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The Concept To The Contemporary Security Agenda Politics Essay

The Concept To The Contemporary Security Agenda Politics Essay Is the idea of human security, which is the most questionable and discussed issue in global associations since 1994, essentially tourist, as observed by its faultfinders? Or on the other hand does it add to the idea of contemporary security motivation where the entire world is progressively interconnected (Paris, 2001). This paper acquaints with the universal speculations which can help comprehend human security better and the degree to which human security contributes the contemporary security motivation. There is no single meaning of human security as human security goes past conventional ideas of security to concentrate on such issues as improvement and regard for human rights. Meaning of human security stays an open inquiry. The easiest meaning of security is nonattendance of weakness and dangers (Shahrbanou, 2004 refered to in McIntosh, Hunter, 2004: 139). In setting, to have security is to have opportunity from both dread of mental, physical or sexual maltreatment and from need of food, business and wellbeing. Human security along these lines manages the ability to distinguish dangers and to stay away from them whenever the situation allows. It intends to assist individuals with adapting to the weaknesses coming about because of wars, clashes human rights, infringement or huge underdevelopment (Owen, 2004: 15). The on-going discussion of human security among its backers is that there ought to be a move of consideration from a state driven to a human driven way to deal with security. That is, worry with the security of state requests should offer approach to worry with the security of the individuals who live inside those outskirts (McDonald, 2002: 279). Generally, in state-driven or pragmatist see security implies insurance of power and regional uprightness of states from outer military dangers, as opposed to the assurance of people (Newman, 2010: 85). By differentiate human driven or progressive view places people at their principle need and proposes some basic conditions, for instance selection of all inclusive human rights to guarantee the security of the individuals. Along these lines in 1970s and 1980s, individuals reacting to the Middle East oil emergency and the developing familiarity with natural debasement, started to consider security in more extensive, non-military terms. After t he finish of the Cold War, numerous researchers began to see state-driven security as basically in slender terms (Hough, 2004).Thus the idea of human security created which endeavored to reclassify and grow the significance of security. Be that as it may, it doesn't challenge the significance of state-driven contentions to the extent that these worry the assurance of the state from outer military savagery and acknowledge the state as the fundamental supplier of security. A few examiners despite everything contend that outside military dangers are greater than at any other time in the post-Cold War time as there is no level of influence which for a considerable length of time guaranteed state and individual security (Hough, 2004). Be that as it may, regardless of whether these dangers are greater right now, they unquestionably are by all account not the only danger to the lives of individuals all around the globe. Issues like natural corruption, maladies, and starvations are additionally immense dangers influencing individuals (Shahrbanou, 2005: 30). Constructivism is likewise one of the hypotheses in universal relations which can be embraced as method of deciphering human security. It gives a valuable structure to understanding the genuine idea of issues identifying with human security, for example, race, class, brutality and sexual orientation (Conteh-Morgan, 2005 refered to in Tsai, 2009: 28). Constructivism can be seen as increasingly gainful in moving toward the idea of human security, as opposed to basic authenticity. Constructivism accepts that language, customs, standards and culture can change the practices and interests of individuals living in that nation. In contrast to authenticity, which considers insurgency to be simply the inevitable result help, constructivism considers it to be state made which can be changed by state mediation (Wendt, 1992 refered to in Tsai, 2009: 24). Onuf weights on language and the job that plays in building individuals, interests and standards. He thinks about language and rules as the key standard of constructivism, and sees the individual as the primary purpose of research and the center of human security. In the contemporary world with the developing information, language has gotten one of the key components of building human security. Onuf additionally expressed that individuals use language to decipher the standards and in this manner it is the most significant method of developing a general public (Onuf, 1989). For example, the on-going connection of human culture has been in the end produced into global standards (Bedeski, 2007: 46). Dwindle J. Katzenstein likewise challenges the customary pragmatist hypotheses of security by underscoring the standards and culture of constructivism as his principle worry in comprehending the human security issue in worldwide relations speculations. He expresses that the idea of culture c haracterizes the state entertainers in the framework and the intelligent relationship among on-screen characters and society. Katzenstein affirms that culture can be characterized by taking a gander at the social traditions and laws of that society (Katzenstein 2005: 6). For instance, Due to the absence of information on interior factors inside the Soviet Union, neo-authenticity and neo-radicalism neglected to anticipate the breakdown of the Soviet Union and the finish of the Cold War. Subsequently culture