Crown v. Three Little Porks (2012)

Crown v. Three Little Porks (2012)

Prosecution Representing Crown: Vlad Shapiro

Defence Representing the Three Little Porks: Gary Xia

Indictments:

1. Organized Crime

2. Possession of Narcotics

3. Trafficking of Narcotics

4. Murder to the 1^st Degree

*Motion to pre-admit evidence.

May it please the court, counsel, ladies and gentlemen of the jury. The opening statement you have just heard from Mr. Shapiro on behalf of the Crown, paints an incomplete picture of what occurred on the occasion when Mr. Big Bad Wolfe met his demise.

The evidence will clearly show that my clients, Mr. Tender Pork, Mr. Middler Pork, and Mr. Stringy Pork are not at fault in this matter, and that any harm sustained by Mr. B. B. Wolfe was clearly caused by Mr. Wolfe's own negligence, assumption of the risk, and error of judgement, as are the subsequent charges brought against my clients.

Moreover, Mr. B. B. Wolfe has a history of making erroneous and negligent decisions. Three years prior to this incident, Mr. B. B. Wolfe came to the conclusion, without having sufficient evidence, that Ms. Little Red Riding-Hood was a known associate of organized crime, and thus proceeded to uncover a supposed drug-trafficking scheme. Said resident of Green Woods Crescent was in fact bringing baked goods to Ms. Grandma Red. However, Mr. B. B. Wolfe, acting on a whim, devoured both Ms. Little Red and Ms. Grandma Red. Mr. B. B. Wolfe in fact violated his duties as a peace-officer. Instead of fulfilling his mandate to protect and serve, he terrorized and caused harm.

His negligence and misjudgement nearly caused the deaths of two innocent civilians three years ago. His negligence and misjudgement nearly caused the deaths of two other innocent civilians in this incident.

I could list many more examples of Mr. B. B. Wolfe's negligent conduct in connection with his investigative work, but you will hear about them as the trial goes on. You will also hear the following evidence:

1. You will hear the plaintiff's written report, Exhibit A, describing how he reached the conclusion that my clients, Mr. Tender Pork, Mr. Middler Pork, and Mr. Stringy Pork are guilty of the charges set forth by the prosecution. Included is Exhibit B, the evidence on which three of the prosecution's charges are predicated upon.
2. You will also witness the video footage captured by security cameras installed around the premises of Mr. Tender Pork's brick house. In the footage, you will hear Mr. Wolf say “Let me in, little pig” to which Mr. Tender Pork replied “Not by the hair on my chinny chin chin.” Mr. Tender Pork further went on to remark “Are you a cop? Because if you are a cop, you've gotta tell me you're a cop.” You will then see Mr. B. B. Wolfe neglect to show his badge, or to produce a written warrant.

3. You will also hear the coroner's report describing the seven stones which are firmly lodged in Mr. B. B. Wolfe's stomach, and how they in fact impede the motor functions of said Wolfe and thus his ability to maneuver out of tight-spots.

4. Finally, you will hear the witness testimonies of Mr. Tender Pork, Mr. Middler Pork, and Mr. Stringy Pork, in which they describe the circumstances surrounding Mr. B. B. Wolfe's very unfortunate and accidental demise.

If permissible by the court, I would like to introduce Exhibits A and B in order to illustrate my point.

Exhibit A is a statement of investigation made shortly before Mr. Wolfe met his demise. In it, he states

“I overheard the Three Little Porks talking extensively about a substance they code-named 'sugar' which is no-doubt a reference to Cocaine. They held Secretive meetings from which each left with a bag of 'Cocaine'. This led me to believe that they indeed possessed Narcotics and formed the intention to traffic and distribute narcotics. Further to this point, that they were involved in organized crime.”

