Answer question Essay Example | Topics and Well Written Essays - 250 words - 10

Answer question - Essay Example The teachings by Moishe the Beadle are similar to Buber’s Hasidic teachings. Moishe teaches that there are a thousand and one ways that lead to the orchard of truth and each man has to find his own way to get there (Wiesel, 2006). Buber shares the same views as he argues that all men can access God, but each through his own way (Buber, 1958). During his various experiences, Wiesel was once in a situation where they had to celebrate the Day of Atonement by fasting. Wiesel went against traditional believes of fasting both as a symbol of rebellion against God’s silence as well as a necessary means of keeping up strength in the face of adversity and torture. Buber explains that in Hasidism, one can serve through learning, prayer, fasting or through eating (Buber, 1958). Accordingly, one should choose depending on what they view as right and avoid imitating others. On entering Auschwitz, Wiesel and his group of prisoners were greeted by a young pole with Hasidic inclination. He argues that by driving despair and through camaraderie, they will be able to overcome their hardship. Hasidism according to Buber shares a similar view as he argues that while the world is an irradiation of the Divine, it is described by independence of existence and striving and that man is to affirm the world and transform both him and the world at large to the image that God would approve. The notable difference between Buber and Wiesel accounts is the latter’s conclusion that man and man alone is the master of the universe. Buber argues that a divine spark exists in all men and that it can either be perverted or liberated and re-joined with the Origin (God) (Buber, 1958). Personally, I do not agree with Wiesel conclusion that we live in a world without God and that man alone is the master of nature and of the world. I however sympathize with

Special Education Teachers Essay Example for Free

Special Education Teachers Essay The current directions toward inclusion are varied. Some hear opinions that students with mild and moderate disabilities will be placed in classes. Then, there are also those who say that special education students will be placed in inclusion, including those with the most severe disabilities. Definitions of inclusion already abound including issues on its subsequent translation into programming. On the question, â€Å"Which students with disabilities will most benefit from inclusion, the different levels of responses are: Level 1—Students with mild disabilities participate full-time in regular education classrooms. Students with moderate to profound disabilities attend separate classrooms on the regular education camps. Level II – Students with mild and moderate disabilities participate full-time in regular education classrooms, with the elimination of all pull-out programs. Students with severe or profound disabilities would be served in a separate classroom on the same campus. Level III – All students participate in regular education classrooms except students with the most severe disabilities who would be in normalized and age-appropriate classroom on the same campus. Few students are excluded. Level IV – Despite the degree of disability, all students are fully included in general education classrooms. Specialists and teaching assistants provide support for students with the most severe disabilities within the classroom. The regular education teacher is responsible for structuring social interactions with typical peers. The least inclusive proposal places most students with mild disabilities in regular classes, but excludes those with moderate through severe disabilities, placing them in separate rooms within the regular school building (Lilly, 1986). This proposal is closest to the traditional manner of service delivery and is the easiest to implement in terms of using available special educators as support personnel and providing training in methods for regular education teachers to include these children. More inclusive is the proposal to place students with mild or moderate disabilities in regular education classes (Reynolds Wang, 1983; Wang, Reynolds Walburg, 1987). The essence and meaning of inclusion evolved from the historical concepts in early childhood special education, that is, mainstreaming and integration. Bricker (1995) discusses the evolution of these terms, noting that mainstreaming refers to the â€Å"reentry of children with mild disabilities be served totally in these settings eliminating the need for pull-out programs. While students with organically-based learning disabilities or moderately demonstrated behavioral disorders would not have been included in regular education rooms in the Level I proposal, they would be included here. Yet, proponents of both levels agree that there will be students with severe and/or multiple disabilities whose needs will not be served optimally in a mainstream environment. They feel that these students will need to participate full-time in separate settings. Level III includes a more extensive involvement of severely impaired students in regular education. All students are included except those who are unable to be involved in academic or social interactions (Gartner Lipsky, 1987). However, even these students would participate in nearby classrooms which would be as normalized and age-appropriate as possible. The most extreme view is that of full inclusionists, who propose that all students should participate in general education classes. Claiming that to do otherwise would be to support a â€Å"dual-system† for the most disabled, Level IV proponents propose the integration of even profoundly-impaired students into totally normalized classes (Stainback Stainback, 1984). This position has prompted the strongest reaction of implausibility from those opposed to the Regular Education Initiative. Yet parents and professionals supporting Level IV inclusion do acknowledge that there are situations in which these students cannot be grouped with other s because of instructional differences. Thus, the Regular Education Initiative gives a sense of inclusion for students. Yet, a number of researchers and educators have opposed the Regular Education Initiative strongly. They cite the historical inability and lack of desire of regular education to meet students’ needs. That is the reason why the IDEA cropped up. They worry about the loss of funding and parental right. They also note that most regular educators are not trained to have students with disabilities in their classes. They say that teachers cannot meet societal demands for excellence if they are expected to have vastly different levels of student academic and behavioral performance in their classes.

Emerson :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Emerson was born in Boston, Massachusetts. Emerson graduated from Harvard University at the age of 18 and for the next three years taught school in Boston. In 1825 he entered Harvard Divinity School, and the next year he was certified to preach by the Middlesex Association of Ministers. Even with ill health, Emerson delivered occasional lecture in churches in the Boston area. In 1829 he became minister of the Second Church (Unitarian) of Boston. That same year he married Ellen Tucker, who died 17 months later. On Christmas Day, 1832, he left the United States for a tour of Europe. He stayed for some time in England, where he made the associate of such British literary notables as Walter Savage Landor, Samuel Taylor Coleridge, Thomas Carlyle, and William Wordsworth. His meeting with Carlyle marked the beginning of a lifelong friendship.   Ã‚  Ã‚  Ã‚  Ã‚  On his return to the United States in 1833, Emerson settled in Concord, Massachusetts, and became active as a lecturer in Boston. His lectures including â€Å"The Philosophy of History,† â€Å"Human Culture,† â€Å"Human Life,† and â€Å"The Present Age† were based on material in his Journals (published posthumously, 1909-1914), a collection of comments and notes that he had begun while a student at Harvard. Emerson applied these ideas to cultural and logical problems in his 1837 lecture â€Å"The American Scholar,† which he delivered before the Phi Beta Kappa Society of Harvard. In it he called for American intellectual independence. A second address, commonly referred to as the â€Å"Address at Divinity College,† delivered in 1838 to the graduating class of Cambridge Divinity College, produce great controversy because it attacked formal religion and argued for self-reliance and unconscious spiritual experience.   Ã‚  Ã‚  Ã‚  Ã‚  The first volume of Emerson's Essays (1841) includes some of his most popular works. It contains History, Self-Reliance, Compensation, Spiritual Laws, Love, Friendship, Prudence, Heroism, The Over-Soul, Circles, Intellect, and Art. The second series of Essays (1844) includes â€Å"The Poet,† â€Å"Manners,† and â€Å"Character.† In it Emerson tempered the hopefulness of the first volume of essays, placing less importance on the self and acknowledging the limitations of real life. Emerson succeeded her as editor in 1842 and remained in that capacity until the journal ceased publication in 1844. In 1846 his first volume of Poems was published (dated, however, 1847).   Ã‚  Ã‚  Ã‚  Ã‚  Emerson again went abroad from 1847 to 1848 and lectured in England, where he was welcomed by Carlyle. Several of Emerson's lectures were later collected in the volume representative men (1850), which contains essays on such figures as Greek philosopher Plato, Swedish philosopher Emanuel Swedenborg, and French writer Michel Eyquem de Montaigne.

Organizational Structure Presentation Essay

As a manager of Van Rensselaer Manor Nursing Home Rehabilitation Center, we now are going to propose a new addition of long-term care services along with still having services for short-term on an inpatient and outpatient basis. The future of our organization’s growth internally and externally will demand how well we communication our abilities not only to our staff but to our surrounding community. We will be in need of new experience workers for physical therapy, counselors to work with patients and families, along with specialized doctors and nurses. Communication will be the number one factor in finding the right professionals for our organizations growth within the community. Our communication tactics need to be easily understood by all parties, and we need not use overpowering management terms so that employees think we are talking down to them. Effective communication means having everyone on the same page learning from one another while growing inside and outside the o rganization. Leadership involves good communication among all ranks of the management team and staff. Coaching, mentoring and walking around the office each day getting to know your people personally and their working skills will improve the growth internally and externally of the organization. Effective internal communication starts with our organization having sufficient skills in listening, speaking, questioning and sharing feedback. As a manager, it is my job and my management team to ensure that the most important outcome from the above skills is conveying that we value hearing from others and them hearing from us. Sharing information on a regular basis with the staff is effective communication and will keep the organization’s mission number one in everyone’s goals. â€Å"The main differences between internal and external company communications are the content and the audience. Internal communications include employees and shareholders, such as the company’s board of directors or stockholders. External communications include clients, prospective customers and the public.

