Essay on Kitty Genovese - 1247 Words

February 10th, 2011 Take-Home Midterm Intro to Legal Studies Chapter 1- Question One The Kitty Genovese story is a tragic one and is a controversial topic when ethics come into play. Though she screamed for help repeatedly while being stabbed the observers from the surrounding apartments did very little to assist the young woman. One observer in specific did shout â€Å"Leave the girl alone† and that deterred the assailant for a brief moment but whether or not he acted ethically is something of a different matter. According to Duty-Base Ethics which by definition states â€Å"the doctrine that actions are morally correct if they comply with existing obligations owed another and ourselves,† one could deduct that this observer did not act†¦show more content†¦So when asked to take the pro or con of this argument that prospective appointees to the U.S Supreme Court should publicly divulge their personal philosophies on the largest issues of modern society such as abortion rights, prayer in public school, etc. I say Pro. Not only should they speak of their beliefs about these controversial topics, they should do it openly and assertively. It is important for the people to know the people who are responsible for our government and what they stand for whether we agree or disagree. Sometimes and understandably public figures or potential public figures are hesitant to speak on such delicate matters because of the judgment and criticisms that they will have to endure once that information is out in the open but they must know that this is what comes with being a public government figure especially the prospective appointees for the U.S Supreme Court. It is their duty to serve the people and maintaining the integrity of the Constitution, which is what our country was built on. That is a great responsibility and a very public one so the prospective appointees should deem it necessary to let the people know who may be possibly carrying the weight of this responsibility and where they stand on these controversial issues that effect the people of this country. Chapter 3-Question Three In the civil trial cases to initiate it there first must be a complaint,Show MoreRelatedThe Death Of Kitty Genovese1493 Words   |  6 Pages The reason for this study was due to the death of Kitty Genovese in New York City. She was a young woman who was murdered by Winston Mosley in observance of many spectators who saw the incident from their bedroom windows of an apartment complex. Media went into a frenzy stating that 38 people witnessed the attack but did nothing to assist and did not call law enforcement, however, the story was misconstrued and it was later found that there were significantly less than 38 people observing and atRead MoreThe Kitty Genovese Murder790 Words   |  4 PagesKatie Wallace Psychology 2301 May 9, 2013 Mrs. Strickland Silent Witnesses: The Kitty Genovese Murder 1. After the 1964 murder of Kitty Genovese, John Darley and Bibb Latane were in shock as the rest of the city/world that a 28 year old lady could be stabbed in a neighborhood with about 38 by standers or more and say or do nothing. Why didn’t anyone try and help her? How could people stand by and watch this go on? People speculated that the failure of people to get involved might be due moreRead MoreWhy Did Kitty Genovese s Neighbors Fail For Take Action Quickly? Essay1542 Words   |  7 PagesOn March 13, 1964, a woman named Kitty Genovese was stabbed repeatedly while several neighbors were vaguely aware of the unfolding events occurring outside. The lack of action on the neighbors’ part led to Genovese dying shortly after. Why did Kitty Genovese’s neighbors fail to take action quickly? The psychologists John Darley and Bibb Latanà © (1968) were interested in the Genovese incident and sought to find the answer to this psychological phenomenon. In their experiment, Darley and Latanà © hypothesizedRead MoreKitty Genovese1549 Words   |  7 PagesJihyun Yun ENG 101. 0795 Professor Kevin Lerner May 29, 2007 Research paper Selfish City’s Life Kitty Genovese was an ordinary woman. One day, she was going home in the early morning. When she arrived in her neighborhood at about 3:15 a.m. and parked her car about 100 feet from her apartments door, she was attacked by someone. She screamed out. Even though her screams were heard by several neighbors, nobody helped her. She was seriously injured, but the witnesses did not believe sheRead MoreCruelty, By Stanley Milgram1432 Words   |  6 Pagesand Bibb Latane, two young psychologists decided to create a study based on the Kitty Genovese case. This case was about Catherine Genovese or more commonly knows as Kitty, who was a female manager of a bar and was returning home after her shift at 3 A.M in Queens, New York. She stepped out of her car and noticed a suspiciously looking man in the distance and decided to make a move towards the police call box, sadly Kitty did not make it to box as before she knew it this man stabbed her from behindRead MoreWill You Practice What You Preach? Essay example1493 Words   |  6 Pagesthe resulting quandary is much more convoluted. The bystander effect is one tale as old as time; however, after the grim fate of Kitty Genovese, this subtle effect was forced into the limelight. Kitty Genovese was a twenty- eight-year-old girl who resided in the Queens of New York City until one dreadful night in 1964 when Winston Moseley brutally stabbed Genovese to death over the course of thirty minutes. Thirty-eight civilians witnessed the assail yet continued on with their nights (BystanderRead MoreThe Bystander Revolution : How Social Media Shapes And Effect On Bystander Effect911 Words   |  4 Pagesattempt to explain why it can help. The bystander effect was first observed by the media and social psychologists in 1964 through the case of Kitty Genovese, a 28-year old woman. On her way home from work, Genovese was stabbed multiple times over the course of 30 minutes. The murderer was able to leave the scene multiple times and come back to stab Genovese more. While this was happening, 38 people observed this from their window. Despite the number of people who viewed the incident, no one reportedRead MoreThe bystander effect Essay1223 Words   |  5 Pagestwenty-eight year old barmaid Catherine Kitty Genovese was murdered and raped on the street in Kew Gardens, New York. The incident did not initially receive much attention until Martin Gansbergs infamous article, Thirty-Eight Who Saw Murder, Didnt Call the Police, was published in the New York Times two weeks later. In reality, only twelve people witnessed the event yet each did nothing to significantly help Genovese until it was too late. The Genovese mur der has become the definitive exampleRead MoreBystander Effect Essay1403 Words   |  6 Pagesas the Genovese Syndrome, was named after the infamous murder of â€Å"Kitty† Catherine Genovese in 1964, on the streets of New York in front of thirty-seven witnesses. After studying the Genovese syndrome and doing research on how this phenomenon occurs even today, it is clear The Bystander Effect is not just a theory, but actually fact. It wasn’t until Martin Gansberg wrote the article â€Å"37 Witnesses Who Saw Murder Didn’t Call the Police† in The NewYork Times two weeks after Catherine â€Å"Kitty† GenoveseRead MoreExploring a Classic Case in Social Psychology Essay1058 Words   |  5 Pagesbut not helping. There are many reasons why individuals do not respond: diffusion of responsibility, not noticing or unsure if it is an emergency, and not wanting to be liable if the person still dies are a few. The Study Upon hearing of the Genovese murder John Darley and Bibb Latane conducted research and set up a study to determine why so many people failed to help before it was too late. Their study set three groups of students in sound proof booths. Group one believed that there was one