I would like to direct your attention to Exhibit B. This bag was found on the person of my client, Mr. Stringy Pork, and contains the substance to which Mr. Wolfe referred, sugar. Although the physical properties of sugar closely resemble that of powdered cocaine, testing has proven that the contents of this bag are indeed sugar, and not cocaine. If Mr. Wolfe had indeed mistaken sugar for cocaine, can the charges of illicit criminal activities still stand?

If I may so oblige you, Honorable Judge, members of the jury, may I ask you to close your eyes. Close your eyes, please, and allow me to tell you a story about three brave, honest, and virtuous porks, and why they sit before you today. To you and me, sugar may have been nothing more than a flavouring. But to my clients, sugar represents everything sweet and good in life. It is that little bit of sweetness, to cure the pains of a hard day's work. Those tiny, magical grains of crystallized glucose, melting on your tongue – that, is bliss.

My clients, Mr. Tender Pork, Mr. Middler Pork, and Mr. Stringy Pork, were merely exercising their constitutional rights in the pursuit of happiness. For it, they have been wrongfully accused of Organized Crime, Possession, and Trafficking of Narcotics. And for ensuring their security of person, they have been wrongfully accused of Murder to the 1^st Degree.

Being knowledgeable of the law, my clients refused entry to Mr. B. B. Wolfe on the following grounds. One, that he did not identify himself as a peace-officer, and two, that he had no warrant to substantiate his order for my clients to let him inside. Instead of obtaining a warrant, Mr. Wolfe decided to forcibly enter my client's residence by climbing down the chimney. This he did under the knowledge that he had seven large stones in his belly, and that there was steam rising from the chimney. Mr. Wolfe subsequently lost his balance, and fell into the pot of soup Mr. Tender Pork had incidentally started to prepare three hours prior to Mr. Wolfe's arrival. Try as he might, Mr. Wolfe was unable to get out. The stones in his belly acted as an anchor, pinning him to his death.

We all grieve for Mr. Wolfe's death, as it was most tragic. But we cannot let his death obscure the circumstances surrounding his demise. The fact remains, that my clients, the Three Little Porks, did not harbor the intention, nor did they commit the act of murder to the 1^st degree. They were unaware of Mr. Wolfe's intentions to climb in through the chimney, and were thus unable to prevent Mr. Wolfe from harming himself.

The prosecution's attempts to indict my clients will be akin to tattooing a soap bubble. I very much doubt the plausibility of tattooing a soap bubble, as I very much doubt that my clients, Mr. Tender Pork, Mr. Middler Pork, and Mr. Stringy Pork are capable of committing the heinous crimes that they were so wrongfully accused of perpetrating.

The defence pleads not guilty to the charges of Organized Crime, Possession of Narcotics, Trafficking of Narcotics, and Murder to the 1^st Degree. Further to this point, the defence asks that said defendants, Mr. Tender Pork, Mr. Middler Pork, and Mr. Stringy Pork, be cleared of all charges brought against them.

Ladies and Gentlemen of the jury, let justice be not obscured. Let justice be found on the rocks of truth, and not the clouds of uncertainty. Let justice be your incontrovertible proof.

The Defence rests.

Written for Law 12

Ulysses: Dear Silent Auditor

Dear Silent Auditor,

Once upon a classroom merry, while I perused freak and fairy, I came upon a curious volume of forgotten lore. None had courage to ask it out, so lonely it lay 'longside Dr. Seuss. 'Twas not hideous, just slightly obese. As my literary life had been lacking of thickness for some time, I decided to bring it along for a short fling – one month to be exact.

The nine hundred and some page journey through Jame Joyce's Ulysses has been tantalizingly tormenting. Listed among the greats of classical literature, Ulysses exudes a certain aura – one that entices any erudite scholar. At the same time, its opaque allusions and unusual diction forces the scholar to despair the extend of his own erudition. It will tempt the scholar to believe that he has grasped the essence; it will reveal layers underneath. It will show the scholar its innermost musings; it will charge the scholar with ignorance of superficial dialogue. Oh, humanity.