Discipline and Management: Different Yet Related Essay

In a classroom setting, discipline and management are two key components for classroom success. Teachers often use the terms classroom management and classroom discipline interchangeably. However, the two ideas are very different in their application. Management and discipline are two halves of the same coin, they are intrinsicly connected to each other, but they have their own individual properties, with their own look and feel. Classroom management deals with how things in a class are done. Classroom management is the sole responsibility of the teacher. It encompasses all of the teacher’s interactions with students, classroom environment, rules and procedures, instructional strategies and development of engaging work. In a well managed classroom, the teacher implements policies and develops routines that stabilize and direct the flow of a class. Effective teachers manage their classes so that students spend their time more productively. Elements of classroom management vary. No two classes are alike. However the foundational elements a teacher takes into account before students ever set foot in the build can lend to better classroom management. Things such as classroom layout and organization .A neat and organized classroom tells your students you mean business and you expect them to keep the classroom organized as well. Deciding how to divide up classroom time is another important aspect to classroom management.Lunch, recess, breaks, down-time between lessons and activities, moving from one classroom to another, interruptions, and other periods of non-instructional time can account for at large percent of an elementary school day. By establishing routines that eliminate wasted time and confusion, using learning centers, independent assignments, and seat work to allow time to work with small groups, and creating a classroom environment that allow students and activities to move smoothly from one activity to the next, a teacher can increase their students time on task, and raise their students engagement with the material. Classroom discipline is a companion to classroom management, part of a routine class session, and a system to maintain desired behaviors.What system is the best and how do I implement it? there are many experts telling teachers how to handle discipline problems in the classroom. Yet these experts do not always agree. Thomas Gordon, creator of Teacher Effectiveness Training staunchly opposes Lee Canter’s Assertive Discipline concept. Yet, both have enjoyed a great deal of success with books and conferences and classes taught all over the USA. Trying to decide who is right and who is wrong seems quite difficult. Instead, let us assume that both of them are right, that they just are not talking about the same students. There is no cure-all for classroom discipline. There are no magic words that will solve classroom discipline. No other teacher has the answers for your classroom discipline either. Every elementary, middle and high school educator has to deal with the unenviable task of enforcing classroom discipline. there is no one-size-fits-all for classroom discipline. However the goal is still the same for every classroom, which is for students to be engaged in the classroom at all times.

Joyce - essays

Joyce - essays Ulysses gives a striking picture of a single days life microscopically revealed of two middle class Irish men: Stephen Dedalus and Leopold Bloom, both residents in Dublin. Technically the work is marked in part by eccentricities in form such as the economy of the punctuation, for instance, a frankness of language and a realism that spares the reader neither the sordid, nor the obscene. As an artist, Joyce shows skepticism towards any single sent of values, whether personal or public, individual or social, no single standard can be accepted because his artistic philosophy is translated into a technique which requires multiple identifications: Joyce tries to give a vision of the existence which constantly tends to be complete by whose definition will never be the result of a comparison with a et standard of completeness, because completeness has to be defined from within, In this endeavour, Joyce avoids ethical judgements and uses a dramatization of meanings that implies both aloofness and detachment. Skepticism is the dominating feeling but to consider Joyces entire work to be skeptical and morbid ant to consider it on the verge of the amoral would be a mistake. His work does have ethical implications, as artistic completeness has to be accomplished only through acceptance and rejection, and there are contradictory aspects in the Portrait, with present negative versions of values, for it is built on a generalized rejection of authority, and Ulysses which presents a positive standard of wholesomeness. The Portrait is a work perfectly integrated, dealing with the development of a young personality. It puts forth a whole series of feelings, going from rebellion to reflection and final aloofness. The promise of the novel is that individuality can only be reached though the rejection of ones background, the main theme is the relationship father-son, and around it there are several manifestations of a political, national...

Free Essays on Deborah Oropallo

â€Å"WELCOME.† In this painting, Oropallo’s used many implied lines to create the containers. We can actually see where the orange is touchin... Free Essays on Deborah Oropallo Free Essays on Deborah Oropallo Deborah Oropallo was born in Hackensack, New Jersey. According to the San Jose Museum of Art, Oropallo â€Å"received her B.F.A. from Alfred University in New York State, and her M.A. and M.F.A. from the University of California, Berkeley.† She now reside in Berkeley, California where she spends her days painting mundane object which slowly creating a striking image of poetic importance. She uses daily object such as ropes, tires, and doormats and transformed them into paintings where viewers can interpret a different meaning. In her most recent paintings, Oropallo’s uses the technique of digital photography and Iris prints. According to the LGI Digital & Fine Art Printing, â€Å"Iris Printing offer richness, detail and depth that clearly set them apart from traditional offset lithography.† Her paintings may seem far from sensuous paintings of other artist, yet the vibrant colors and suggestive overlays provide these objects visually dominant in a special way. Wh en she discovered this new way of art, she continue to discover the hidden beauty that lay in the objects that surround us in our daily life. She uses objects that are from our industrial surroundings to provide us with messages that she sees within our economy. She used object such as railroad tracks, flour packages, stacks of cinder blocks, buckets, pipes, and other large industrial containers that we customarily ignore, to enhance our knowledge of what is going on in our economy. In a painting by Oropallo entitled â€Å"Oversize, 2001† made with Iris Print from oil on a larger than life canvas, she utilized large containers in our industry and paints to come up with a message to everybody. We can see at the far left hand corner, the container is labeled as hazardous materials, but in front of the whole paintings, she places the words â€Å"WELCOME.† In this painting, Oropallo’s used many implied lines to create the containers. We can actually see where the orange is touchin...

Using Control Statements in C

Using Control Statements in C Programs consist  of sections or blocks of instructions that sit idle until they are needed. When needed, the program moves to the appropriate section to accomplish a task. While one section of code is busy, the other sections are inactive. Control statements are how programmers indicate which sections of code to use at specific times. Control statements are elements in the  source code that control the flow of program execution. They include blocks using { and } brackets, loops using for, while and do while, and decision-making using if and switch. Theres also goto. There are two types of control statements: conditional and unconditional. Conditional  Statements in C At times, a program needs to execute depending on a particular condition. Conditional statements are executed when one or more conditions are satisfied. The most common of these conditional statements is the if statement, which takes the form: if (condition) {   Ã‚  Ã‚  Ã‚  statement(s); } This statement executes whenever the condition is true. C uses many other conditional statements including: if-else: An if-else statement operates on an either/or basis. One statement is executed if the condition is true; another is executed if the condition is false.if-else if-else:  This statement chooses one of the statements available depending on the condition. If no conditions are true, the else statement at the end is executed.while: While repeats a statement as long as a given statement is true.do while: A do while statement is similar to a while statement with the addition that the condition is checked at the end.for: A for statement repeats a statement as long as the condition is satisfied. Unconditional Control Statements Unconditional control statements do not need to satisfy any condition. They immediately move control from one part of the program to another part. Unconditional statements in C include: goto: A goto statement directs control to another part of the program.break: A break statement terminates a loop (a repeated structure)  continue: A continue statement is used in loops to repeat the loop for the next value by transferring control back to the beginning of the loop and ignoring the statements that come after it.

Disney Romance Fantasy Essay Example | Topics and Well Written Essays - 3000 words

Disney Romance Fantasy - Essay Example The story unfolds to introduce an antagonistic force and a protagonist that conflict each other where violence can be the ultimate solution to solve the problem. However, diplomatic and peaceful negotiations employment as a means of solving the problem is usually another characteristic. The stories of Beauty and the beast and the Beast and Wall-E culminates within the aspects of Fantasy fiction whereby they teach certain moral values, discuss certain problems facing society thereby demonstrating the aspect of the struggle to achieve something greater as is the case with romantic fantasy films. In Beauty and the Beast, the Beast is on a quest to find true love that will break his curse after a fairy hexed him. He takes a great care of his roses that are a way of wooing his lover to be as is the case with Romantic films fantasy films. This is a story of unconditional love and offers great teachings to children and the society, about seeing people for who they are as people and not what they look like. It is especially great for child development as it gives them a standard of living in life. Aspects of magic are also common features in romantic films and Beauty and the Beast does not disappoint in delivering this as the enchanted mirror and the ring that allows automatic transport to the castle is magical aspects of the movie. These occurrences are what bring in the aspect of fantasy as in real life they do not exist. The aspect of romance is used to give them a friendly outlook and an entertaining theme.... In WALL-E, the story also employs fantasy and romance whereby, the story is of a robot who meets another robot of very different personality and task, but they fall in love just the same. The problem that is facing society in this film is that of environmental degradation and therefore the society seeks to find a better habitat for the human race. The presence of protagonists and antagonists is evident in this film as Autopilot plays the role of the antagonists who is trying to prevent the return of the human race to earth. The magical or science fiction aspects of this movie are the teleporting hyper-jump feature of the space ship, Axiom. In both films, a story of love exists, a problem in society is addressed, and the aspect of happy ever after is executed. Question 2 There exists linearity in the narrative between Beauty and the Beast and Wall-E. The aspect of love at first is very evident in both story lines. In most films, characters fall in love within minutes, often without ev en conversing (Tanner, Haddock, Schindler Zimmerman, and Lund, 2003). In both films, the love happens between two people of different personalities and physical outlook, but they fall in love just the same. In WALL-E, when Eve gets deployed from outer space to look for signs of life, Wall-E admires her, becomes drawn to her despite her harsh treatment at first and eventually woos her to love him the same way. In Beauty and the Beast, despite lack of knowledge of Belle’s behavior and character, the Beast accepts her into his home, feeds Belle, dresses her with the most expensive gifts and out-rightly falls in love with her. Belle however, appreciates the Beasts actions, cares for him and sees Beast as a friend; however, the plot gets twisted when she fails to