Jonathan Kozol has been around for quite some time writing Free Essays

Jonathan Kozol has been around for quite some time writing hard-hitting journalism about flaws in this country. His book Savage Inequities is more of the same with the focus on education. Kozol’s strength as a writer is being able to put a face on his topic, anywhere from education to homelessness, etc. We will write a custom essay sample on Jonathan Kozol has been around for quite some time writing or any similar topic only for you Order Now He makes the issue real and attaches human faces and real people that the reader can relate to.  In order to write this book, Kozol spent a lot of time traveling around visiting schools. To name a few, he visited schools in New York City, Chicago, St. Louis, Washington D.C. and many others. During his visits, he spent time observing in the classroom as well as interviewing teachers, students, parents, and administrators. What Kozol found out was that schools today are as separate and unequal as they were before the landmark decision of Brown vs. the Board of Education in 1954. he determines that the reason for these inequities lies in the way that American schools are funded. America funds its schools with property taxes. The problem with this is that rich suburban areas pay much more property taxes, which makes their schools unrivaled. While in inner city schools, the property tax base is much lower. Therefore, mostly minority kids attend schools without much money. Kozol takes the reader into these schools to make his point. In Chicago, there is a school with no library. They are overcrowded, understaffed, and lack even the basics of resources and equipments. He takes us to a high school in the Bronx where the rain pours in. For example, Kozol states, â€Å"The science labs at East St. Louis High are 30 to 50 years outdated†¦The six lab stations in the room have empty holes where pipes were once attached. ‘It would be great if we had water,’ says a physics teacher (Kozol 27). He later hits the reader hard questioning why our country allows this to happen.   Ã¢â‚¬Å"Almost anyone who visits in the schools of East St. Louis†¦comes away profoundly shaken. These are innocent children, after all†¦One searches   fro some way to understand why a society as rich and, frequently, as      generous as ours would leave these children in their penury and squalor   for so long-and with so little public indignation. Is this just a strange    mistake of history?†¦why is it that we can’t at least pour vast amounts of      money, ingenuity, and talent into public education for these children? (140).  He literally bombards the reader with real horror stories of his visits and travels in order to put a face on the poor state of education.   It isn’t just about education and schools and teachers; there are real kids involved here who are not getting what they need. Of Patterson, New Jersey, he states, â€Å"The city is so short of space that four elementary schools now occupy   abandoned factories. Children at one wood-frame elementary school,   which has no cafeteria or indoor space for recreation, eat lunch in a section of the boiler room. A bathroom houses reading classes (Kozol 106).  He compares these schools to suburban ones where conditions are much better. Teachers are paid much more, libraries are stocked, and technology abounds. He does a fantastic job at showing the contrasts between the wealthy schools and the poor schools. With the pictures he paints for the reader, the reader cannot argue with him. He also makes a plea for America to value equality and fix its schools. â€Å"And yet we stop to tell ourselves: These are Americans. Why do we       reduce them to this beggary – and why, particularly, in public education?      Why not spend on children here at least what we would be investing in   their education if they lived within a wealthy district like Winnetka, Illinois, or Cherry Hill, New Jersey, or Manhasset, Rye, or Great Neck in   New York? Wouldn’t this be natural behavior in an affluent society that      seems to value fairness in so many other areas of life? Is fairness less    important to Americans today than in some earlier times? Is it viewed as    slightly tiresome and incompatible with hardnosed values? What do   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Americans believe about equality? (Kozol 41) Kozol ends the book with a vivid picture of an elementary school in a neighborhood of Cincinnati. He tells the reader that atmosphere was polluted with factories, prostitutes were near, and â€Å"Bleakness was the order of the day.† Kozol said he â€Å"rarely saw a child with a good big smile (Kozol 230-31). He leaves the reader with a bad taste in his/her mouth at the state of schools. This he does in hopes of spurring his readers to action. His research methods would be described as informal because his analysis comes from observations and interviews. There is no standard form that he uses, but he gets the material nonetheless. He devotes a chapter to teach area he discusses and gives the reader a description of the city as to understand why the schools are the way they are.  His findings are extremely significant to America as he clearly delineates the problems of American schools. With the images he creates, no one can argue with him. The pictures of these inner city schools are bleak. A criticism for Kozol is that he does not concentrate on any other problems in education besides inequality. Not that the inequality of schools is not a huge problem, but there are other problems that lead to poor achievement as well. No Child Left Behind plays a role. If those kids don’t do well on the tests, more funding can be cut. Inner city schools do not tend to keep their teachers, With high teacher turnover, it is even harder for students to learn, and there may be large gaps in curriculum. There are also many forces at play outside the school, such as the home lives and parental involvement of these students. Probably the biggest criticism of Kozol is that he offers no solutions; he only identifies problems. He would probably say that solutions aren’t his job, and he would leave that to the educational theorists. But after reading his condemnations, it would be nice to hear some of his ideas for solutions. Kozol doesn’t tell the reader this, but The relationship between funding and academic achievement is unclear. However, it does not take a genius to figure this out. Will more money alone solve the problems in schools? Of course, it won’t. However, more money will help. Money will help schools fix dilapidated buildings, buy equipment and resources, hire more teachers and aides to promote lower class sizes, attract better teachers who are more qualified, and a myriad of other things. But throwing money at the problem is only a start. These schools need help. They need more community and parental involvement. They need after school programs and tutoring programs and teachers with the knowledge and compassion to continue in the profession. Kozol doesn’t mention other solutions except to give the schools more money, but there are many other things needed. Even money will not solve the problems of segregation. Inner city schools are made up mostly of minority students. How is that problem solved? Yes, more whites who fled to the suburbs are finding their way back to the inner city, but this is not always a good thing either. They are uprooting established communities in the process of gentrification and displacing people who may have nowhere else to go. This is why Kozol focuses on the money, because as difficult as it will be to change the way we fund schools, it will be harder to desegregate communities. Kozol makes good sense when he speaks of getting rid of the property tax funding for schools and finding a new way to fund them. If education is supposed to be democratic, and it is, America cannot continue to fund schools this way. The system America has virtually guarantees that parents who can afford to buy big houses in the suburbs will send their children to better schools. For school administrators and all personnel in schools, there are many things to be learned from this book. the most important one is that as educators, we should be fighting for democratic schools. Administrators should be out there fighting the property tax system and leading the charge to find other, more equitable ways to fund schools. Administrators also ought to be required to take a look around at the world. They should be required to visit inner city schools to truly understand what other educators go through on a daily basis. Administrators should value quality teachers all the more after reading this book, and go out of their way to keep their quality teachers. Truly, everyone even thinking about becoming an educator should read a book like this, and visit these schools.   Most of us do not even know what a crisis we are in, right now in America.   And hopefully, future educators will be the ones to fix this crisis. Work Cited Kozol, Jonathan, Savage Inequities, Harper Perennial, 1992. How to cite Jonathan Kozol has been around for quite some time writing, Essay examples

Homelessness Causes Essay Example For Students

Homelessness Causes Essay Being homeless is often defined as sleeping on the streets. Although thisis the most visible and severe form of homelessness, there are many other typesof acute housing need. These include living in temporary accommodation, poor orovercrowded conditions, or being in mortgage arrears and under threat ofre-possession. (Hope 1986) It is a symptom of many complex problems:mental illness, emotional instability, illiteracy, chronic substance abuse,unemployment, and, most basic of all, breakdown of the family structure. Anyonecan become homeless and the reasons that force people into homelessness are manyand varied. The leading cause, however, of homelessness in the United States isthe inability of poor people to afford housing. Housing costs have risensignificantly over the last decade, while the incomes of poor and middle-classAmericans have stagnated. (Erickson 1991) The millions of Americans whoare unemployed or work in low-paying jobs are among the most vulnerable tobecoming homeless. Therefore, homelessness, housing and income are inextricablylinked. Low-income people are frequently unable to pay for housing, food,child-care, health care, and education. Difficult choices must be made whenlimited resources cover only some of these necessities. Often it is housing,which takes a high proportion of income that must be dropped. Two major sourcesof income are from employment and public assistance. A decrease in either one ofthem would certainly put poor people at risk of homelessness. Additionally,minimum wage earnings no longer lift families above the poverty line. Morethan 3 million poor Americans spend more than half of their total income onhousing, yet the Department of Housing and Urban Development estimates familiesshould spend no more than 30%. (Gilbert 1993) Although many homelessadults are employed, they work in day-labor jobs that do not meet basic needs,while technological acceleration excludes others from a competitive job market. Many factors have contributed to declining work opportunities for large segmentsof the workforce, including the loss of well-paying manufacturing jobs. Thedecline in relatively secure and well-paying jobs in manufacturing, which havebeen replaced by less secure and poorly-paid jobs in the service sector, hasgreatly limited the opportunities for poorly-educated and low-skilled segmentsof the population. This transformation has led to an unprecedented incidence ofchronic unemployment and underemployment. (Hardin 1996) Underemployment isan especially useful measure of the decline in secure jobs since, unlike theunemployment rate, measures of underemployment reflect not only individuals whoare unemployed, but also involuntary part-timers and those who have given upseeking work. (Hardin 1996) In addition to increasing underemployment,an estimated 29.4% of the workforce are employed in nonstandard workarrangements (Economic Policy Institute, 1997) for example, independentcontracting, work ing for a temporary help agency, day labor, and regularpart-time employment. These kinds of work arrangements typically offer lowerwages, fewer benefits, and less job security. As recently as 1967, ayear-round worker earning the minimum wage was paid enough to raise a family ofthree above the poverty line (Sklar, 1995). From 1981-1990, however,the minimum wage was frozen at $3.35 an hour, while the cost of livingincreased 48% over the same period. Congress raised the minimum wage to $5.15per hour in 1996. This increase made up only slightly more than half of theground lost to inflation in the 1980s (Shapiro, 1995b). Thus, full-timeyear-round minimum-wage earnings currently not equal to the estimated povertyline for a family of three. Unsurprisingly, the decline in the value of theminimum wage has been accompanied by an increase in the number of people earningpoverty-level wages and the declining wages have put housing out of reach formany workers: in every state. Slashed public assi stance has also left manypeople homeless or at risk of homelessness. Replacement of the Aid toFamilies with Dependent Children (AFDC) entitlement program a program that wasalready inadequate in meeting the needs of families with the non-entitlementblock rant program will significantly increased the risk of homelessness formany Americans. (Foscarinas 1996) Furthermore, earned income and assetlimitations discourage individuals and families from breaking the cycle ofhomelessness and extreme poverty. Several states have terminated or reducedpublic assistance and food stamps for individuals, while Social SecurityIncome (SSI) is inadequate and sometimes impossible to obtain for disabledindividuals. (Foscarinas 1996) As a result, the number of poor Americansis growing and the poor are getting poorer. Across America, there has been asubstantial decline in the number of housing units that low-income people andthose in need of shelter assistance can afford. Those losses have resultedprimar ily from downtown urban renewal, gentrification, abandonment, and suburbanland use controls. The elimination and reduction of federal low income housingprograms has also dramatically reduced the supply of affordable shelter. the imortance of diversity in an organization Essay Several states have terminated or reduced public assistance and food stamps for individuals, while Social Security Income (SSI) is inadequate and sometimes impossible to obtain for disabled individuals. (Foscarinas 1996) As a result, the number of poor Americans is growing and the poor are getting poorer. Across America, there has been a substantial decline in the number of housing units that low-income people and those in need of shelter assistance can afford. Those losses have .