James Joyce writes with an innate aptitude for confusing the reader. At times, he will utilize beautiful prose to reveal a character's most private feelings of angst and melancholy. There is a scene in where “Haines gravely, gazed down on the viceregal equipage... who's mass of forms darkened the chessboard” (p. 326, par. 1). Without any indication, the speaker will suddenly

– Jump into a dialogue in first person narrative, I said, with only a hyphen to delineate dialogue.

As quotations marks are rarely used, it can be difficult to match ideas to speakers.

GARY: However, one chapter is presented in the style of a drama, in which the speaker is identified.

The confusing syntax, coupled with obscure allusions, often made reading Ulysses an arduous task for me. Not being able to understand context at times, I was pulled away from the novel.

Joyce's greatest strength as a writer lays also in his eclectic style of writing. The story of Ulysses takes place within the course of a single day. If not for the interjections of poetry and drama within his prose, this narration would be extremely dull. Strategically positioned in the mid-section of a history lesson, Joyce's insert of “guts red roaring/ After Lowry's lights” provokes interest in an otherwise obscure poet, Owen Garry (p. 404, par. 3). The syntax of drama allows Joyce to depict the pleasantly vivid imagery of a baby who cries “Hajajaja” while “ curdled milk is flowing from his mouth” (p. 680, par. 5).

The novel appealed to me most during moments when I could empathize with the event or speaker. In one scene, the main character strolls along the beach, closing “his eyes to hear his boots crush crackling wrack and shells” (p. 45, par. 2). He goes on to contemplate the short existence of life. The tranquility of the surrounding world, juxtaposed in stark contrast to the chaotic clashing of confused thoughts, is a situation that I often encounter. In moments like that, I become completely drawn into the book, silently pondering the heavy questions proposed by the speaker.

Love, loss, and melancholy, have we not had them all? For some of us, like the novel's Molly, love can be found outside of marriage. Of course, the broken trust, hurt, and reconciliation are inevitable aspects in the novel as in our lives. Losing a loved one can be painful, as Joyce's Bloom can attest. He lost his son to Death, and has since embarked on a healing journey. When we lose loved ones to Time's sceptre, we will grieve and mourn. Ultimately though, living is contingent on healing and moving on, as evidenced by the character of Bloom. Another interesting character, Stephen Dedalus, explores the subject of melancholy in life. The novel shows that melancholy is not some disease of suicidal depression, but rather a pragmatic approach to welcoming what life – or Death – throws at you. If we live life with a little bit of melancholy, like Stephen did, we would be much less likely to collapse under the weight of our castles of hope.

Coupled with the afore-mentioned life lessons, the intrinsic values that James Joyce gives to the reader makes Ulysses so much more than an entertaining book. I have always believed that whatever doesn't kill me, makes me stronger – most of the time. Ulysses is unlike any other novel that I have ever read. However, I have come out from under the dragon with a better understanding of modernist literature, literary form, and life.

All the Best,

Gary Xia

Written for English 12

Conditional Pardon for Heinous Crimes

Today, we are debating the motion

THBT in times of war, the state should offer convicts imprisoned for heinous crimes the option to fight for the army in exchange of conditional pardon.

Honorable judge, the opposition, will seek to prove, beyond a reasonable doubt, that this motion should not stand. I will begin by setting the definition of the case, and then going on to explain our caseline. I will posit the opposition's arguments, as well as extend them. Normally, the role of the first speaker of the opposition is to find the most important points made by the proposition, but unfortunately, seeing as there are none, I will take the rest of the rubbish and demolish that. My partner, in his next speech, will further extend our arguments, and introduce several new ones.