Discussion Stories and the Communication Model Essay

Discussion Stories and the Communication Model - Essay Example In all four scenarios, different types of information are gathered, shared and saved in different ways. Like information can be shared through email, electronic documents, voice recording and web presentations. It can be stored directly through web pages means in a digital form or it can be printed through print out and filed them in files. This document which is assembled in the file will be a great asset for the organization. For storing a collaboration experience, you must have knowledge that that has done and stored those types of experiences, awareness of from where the information of the experience will be available and from where you can find that information. I have done research in collaboration in which our group members do not have a time to do research in same time and same place so we prefer to do research in same time, different place. In a same time, different place our group members have done research and sharing information in a same time and different places very easily through chatting, video conference, teleconference, through email, applications/white board sharing, group calendaring and through different resources. Our group members have adopted all these steps for doing that research successfully. Winkler, Ramona. (2002). Keywords and Definitions Around "Collaboration". SAP: The Best Run business Run Sap, Retrieved on 4th January 2012 from

Experience mis Assignment Example | Topics and Well Written Essays - 250 words

Experience mis - Assignment Example Again, Laudon & Laudon, (2011) argues that listening to the needs of the customers is a way of improving the market product produced by the market. Ensuring that communication between customers and the staff is enhanced offers a pathway for feedback. Creating barriers to new entry into the market is important to a business’ success (Laudon & Laudon, 2011). Using information systems, the restaurant can effectively provide barriers to any new entrants in the market. For example, the restaurant can use customer feedback to ensure that the customers remain satisfied. Customer satisfaction leads to customer loyalty and hence any new competition finds it difficult to operate effectively. On top of that, the restaurant can use its network to research on any new product that is coming up in the market. This ensures that the customers are not enticed to shift loyalty to the new entrant because the restaurant provides all the products the customers need. Therefore, the use of information systems is paramount to the restaurant’s success in blocking any new entry of

Comparison of Perfect Competition and Monopoly Essay

Comparison of Perfect Competition and Monopoly - Essay Example This essay describes two of the market structures, such as perfect competition and monopoly by comparing and contrasting the various defining characteristics of both structures. Economics classify markets, according to the industry within which the firms work and how they affect the overall economy of the country. However, on the other hand, industry is the combination of various economic variables, which determine the overall nature, characteristics as well as extent of the competition within that particular industry. There are different market structures which define the various and unique characteristics of the different market structures present in the economy. Monopoly and perfect competition are two of the most important market structures which are present in the economy offering different advantages and disadvantages to the consumers. Perfect competition is a market structure in which there are large numbers of fully informed buyers and sellers of a homogenous product with no obstacles to entry or exit of firm in the long run. Monopoly is often characterized by the market power where monopoly as the ability to influence the market specially in terms of the total quantity produced and sold in the market. It is believed that perfect competition is something where resources are efficiently utilized and efficiency is achieved as perfect market tends to maximize the total utility of the consumers. Monopoly firm has the ability to charge higher prices which ultimately reduce the consumer surplus for the firm.

How black and white scholars have interpreted the 200th Anniversary of Essay

How black and white scholars have interpreted the 200th Anniversary of the Compromise of 1850 - Essay Example The North expressed its resistance to the law and its resistance against the law gave power to the South. The North was against the law because it was becoming revolutionized by education and urbanization that was facilitated by industrialization. Such resistance sparked the Civil War that led to the end of slavery1. The Compromise of 1850 experienced heated debates over the course of action against runaway slaves and the leadership of the free states and the states under slavery. Senator Calhoun proposed the election of two presidents; one for the enslaved states and the other for the free states. Senator Clay and Webster were against the extension of slavery. The Fugitive Slave Law sparked many ideas about the future of the states. The 1850s was characterized by tensional reactions to the state of slavery. The Southerners wanted unification of all territories as a common property of all states. The Northerners wanted industrialization and development which was the reason for their support for the election of President Lincoln. The debates continued until the Civil War which was followed by President Abraham Lincoln who brought the reunion of the states3. The Compromise of 1850 allowed the entry of California being a free state into the union while the other two territories of New Mexico and Utah had the option of choosing their slavery status. Thereafter the Kansas- Nebraska Act reignited the controversies surrounding slavery. In a bid to gain support of the South, a Democrat senator, Stephen Douglas revoked restriction on slavery that was agreed upon in the Missouri Compromise. The Northerners reacted arguing that slave power was taking advantage of free labor to monopolize all the territories. The arguments led to the splitting and collapsing of many parties including the Whig Party. The Dread Scott ruling of the 1857 further weakened fight against slavery by indicating that the Congress

Knowledge Workers Essay Example | Topics and Well Written Essays - 2000 words

Knowledge Workers - Essay Example The Singapore example throws ample light on the situation arising with knowledge workers. Singapore was a manufacturing economy until changes in economy began taking shape in the last decades of the 20th century. Countries such as China, India and Korea emerged with better skills to manage the changes in economy (Judy, Richard W; 2002, p32). "In Singapore, most of its policies and practices are centred towards the incorporation of technology . This implies that majority of their employees receive very little attention. What this does is that employees are not motivated to improve. They do not tap all their potential and end up underperforming" (Smith, Carolyn; 2010). The Singaporean example highlights the need to maintain an open policy to changes so that changes could be incorporated when needed. The mindset even in the management was not conducive to change because of the working culture that prevailed at the critical time (Smith, Carolyn; 2010). Changes did take place, but rather slowly. The government changed the Ministry of Labor to Ministry of Manpower. Once the steps to reforms were introduced at the top level, the rest of the changes happened in due course. Changes in economy happened when the Singaporean government looked to emigrants from Canada, the United States, China, India, Malaysia and other growing economies to make up for the shortage in skilled knowledge workers. "In May 1997, the Committee on Singapore's Competitiveness (CSC) set out to critically assess Singapore's economic competitiveness in the early twenty-first century, taking into consideration global trends and development of existing and emerging competition. The CSC was tasked to identify the problem areas and propose appropriate strategies and policies with a view to maintaining and strengthening Singapore's competitive position" (Judy, Richard W; 2002, p32). The CSC decided to "develop in the next ten years into an advanced and globally competitive knowledge economy, with manufacturing and services as the twin engines of growth. In a knowledge economy, the basis for competitiveness will be the capabilities and intellectual capital to absorb, process and apply knowledge" (Judy, Richard W; 2002, p33). With aging economy and culture, it was not possible for Singapore to transform their economy without importing manpower skilled in intellectual applications. The importance of knowledge workers is currently felt because of the exponential growth of information technology. This growth has left a vacuum and this vacuum can be filled involving knowledge workers (Davenport, Thomas H; 2005). There cannot be any doubt that the knowledge worker occupies a privileged position as worker. Classified as a knowledge worker, he or she is supposed to be knowledgeable in his or her stream and capable of handling a project that come under his or her capabilities. Indeed, the situation is such that

How black and white scholars have interpreted the 200th Anniversary of Essay

How black and white scholars have interpreted the 200th Anniversary of the Compromise of 1850 - Essay Example The North expressed its resistance to the law and its resistance against the law gave power to the South. The North was against the law because it was becoming revolutionized by education and urbanization that was facilitated by industrialization. Such resistance sparked the Civil War that led to the end of slavery1. The Compromise of 1850 experienced heated debates over the course of action against runaway slaves and the leadership of the free states and the states under slavery. Senator Calhoun proposed the election of two presidents; one for the enslaved states and the other for the free states. Senator Clay and Webster were against the extension of slavery. The Fugitive Slave Law sparked many ideas about the future of the states. The 1850s was characterized by tensional reactions to the state of slavery. The Southerners wanted unification of all territories as a common property of all states. The Northerners wanted industrialization and development which was the reason for their support for the election of President Lincoln. The debates continued until the Civil War which was followed by President Abraham Lincoln who brought the reunion of the states3. The Compromise of 1850 allowed the entry of California being a free state into the union while the other two territories of New Mexico and Utah had the option of choosing their slavery status. Thereafter the Kansas- Nebraska Act reignited the controversies surrounding slavery. In a bid to gain support of the South, a Democrat senator, Stephen Douglas revoked restriction on slavery that was agreed upon in the Missouri Compromise. The Northerners reacted arguing that slave power was taking advantage of free labor to monopolize all the territories. The arguments led to the splitting and collapsing of many parties including the Whig Party. The Dread Scott ruling of the 1857 further weakened fight against slavery by indicating that the Congress

The End of the Vietnam War Essay Example | Topics and Well Written Essays - 750 words