Theodore Roethke free essay sample

# 8217 ; s Use Of Tone Essay, Research Paper Roethke # 8217 ; s Use of Tone Childhood experiences seem to be the 1s that are recollected most vividly throughout a individual # 8217 ; s life. Almost everyone can retrieve some facet of his or her childhood experiences, pleasant and unpleasant alike. Theodore Roethke # 8217 ; s poem # 8220 ; My Papa # 8217 ; s Waltz # 8221 ; suggests even further that this construct could be true. The dance described in this verse form illustrates an interaction between male parent and kid that contains more than the expected joyous, loving attitude between the two characters. Roethke # 8217 ; s tone in this work exhibits the blended, yet powerful emotions that he, as a adult adult male, feels when looking back on this childhood experience. The writer slightly implicates feelings of bitterness fused with a loving trust with his male parent. For illustration, the first two lines of the verse form read: # 8220 ; The whisky on your breath/ Could do a little male child dizzy ; # 8221 ; ( Roethke 668 ) . We will write a custom essay sample on Theodore Roethke or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This excerpt appears to put a dark kind of temper for the full remainder of the verse form. By the first two lines, the reader may already see how this adult male feels about his male parent # 8217 ; s inebriation. It seems as if Roethke has preceded his verse form with this factor in order to show the bitterness that he feels toward his male parent. However, the last two lines of the verse form suggest feelings other than bitterness: # 8220 ; Then waltzed me off to bed/ Still cleaving to your shirt # 8221 ; ( Roethke 668 ) . By adverting the fact that his male parent put him to bed, Roethke seems to demo fond feelings Bridges 2 involved in this dance. He shows his caring feelings in the last line by utilizing the words # 8220 ; still cleaving # 8221 ; . # 8220 ; Surely, this little male child # 8217 ; s household life has its awful side, but the last line suggests the male child is still cleaving to his male parent with relentless if besides complicated love # 8221 ; ( Kennedy and Gioia 668 ) . Although their dance appears to be # 8220 ; amusing # 8221 ; , Roethke seems to possess # 8220 ; an uneven and ambivalent intimacy # 8221 ; to his seemingly intoxicated male parent ( Balakian 62 ) . Still even more grounds of these assorted feelings is illustrated in the 3rd stanza. # 8220 ; This love dance, a sort of blood rite between male parent and boy, shows suppressed panic combined with awe-inspired dependence # 8221 ; ( Balakian 62 ) . # 8220 ; The manus that held my wrist/was battered on one metacarpophalangeal joint ; / At every measure you missed/ My right ear scraped a buckle # 8221 ; ( Roethke 668 ) . The talker # 8217 ; s father # 8217 ; s manus being # 8220 ; battered on one metacarpophalangeal joint # 8221 ; is declarative of a adult male who works difficult with his custodies. This stanza suggests that Papa likely earned a modest life and might hold drunk on a regular footing to get away from world. This stanza besides provides the reader with the feeling of how aggressive this dance may be. Roethke is seemingly mentioning to his male parent # 8217 ; s belt buckle in the last line of the 3rd stanza. During an aggressive act such as this, a little kid wo uld see hurting from such a adult male # 8217 ; s belt buckle # 8220 ; grating # 8221 ; across his ear in this manner, yet the kid choruss from any type of opposition. Possibly this is caused by the kid # 8217 ; s fear that his male parent will go angry, so the kid merely endures the hurting and attempts to bask the minute, for he may besides experience love and attending that he may non have on a regular basis from his male parent. Bridges 3 John J. McKenna offers us farther suggestions about the feelings suggested in this verse form. In McKenna # 8217 ; s article, two of the manuscript manuscripts to # 8220 ; My Papa # 8217 ; s Waltz # 8221 ; are discussed. McKenna implies that the alterations made between these manuscripts are farther grounds that this verse form shows assorted emotions through the tone that Roethke utilizes. These holograph manuscripts are labeled # 8220 ; MS-A # 8221 ; and # 8220 ; MS-B # 8221 ; at the University of Washington where they are contained in the archives. The first of these alterations discussed in McKenna # 8217 ; s article is the gender of the kid in the verse form. He discusses how Roethke seemed to reason with himself about what the sex of the kid should be, but eventually chooses male for a few different grounds. # 8220 ; It seems plausible that he did acknowledge the rough-house nature of this propertyless father’s walk-in. Certainly American society of 1941, the twelvemonth of the poem’s composing, would see this unsmooth drama as more appropriate for a male child than for a miss. By replacing ‘boy’ for ‘girl’ , so, Roethke could maintain the double tone of this dance: a small unsmooth and chilling and a small beloved and loving† ( McKenna 34-35 ) . The alterations shown here are yet another indicant of this adult man’s emotions toward his childhood experience between him and his male parent. McKenna besides discusses a important alteration made in the 3rd stanza of the verse form. This alteration involves the 4th line which reads # 8220 ; My right ear scraped a buckle # 8221 ; ( Roethke 668 ) . McKenna discusses how Roethke seemed to reciprocate between the two versions, replacing # 8220 ; forehead # 8221 ; for # 8220 ; right ear # 8221 ; and frailty versa ( 35 ) . # 8220 ; In the revised [ and concluding ] version, so, the talker # 8217 ; s caput is turned to the side, more in the attitude of a kid # 8217 ; s embracing? Therefore, the consequence is positive on the tone because the dance becomes an Bridges 4 informal, ad-lib runaway # 8221 ; ( McKenna 35 ) . This factor makes it clear to the reader that, although this walk-in is unsmooth and violent, there are still some loving feelings between the kid and his male parent. Even more alterations were applied to the 4th stanza of # 8220 ; My Papa # 8217 ; s Waltz # 8221 ; . # 8220 ; In # 8216 ; MS-A # 8217 ; , the first two lines originally read: # 8216 ; The manus wrapped round my head/ Was harsh from weeds and soil # 8217 ; . Significantly, these two lines depicting the male parent # 8217 ; s manus really touching the son/ girl were greatly revised # 8221 ; ( McKenna 35 ) . These lines were changed to state something about wholly different: # 8220 ; You beat clip on my head/ With a thenar caked hard by soil, / Then waltzed me off to bed/ Still cleaving to your shirt # 8221 ; ( Roethke 668 ) . McKenna notes how Roethke replaced # 8216 ; kept # 8217 ; with # 8216 ; beat # 8217 ; and in making so, # 8220 ; doing the state of affairs more baleful, more negative # 8221 ; ( 35 ) . The 2nd line is besides about wholly different than it appears in the two original manuscripts. The word # 8216 ; palm # 8217 ; appears in the concluding versio n alternatively of # 8216 ; manus # 8217 ; . McKenna mentions this alteration in stating that # 8220 ; the male parent # 8217 ; s thenar is so difficult, albeit from honorable work ; he is a difficult adult male every bit good as a difficult worker. He even plays difficult # 8221 ; ( 35-36 ) . McKenna remarks farther by saying that the alterations in the first two lines of the 4th stanza # 8220 ; personalise the dance between the talker and his male parent. At the same clip, they add an undeniably negative tone with the words # 8216 ; beat # 8217 ; and # 8216 ; palm caked difficult # 8217 ; . In add-on, the three stressed syllables in # 8216 ; palm caked difficult # 8217 ; stress the insistent, invasive power of the male parent over the kid # 8221 ; ( 36 ) . It is apparent through these alterations that Roethke truly wanted to state something in this verse form. All of the different alterations made in the verse form are rather demonstrative of how Bridges 5 powerful his feelings for his male parent must hold been. # 8220 ; ? Roethke tried, through careful alterations to equilibrate negative and positive tones in # 8216 ; My Papa # 8217 ; s Waltz # 8217 ; # 8221 ; ( McKenna 36 ) . Although the dance between him and his male parent was unsmooth and aggressive, the really fact that Roethke chose to compose about the walk-in indicates that it is a particular minute he remembers sharing with his male parent. The poet has a singular ability to depict the minute and non his feelings. This is what makes # 8220 ; My Papa # 8217 ; s Waltz # 8221 ; so interesting and leaves so much to reading. Bibliography Balakian, Peter. Theodore Roethke # 8217 ; s Far Fields. Baton Rouge: Pelican state State University Press, 1989. Gioia, Dana, A ; Kennedy, X. J. ( Eds. ) . ( 1999 ) . Literature: An Introduction to Fiction, Poetry, and Drama. 7th Edition. New York, NY: Longman. McKenna, John J. # 8220 ; Roethke # 8217 ; s Revisions and the Tone of # 8216 ; My Papa # 8217 ; s Waltz # 8217 ; # 8221 ; . ANQ Spring 1998: v11n2. Online. Galileo. 21 October 1999. Roethke, Theodore. # 8220 ; My Papa # 8217 ; s Waltz # 8221 ; . , Literature: An Introduction to Fiction, Poetry, And Drama. Ed. X.J. Kennedy and Dana Gioia. 7th Ed. New York, NY: Longman, 1999. 668.