The opposition would like to first define the terms heinous crime and conditional pardon. Heinous is defined as grossly wicked or reprehensible; abominable. We further extend the definition of a heinous crime to include murder, assault, kidnaping, arson, burglary, robbery, rape or other sexual offense. A "Heinous criminal" means a person who has been convicted of a heinous crime. These are legal definitions supported by caselaw.lp, and used in Section 2a of the Eclipse v. Gulotta case involving the US 2^nd Circuit Court of Appeals. Furthermore, we define a pardon granted as release from guilt or remission of punishment. From the Encyclopedia Britannica, quote, In criminal law the power of pardon is generally exercised by the chief executive officer of the state, namely the president or dictator of a state. A pardon is conditional when its effectiveness depends on fulfillment of a condition by the offender, usually a lesser punishment, as in the commutation of the death sentence. Endquote.

The opposition firmly believes that this motion should not stand for these following reasons. First of all, as by definition from the Encyclopedia Britannica, the pardon is usually granted to criminals convicted of heinous crimes, and sentenced to either death, or life in prison. The institution of a prison, is meant to be not only a facility to punish criminals, but also to rehabilitate criminals, so that they can return to society as a functional human being who can help better the society, instead of causing harm to it. Many prisoners do indeed, deserve the chance to return to society, after successful rehabilitation.

However, this does not apply to criminals convicted of heinous crimes, and sentenced to several life sentences, or in some countries, death. What such a sentence essentially embodies, is not rehabilitation, but separation from society. The judge, jury, and prosecutor of such a person have obviously decided that he or she is unfit to rejoin society, that no amount of rehabilitation can change his or her course of action or thought, or that the heinous crime he or she has committed is beyond the capacity for forgiveness.

Well, the proposition may argue that every person should be given a second chance. Well, tough luck. Please tell that to the victims of these criminals. Tell the mother of the seven year old girl who was sexually assaulted, killed, and thrown in a ditch. Where is her second chance for survival? Where did her inalienable right to life go?

Honorable judge, the proposition may further argue that by allowing these criminals to fight for the army in a time of war, they are proving themselves to be changed people. They are proving to the world that they are good people. John Doe, was charged with 5 counts of manslaughter, 3 counts of aggravated assault, and 2 counts of battery with a weapon. This same John Doe, is sent into battle, because for some reason this ridiculous motion was passed, and granted a conditional pardon for his extreme acts of heroism and duty to his country. Let's take a look at what his acts of heroism were. During a vital battle, he and his company of ex-convicts were pinned down by a machine-gun nest. Mr. Doe rushed the machine-gun nest, putting his life in peril. Next, he shot a bullet into the head of a 15 year old enemy soldier, repeatedly stabbed another soldier with his knife, and then strangled to death the last soldier. What this earned him was a medal of valor and a conditional pardon. Please ask yourselves, in what way were his actions here different from what he did to first earn the 5 counts of manslaughter, 3 counts of aggravated assault, and 2 counts of battery with a weapon? The only thing a conditional pardon proves, is not that Mr. Doe is a changed man, but that he can kill very well, and in different contexts too. Not only is this this hypocritical of a system of law, it is also arbitrary, in that a person is punished for killing, and then is rewarded for killing? What kind of message does this send to our citizens? To the young people and children?

Moving on to our next point. The motion states that a conditional pardon should be given to criminals convicted of a heinous crime if they decide to fight for the army. Fighting for the army, can be seen in two ways. The first way, is to fight for a nation against some outside threat. A equally plausible case, is fighting with the army against an already established government, such as in the case of a military coupe, or junta. In many cases, the military leader will exploit the support of prisoners by promising them freedom if they fight for him, and support his cause. In such a time of civil war, this could only add fuel to chaos. After the fire has died out, we will witness a ruined nation, with a democratic government deposed, and a dictatorship instilled due in part to support from heinous criminals. Worse still, in return for the favor, many prisoners convicted of unspeakable crimes may be appointed to government positions, as they feel wronged by the previous government, and are the easiest to manipulate and control. This would be the disastrous effects of such a motion passing.

Harper's Canada: Tough-On-Crime or Police State?