can assume a significant job in impacting state entertainers, organizations and even regard for worldwide law and human rights. All the more as of late, examiners, following the United Nations Development Programs (UNDP) 1994 Human Development Report and their idea of security as opportunity from dread and need (Hough, 2004), have chosen the expression human security to accentuate the individuals focused part of these endeavors. In 1994, Human Development Report (HDR) gave by the United Nations Development Programs (UNDP) introduced an alternate way of thinking about the reconciliation of security issues and globalization. Hence, this report characterized human security as per seven measurements, for example, monetary security, natural security; individual, political, network, wellbeing, and food security .The report additionally embraced a people-driven security idea rather than the customary state-focused idea (UNDP, 1994: 24-33). Pragmatist would fight that the above rundown has clear military security suggestions. The report clarifies that the genuine security shields people from dangers, for example, sic kness, hunger, joblessness, political mistreatment and natural debasement (Tsai and Tan, 2007: 8-9). Because of the broadness of the idea, the human security incorporates both customary and non-conventional components of security (Paris, 2001: 88). Despite what might be expected, to the pundits, the idea and definition gave by UNDP is exceptionally wide. Gary King and Christopher Murray reprimands the excessively wide and comprehension of human security. By wide it implies attempting to incorporate all the well-creatures, which has neither rhyme nor reason. For instance, the seven components of human security characterized by UNDP demonstrates a beam of measurements focused on human-poise, which are conceivably interrelated and covered, and neglects to furnish a cognizant development with a solitary and coordinated concept'(King Murray, 2002). For Roland Paris human security is just sight-seeing. In his view the individuals who bolster the idea of human security are the ones who need to keep the broadness and fluffiness of the idea only for their rationale (Paris, 2001). Lincoln Chen has a comparative conclusion too. In his view the idea is so wide and expansive that it is hard to settle on a decision which danger ought to be t aken as main goal and which can be disregarded (Chen Narasimhan, 2003). Getting from the UNDPs translation of the human security idea and setting aside the contrasts between state-driven and human-driven situations for the occasion, the significance of human security is likewise challenged by various schools of human security. The disagreement regarding sorts of dangers that ought to be incorporated has separated promoters into the limited and the wide schools. Mack, a backer of limited school, contends that danger of brutality to individuals by the state or some other organization or a political on-screen character is the correct concentration for the idea of human security. Then again, Thakur a defender of wide hypothesis, attests that human security is worried about the assurance of individuals from basic perilous risks, whether or not the danger are established in anthropogenic exercises or common occasions, regardless of whether they exist in or outside states, and whether they are immediate or meaning of restricted school can be rearranged as oppor tunity from dread, likewise wide school can be characterized as opportunity from dread yet additionally from need which is additionally the focal point of human improvement in UNDP Report (UNDP, 1993: 2). Japan advances the human security thought of opportunity from need while Norway, Canada and different individuals from the human security arrange advances opportunity from dread (Shinoda, 2007, Dedring, 2008 refered to in Tsai, 2009).Thus Kofi Annan has called attention to the three mainstays of this more extensive origination of human security, opportunity from need, opportunity from dread, and opportunity to live in respect. Nonetheless, the contrasts between the two originations of human security can be overstated, as both see the person as the principle object of the security and weights on wellbeing from brutality. Them two even recognizes the job of globalization and its changing nature of furnished clash that is creating new dangers to human security, other than the two requires a reexamining of state sway as a significant piece of advancing human security. In this manner, both the ideas cover each other as here to an enormous degree. Looking for opportunity from dread without tending to opportunity from need would add up to tending to side effects without the reason (Baylis, Smith, Owins, 2011: 483). With the on-going wars, clashes and issues, human security likewise manages issues like climatic chang

Comparison of ender and Pheidippides Essay Example | Topics and Well Written Essays - 1000 words

Examination of ender and Pheidippides - Essay Example The two of them entered exceptionally thorough instructive foundations intended to shape them forever, for example, and the two characters appear to draw in with their instructors in fairly comparable ways. Besides, the two characters entered their instructive organizations for reasons other than self-improvement, and under tension from outside sources. Ender and Pheidippides both exhibit two significant characteristics in understudies: the eagerness to challenge their educators, the ability to ‘buy in’ to their instructive frameworks, however both additionally show obviously that a coercive training is harming and that one must have the correct purposes behind looking for instruction. One thing that turns out to be clear quickly about both Ender and Pheidippides is that nor is basically ready to acknowledge what their educators state; rather, both demonstrate an ability to challenge their teachers