Created in Gods Image Essay Example

Created in Gods Image Essay Example Created in Gods Image Essay Created in Gods Image Essay Created In The Image of God Wendy Butz, RN, BSN THEO 532, September 13, 2011 Malone University I was raised attending Baptist churches and have listened to many ministers talk about â€Å"man† being created in God’s image. I know we are created in God’s image because the Bible (Barker, 1995) tells us this in Genesis 1:26 27, (26) â€Å"Then God said, ‘Let us make man in our image, in our likeness, and let them rule over the fish of the sea and the birds of the air, over the livestock, over all the earth, and over all the creatures that move along the ground. † (27) â€Å"God created man in his own image, in the image of God he created him; male and female he created them. † Ultimately the question is what does being created in God’s image truly mean? Are we like God in many different aspects, or does it simply mean we have some physical resemblance to God? Until taking this class, I never really formed a belief of my own or had a good understanding of how we image or are like God. This paper will discuss my understanding of what it means for humans to be created in the image of God, and the implications this understanding has for me as a nurse and serving others. Created In God’s Image I believe that to be created in God’s image means that, like God, we are social beings with the ability to love. I know from scripture in the Bible that talks about the Trinity, the Father, the Son, and the Holy Spirit, that God is social. I agree with Hoekema (1986, p. 75) when he states that â€Å"man† should function in three relationships. The first, and most important relationship, is our relationship with God. The stronger our relationship with God, the more we devote ourselves to Him, the stronger our other relationships grow. The second relationship is one with our fellow â€Å"man†. Luke 10:27 says, â€Å"He answered: ‘Love the Lord your God with all your heart and with all your soul and with all your strength and will all you mind’, and ‘Love your neighbor as yourself. ’† The third relationship is that with and over nature. God gave â€Å"man† dominion over the earth just as God rules the heavens and the earth. I also believe that â€Å"man† has went through different stages of being like God since creation, and that man images God a little differently in each stage. In the beginning, when Adam and Eve were sinless they not only imaged God in their relationship with God, with each other, and with nature, but also with characteristics they possessed such as righteousness and holiness. After the â€Å"Fall†, â€Å"man† is still made in the image of God. He still possesses the ability to love, to be a social being and have relationships with God, fellow man, and nature. However, he is corrupted by sin and is no longer righteous and holy. Instead of having a relationship with God, sinning man disobeys God and even worships idols. Instead of loving his neighbor as himself, sinning man lies to, cheats, and even murders his fellow man. Instead of caring for and nurturing nature, sinning man exploits the earth. John 3:16 says, â€Å"For God so loved the world that he gave his one and only Son, that whoever believes in him shall not perish but have eternal life. † God sent his son, Jesus Christ, the perfect image of God so that we may know Him and may be redeemed. There are many verses in the Bible that refer to Jesus Christ as being the exact representation of God (2 Corinthians 4:4, Hebrews 1:3, Colossians 1:15). Shelly Miller (2006, p. 78) point out and talk about Jesus as being a relational being. He was born into a human family and community yet scripture clearly describes his relationship with God, as the Son of God. There are many verses that show us the characteristics and virtues that Christ possessed like righteousness, holiness, and the greatest of these, love (1 Peter 1:16, John 13:34 35). We see Jesus’ love for God and his love for man. Hoekema (1986, p. 22) states, â€Å"If it is true that Christ perfectly images God, then the heart of the image of God must be love. For no man ever loved as Christ loved. † He loved us so much that he gave his life and died for us, so that we may have eternal life. Because of God’s grace, we have Jesus Christ as an example of how we are to live our lives. Jesus shows us that we should be praising and glorifying God in all things, and that our relationship with God, prayer and devotion, should come first. Jesus shows us that we should love every human being, putting them above ourselves, and humbly serving others. When we are imaging God, others should be able to see God’s love, kindness, and goodness in us (Hoekema, 1986, p. 7). While on this earth we will never perfectly image God, but we should seek to be Christ-like. God created the characteristics that make us unique. Christ-likeness is about developing our character and spiritual maturity. When the Holy Spirit lives inside us we have the power, love, faith and wisdom to transform our character and grow spiritually. I believe that it is on ly after our human body dies, and we enter heaven, that we once again image God as â€Å"man† did at creation. We are once again sinless. Serving Others I became a nurse because of my compassion for and my desire to help others. In Mark 10: 43 – 45, Jesus says, â€Å"Not so with you. Instead, whoever wants to become great among you must be your servant, and whoever wants to be first must be slave of all. For even the Son of Man did not come to be served, but to serve, and to give his life as a ransom for many. † As a nurse it is my responsibility and my desire to serve other. I had never thought about it before but in doing so, in serving others as Christ did, I am imaging God. Nursing is unique, and different from medicine, in that it focuses on caring for the person as a whole: spiritual, psychological, social, and physical. Shelly Miller (2006, p. 16) are correct when they say that â€Å"the role of nursing grew out of a Christian understanding of the human person as created in the image of God and viewed the body as a living unity and the temple of the Holy Spirit. † If we only see people as isolated individuals and cannot see them in their wholeness, we as nurses cannot care for them adequately. I have always believed that each human being is created by and loved by God. We all possess the ability to love, and we are commanded to love our neighbors as ourselves. Some call it following the â€Å"Golden Rule† or doing unto others as you would have done unto you. Therefore, no matter what situation I am in with a patient, I try to see the image of God in them and I try to be the image of God for them. I love Shelly Miller’s (2006, p. 17 18) definition of Christian nursing, â€Å"a ministry of compassionate care for the whole person, in response to God’s grace toward a sinful world, which aims to foster optimum health (shalom) and bring comfort in suffering and death for anyone in need. Because of sin, it is sometimes hard for me to see others as being created in God’s image and or allow the image of God to be seen in me. But by the grace of God and the power of the Holy Spirit, I am able to transform my character and grow spiritually. The more I grow spiritually, the stronger my relationship with God, and the easier it is for me to see others through God’s eyes. I agree with Shelly Miller (2006, p. 77) whe n they said, â€Å"To be created in the image of God means that we must look to God for our meaning, purpose and direction. It also makes us thinking, feeling, willing, relational creatures who reflect these attributes of our Creator. In order to understand ourselves in any depth, we must first look to God to know what he intended us to be. † I believe I am on this earth because God has a plan for my life. I may not know exactly what it is, but I am here to fulfill his purpose. I pray that God’s will be done in my life. I know I can do all things through God who strengthens me. Hoekema (1986) states, â€Å"Through us God works out his purposes on this earth. In us people should be able to encounter God, to hear his word, and to experience his love. I pray that by trying to be Christ-like, that not only do my patients, but my family, co-workers, and anyone I meet, sees and experiences God’s love through me. Conclusion This paper has discussed my understanding of what it means to be created in God’s image. We are like God in that we have the ability to love. Our first love should be for God. We should then love others as ourselves. Like Hoekema (1986), I believe one way man images God is as a social being and functioning as part of three relationships, one with God, one with fellow man, and one with nature. I also believe there are stages that man went through since creation and that man images God a little differently in each stage. At creation man was holy and righteous, without sin. After the â€Å"Fall† man is corrupted by sin and is no longer righteous and holy. Then, through Jesus Christ, we are redeemed and with the Holy Spirit can seek spiritual maturity and Christ-likeness. In the end, we do not image God as we did in the beginning until we enter Heaven. This paper also discussed how being created in God’s image impacts how I serve others. I see, not only my patients, but all people as children of God. I believe he created each of us and loves each of us. As a nurse, I believe I am doing God’s will and fulfilling his purpose for my life. References Barker, K. (Ed. ). (1995). The Holy Bible, New International Version (10th ed. ). Grand Rapids, MI: Zondervan. Hoekema, A. A. (1986). Created in Gods Image. Grand Rapids, MI: Eerdmans. Shelly, J. A. , Miller, A. B. (2006). Called to Care: A Christian Theology of Nursing (2nd ed. ). Downers Grove, IL: InterVarsity Press.