On September 20, 2011, Prime Minister Stephen Harper launched his tough-on-crime agenda. But what does this entail for Canada's Criminal Code and for citizens? Harper's Omnibus Crime Bill consists of at least eleven previously delayed bills. It is aimed at strengthening Canada's Criminal Code through legislation such as the Citizen’s Arrest and Self-Defence Act. This Act seeks to simplify the complex CC provisions on self-defence and defence of property. However, the most polarizing changes are yet to be seen with amendments suggesting mandatory minimum sentences, an end to conditional arrests, elimination of pardons for more serious crimes, a focus on targeting organized drug crime, stiffer sentences for violent and repeat offenders, the possibility of prolonged prison sentences based on inmate behaviour, more power for police to conduct Internet surveillance, harsher sentencing in cases of elder abuse, reduction of pre-sentence jail-credits, and tougher sentencing for young offenders. This amounts to an unprecedented increase of more than 4,000 inmates within the federal penal system. Canadians can also expect to see additional spending of more than $1 billion per year on the Canadian correctional facilities system alone.

It may seem that Harper's Omnibus Bill will lead to the empowerment of citizens and the creation of a safer environment in which to live. However, the Bill is padded with feel-good measures intended to distract voters. The frenzied nature of Harper's campaign promises led to the Citizen's Arrest and Self-Defence Act – it's inception a result of public outcry. In taking a closer look, the Act will most surely will blur the line between self-defence and vigilantism. Sadly, the Bill seems to move Canada closer to a police-state. Harper's legislation eliminates the possibility of many conditional sentences, such as serving under house-arrest. Police will be given more discretionary power over citizens, as evidenced by Internet-surveillance powers. Longer sentences for lesser crimes and increased spending for correctional facilities inevitably leads to more detainees in prison-camps.

Written for Social Studies 11

Bib


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"What's in the Tory crime bill and what's not - Politics - CBC News." CBC.ca - Canadian News Sports Entertainment Kids Docs Radio TV. N.p., n.d. Web. 12 Jan. 2012. <http://www.cbc.ca/news/politics/story/2011/09/21/pol-crime-bill-in-out.html>.

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<http://www.behindthenumbers.ca/2011/09/20/whats-wrong-with-harpers-omnibus-crime- bill/>.




The Masks Students Wear: A Reflection

Learning impaired children face many challenges, one of the most important being their battle for self-esteem. Having been through the trials and tribulations of their formative years, learning impaired adults are able to give vivid insight into what challenges learning difficulties present. The school environment proves to be the main grounds from which many learning impaired children fell negative pressure. They often “feel defeated, worthless, and dumb” (p. 94 par. 3), due in no small part to a lack of understanding by their fellow peers and teachers. To cope with hurt and maintain some semblance of self-esteem, children who have difficulty learning often try to hide their burden under a mask. This mask is at best palliative, failing to eradicate the root cause of the problem. At worst, children fail to be diagnosed for appropriate treatment due to their hiding of symptoms. However, these masks can be removed once the child comes to terms with his learning disability.

I chose this article because self-esteem is like a mountain; one which we must all climb. The search for self and the appreciation of self are two components essential to a healthy lifestyle. Furthermore, I feel that I can personally related to what is being said. Every second reading that passage created an “ah ha” moment for me. Although I cannot say I know the hardships children with learning disabilities must face, I can only imagine it would be amplified many times in comparison with what I have to relate. I remember a time when I wore the mask of nonchalance. I was not doing so well in school, and so I chose to ignore that fact. I convinced myself that it was because I didn't care about grades, when really I was close to tears every time a bad test score came back.

While reading the article, I kept thinking about how hard it is to keep up each of those masks. Take for example the mask of the clown, which encompasses making others laugh. How can one endure so much happiness and laughter around him when he is hurting badly inside? People have probably been telling him all his life to just be himself. But the truth is, he cannot be realistically be himself without losing all of his self-esteem. This trade-off is one I hope that I never have to make, but one children with learning difficulty have to make on a daily basis.