or bosses in cases that don't bode well. Ahead of schedule after joining genuine fights in Battle School, Ender is told by his boss: you won't go through the door until four entire minutes after the start of the game, and afterward you will stay at the entryway, with your weapon undrawn and unfired, until such time as the game finishes (Card 87), which clearly puts his partners off guard, being down one individual. He can't, in any case, to comply. In the end, he sits dormant through a whole fight, just to drive a draw at the last minutes by conflicting with request and assaulting his adversaries off guard), (and winning the game. He languishes discipline over his activities, however discovers that occasionally resisting an unrivaled is the proper thing †and that teachers don't really know it all. Pheidippides demonstrates a comparable ability to challenge his teacher’s guidelines. In â€Å"The Clouds† the crowd doesn't see a lot of Pheidippides’ instruction, other than a concise trade between the two contentions, and the experi ence of his dad. Pheidippides’ shows he is happy to scrutinize his educator by contending against the things his dad picked up during his time in the Thinkery. The dad, for example, demands that two distinct things can't both be a â€Å"fowl† (Aristophones 1080) This basically invalidates the order of articles, yet isn't something that Pheidippides is happy to acknowledge on face esteem: he challenges his dad, contending this doesn't establish training (1084). Both Ender and Pheidippides are happy to scrutinize the instructions they are given. In spite of the fact that the two characters absolutely appear to scrutinize their instructions, the two of them likewise purchase in to their trainings. Despite the fact that Ender at first detests his instructive experience, his seclusion, etc, when he is placed in the job of a teacher he in actuality rehashes the separating demonstrations he abhorred one of his understudies, Bean. He singles the kid out, reaching him† (C ard 134), precisely as he had done to him. In spite of the fact that he â€Å"wanted to fix his provoking of the boy† (134), he in reality proceeds with the detaching works on choosing the kid again by saying â€Å"Bean doesn’t think so,† when he accepts the kid can't help contradicting what his colleagues are thinking since he realizes it will make the kid a superior trooper, similar to it made him a superior one. Pheidippides demonstrates a comparative readiness to purchase in to his instruction. He watches the contentions of â€Å"

Simply Powerful Hemingways Technique in Writing Dialogue - Literature Essay Samples

Hemingway’s art, Alan Pryce-Jones asserted, â€Å"especially his innovative dialogue, might turn out to be his enduring memorial as a writer† (Pryce-Jones 21). While there has been much criticism on the biographical content of Hemingway’s work, Pryce-Jones was one to notice the art of Hemingway’s dialogue. However, there is not much sustained analysis of this element. This paper explores Hemingway’s dialogue and in doing so an interesting detail has been found. Hemingway utilizes the device of compression in writing his dialogue, constructing minimal language, but somehow powerful meaning is generated. This is clearly evident in Hemingway’s â€Å"Indian Camp† in which he â€Å"for the first time employed the characteristic devices that distinguish his dialogue† (Pryce-Jones 21). Through a close examination of passages from â€Å"Indian Camp,† Hemingway’s narrative technique will be revealed to show his dialogu e being simple and laconic, yet powerfully meaningful and artistic. However, the entire contention of this paper is not simply pointing out Hemingway’s simplistic dialogue in these works, but asserting how Hemingway uses it to make maximum meaning. This is done through Hemingway’s use of omission, indirection, and irony. Before delving into the analysis, it is necessary to explain the literary device of compression in dialogue. In â€Å"Notes on Writing a Novel,† Elizabeth Bowen cut to the crux of exactly why modern dialogue is so difficult to write. She stated it must be â€Å"pointed, intentional, relevant. It must crystallize the situation. It must express character. It must advance plot† (Bowen 255). Hence, each piece of dialogue has an exact calculated purpose. However, such things should be implied subtly, suggestively, and never through direct statement (Bowen 256). When this is the case, what they intend to say, rather than what they are actually saying, is more striking because of its greater inner importance to the plot (Bowen 256). For instance, a character could say, â€Å"Sally isn’t that pretty, but she isn’t ugly either,† or the character could say, â€Å"She’s ok.† While the first quotation has a straightforward meaning, the latter could suggest many things. One could ask; what does the character mean exactly by â€Å"ok,† and so forth. Here, with the use of precise suggestive language, there is a lot more room for analysis and connotations. Therefore, characters should be under, rather than over articulate, with language that is simple, calculated, and loaded with deep meaning. Now that an understanding has been given to explain why Hemingway would write such basic passages, an analysis can be given on how Hemingway was able to compress his dialogue, but create maximum meaning. For many authors this is a difficult task, but Hemingway was able to use a number of literary devices that allowed for simple, but significant language. First, the literary device of omission will be considered. In many instances, a narrator is used in a work to convey necessary information. However, to expose details of the story, Hemingway often turns away from narrative commentary and instead makes use of compressed dialogue (Lamb 456). This form of omission is evident in Hemingway’s short story, â€Å"Indian Camp.