Say It Right in Spanish

Say It Right in Spanish Thats right. Go to the right. Its my right to vote for a candidate from the right. Its just not right. Youve got it right. As the above sentences indicate, right is one of those English words that has a multitude of meanings. Although  many dictionaries give derecho as the first choice of Spanish words meaning right, its use would be absolutely wrong to translate some of the above sentences. Right as a Direction The Spanish way to refer to the opposite of left is usually derecho  (and its forms for gender and number)  when used as an adjective or the phrase  a la derecha as an adverb. The technique of using the right hand to play the violin is something that ought to be learned correctly. La tà ©cnica de uso de la mano derecha para tocar el violà ­n es algo que debe aprenderse correctamente.Symbolic language is rooted in the right side of the brain. El lenguaje simbà ³lico est radicado en el lado derecho del cerebro.The doctors have to amputate Jorges right leg. Los mà ©dicos tienen que amputar la pierna derecha de Jorge.The car turned right to the end of the street. El coche girà ³ a la derecha al final de la calle.Look right!  ¡Mira a la derecha! A la derecha is also used to mean to the right: His political positions often are to the right of those of this rivals. Sus posiciones polà ­ticas con frecuencia estaban a la derecha de las de sus rivales.Look to the right side of your screen. Mira a la derecha de tu pantalla. Right Meaning Correct When right means correct, the cognate correcto (or its adverb form, correctamente) can usually be used. Other synonymous words or phrases often work well also. Examples include bien or bueno, depending on whether an adverb or adjective, respectively, is needed. To be right can usually be translated as tener razà ³n. I think the article is right. Creo que el artà ­culo es correcto.Take the time in order to make the right decision. Tà ³mese el tiempo para tomar la decisià ³n correcta.I want to pick the right curtains. Quiero elegir las cortinas correctas. If the inhaler is used right the aerosol shouldnt drip from your nose. Si el inhalador se usa correctamente el aerosol no deber gotear de la nariz. Do you have the right time?  ¿Tienes el tiempo bueno? The customer is always right. El cliente siempre tiene razà ³n. Fortunately they werent right. Por suerte no tuvieron razà ³n. Right Meaning Just or Fair Often right carries the meaning of fairness or justice. In such cases, justo is usually a good translation, although in context correcto can have that meaning as well. Many poor people live here. That isnt right. Muchos pobres viven aquà ­. Eso no es justo.Thats true, it is difficult to do the right thing. Es verdad, es muy difà ­cil hacer lo justo. Right as an Entitlement A right in the sense of a moral or legal entitlement is a derecho. Civil rights ought to be respected, even during a national emergency. Los derechos civiles deben de ser respetados, inclusive en tiempos de estado de emergencia nacional.I have the right to be free of all types of abuse. Tengo el derecho de estar libre de todas las formas de abuso. Right Used as Emphasis Right is used in many contexts in English as a general word of emphasis. Often, it does not need to be translated into Spanish, or you may have to translate the meaning indirectly or with some idiom that is specific to what youre trying to say. Many variations other than those listed here are possible: What are you doing right now?  ¿Quà © ests haciendo ahora mismo?If possible, the baby should get milk right after being born. Si es posible, el bebà © debe mamar inmediatamente despuà ©s de nacer.The solution is right here. La solucià ³n est aquà ­ mismo.Ill pay you right away. Voy a pagarte sin demora. Miscellaneous Phrases and Uses Often you can figure out a way of saying right by thinking of an alternative way of expressing the idea in English. For example, to say, The portrait is just right, you might say the equivalent of The portrait is perfect: El retrato es perfecto. Some miscellaneous phrases will have to be learned separately: right angle, right triangle; el ngulo recto, el tringulo rectoright-click (computer use), hacer clic con el botà ³n derecho del ratà ³nright-handed, diestroright of way, el derecho de pasoright-shift key, la tecla derecha de mayà ºsculasright wing (noun), la derecharight-wing (adjective), derechistaright-winger, el/la derechistato right (make correct), rectifar, reparar, rectificarto right (make upright), enderezar Etymological Note Although it may not be obvious, the English words right and the Spanish words derecho and correcto are etymologically related to each other. They all come from a Proto-Indo-European root word that had meanings connected with  moving in a straight line or leading. From that root we get words such a direct (directo in Spanish), rectitude (rectitud), erect (erecto), rule, ruler, regal, rey (king), and reina (queen).