As I read every archetypal mask, I could see a certain individual in my life who exemplifies that character. Although some of these examples do not necessarily have to do with learning disability, they definitely hold true to the masks that people wear. I had the opportunity to work with “at-risk” children and children with autism last summer. While volunteering at the summer camp, I met a kid who stood out from the rest. He would always be the first to complain. If we took the kids to the park, he would complain that the other group visited the Aquarium. When we actually did take a tour of the Aquarium, he declared that watching fish was “for babies.” But when I asked him where he really would like to go, this frail grade 4 boy would be silent. I know he is a nice kid, but his mask of contempt is flawless.

Although I have not yet worked with him for a protracted period of time, S has both impressed

and baffled me. When I first met S, I had no idea how to approach him. I thought he disliked me, but he behave in that way to almost everybody. He was always respectful, but could be a little disengaged. The best way I can describe him in relevance of the article, is that he puts on a mask of super competence. He tries as hard as he can to refuse help, insisting the sufficiency of his own abilities. But it baffles me again as he really does seem capable of doing of what he claims. He just wants to be on his own. I have tried to say hi in the hallways, but he just walks away, wearing the mask of the silent, strong type. I can't say I know S very well, but it puzzles me as to why he would wear those two masks. He seems like he could be very sociable if he just opened up to people a little bit more. Although I won't be able to do it on my own, one of my goals with S is to get him to open up a little bit more. Give him someone he can trust and depend on, even if it's something as small as being there when he needs help with schoolwork. I agree with what the article said in that S may opt to lose the masks if he had reached a certain level of comfort with his environment. His apprehension with this new environment is understandable given that it is his first few weeks of high school.

I have definitely developed a different view of interpersonal relationships thanks to this article. Although I have never been a person quick to judge someone based on outwards appearance, I never fully understood why some people have to behave the way they do. After reading this article, I think I will be able to categorize most people according to said archetypes. Instead of thinking that a person is such a jerk, I think I may have the courage now to say that he's just wearing a mask, and there's probably a much nicer person somewhere inside; it's just up to to me find him.

Furthermore, I know that I will constantly assess myself to see if I need any of those said masks in social situations. If I find myself being someone other than myself, I will need to find balance in my life so that I need not use a mask. In the future, I may encounter instances where I need to put on a mask to survive office politics or to cope with work. I now know that such behaviour hints at a certain level of discomfort on my part, or the fact that my self-esteem is being undermined. Instead of accepting it as a norm to the career, I can make a informed decision to change my career path, or at least find a place of work where I feel comfortable. Although that is all so much in the future, it's never too early for me to realize the importance of being myself, and feeling good about it.

The Development of Social Skills: An Inquiry

Social skills are developed so that people may establish healthy relationships with those around them. In order to do so, one must be able to listen and communicate effectively. Formalized research has proven that individuals with learning disabilities have deficient social skills. For example, individuals with Auditory Processing Disorder have trouble interpreting speech, and consequently communicate ideas which are off topic or inappropriate for the conversation. Language and auditory processing disorders hinder one's ability in social intake, internal process, and social output. Social intake involves understanding another's speech, body language, and cultural behaviours. Normative internal processes interpret what others are communicating, as well as manage one's own emotions and reactions. Social output is the resultant communication based upon the cumulative results of analysis during internal processing. Mastering such skills is essential to one's personal life, academic pursuits, and career successes. Without it, one would likely experience a myriad of problems such as behavioural difficulties, peer rejection, academic failures, and so on.

I chose this article because of its relevancy to everyday life and its applicability to the masses. Although this article's focus was on individuals with learning disabilities, communication barriers exist in varying levels for all of us. The “ah-hah” moment came when I realized why some people are able to become leaders and others be relegated as outcasts. The article's list of “symptoms” can be found within any social group. In any social context, there is often a leader, the followers, and an outcast. The leaders are most often able to communicate effectively and the outcasts not enough so.

