolved if it were not for war. Both Gene and Finny experienced an inner and outer war. Internally the protagonists are searching for their own separate peace, and that is found At Devon Prep. School. There they are safe from the harsh external around them. Unfortunately the war becomes a reality when Lepper enlist. Before that all they saw about war was newsreels and pictures in the newspaper, and it didnt seem so r


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