The End of the Vietnam War - Essay Example Nixon declared in 1969 that he would prolong the American involvement in the Vietnam War, in order to conclude the conflict and acquire â€Å"peace with honor† for the United States and for its partner, South Vietnam (U.S. Department of State, no date). Nixon defined his policy as â€Å"Vietnamization,† where the South Vietnamese aimed to attain greater combat functions, as Americans slowly withdrew from Vietnam (Simon, 2002). Vietnamization needed time, however, and to buy time, Nixon convinced the American public that the war had to be extended to attain peace. His popular vote margin in the 1968 election was â€Å"razor thin,† but to his advantage, the Democratic coalition was devastated in 1968 and political opportunities abounded (Simon, 2002). The administration maximized these opportunities through a â€Å"politics of polarization,† where they tapped the â€Å"silent majority,† while trying to isolate opponents and categorize them as differen t forms of extremists (Simon, 2002). This included defining the efforts of the anti-war movement in negative ways and maligning the media, whose role in influencing the support for the war had increased. America prolonged the war through bombing North Vietnam after failed negotiations efforts. Communist North Vietnam's leaders believed that they had time enough to delay the negotiations, which they did. In March 1972, they tried to sidestep negotiations altogether with a full-scale incursion of the South (U.S. Department of State, no date). The United States called it as the Easter Offensive and the North Vietnamese seemed to win. By late summer, nonetheless, Nixon's used American air power to dent the offensive. In response to this air power, the North Vietnamese started to negotiate once more (U.S. Department of State, no date). In early October, American and North Vietnamese representatives had a meeting in Paris. By October 11, they generated a peace agreement. The key component s included a cease-fire in place 24 hours after signing the agreement; U.S. forces and all foreign troops would pull out from South Vietnam no later than 60 days after signing the agreement; and American prisoners would be released concurrently with the pulling out of American and foreign forces. On October 22, South Vietnamese President Nguyen Van Thieu stopped the talks. He did not support the cease-fire agreement, because it left thousands of North Vietnamese soldiers in South Vietnam, who could strategically continue the war, as the Americans departed (U.S. Department of State, no date). To get Thieu’s support, the Americans restarted negotiations with the North Vietnamese. The North Vietnamese got offended and negotiated other issues too and by December, the talks caved in. The War Raged On Nixon argued that with failed diplomacy, only force can be used to force Hanoi to negotiate with the United States. The President instructed his military commanders to mine Haiphong H arbor and to begin a nonstop air campaign in the Hanoi-Haiphong region. On December 26, the North Vietnamese decided to renegotiate with the U.S. on early January. On January 1973, the Americans and North Vietnamese reached a settlement and all parties signed the final agreement in Paris on January 27. America, however, was the only one who

The effect of temperature in catalyse activity Essay Example for Free

The effect of temperature in catalyse activity Essay Enzymes are proteins that act as catalysts. They are made in cells. A catalyst is something that speeds up a reaction, but does not get used up in the reaction. One can usually be used many times. An example of this is shown in the following diagram: Prediction and Scientific Knowledge I predict, that if I have a higher enzyme concentration, then this will cause a higher rate of catalyse activity, because there will be more active places for a reaction to take place, which will cause more chemical reactions because of successful collisions because of the active site of the enzyme and substrate. The collision theory states that molecules must collide with sufficient energy (activation energy) if a reaction is to take place. As temperature increases more molecules gain this activation energy, hence more collisions occur per second, so the rate increases. This is what will happen in my experiment. The product will be the carbon dioxide produced. I believe the rate of reaction will be at its peak when used in conjunction with water at a temperature of 40? C, because if the temperature exceeds this then the enzyme is also not efficient due to the lock and key hypothesis, which states, when an enzyme gets to a certain temperature, it denatures and cannot function properly. Apparatus The apparatus I will be required to use in this experiment are a: Conical Flask (plus cork) Measuring cylinder (Cylindrical) Borer Delivery tube Water Water bath (room temperature, 30? C, 40? C, 50? C and 60? C) Knife White tile Ruler Variables Stop watch Bung The variables used in this experiment will be: The varying temperature of the water The volume of H2O2 The amount of Potato (for this experiment we used #cm as if we used a certain weight rather than length, the surface area would be different for each piece, so therefore making the test unfair. The shape of the potato (again to do with the surface area) The time of the reaction so as to gain the correct readings from each test. Apparatus and Diagram Method Firstly we gathered together the above apparatus and set up the experiment as shown in the diagram. We would use 2, 3cm size pieces of potato for each test tube and carry out each individual test 3 times and gain an average reading. The tests would involve testing the reactivity with 5 different water temperatures, these temperatures: Room temperature, 30? C, 40? C, 50? C, 60? C We decided with the experiment that we would time the reaction for 1 minute and then note down the reading of oxygen (O2) produced. To insure that the temperatures were at their exact point and to make sire the we stable, we used water baths, which heat the water to the exact temperature and keep the temperature constant, as to make the test a fair one. As with all experiments, we had to be aware of safety, for a number of reasons: We were using a knife to cut up the potatoes, which, when being used wrongly could lead to injury. H2O2 is a corrosive substance, so we had to be careful that we did not come in direct physical contact with it (i. e. spill it on our skin) and finally, We were using a water of high temperature (50 and 60) so had to be careful not to burn ourselves. Table of Results Temperature (? C) Test 1 (O2 produced in cmi ) Test 2 (O2 produced in cmi ) Test 3 (O2 produced in cmi ) Average (cmi ) 20. 0 (room temp) 1. 20 0. 80 0. 90 0. 96 30. 0 1. 40 1. 80 2. 00 1. 73 40. 0 2. 40 2. 60 3. 10 2. 70 50. 0 1. 80 2. 00 1. 50 1. 76 60. 0 0. 07 0. 09 0. 10 0. 086 Summary of Results You can see from the results, the reaction rate slowly increases as it goes from 20 to 40 and at 50 it has begun to denature, but by 60 the enzymes have completely denatured and the reaction is very small. Conclusion The scientific knowledge we gathered during our theoretical side of the experiment proved to create results that we easily distinguishable when plotted against what we had predicted to find. For example, the lock and key hypothesis states that once an enzyme has reached a certain temperature beyond its optimum, it becomes denatured and cannot function properly as a catalyst and therefore not speed up the reaction. The collision theory also comes into the experiment, as with a greater volume of H2O2 the experiment rate of reaction would increase. This is due to the fact that with a greater volume, there will be more successful collisions between both reactants. To conclude the practical experiment, we found that due to the enzymes being biological, they denature once they reach a certain high degrees, and we found the reaction decreased severely between 40 and 60. This suggests that the enzymes began to denature somewhere before 50. We also found that the results reflected the theoretical calculations we had made earlier (i. e. the collision theory: Rate = Change in Volume/Time) This also suggests that if we used a greater volume of H2O2 then the rate of reaction would speed up (e. g. in this experiment the rate of reaction was directly proportional to the rate of reaction. ) Evaluation The aim of our experiment was to see whether temperature has an effect on catalyse activity, from my results we can see that it does. The procedure of this experiment was fairly straight forward and was carried out correctly though there were certain things that complicated the practical side of it. The quality of the data we obtained was if not perfect, close to correct as it approximately fitted with our theoretical predictions that after 40 the enzymes would begin to denature and by 60 they would be completely ineffective in the reaction. With most experiments like this one, there are always going to be certain factors that either arent carried out properly or are not going to work quite as they should in a classroom atmosphere, as it is far different from a scientific lab, but I feel that the experiment was suitable and we received good, accurate results. There are a few improvements that could be made to improve the fairness and accuracy of the experiment. For example: Use either a more accurate water bath, or other device that can heat to a certain temperature and keep that temperature at a constant level. And Use a more accurate instrument (rather than a knife and ruler) to cut out the potatoes to insure they are all of exactly the same length and surface area, to keep the test fair. Another thing I would have done is use a pureed potato instead of using a potato cylinder like I did. This is because it would give more active sites for a reaction to take place.

Book Report On Of Mice And Men Essay -- essays research papers

Of Mice and Men In the beginning of the story, two men named George Milton and Lennie Small are trying to make their way to a small ranch in Salinas Valley, California. George is the leader of their two man tribe, despite Lennie’s intimidating size. George is filled with determination and confidence while Lennie is a simple man with a big heart. Up north, they had recently been run out of a town called Weed on account of Lennie. First of all, Lennie is not very smart, and becomes frightened and confused easily. Also, he enjoys petting animals and feelingthings that grab his attention. One night in Weed, Lennie and George had gone to a pool hall. Lennie saw a girl wearing a bright red dress. He grabbed on to the sleeve of her dress. The girl became scared and screamed; this frightened Lennie. He did not know what to do so he held on to the dress tighter. The next day, George found out that the girl went to the police and pressed charges against Lennie. The police were all over town looking for him. George and Lennie escaped by hiding in an irrigation ditch until nightfall and then leaving town. After that, they hitchhiked all the way to Salinas Valley, California where the story continues. The next day they arrived at their destination, the ranch where the would be working. That day, they met someone named Candy. He was an old man who had been working on the farm for many years. He also had an old dog. It was so stiff with rheumatism it could hardly walk. A few ...