While I was reading the article, I thought about one important issue which the article did not address fully – self-worth. The damage which deficiency in social skills can cause is far more dangerous than academic or career failures. Human beings are inherently social, as evidenced by our obsession with hierarchies, regulation, communal living assets. When certain individuals experience difficulties comprehending others or expressing their own ideas, they have effectively been removed from the social context. Removal from the social context is a flagrant violation of their innate instincts, greatly harming their self-esteem. When they try to engage in social activities, their actions may be misconstrued as harmful. It seems unfair for those born with difficulty in social communication, especially in this century. In this dynasty of info-tech, corporate marketing, and mass media, individuals with learning disabilities are thrown into a whirlpool of conflicting ideologies. Unable to quickly and effectively interpret the maelstrom of information, people can often lose faith in themselves and their worth as a person. This can lead to heavy consequences such as withdrawal, depression, or even suicide.

I believe that this issue has a more direct impact on my life than any other issue. Social interactions are necessary components of everyday life. Although some social interactions are prepared, many are impromptu quizzes or tests. The mastery of social skills is ever more important in the social context of high-school. In this childish representation of society, reputation is the calling card of success. Although University Hill Secondary is not your typical high-school, cliques and groups still exist to a certain degree. And then there are the outcasts. I have often wondered what causes them to take the brunt of jokes and criticisms, and it seems that I have found the answer. The inability to communicate effectively creates a rift. In a vicious circle, this rift between people fosters ignorance and misunderstanding, which further labels one as an outcast. A personal challenge for me is speaking with some teachers or administration. I can never be as comfortable as when speaking with friends. I suspect that this is normal, but this may be a sign of needing work in social skills in a specific context.

In my peer tutoring experience this year, I have in some circumstances seen evidence of this deficiency in effective listening and communication. Although most of the students are quite receptive and cooperative, some would become easily frustrated with their own “failures quickly” - one of the characteristics listed in the article. Others will adamantly refuse to be persuaded to do something which in the end is beneficial for them. However, I have to say that the students are quite nice most of the time. When I talk to them, they share many of the hobbies or interests that I have. Their “social-awkwardness” seems unfair, as it is mostly prejudiced on appearance.

Social skills are extremely important to me now and to me in the future. I aspire to become a lawyer or social advocate. As such, I would need to be able to clearly express my ideas in order to represent the people I am defending. I would also need to be aware of social contexts and cultural backgrounds; which I have now found out are equally important to effective communication as eloquent rhetoric. In my peer tutoring tasks, development of my communication and listening skills are ever more important. I now realize that my student's inability to comprehend is just as much my responsibility as it is his/hers. Communication is two-way, and so I must uphold my end of the bargain. I need to think of many more ways to effectively communicate ideas so that my student can understand what I am trying to teach him/her.

Communicating with People with Autism: A Prerequisite

Autism is defined as “a mental condition characterized by great difficulty in communicating and forming relationships with other people and in using language and abstract concepts.” As communication is such a vital component of autism, the breaking down of this barrier would greatly enhance an autistic student's learning and living. Most people think of communication as tactful speech or concise writing, but it in fact consists of many more components. A person's tone of voice, gestures, and body-language are all indicative of good or bad communication. Furthermore, the use of visual references will greatly strengthen constructive dialogue between an autistic student and the teacher. Some methods of bettering communication include being positive and teaching students to listen. This can be done by praising the student often, and insisting that the student follow-through with any task required of him. Being positive also entails avoiding the use of negative commands or threats. In addition, it is advisable to be as specific and concise as possible when asking students to complete a task. For example, instead of giving the student a laundry list of chores to complete, wait for the student to complete one small step before guiding him/her to the next. At the same time, the mentor needs to keep the student informed of the larger direction, and update him/her if any changes have been made. When working with autistic students, it is imperative that the conditions of requirements be very clearly set and very easily understandable to the student. In order for the student to understand the necessity of task completion, the adult must consistently follow-through with conditional requirements.