Dictionary Translates Ancient Egypt Life Essay Example | Topics and Well Written Essays - 500 words

Dictionary Translates Ancient Egypt Life - Essay Example This dictionary is said to be 2000 page, and already published online with upcoming printed copies for educational and research purposes. As revealed by scholars, this dictionary can serve as a bridge to connect the past and present Egyptian history that coursed throughout time. This translation of symbols makes history become clearer in understanding their ancient lives in terms of religion, racial, commercial, cultural, social, and political aspects. Further developments in understanding ancient scrolls in papyrus and other historical artifacts are projected to be hastened as more updates and newer editions are expected to come up with the help of this dictionary. Historical Example 1: Egypt is an interesting topic when it comes to its history. Early civilizations started in Egypt where various contributions from foreigners colored their timeline influencing them in various aspects such as political, social, religious, and cultural facets. Egyptologists around the world such as Janet Johnson reveals this part of Egyptian history where various invaders conquered Egypt, such as the Persians, Greeks, and the Romans. Further, she concluded that the dictionary serves as an important tool in revealing easily the many fascinating eras in the history of Egypt Historical Example 2: Demotic language is an abandoned language. This is a fact that needs to be accepted in the modern world. However, no matter how deeply they are buried with time, about 1,500 year ago, still, their relevance in the present time of Egypt can not be erased. They are as part of history as the present civilizations. Although these hieroglyphs seem to be meaningless today, but their deeper meanings are yet uncovered revealing such a healthy and rich bearing to the present day Egypt. This dictionary can revive the ones long dead language to trace the origin of words such as â€Å"adobe† from â€Å"tby† and many more The translation of long forgotten words and symbols can give significance to

Article Essay Example | Topics and Well Written Essays - 1000 words

Article - Essay Example In this paper, an analysis of two articles about this biography will be done, with reference to the New York Times articles, can be considered to be the  effective  one  of the two. Janet Maslin’s article attempts to show the readers of Isaacson’s biography of Steve Jobs, that Jobs was not the nasty person that many of those who had been close to him considered him to be. She writes this article to an audience which is likely to be extremely supportive of Jobs, and which will likely be exceedingly hostile to those people who are critical of him. The purpose of Maslin’s article, therefore, is to celebrate Jobs’ life through the revelations made about him in his biography. One gathers that Maslin’s view of Jobs’ biography is highly supportive of Jobs, overlooking his faults and instead  mostly  considering  the positive aspects of his life. Maslin accomplishes her task remarkably well because she presents a Steve Jobs that was not o nly a famous man, but also a human being. The style used by Maslin in writing about Jobs’ biography leaves the reader, or audience, incredibly curious, and it is likely to encourage one to read it. The use of imagery is prevalent throughout the article, and each of the images that Maslin writes about can be considered to have a double meaning. ... It not only shows how his background helped develop his creative ability, but it also reveals those aspects of his life which made him stand out from other human beings. The positive tone of the article is also shown when one discusses Jobs’ personal life. While others would heavily criticize him for his abandonment of his illegitimate daughter, Lisa, Maslin redeems this image by stating that he later came to accept and support his daughter. The tone of the article can, therefore, be said to be positive in matters concerning both Job’s business life, and his personal life. There is extraordinarily little in the article to taint this image. The second article, by Fred Schruers, about Isaacson’s biography of Steve Jobs can be considered to be overly critical of the subject. It has for an audience who would like to see a balance between both the positive and negative aspects of Steve Jobs. Schruers criticizes the way that Isaacson wrote Jobs’ biography, stati ng that he got too close to the subject of the biography to be able to write objectively. Schruers suggests that since Isaacson was present throughout Jobs’ eventual illness, he shared too many personal moments with him, and this may have distorted his true opinion of him. The purpose of this article, therefore, is to reveal the weaknesses that are found in Steve Job’s biography. It can be said that it might even encourage a reader to study it with a pinch of salt. Schruers, in his article, also uses imagery as a way of stressing the points which he is trying to put across to his audience. At one point in the article, he states that it would have been unfair to ask Isaacson to play the role of Church Lady while interviewing

Explore how chapter 56 in Pride and Prejudice fits into the overall scheme of the text Essay Example for Free

Explore how chapter 56 in Pride and Prejudice fits into the overall scheme of the text Essay What social comments do you think Jane Austen is making in this chapter? Pride and Prejudice was written by Jane Austen in 1813. The novel describes and exaggerates the life in which in Austen lived. The title Pride and Prejudice refers to the ways in which Elizabeth Bennet and Mr. Darcy first view each other. The story involves the lives of many different classes and how they interact with each other; it is also informing us of the way certain types of people were treated in those days. Near the end of the novel, Lady Catherine de Burgh comes to visit Elizabeth to try and persuade her not to marry Darcy. I will explore this chapter to find out what social comments Austen tries to make throughout the novel about the world she lived in. Chapter 56 is a summary of the whole novel. Lady Catherine has come to see Elizabeth to make her withdraw her acceptance of marriage to her nephew, Mr. Darcy. Lizzy is shocked by these accusations, as she has heard nothing of the sort, so wonders where Lady Catherine heard the rumours. She is the type of person who thinks that everybodys business is her own because she is of the higher class. It has been planned since Darcy and Lady Catherines daughter were born that they were to be wed and now she hears of Darcy proposing to another lady has outraged her. That is why she has come to visit Elizabeth to stop her marrying Darcy. From the moment lady Catherine arrived she was very rude and not welcoming. She says things such as, you have a very small park here, and this must be a most inconvenient sitting room. As soon as she entered the Bennets home she made no effort on being civil or polite to their family. If Elizabeth were to behave in this manner when she was at Rosings it wouldnt have been tolerated in the slightest. The only reason Lady Catherine gets away with it is because she is a lady and very rich and of the higher class. Anyone who was below her would put up with her behaviour because it was not his or her place in those days to accuse her of being impolite. Jane Austen grew up in this world where the rich people were almost the celebrities of the day. In our world famous people have the money, the expensive cars and clothes and a celebrity status, where the public would stop and look at them and always aspire to be like them. In Austens time it was very much the same but the lower classes and even middle were always looking up to the higher classes and admiring them. This is why people with the money could be as rude and stuck up to people as they wanted because in the end they were the ones with the power and the money to do what they wanted. Lady Catherines reason for visiting Elizabeth was not what the family had thought. Elizabeth expected a letter from Charlotte yet no letter was given. Instead Lady Catherine remarked upon a, prettyish kind of a little wilderness on one side of your lawn. Again she is not really being as polite as she could have been about the garden. From this point Elizabeth realised that she wanted to be alone. She had realised that Catherine was again being very rude and stuck up and so made no effort to talk to her. Lady Catherine begins with, your own heart, your own conscience, must tell you why I come. Elizabeth doesnt have any idea what she is talking about. Lady Catherine talks about her conscience, which is showing that Lizzy is to feel guilty about whatever she has been accused of. She tells Lizzy that rumours have reached her that her and Mr. Darcy were to be engaged and says though I know it must be a scandalous falsehood, Lady Catherine cannot comprehend this idea, to think that a middle class person such as Miss Bennet, who has no real connections, would even consider accepting an offer of this sort. Lady Catherine does not hold back on her true feelings about the subject and as Elizabeth has been brought up in the proper manner she has to respect her. Elizabeth soon becomes tired of her picking at everything that is wrong with her and her family and is not rude but stands up for herself. She asks Lady Catherine if the only reason they should not wed is because she wants him to marry her daughter, then what is there to stop her? She replies with honour, decorum, prudence, nay, interest, forbid it. This is the long list that she has against Lizzy. The social points she is trying to make is that in those days if a family were to have such a disgrace as Lydias elopement then no man should be interested in them, rich men such as Bingley and Darcy should marry same class or higher and that there were some very snooty people who would disagree with the association of certain families! They dont have a lot of land so are not as wealthy and high class.families like this always tried to marry higher up. Need to put in that Bennetts dont have a lot of land or money so lady Catherine looks down. Not too sure how to say this fits in with the rest of the book or how the chapter does? Bit stuck but will be done properly when handed in; in neat its a promise

Arthur Millers Death Of a Salesman Exposes Morals and Values of American Culture :: Death Salesman essays

Arthur Miller's Death Of a Salesman Exposes Morals and Values of American Culture Arthur Miller's play, "Death Of a Salesman" is a very  Ã‚   elaborate play that tells the story of a man's dream to achieve greatness from nothing. It almost seems to make fun of American society's competitive nature, "Imagine? When the mail comes he'll be ahead of Bernard again!" Willy(1215)  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The title "Death Of a Salesman" leaves nothing to the imagination of how this play ends. Indeed this is a story about the noble, cowardly death of Willy Loman, a traveling salesman. Arthur Miller used the efficient idea of using flashbacks to allow the play to take place within a few days instead of years. Willy Loman as the central character, lives with his wife, Linda and has two sons, Biff (elder) and Happy. Willy Loman who is quite literally a "low man" has so many personality traits accurate to real life, this is no surprise since Miller based Willy's character on his uncle, Manny Newman. Miller said, "That homely, ridiculous little man had after all never ceased to struggle for a certain victory, the only kind open to him in society - selling to achieve his lost self as a man with his name and his son's name on a business of his own"  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Willy was defiantly in a struggle however, he was certainly not in a struggle to convince himself he was doing better than he really was, "I can park my car in any street in New England, and the cops protect it like their own." Willy (1165).   Willy Loman did not want to die, he went to Ben to seek approval of what he thought would please the family"...Ben, I want you to go through the ins and outs of this thing with me. I've got nobody to talk to, Ben, and the woman has suffered, you hear me?" Willy (1210) He also proved this with his many "near incidents" and the rubber pipe. According to "Suicide:The facts and myths" by Judi Marks, "Attempted suicides are a sorrowful form of communication, but they're also trial runs for the final event."  Ã‚  Ã‚  Ã‚  Ã‚   Anyone who commits suicide actually does not want to die and reality, just wants a solution to end their problems or  pains. In this case Willy's problem was he thought he was so  well-liked by society, however what he wanted most was for  his sons to like him, and for his wife to not have to suffer his torment anymore.