Atheists are also Gods Instruments Verse Analysis :: essays research papers

Atheists are God's instruments, and not only them, but everything as well. Note what the Apostle Paul has written in the Bible: "For he saith unto Moses, 'I will have mercy on whom I will have mercy, and I will have compassion on whom I will have compassion.' So then it is not of him that willeth, nor of him that runneth, but of God that sheweth mercy. For the scripture saith unto Pharaoh, 'Even for this same purpose have I raised thee up, that I might shew my power in thee, and that my name might be declared throughout all the Earth.' Therefore hath he mercy on whom he will have mercy, and whom he will he hardeneth." Romans 9:15-18. There are other verses, but for now let us evaluate the above passage from the King James Version: 1. God has mercy on those whom He wants to have mercy on. He has compassion/love on those whom He wants to love. 2. Man can try to do something, but it is God who has made the decisions and it is God who pre-destinated all things. 3. God pre-destined all things of what will happen to them. 4. The Egyptian Pharaoh was created for God's purposes. The purposes were: God showed His power and God's name was declared throughout all the Earth. 5. Pharaoh probably did not know God's true intentions. Even if Pharaoh knew what it was, he was still unable to resist what has been pre-destined by the Creator. Let us take a closer look at what happened in the book of Exodus: "And Moses and Aaron went in unto Pharaoh, and they did so as the Lord had commanded: and Aaron cast down his rod before Pharaoh, and before his servants, and it became a serpent. Then Pharaoh also called the wise men and the sorcerers: now the magicians of Egypt, they also did in like manner with their enchantments. For they cast down every man his rod, and they became serpents: but Aaron's rod swallowed up their rods. And he hardened Pharaoh's heart, that he hearkened not unto them, as the Lord has said. And the Lord said unto Moses, 'Pharaoh's heart is hardened, he refuseth to let the people go.'" Exodus 7:10-14. 1. Pharaoh saw the power of the Lord, and refused to submit even when Aaron's rod swallowed the magician's rods. 2. God himself hardened the heart of Pharaoh. See also Exodus 8:15 and other verses which show that Pharaoh's heart was hardened.

A Case of Buddhism

Buddhism continues to exert a fundamental influence on the cultures of the world and also play a leading role in the contemporary affairs of the world. This paper draws on the understanding that the humanistic aspect of world encompasses problems that are said to be evil from the religious perspective and the fundamental objective of the religion amid these human problems is to provide solutions in relation to the absolute. As such, a manifold of worldly problems today; economic justice, insecurity and peace, human rights and protection of the environment call for the universal corporation of the human as well as religion in solving them.Towards obtaining solutions for these human problems, Buddhism as a religion build on their belief system to establish helpful ideas that touch on and are related to the absolute. Essentially, the relevant sphere of action focus on the pedestal of humans understanding that the world poses characteristics of humanity and in a collective sense, individ ual Buddhists as human beings face these problems within the nature as the physical environment.With this principle in focus, Buddhism effort to solve the problems for human by drawing from the divine provision and agency between the supernatural realms, the human beings as well as the natural environment that humans operate in. Introduction The central idea behind the problems in the world encompass the larger perspective of humanism and towards solving the resultant problems, Buddhism focuses on the stipulated divine agencies.Considered to be on of the world major religion, Buddhism adheres to religious tenets that typify it as a religion in addressing concerns that rise in the physical world. In so doing, Buddhism understands that a universal humanitarianism is an essential component towards solving global problems. As such, compassion is regarded among the pillars of world peace. Accordingly, Buddhism draws on its several doctrines and belief system to embrace the concept of abs olute set of values which in the very least serve as guiding absolute ethical principles.In addition, the position of the life after death, which is a post mortem kind of existence guides how Buddhism as a religion helps its members to understand the numerous human problem and strike a balance in approaching the very problems in a bid to solve them As a result, the question of evil is highly addressed in the attempt to understand the many human problems where the future of Buddhist in life after here contends the approach used in solving the human problems. Historical Overview of Buddhism The history of Buddhism spans the 5th century BCE to the present 21st century.Obviously, the birth of Gautama Siddhartha, famously referred to as Buddha, in Ancient India marked the beginning of Buddhism because, he grew up to evolve Buddhism into a religion that spread through central, Southern and East Asia. Warren (2007) asserts that the history of Buddhism is typified by the development of seve ral schism and religious movements such as Mahayana, Thervada and Vajravana traditions. Buddha founded Buddhism after asceticism and meditation which sparked him to establish a path of moderation that sought to move away from the extreme modes of life of self mortification and self indulgence.Scholars argue that after Buddha attained divine enlightenment when he was seated under the papal tree, he managed to leverage the ruler of the Magadha who was an emperor and made him accept Buddhism as his personal faith. This incidence allowed for the establishment of the numerous Buddhist Viharas that later spread through the entire Asia into well established Buddhism (Herman, 2003). Before his death, Buddha instructed his followers to embrace the doctrine and teachings of Dharma in order to avoid the problem of this world and attain supremacy in life after death.These instructions from Gautama laid the foundation for the absolute ethical and divine principle, that prescribes the present rul es of discipline and community living that characterizes Buddhism (Warren, 2007). On these tenets, Buddhism developed into a world’s religion that took great pains in addressing the problems of humans through transmitting the teachings of Buddha in the most accurate form. Koslowski (2001) agrees that the Buddhist follow the ideas and practices of Buddha; a concept that has developed from early Buddhism to the present Buddhism.Bearing in mind that the first followers of Buddha were as homeless as their teacher, they wandered all over receiving material gifts of food from lay people and ended up settling in the outskirts of cities and town to mainly teach the laity about the meditative way of life that Buddha taught. Accordingly, it becomes evident that the Buddhist community has for so many years regarded the teachings of Gautama as the enlightened teachings that should be used to seek divine intervention.Alexander (2008) outlines that the basic teachings of Buddha touched on the animate and inanimate phenomena that poses three features of being unsatisfactory, impermanent and lacking an abiding value. In light of this, these characteristics have been applied to the human sphere to evoke the picture of sufferings (dukkha), ageing and death (jar-maraa) as well as the absence of the soul (anatt) to illuminate the rationale for human problems and the hitherto solution that attribute to the absolute (Diederik, 1999).Problems for Humans in the World and the Solutions of Regarding the Absolute Realm To understand the problem of human within the context of Buddhism leads us to understanding the relation that exist between Buddhism and Humanism. According to Keown (2000), it is definite that humanism opposes the religious tenets of Buddhism and the important point in focus arises in light of understanding the way religion interprets problems that humans face in the world.Incorporated in the self infused belief systems of dharma, Buddhism holds on the concept of law and norm as opposed to the western religion that upholds the concept of God. In this contradictory framework, the contemporary society faces similar problems and Buddhism stick to the natural laws of compassion to address these universal problems. Minnich (2008) postulates that problems originating for the social, political, economic, cultural and technological paradigms, can succinctly be solved through a concise framework of values and beliefs which are considered absolute.With regard to this, these values invoke the supernatural forces in a more concise ways because they involve ethical rule that do not attract rational inquiry or rather are they completely relativistic. To illustrate, members of the Buddhism community employ moral approaches towards solving their problems in a criterion that is considered as more satisfying because, viewed from a cultural and ethical perspective, the Buddhist understand the role of applied ethics as an obligation that can help them to execut e the good for both the individual and the larger society(Warren, 2007).To reinforce this argument, the solutions to the human problems in the absolute sense the question of hereafter is well catered for and Buddhists are obligated to do good for the society and individuals so that they may be reborn in order to attain a state of holiness or purity. These supernatural elements make Buddhism to ignore the concept of God but still satisfy the condition of absolute thus addressing the contemporary problems of humans (Freeman, 2007). It is plausible to argue that the major problem of humans within the perspective of Buddhism is the nature of being evil which comes through the process of constant becoming.Pandey (2008) postulates that evil forms a perpetuation of illusions by aspects of humanity and doing what is unethical. As such, many humans face a manifold of problems due to their ignorance in perceiving that the devoid of self, is impermanent and thus leading to constant sufferings. Whether this is manifested through lack of peace, constant warfare, negative effects of technology on value systems and environmental challenge, it is imperative to note that the problems narrows down to what is inarguably referred to as ignorance in perceiving life through the three characteristics of importance, suffering and self indulgence.Essentially, the summation of these factor focus on suffering to be problem of human in the world and as Buddha proclaimed, life that exist in evil yields constant sufferings (Fasching, 2008). According to Warren (2007), the noble truth of suffering encompass the holistic life such that aspects of birth, sickness, aging death, sorrow, despair, associating with what is evil all amounts to problems of suffering which characteristically borders the angle of evil and lack of moral tenets as manifested in current worldly problems.Keown (2000) further agues that the defilement of the mind unquestionably combine with aspects of life to yield sufferi ng and within the angles of absolute solutions, Buddhism seeks to alleviate sufferings and enhance a value system that will not only reduce the instances of humans suffering but also being rewarded by rebirth. Significantly, problems such as greed (raga), aversion (dvesha) and ignorance (avidya) are all products of defiled mind.In addition, they are products of human desire to experience existence at a personal level and as selfishness and egoism is an illusory effect of desires and defiled minds, selfish human perpetuate the desire for personal existence and benefits; a actor that lead to constant suffering. Buddhism attempts to solve this fundamental problem by enforcing moral, ethical and value systems enshrined in the teachings and beliefs of the Buddha (Warren, 2007). Evaluation of Buddhism All the factors of our lives subsist in a complex of human mutual causality.As a conscience, our problems, succinctly perceived by the Buddhists as sufferings, are favored by the interplay o f delusion, aversion and perpetual craving that come up due to the lack of poor understanding of roles in the society (Warren, 2007). In essence, humans create a self bondage through forms of reifying as well as holding onto what is naturally transient and contingent. In light of this , Pandey (2008) primarily describes that the problems of human are endemic and so is suffering but the role of religion is to provide a platform that addresses the problems through a situation of eternal rewards that come after death.Essentially, although sufferings is endless, it can be stopped or rather reduced and towards achieving this solutions, Buddhism emphasis on the need to see the true nature as a phenomenon, which radically forms the human interdependence. Solutions packed for the human problems in the world can be achieved if human cleanse their perception through meditation and maintain purity of conscience through an acceptable moral conduct (Warren, 2007).This intuitive approach limits i ts practicality to the absoluteness of values and beliefs which yields a concrete interconnectedness of all things in life and irrespective of the problem or the nature of the problem, the doctrines of Buddhism offers clear ways of understanding deep complicated platform of various social economic, cultural, political and technological links that connects with the life of the human being and others. As a result, the reciprocities of thought and action as well as universe and self direct the individual to uphold meditation, correct moral conduct and purity of conscience (Diederik, 1999).Moreover, it invokes criticism that as the world and life correlate to the aspects of human consciousness and mentality and this distinctive feature attracts many humans to be endowed with the capacity to choose their destiny. Warren (2007) argues that it is on this conceptualization that human life is considered as a privilege that comes with no price and the practices of Buddhism emphasizes on medit ation which gives the individual an opportunity to understand his human existence and seize the opportunity to uphold the value system and make the society a better place for all.Significantly, the vision of Dharma enhances the fact the humans in the world can be always alive with consciousness, thus providing an inspiration that is powerful for the healing of lives in the world. In the arising world with numerous problems, the Buddhist system of belief helps humans to see important aspects of life such as the deep interconnectedness in the web of life as well as the distinctiveness of human beings together with the ability to choose.In light of this, it becomes clear that this approach of life and religious practice facilitates a process where human beings are relived of their human loneliness and arrogance (Warren, 2007). Conclusion From the forgoing discussion, it is evident that Buddhism continues to exert a fundamental influence on the cultures of the world and also play a lead ing role in the contemporary affairs of the world. A manifold of worldly problems today; economic justice, insecurity and peace, human rights and protection of the environment call for the universal corporation of the human as well as religion in solving them.Towards obtaining solutions for these human problems, Buddhism as a religion build on their theory and perspective to establish helpful ideas that touch on and are related to the absolute. The central idea behind the problem s in the world encompass the larger perspective of humanism and towards solving the resultant problems, Buddhism focuses on the stipulated divine agencies. Considered to be on of the world major religion, Buddhism adheres to religious tenets that typify it as a religion in addressing concerns that rise in the physical world.Evil forms a perpetuation of illusions by aspects of humanity and dong what is unethically not accepted. As such, many humans face a manifold of problems due to their ignorance in percei ving that the devoid of self, is impermanent and thus leading to constant sufferings. Buddhism seeks to alleviate sufferings and enhance a value system that will not only reduce the instance of humans suffering but also being rewarded by a rebirth. Reference Alexander, J (2008). Responding to Religious Absolutism. London: Routledge Diederik, V (1999). World Views and The Problem of Synthesis. Cambridge: CUP Fasching, D (2001). Comparative Religious Ethics.London: Blackwell Books Freeman, R (2007). The Search for Absolute Values in the Changing World: A Perspective of Buddhism. Oxford: OUP Herman, C (2003). Participatory Learning and Religious Education in Globalizing Society. London: Brill Press Keown, D (2000). Contemporary Buddhist Ethics. London: Routledge Koslowski, P (2001). Overcoming and Understanding Evil and Suffering in the World. New York: Springer Books Minnich, V (2008). Investigation of Self Human Environment. Texas: Global Books Pandey, C (2008). Ecological Perspectiv es in Buddhism. New York: Readworthy Press Warren, M (2007). Worlds Religion. Belmont CA: Wordsworth