I chose this article because I feel that the importance of effective communication cannot be overstated. Much of the world's societal ills are caused by break-downs of communication. Wars, regardless of conquest or of gang dispute, are caused by the inability of two groups to get across their needs in a cohesive atmosphere. Friends are lost and relatives are estranged because of simple misunderstandings. But as so clearly evidenced by this article, communication is a powerful tool when wielded properly. The “ah-ha” moment came for me when I visualized how I could have used the article's communication tips to resolve some of the difficulties I had come across while working with autistic kids. Reading this article made me regret that I had not come across it earlier.

As I read this article, I thought about the concept of operant conditioning and whether autism should really be considered a negative trait. Although it seems inhumane to relate the mentoring of a human being to a method commonly used to train lesser animals, this comparison is inevitable. And this concept does not just apply to teaching kids with autism – operant conditioning is essentially the root cause for a person's behaviour within any societal context. It is certainly interesting to consider autism as not some disability, but as a lack of malleability to society's inherent conformity. As children, our parents enforced our good behaviour through rewards and subsequent punishment. For example, we would receive treats for good deeds, and have our TV privileges revoked for misbehaviour. This is much like the negative stimulus and positive reinforcement used in Pavlov's experiment with classical conditioning. Over the years, we would have slowly become conditioned to behave in certain ways as reactions to expectations of reward or punishment. Autistic children just have more difficulty in associating action with consequence. Thus, they may not listen to commands. But is the reciprocity of command and action that our societal so desperately depends on, necessarily good? In many ways, I feel that people with autism retain the most of their genuine selves.

Two summers ago, I had the opportunity of working with autistic children at a daycamp over the course of five weeks. During training, we were taught the basic identifying syndromes of certain stages of autism and of Asperger's Syndrome. We were also trained to handle certain scenarios where issues would commonly arise. However, the week-long training camp was far from being sufficient. I still remember an instance when one of the kids refused to come on an out-trip, and another leader had to stay behind with him. Looking back, I know that the situation could have been handled a lot better. For one, more emphasis should have been put on listening to the child's needs, and not on how the group's schedule would be delayed. The camp's “three-strike” system was also inherently flawed for the purposes of working with autistic children. It was essentially the use of “threats” to make the children behave, but as the article states, threats should not be used – ideally. The system was rather ineffective, as proven by that conflict.

I was fortunate to have had very cooperative peer tutoring students. Even though some of them had autism, they understood the need to complete tasks on-time. The system of rewarding them with free time at the end of a productive class was also infinitely better than a three-strike system. Of course, I only worked with them on a purely academic basis. I was rarely given the responsibility of disciplining their behaviour. This is not to say that I will never encounter a difficult situation in the future, or that my method of communication was perfect. By learning to understand the article's thirteen tips on effective communication with autistic students, I believe that I will be better prepared to handle any situation which may arise. Currently, I am working with many ESL students, and I know that these skills will be invaluable in helping me communicate with them as well. Communication runs both ways, thus the mentor is as much responsible for the break-down of it as the student.

Further, the benefits of this article's guidelines are not limited to my future peer-tutoring role. Although this article targets communication with people with autism, many of these tips seem to be good guidelines for any type of constructive dialogue. Take for example the suggestion to be positive, or the avoidance of labelling people. Being a “Negative Ned” is never a good approach to communicating with anyone. Most people also dislike being categorized, especially if the person doing the talking has very little knowledge of them. Moreover, I believe that what I say is representative of my state of mind. If I think positively, and avoid judgemental thinking, I will naturally present a benevolent self, and subsequently a more personable self. Being personable and sensitive to others are invaluable tools for my desire to become a successful person and a successful professional within the community. There is no community without communication.