Christian realism Essay

â€Å"This meant that human wars do not accomplish divine righteousness. They are not holy. They belong to the real world of politics with all its tensions, paradoxes and contradictions; He called his position ‘Christian realism’. There can be some reconciliation between the church and state if the people are spiritually prepared. The more spiritual Ð ° people, the more they are able to rule their own affairs and the less they need the heavy hand of government to keep them in line. The Puritans prepared the national soul of their country for liberty and democracy as their congregations, beginning with the work of Robert Browne and Robert Harrison, spread this gospel throughout England and later in America. They planted churches that advocated the autonomy or liberty of each congregation from outside interference and the right of the people to select or depose their own ministers and members. Each of these congregations was forged together by the consent or covenant (foedus) of its members and so became the catalyst behind the move toward federal government in the modern world. By the time of the Puritan Revolution of 1640– 60, the Levellers, who grew up with these congregations, became the most strident advocates of congregational principles on the national scene. They rejected the Machiavellian world of depraved government. Their most eloquent spokesman, William Walwyn, rejected the pessimism and resignations of Machiavelli’s policy in the hope of creating Ð ° Christian view of government, where the love of Christ would guide all private and public undertakings with its tolerance and impartiality. The prospects for peace in Iraq and the Middle East has much to do with the type of people with whom we are dealing. H. Richard Niebuhr felt that it was most essential to ask the question, ‘what’s going on? ’ in Ð ° particular situation before formulating Ð ° coherent response. This war too, Washington advises us publicly and in advance, is Ð ° war of global proportions. It is an open-ended war with the world as its battlefield. The enemy assumes two general forms. One part is visible, above ground, represented by evil governments and reminiscent of the old Soviet bloc. So far only four of the enemy governments in the new war have been identified—the former governments in Afghanistan and Iraq, and two remain â€Å"axis of evil† governments in Iran and North Korea. The other enemy component is invisible, consisting, we are told, of cells in some 50 or 60 mostly unnamed countries. These are not the cells of the communist party, but the underground organizations of what Washington chooses to call â€Å"terrorists† Whatever its form, whether bearing the legitimacy of government or existing underground, the enemy must be destroyed. To do this, we must sometimes act alone, unilaterally. Other times we can act with our allies. (Frederick 2004 191) â€Å"An ethical judgment serves as Ð ° second stage, addressing and reacting to Ð ° specific set of circumstances. of course, Ð ° discussion of this type could prove endless in Ð ° relative universe, where every element of Ð ° situation is the product of the complex interactions of all things, But Ð ° discussion must limit itself to what is more proximate to the situation at hand and stands neglected or misunderstood in the public forum. Among these elements the matter of religion seems to qualify in the present circumstance. It is most essential to the people of the Middle East and misunderstood by our ‘secular’ government, which fails to understand the potency of its ideas. This failure is Ð ° product of recent times with its emphasis upon church/state separation but does not represent the verdict of scholars throughout the ages. In former days the role of religion was more appreciated for the part it played in ruling and understanding Ð ° people. Tocqueville said that religious customs of Ð ° people are more crucial than the physical circumstances or governmental structures surrounding them. Montesquieu believed that the one who conquered Ð ° people must bow before the conquered in ruling the land, if one wished to maintain some semblance of order. The religions and customs of Ð ° people were considered most essential in forging Ð ° sound policy. The prospects of peace were related to the fundamental Geist of those who must respond to outside forces. No policy could expect to find success without considering this most essential ingredient. † (Paul 2001 38-77).

Plato and Aristotle: An Analysis Essay

Determining the best form of political association was important to the ancient Greek philosophers Plato and Aristotle, and each of them expressed his opinion in important works such as the Republic and Politics. In explaining, comparing, and contrasting the political philosophies of Plato and Aristotle, it is evident that each of them shared the same goal of identifying and promoting the best form of political government. They also shared in common the same philosophy regarding the origins of a political state. The State arises, Plato says through Socrates in the Republic, â€Å"out of the needs of mankind. † (Plato) Aristotle agrees, and declares that the state is a political partnership that exists for purposes of self-sufficiency as well as for the sake of living well. In other words, the State exists in order to provide for the well-being of its citizens. Aristotle expresses this in Politics when he argues, â€Å"the good life is the purpose of the city-state. † (Aristotle) Furthermore, both Aristotle and Plato agreed that Man is by nature a political animal, because he has the ability to express his thoughts about justice. Their respective analyses reflected their respect for justice, and their elevation of it to the highest priority. In the Republic, Plato defines just political rule as a system in which each interest is satisfied to the proper extent and everyone has what is theirs. The philosophers have the knowledge they want; the warriors have the honors they want; and the commoners have the goods and pleasures they want, under the enlightened guidance of philosophers and warriors. The methods of Aristotle and Plato were similar in many ways. They both utilized logic, evaluations of contemporary politics, and lengthy comparisons of various types of political rule to arrive at their conclusions. As citizens of ancient Greece, they both shared much the same outlook on society, religion, morality, and politics. They also shared similar historical perspectives, and their perceptions of contemporary events were formed through the same philosophical context. One of the contrasts between their methods is that Plato used analogies to make his points. He examined a political state by comparing the state with the human soul. Unlike Aristotle, he also used a style of approach in which he made his points through dialogues involving Socrates. He also designed an ideal state run by people he referred to as â€Å"The Guardians† which differed from Aristotle’s approach in Politics, in which style and form more closely resembled an essay or monologue. In Politics, Aristotle emphasized that correct political rule involves pursuing policies which are to the common advantage of the most people. Aristotle reasoned that rulers who placed their own interests above everyone else’s had no political legitimacy, for their tyranny brought suffering upon their own people. Aristotle described the best forms of political rule as kingship, aristocracy and polity, and described the worst forms as tyranny, oligarchy and democracy. Plato was also harshly critical of tyranny, and described it in the Republic as, â€Å"not a matter of minor theft and violence, but of wholesale plunder, sacred and profane, private or public. † (Plato) Both men’s methods involved a comprehensive analysis of the consequences of each form of rule. Aristotle criticized Democracy because its consequences were rule by the multitude, which causes injustice. He criticized Oligarchy because its consequences were rule by the wealthy, which also causes injustice; and he criticized Tyranny because its consequences were dictatorship, which again causes injustice. In terms of the merits of the citizenry, Aristotle notes that the people may collectively be the best judges of certain things, so it is justified for them to take part in deliberations. But like Plato, he feels that the common people are not qualified to share in the highest offices. Both Plato and Aristotle also agree that laws need to be made in accordance with the regime, and agree that the more just a ruler is, the more just the laws will be. Essentially, both Aristotle and Plato asserted that the goal of politics should be justice. One difference between them is that Plato believed that the best claim to rule was education and virtue, although he conceded that there is also a claim to rule based on wealth and on numbers. Another difference is that Aristotle emphasized that the most important task for a leader was to be a lawgiver, and to frame the appropriate constitution for the city-state. In Aristotle’s system, it was the leader’s duty to provide enduring laws, customs, and institutions for the citizens. According to Aristotle, once the constitution was in place, the ruler needed to take the necessary steps to maintain it, to implement reforms when he considered them necessary, and to guard against any subversion of the political system. Aristotle’s emphasis on a constitution sets him apart from Plato, who considered philosopher kingship the best form of political rule. Aristotle described a constitution as â€Å"a certain ordering of the inhabitants of the city-state,† and as â€Å"the way of life† of the citizens. (Aristotle) He also speaks of the constitution of a community as â€Å"the form of the compound† and argues that whether the community is the same over time depends on whether it has the same constitution. (Aristotle) It should be noted that despite the fact that Aristotle’s political views were influenced by Plato, he was very critical of the ideal city-state set forth in Plato’s Republic. He based his criticism on the grounds that Plato’s ideal city-state overvalued political unity, embraced a system of communism that was impractical and inimical to human nature, and neglected the happiness of the individual citizens. In contrast, in Aristotle’s view of the ideal State each and every citizen would possess moral virtue and the equipment to carry it out in practice, and thereby attain a life of excellence and complete happiness. All of the citizens would hold political office and possess private property because â€Å"one should call the city-state happy not by looking at a part of it but at all the citizens. † (Aristotle) In conclusion, the ancient Greek philosophers Plato and Aristotle were both concerned with identifying and promoting the best form of political association. In works such as the Republic and Politics, they used similar methods of analysis to evaluate the best form of political rule. For Aristotle, the best form of political rule corresponded to the best way of life for a human being. Since the best way of life is living nobly and according to virtue, the best political form of rule is the one which promotes this kind of life. For Plato, the best form of political rule was Aristocracy, for it involves rule by the best people in the political community. Bibliography Aristotle. Politics. New York: Dover Publications, 2000. Plato. Republic. New York: Viking Press, 1955.