William Blake was one of the first romantic poets, writing during the French and American revolutions in 1780

William Blake was one of the first romantic poets, writing during the French and American revolutions in 1780. Romantic poets believe that people should be free to follow their own desires, everyone has a right to pursue and fulfil their desires in order to be happy, that imagination is more important than science and logic, and that childhood is important and should be innocent. Blake was a visionary writer, he talked to God and angels came to him in his dreams and visions. He translates these experiences into his poems. He viewed God as an artist, active and full of passion and love, rather than a scientist. However, Blake disliked institutions such as the Church and formal religion, the government and the royal family. Blake believed that people should have open marriages and to enjoy sex, possibly with multiple partners, and was also against unions such as marriages. Society and the Church taught people to think that sex was sinful and wrong, whereas Blake believed sex and desire is a connection to God and spirituality. Blake was especially frustrated with the Church, he thought they were controlling people, especially the poor and working classes. These institutions would teach that although people may be poor and unhappy in this life, if they do not rebel they will be able to go to Heaven and be rewarded. This was seen by Blake as a form of brain washing, ‘London', a poem found in Blake's Songs of Experience, relates to the poet's views on the English capital in the 19th century. Blake employs a consistent rhyming structure similar to that of ‘The Schoolboy' but with shorter four line verses. The poem, written in Blake's first person, is obviously expressing his own personal opinions. The first stanza relates to the strict uniformity of London's plotted land (a pet hate of Blake's) along with the poet's observations of troubled citizens (‘Marks of weakness, marks of woe'). The second chorus style verse expands upon Blake's views of public constraint, implying that citizens have been conditioned into believing that their lives are tolerable (‘mind-forged manacles'). Examples of which kind of people should not put up with their miserable lives are provided in the third stanza (chimney sweeps, soldiers) and the poems ends with a specific development of the life of a 19th century prostitute (‘harlot'). The first verse of the poem relates to Blake himself wandering through the streets of London, noting the wretchedness of the unaware citizens. The poet curses the dictatorial layout of London in quiet outrage with the use of the word ‘chartered' in consecutive lines. Blake believed that life could be better for everyone without the strict rules and regulations imposed by governing bodies, and his unusual wording plays on this fact. The ‘marks' Blake apparently sees on ‘every face' he passes are not of the physical variety; a deeper, more sinister interpretation relating to deprivation of the population at the time should be considered. The ‘weakness' and ‘woe' Blake speaks of cannot be perceived by the uncaring eye. In the second chorus style verse, Blake attempts to show the reader the totalitarian influence of the ‘mind-forged manacles' he can ‘hear'. The use of the word ‘every' in three successive lines emphasises the entirety of the population he is referring to; men, women and infants alike are all included in his exclamation. Blake obviously wants the reader to realise that the ‘mind-forged manacles' he refers to are a bad thing. Negative imagery (such as the ‘infant's cry of fear'), the repetition of the word ‘cry' and the relation of his statement to arguments (‘bans') are each included to contribute towards the overall feel of sadness. The ‘mind-forged manacles' Blake mentions associate with his view that the people of London unintentionally restrict their minds and imaginations by the ‘proper' customs of 19th century England. The third stanza of London subjectively considers two different figures that Blake believes have been deprived. The plight of the chimney sweep is one the poet takes particularly to heart (exhibited by other works), with once again a ‘cry' falling upon deaf ears. This time, it is the church that is ignoring the heartbreaking situation of the young sweeps (‘How the chimney-sweeper's cry/Every blackening church appals'). ‘Blackening' is used here as a link to the growing pollution levels in London and as a reference the soot which covered the little chimney sweeps. Symbolically, it may also relate to the church's reluctance to help the sweeps which Blake thought seemed painfully hypocritical and cruel. Blake's description of a ‘hapless' soldier in the second half of the verse refers to the unpleasant life of many combatants. The imagery of their blood running ‘down palace walls' relates to the many pointless wars that higher powers have deemed necessary. Meanwhile, many lives of those that could have enjoyed life have been wasted in futile struggles for supremacy. The last verse displays another personal exasperation of Blake's. It is made out to be of greatest importance of the three cases the poet mentions via the use of the word ‘most' (‘But most thro' midnight streets I hear/How the youthful harlot's curse'). The ‘youthful harlot' is just one of many young girls that had to resort to selling their bodies to survive. Blake attempts to relate to the situation some young women had to deal with by having no choice but to take care of an unwanted, fatherless child (‘Blasts the new born infants tear'). The poet takes upon a tone of irony in the final line as he mentions the strange image of a ‘marriage hearse'. A hearse, usually used in funeral processions, does not fit the joyful representation of a wedding. This may be a reference to the adverse affect prostitution had on a marriage both physically and psychologically. The ending of this poem is another perhaps more subtle example of Blake's dislike for the dising enuous social culture of his time. In conclusion, William Blake's poems are very successful in presenting his social viewpoints. Using relatively simple language, subtle irony and sarcasm, powerful imagery and easily identifiable meanings, Blake makes sure that his points get across to the reader. It is easy to see that the Songs of Innocence and Experience are not just idle words that have wandered onto a piece of paper: Blake wrote each of his poems for a purpose and with a clear significance. William Blake was a man fighting against the mainstream opinions of 19th society. His strong willed independent attitudes meant that no matter what the odds, he would ‘stick to his guns'. Blake had an intense dislike for government and other established ruling bodies. He believed that people would lead happier lives if left to their own devices, unrestricted by rules or regulations. William Blake was also great critic of the church, viewing them as wretched hypocrites in the battle against the evils of society. Even in today's modern era, the central themes of his poems (poverty, social injustice, the church) still remain relevant and Blake serves a wonderful icon for those battling against such political constraints. Although his work was not truly appreciated until a century and a half after his death, Blake was a undoubtedly a genius of his time. Blake believed that the Church was so corrupt, it brain washed individuals into not questioning fate, God and its authority. The Church would teach catechisms to small children, such as the child in The Lamb. In this poem, the young child has found a lamb and talking to it, and telling the lamb how wonderful God is and how they are both part of God. The little child is confident and asks questions to the lamb, ‘Little lamb, who made thee? Dost thou know who made thee?' In the second stanza, with no response from the lamb, the child continues with ‘Little lamb, I'll tell thee, Little lamb, I'll tell thee:' The child is brain washing the lamb, having been brain washed himself. He has been taught questions and answers, and knows that God was once a lamb and then a child, but the child no longer questions what he has been taught. He (or she) is happy and safe, and so is still in the world of innocence. In this poem Blake is challenging the way the Church has brain washed children to not question their fate and to accept unhappiness. The child in the Lamb describes God as ‘He is meek, and He is mild;' which to Blake is too passive. A God needs to be strong and helpful, the opposite to meek and mild. The language used is simple, and reflective of the world of innocence. For example, ‘delight' and ‘bright'. This is also end rhyme, to emphasise the child's delight at talking with the little lamb about his God, and how everyone is a part of him. The child rejoices in his knowledge and is proud of himself on teaching the lamb about his creator. As a romantic writer, Blake saw God as more of an artist, and in the poem ‘The Tiger' demonstrates what he believes God to be like. The Tiger is paired with the Lamb, and although it is in the songs of experience, the person is returning to innocence by asking so many questions. These questions, such as ‘In what distant deeps or skies Burnt the fire of thine eyes? On what wings dare he aspire? What hand dare seize the fire?' challenge God. In this poem, Blake is marvelling what kind of God could make such a beautiful, deadly creature. Blake is showing that if God can make something as gentle as a lamb, and then makes a killing machine such as a Tiger, He must be dangerous. Blake is also portraying God as a workman or blacksmith, with the line ‘In what furnace was thy brain?'. The God in this poem, despite not answering the questions, is clearly more of an artist. He is strong and powerful, the opposite to a lamb. The use of exclamation marks throughout indicates the awe and wonder felt by the person asking the questions. The pace is fast, and is almost predatory, similar to the movement of a tiger. The pace also reflects the thoughts processes of the person asking the questions, there is a sense of excitement and the images created are vivid. Run on lines are used in the first stanza, and also in the last as the first stanza is repeated at the end of the poem to reinforce the magnificence of such a beautiful creature and its creator. ‘Tiger! Tiger! Burning bright In the forests of the night, What immortal hand or eye Dare frame thy fearful symmetry?' The combination of end rhyme for ‘bright' and ‘night' and also the run on line for that sentence create a strong image of the Tiger prowling through a forest, and is clearly visible in the night. The second line rhymes ‘eye' and ‘symmetry' to suggest that God must be physically perfect and immortal to create such a beautiful, strong creature. In conclusion, Blake has used his collection of poems to demonstrate many of his views on the society of his era, including his disapproval of institutions such as the church, the government and royal family, his ideas on marriage and sexuality, the neglect of the poor, and also the way the church brainwash people to control them so that they do not question anything. Blake demonstrated his views in his collection of poems called the Songs of Experience and the Songs of Innocence. Children are born into the world of innocence, where they are allowed to be free and happy, and are also protected from the world of experience for as long as possible by adults. Blake would have hoped that adults would enter the world of experience but someday return to innocence, and protect the children. The world of experience to Blake and other romantic writers was inevitable yet a harsh, cruel and unhappy place full of restrictions and frustration. Blake suggests in his poems that people and children are not in control of their own lives, they are not allowed to think for themselves and are restricted by a corrupt, uncaring Church and monarchy. In this essay I will discuss how William Blake objected to the poverty suffered by most of the society, neglect by the government and how children were used and not allowed a childhood. I will also look at religion's disapproval of sex and its agreement with the state to keep the poor, ‘poor', for their own moral good. Durkheim theorised hi123's marxism . There are two ‘The Chimney Sweeper' poems, one in the Songs of Experience and one in Innocence. The boy in the songs of innocence has maintained his innocence despite experiencing the death of his mother and his father selling him at such a young age. In this first stanza, Blake uses end rhyme for ‘young' and ‘tongue' to indicate how young this child is to be sold and not have a family to protect him. †weep!' ‘weep!' ‘weep!' ‘weep!† is repeated and followed by exclamation marks to emphasise how awful that ‘weep!' is the first thing this child says, when babies are supposedly born into pure innocence and should be happy. ‘So your chimneys I sweep, and in soot I sleep.' , Ends in a full stop and indicates that this child is doomed to be unhappy, he has been brain washed into accepting his situation and does not aspire to be anything other than a chimney sweeper, and believes he can only be happy in death. In the second stanza, when Tom Darce's head is shaved, the narrating boy is positive and practical in saying that at least the soot will not spoil his hair. Blake uses run on lines to reinforce the youth of these children, and their vulnerability with the line coed ed† . â€Å"r se† . ed . â€Å"ed† . â€Å"w or†. ed . † † . ed . â€Å"k ined foed † . ed . â€Å"! ‘ â€Å"Hush, Tom! Never mind it, for when your head's bare You know that the soot cannot spoil your white hair.†Ã¢â‚¬Ëœ. cogb gb† . â€Å"r se† . gb . â€Å"gb† . â€Å"w or†. gb . † † . gb . â€Å"k ingb fogb † . gb . â€Å". Without realising, the boy is helping to brain wash Tom by telling him to accept the situation. Tom's hair was white and with the soot had become black, symbolic of the end of innocence. Blake believed that in dreams and in our imaginations, we are truly free. However, this boy dreams of angels. Blake is showing how deeply brain washed by the Church this child must be for dreaming of angels and still believing that if cogb gb† . â€Å"r se† . gb . â€Å"gb† . â€Å"w or†. gb . † † . gb . â€Å"k ingb fogb † . gb . â€Å". ‘he'd be a good boy, He'd have God for his father, and never want joy.' These chimney sweepers are so desperately unhappy, they are looking forward to their deaths in order for them to be free and happy. Blake is also criticising the God and angels in this poem for being too passive in the lives of these young, unhappy children. Symbolic words such as ‘bright key', ‘free', ‘green', ‘leaping, laughing, they run', ‘lamb's back' and ‘joy' are all associated with the world of innocence, however there are also words such as ‘soot' and ‘coffins of black' showing that these children are surrounded by the harsh world of experience and corruption with no protection. To Blake, the colours black and grey were the colours for the world of experience and unhappiness, whereas white and green were for the world of innocence. As the children dream of running ‘down a green plain', it shows the children dream in the world of innocence. The chimney sweeper in the world of experience does not even dream in innocence, he wears ‘clothes of death'. Although this child has parents, they have left him to go to the church to pray. It is as though he has no parents, like the boy in the songs of innocence. Blake is showing that the parents have also been corrupted by the Church, and are helping to brain wash their child. Blake also explicitly demonstrates his views on the monarchy and the church in the last two lines, ‘And are gone to praise God and His Priest and King, Who make up a Heaven of our misery.' The full stop at the end of the sentence finalises the poem's message that the child, along with his parents and church goers, are doomed to be unhappy whilst the Church and monarchy continue to restrict and control. The young boy in the world of experience appears no hope of return to innocence. Unlike the boy in the songs of innocence, this child cannot even dream in the world of innocence. Blake is showing the boy is so restricted that not even in his dreams is he able to be free. In the first poem, the boy uses ‘I' , whereas this child is described as ‘a little black thing'. This is showing that the child is not aware of its own identity, it has been so exposed to the world of experience. ‘a little black thing' also shows that he has been corrupted, the colour black being a negative colour in the world of experience. ‘thing' suggests that the child is of no importance to anyone, the child is weaker and more vulnerable. He has no protection from parents or even other chimney sweepers as companions and support. He is totally alone in a world where no one, including the church, will help him. ‘Snow' and ‘woe' are used as end rhyme twice in the poem, emphasising that although the snow is white, a pure colour, it is cold and cannot offer warmth, linking it to ‘woe' where the child is constantly unhappy and full of sorrow.