Environmental Science essays

Environmental Science essays Florida is known for its fertile lands and climate conducive to growing a number of different types of produce. Most famous for citrus production, Florida also produces a wide range of other crops in addition to oranges and grapefruits. Tomatoes, beans, cabbage, and a host of other fruits and vegetables are grown on Florida soil. However, much of this produce does not reach the shelves of Florida grocers. Local produce is commonly shipped to other states or other countries. Likewise, Florida imports many fruits and vegetables, many of which are grown in more temperate climates or which are exotic but also many that are grown in Florida as well. Sometimes states like Florida import produce that would normally be grown locally because of drought, freezes, crop diseases, or other environmental or meteorological factors. However, economics is a significant factor in determining the flow of imports and exports of crops. If a crop can be produced in a developing nation and shipped to Florida at a cheaper price than it would cost to grow that crop locally, then it is highly likely that the crop will be imported. Moreover, seasonal variation of crops determines what times of the year crops are more likely to be imported versus grown in Florida. According to www.florida-agricultre.com, bananas, beans, garlic, ginger, limes, mushrooms, okra, onions, and papaya are locally produced throughout the year. However, a few visits to the grocery store indicated that not all of these crops bear local labels. Bananas, for instance, were from a number of Central American nations including Chile and Mexico. The other items in the list of those produced year-round do not indicate country of origin. While the Florida Department of Agriculture offers lists of crops grown in the state, as well as ones that are exported abroad, the department does not clearly indicate which crops are commonly imported or ...

Analysis of Whodunit- the Media

Movies can pressure children to become more hostile as a person. Maggie Cutler analyzes in her essay, â€Å"Whodunit- The Media? †, how media affects children, demonstrating that children who are involved in violent media are more susceptible to practice it. The Senate Judiciary Committee led by Orrin Hatch explains in Cutler’s essay how television’s accountability is highly important: â€Å"‘Television alone is responsible for 10 percent of youth violence. † According to statistics, there were 250 murders and 12,100 violent crimes, which entailed by mentioning if Batman Beyond never played, these crimes would never have been completed (684). Parents need to discuss the media with their child and explain to them that most of the stories and plots they watch on television are mostly fiction and they are exaggerated for show. Once parents have a talk with their child, the child will be able to understand what they are watching (Cutler 688). Cutler continues, â€Å"The APA adds that parental guidance along with reducing kids’ exposure to graphic violence can help keep them out of the correctional system (687). The reason kids tend to become aggressive while they are exposed to influential media is because they mix up the difference between reality and fantasy. In time, children will find out the difference between both. Cutler states, â€Å"Kids understand early that cartoon violence is a joke, not a model. Even wrestling, once kids figure out that it’s staged, gets processed differently from, say, a schoolyard beating† (689). It is vital to not allow children to become violent because the more they are exposed to negatively powerful content, the more likely they are to keep practicing those actions. Cutler explained, â€Å"Several studies have shown that violent boys tend to watch more TV, choose more violent content, and get more enjoyment out of it† (686). There was a study done by Stanford headed by Thomas Robinson and the objective of the study was to lower the use of media for third and fourth graders and study the results. The study lasted for six months and the children had in-class instruction. Cutler clarifies, â€Å"†¦kids used media about 30 percent less than usual. And, they found, verbal and physical aggression levels subsequently dropped 25 percent on average† (688). This all supports the fact that if aggressive kids who minimized the amount of exposure to media, their manners and conduct would progress. According to Garbarino in Maggie Cutler’s essay, he explains how he would like the topic of media violence to be studied publicly as a health problem (686). Media violence is such an important topic in childrens’ lives that it cannot be ignored. The American Psychological Association’s Commission on Violence and Youth (APA) calculated that kids who are pressured into violence due to the media, can be assisted with what they explain to be early intervention. Once interventionists are aware of the problem, they can instruct children how to come up with a solution to any disagreement calmly and maturely (687). The author, Maggie Cutler, expressed how much of a complex issue and topic media violence was. Cutler asked many questions regarding childrens’ personal life and family issues which make a good point of why she doubts some of the reasons behind the results of studies. Cutler asks: â€Å"Do temperamentally violent kids seek out shows that express feelings they already have, or are they in it for the adrenaline boost? Do the sort of parents who let kids pig out on gore tend to do more than their share of other hurtful things that encourage violent behavior? † (686). But, referring back to the study of the third and fourth graders, this study gave individuals the reason to not doubt studies and persist the attention on kids who are affected by media violence in order to further answer any questions or doubts. Cutler explains how much children are influenced by aggressive media and they become more vulnerable to expressing their anger. The media contains so much content that children occasionally confuse it with reality and fantasy. That is why it is very critical that parents sit down with their kids and explain the meaning of some shows so that later the child would not act out what he/she had seen on the television. There have been plenty of studies that have proven to help children with aggressiveness in their life due to media violence. Studies have also proven that children can get salvaged from their anger and are taught how to resolve conflicts in a calmer manner. Media violence is a very crucial topic and it cannot be ignored like many citizens have done already. Now is the time to help children and families who are struggling with the after effects of media violence.

Discuss the relevance of actor network theory and systems thinking for Essay

Discuss the relevance of actor network theory and systems thinking for design and implementation of infrastructure systems - Essay Example Actor network theory outlines the underlying attributes of an information system that are sensitive. It offers a language to describe an information infrastructure. This language describes where, how and the extent to which technology influences the society and human behavior. The process is important during the identification of the technical components that are installed in the system’s modules. Actor network theory is a strategic approach to system thinking because it questions categories of an information system (Onsrud 2007 p. 17). This theory targets the performing order by establishing effects, facts, technological solutions and beliefs. The relationship between society and technology can be conceptualized in different ways. Information technology is a critical factor in the development of a society because it simultaneously enables the amplification of dominating trends that are important for the restructuring of societies. Information technology figures and constrains changes in a society. Members of a society develop the technologies that they want, and they use these technologies for the sustainability of the society (Calderà ³n & Servà ©n, 2004, p. 3). Information technology aids societies to promote the interests of different members, particularly in the control of labor. Information systems comprise large numbers of inter connections and modules. Actor network theory presents a framework that is relevant concerning the design and implementation of information infrastructures. Actor network theory is relevant in the design and implementation of an infrastructure system because it is grounded on simple observations. This theory is concerned with the ways in which design and implementation are done, rather than the ways in which these processes are normatively supposed to be approached. Actor network theory explains how technological artifacts are designed. In addition, the theory explains the processes that are performed during the design of a