Intercultural Communication Essay

There is always the existence of power in the society when people communicate, although it might not be evidently observed. At most instances, communication is assumed to take place between equal people, but this might not always be the case. There are basically different types of hierarchy that exists in the society which makes some people to be more powerful than others. This is a communication that takes place in intercultural communication. Those who are powerful either knowingly or unknowingly creates an environment that makes their communication more profound, hence asserting their authority over the others. People can be found in one communication group due to involuntary or voluntary cases. Involuntary occurs for instance when a person is of a certain gender, race, ethnic group, age and physical ability. The voluntary orientation occurs because of education background, geographic location, marital status, and socio-economic status. Basically those in the dominant group of communication usually impede those who are not in the same category with them. The most powerful in the society in terms of communication are usually also more privileged when it comes to many issues. There are some power relations that are usually rigid than others. For instance, power that occurs between gender is more rigid in changing than power that occurs for instance in a relationship between a student and a teacher. There are however many complication that can occur in intercultural communication due to the barriers that exists. The minority have been mostly powerless in communication compared with the other groups in the society. Basically the whites have always believed to be superior over many minority groups, especially the blacks. This is being ethnocentric. Many developed countries have looked down upon the less developed countries especially from Africa as they believe that the people from these countries can not be equated with them. The blacks whether immigrants or those who were born in the developed countries thus continue to be seen as less important people in the society, hence can not even be listened to, or be given an opportunity to prove their prowess in any arena by the whites. The white race believes to be the most dominant race than all the other races, hence undermining the rest. Many of the black people are also stereotyped in the American society. Many blacks can be found to be imprisoned more than the whites, yet in essence, it can not be said that the blacks are the ones who commit crimes more than the whites. But because of stereotypes, they are just considered to be naturally criminals. Any black seen walking around the white dominated area is usually looked at as a person who is bound to commit a crime even if a person has got no such intentions. This can occur because of generalizing issues that blacks are criminals, yet the whites commit crimes just as the blacks. In fact, because of stereotypes, the black suspect is more likely to receive punishment or a harsher punishment than a white suspect charged with the same offence. In most cases, stereotypes occur in unconscious manner, thus the only way to overcome it is by having a conscious way of avoiding it. In many white homes, children might grow up hearing the N word often used by their parents against the black people, hence the children also grow up with the same stereotypic nature the elders have over the blacks. Because of stereotype and prejudice that is rampant in the society against the blacks, they usually find themselves victims of discrimination. The blacks have been discriminated over many issues in the society ranging from political, social, and economic perspectives. In many instances, the blacks have been denied equal opportunity in the society by the more powerful whites. Discrimination can be exhibited in various forms that include subtle non verbal to verbal insults. Because of prejudice and stereotyping the less powerful people find themselves being even eliminated in the society through various means that can include genocide. This is a very mild form of discrimination. Discrimination can be at interpersonal or institutional level. Although there are nowadays less cases of interpersonal discrimination, the institutional level discrimination are still very high. At institutional level, the blacks are usually denied equal representation in different institutions in the society compared to their white counterparts. As already explained, the blacks usually find themselves at the wrong hand of the law more than the whites, not because the blacks commit crimes than whites, but because the law enforcers are bound to look for mistakes among the blacks than they would do with the whites. Discrimination is even evident in the law paying job application fields in which a white man, who has got a criminal record, has got higher chances of getting employed than a black man who has got a clean criminal record. In such a case, the employer is not interested in the records of the employees, but rather concerned with the race of the applicant. Therefore, despite many efforts that are put in the society to show that there is equality in different spheres, intercultural communication still plays as a major hindrance in the achievement of this.

The Structure Of Criminal Justice System Essay Example | Topics and Well Written Essays - 250 words

The Structure Of Criminal Justice System - Essay Example Trial courts and police departments are organized at a city as well as country levels. The statewide system has many variations, which are determined by factors like overcrowding of local jails, court congestions, problems of justice administration and differing types of crime. US Congress, FBI, Secret Service are major parts of the federal system along with defense and public attorneys, the Federal Sentencing System and US Bureau of prisons. Dealing with crimes that involve laws of immigration and income tax also come under this domain. (Criminal Justice System) This relates to the goals, values and specific procedures of applicable criminal laws. While state legislative bodies have powers to enact statutes to deal with various offenses, local legislative bodies have the power to enact ordinances creating minor offenses. However, many criminal statutes are general in nature and can be interpreted by courts at various levels. In addition, certain defenses like a defense of property, self-defense, duress, and insanity do not have any statutory basis.(Criminal Justice System) The criminal justice investigation starts with a behavioral definition of the criminal act, while criminal case processing has many stages with the involvement of different agencies at each stage. Many offenses come to the knowledge of police only after the crime has been reported, minor crimes, like traffic violations and disorderly conduct, are directly dealt by local law enforcement officers.

Goldman Sachs (see the description) Essay Example | Topics and Well Written Essays - 2500 words

Goldman Sachs (see the description) - Essay Example Financial indicators of the company and industry are used to determine financial trend and performance of the company. Economic environment of the business was recorded mixed in the early period of 2014 globally. Market of the company was improved in the second quarter of 2014. The first quarter of 2014 was proved to be the declining period for emerging market assets. The assets were affected by the declining position of GDP in China (Mandis, 2013). Another perspective was the political tension going on in Ukraine and Russia. The two problems were significantly controlled in the second quarter of 2014. Real GDP of Japan was accelerated in the first quarter and shown in the report of second quarter. In all the cases the effort was shown in the second quarter of 2014 when there was a consumption tax hike on consumer spending (McEvoy, 2014). In the first quarter, it was noticed that global equity price was improved, interest rate fell down and the credit spreading was contracted. The levels of Volatility were noticed declining further. Equity and debt was strong in the first quarter of 2014. Industry-wide announced that the acquisitions and mergers had increased in the first three months but the situation was somehow opposite to that. The mergers and equity were decreased as compared to the period of first quarter of 2013 (The Goldman Sachs Group, Inc., 2014). In the case of European countries, real GDP of the country was increasing to some extent in the first six months of 2014. The European Central Bank noticed inflation in the economy and reduces the rate of interest. Central bank of Europe also announced to increase lending to private sectors and includes targeted long term refinancing operations. The currency of Europe was depreciated by 1 percent because there was an increased in unemployment. The domestic demand in United States was low in the first quarter. The Bank

Critically evaluate the concept of human security Essay

Critically evaluate the concept of human security - Essay Example The first one considers the protection of human rights and the second one focuses on the protection of human beings from economic, environmental, social and other forms of threats and aims at the well being of man’s overall livelihood; an element of social justice is visible in this conception (Williams 2008, p. 231). The third and most controversial conception considers human security in a much wider way ensuring the survival and health of individuals. It observes the concept in a global perspective and subjects such as global economic status, effects of globalization and health of the environment are considered as the essential elements of human security. This paper tries to make a critical evaluation of the concept of human security and in doing so the paper takes into account the various aspects of human security and related issues. The concept of Human Security: Debates and Definitions All the three conceptions of human security paved way for criticisms and most of the re cent debates are shaped by the wider conception of human security. ... concept of human security in a broad way and that is â€Å"the absence of threats to various core human values† whereas Alkire (2002) holds that â€Å"the objective of human security is to safeguard the vital core of all human lives from critical pervasive threats, and to do so without impending long term human flourishing† (Quoted in Williams 2008, p. 231). Alkire’s definition seems to be more positive in nature. However, a more comprehensive definition is offered by the Commission on Human Security and the report of the Commission views human security as ‘protecting fundamental freedoms’- â€Å"protecting people form critical (severe) and pervasive (widespread) threats and situations. It means using process that build on people’s strength and aspirations. It means creating political, social environmental, economic, military and cultural systems that together give people the building blocks of survival† (Williams 2008, p. 231). Even th ough there are various definitions and understandings of the concept of human security, there are many who hold that the state-centered approach to human security should give way for a more comprehensive people-centered approach to security. Tadjbakhsh, in this respect, observes that â€Å"there is consensus among its advocates that there should be a shift of attention from a state-centered to a people-centered approach to security, that concern with the security of state borders should give way to concern with the security of the people who live within those borders† (Tadjbakhsh 2006, p. 5). Therefore, it can be inferred that an individual centered human security model assumes the safety of the individual as the means to global security and any disturbances to the safety of the individual would therefore affect the international

Developing a Perfomance Appraisal System Essay Example | Topics and Well Written Essays - 750 words

Developing a Perfomance Appraisal System - Essay Example Federal and state laws have added to the complexity and difficulty of appraisal plans. Criteria for compliance with equal employment opportunity laws are stringent. Management needs to design and operate its appraisal systems carefully in order to comply with these laws. A generation ago, appraisal programs tended to emphasize employee traits, deficiencies, and abilities, but modern appraisal philosophy emphasizes present performance and future goals. Modern philosophy also stresses employee participation in mutually setting goals with the supervisor and knowledge of results. Thus the hallmarks of modern appraisal philosophy are as follows: 2. Focus on goals or objectives - as the discussion of MBO shows, employees need to have a clear idea of what they are supposed to be doing and the priorities among their tasks; as the saying goes," If you know where you want to go, you are more likely to get there." 3. Mutual goal setting within supervisor and employee - this is the belief the people will work harder for goals or objectives that they have participated in setting. Among their desires are perform a worthwhile task, share in a group effort, share in setting their objectives, share in the rewards of their efforts and continue personal growth. The (Theory Y) assumption is that people want to satisfy some of their needs through work and that they will do if management will provide them with a supportive environment. 4. Clarification of behavioral expectations - this is often done via a behavioral anchored rating scale (BARS), which provides the employee and the manager with concrete examples of various levels of behaviors. Brief descriptions of outstanding, very good, acceptable, below average and unacceptable behaviors are specified for each major dimension of a job, thuis cueing the employee in advance regarding the organization's expectations. BARS helps reduce manager's tendency to focus on attitudes, personality, and nquirks of an employee and shift emphasis toward productive behaviors. 5. Extensive Feedback Systems - employees can fine-tune their performance better if they know how they are doing in the eyes of the organization. Most organizational appraisal systems requires supervisors to assess employees on various aspects of their productivity, behavior, and or personal traits. Examples of these three dimensions include quality of work and quantity of output, attendance and initiative and general attitude. Many appraisal systems also point toward both historical performance and the individual's potential for growth and advancement. The actual forms and procedures used for assessing this information vary widely. Some organizations ask supervisors to write essays describing the employee's performance; others recommend that they accumulate a record of incidents both positive and negative; mant firms use various types of graphic rating scales that grade employees on A-B-C-D-E or 1-2-3-4-5 systems. Regardless of the system used, the assessment is then communicated to the employee through the appraisal interview. This is a session

Organizational Behavior 3 Essay Example | Topics and Well Written Essays - 1500 words

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