† Young Nick Adams has a vague fear of death. One night, when left alone in the woods, he hears a noise and summons his father and his Uncle George. When Uncle George expresses his contempt, Nick becomes embarrassed. The next day, a conversation takes place between Nick and his father. His father tries to find something that might create the same noise that Nick heard. He asks, â€Å"Do you think this is what it was, Nick?† and Nick replies, â€Å"Maybe† (15). In two brief quotations, readers can be awar e that the â€Å"it† denoted is suggesting the noise that Nick heard the night before. Hence, the events of the previous night are referred to, but are never explicitly mentioned (Lamb 456). This is a clear example of how Hemingway crystallizes a situation by using omission in compressed dialogue. Hemingway also creates deep meaning in his deceptively simplistic dialogue through another literary device which is indirection. In â€Å"Indian Camp,† Nick’s father attempts to find a calming solution as to what could have made the noise that scared his son. Hemingway states that to direct the conversation away from his son’s embarrassment, his father â€Å"found† two trees rubbing together that made a noise similar to the one Nick heard. Then, he tells his son, â€Å"There is nothing that can hurt you† (15). For starters, the use of the word found (instead of saw) is suggestive that his father deliberately sought out a forest noise to console his son and to indirectly show he believes his son was telling the truth about the noise, despite what others think. Also, when the father states that â€Å"nothing can hurt you,† the â€Å"you† refers to Nick, but implies the more general sense of â€Å"one.† The father swayed from the embarrassing incident to the general topic of how nothing in the woods can hurt anyone. Hence, because the father addresses the topic indirectly, the boy no longer feels embarrassed. Author H.K. Justice asserts, â€Å"In the dialogue, Hemingway displays calculation and the characters both experience involuntary self-revelation† (Ciardi 32). Clearly, Hemingway’s use of indirection in compressed dialogue has magnificently aided in expressing character. Also, Hemingway uses the literary tool of irony in â€Å"Indian Camp† to create maximum meaning in his compressed dialogue. In the story, characters often experience miscommunication in t heir laconic dialogue, but the failure to communicate has an ironically successful result. When Nick asks his father a series of questions about the suicide of an Indian boy’s father, only by use of irony in the simple dialogue, can the deeper message be understood. The conversation goes as follows:(1) â€Å"Why did he kill himself, daddy?†(2) â€Å"I don’t know†¦Ã¢â‚¬ (3) â€Å"Do many men kill themselves, daddy?†(4) â€Å"Not many.†(5) â€Å"Do many women?†(6) â€Å"Hardly ever.†(7) â€Å"Daddy?†(8) â€Å"Yes (9) â€Å"Is dying hard, daddy?†(10) â€Å"No, it’s pretty easy. It all depends†(18-19). Because Nick’s first glimpse of death deals with that of a father, he expresses anxieties about absent fathers. We can see this with the term â€Å"daddy.† He asks a series of questions focusing on death. His father can draw on his medical knowledge to answer the questions, but his f ather does not see Nick’s intent and gives answers to the questions on the surface. For the first question, perhaps what Nick subconsciously wants to know is whether he will suffer from the same fate as the boy who lost his father. However, Dr. Adams only views the question, paradoxically, as a psychological one in which he is not equipped to answer unless it was a medical question. Then, when Nick asks about the frequency of male and female suicide, it could be that he wants to know about his own father and mother. His father’s answers are comforting in their briefness of â€Å"hardly ever† and â€Å"not many.† Finally, this leads to his last question that serves to ask about the probability of his own father’s death (Ciardi 33). Ironically, his father misunderstands the question, to be about whether the act of dying is difficult to face and he gives the chilling answer of â€Å"it depends.† Just what it depends on is revealed in the subsequent final two paragraphs. In this scene, Uncle George is not with the father as usual. The story reads, â€Å"In the early morning on the lake sitting on the stern of the boat, with his father rowing, he felt quite sure that he would never die† (19). The first part of the sentence, an objective correlative for Nick’s sense of immortality, juxtaposed with Uncle George’s absence as a representation of death, triumphs over it. The antecedent to the final â€Å"he† could be Nick’s father, a less likely possibility, but one purposely left open by Hemingway. If this is the case, then all miscommunication between the two and the disquieting responses by the father have inadvertently comforted Nick. On the other hand, if the antecedent is Nick, then another irony is created by the disjunction between â€Å"Nick’s sense of his own immortality and the readers’ knowledge that it is otherwise† (Lamb 461). Moreover, it means t hat what Nick was really asking about all along concerned his anxieties about his own finitude, not his father’s. This means that what the whole story is about is not the Indian’s suicide or the probability of Dr. Adam’s death but, Nick’s first realization of one’s own mortality (that Hemingway had Nick deny throughout). All of these matters are compressed into a few â€Å"simple† sentences in which two characters thoroughly miscommunicate in the subtlest way. Therefore, plot was advanced, character was expressed, and the situation was crystallized through Hemingway’s use of irony in suggestive compressed dialogue. Clearly, the innovative dialogue in â€Å"Indian Camp† is a prime example of Hemingway’s superlative use of compression. Through compression and the literary devices of omission, indirection, and irony, Hemingway was able to create powerful meaning with his dialogue. One cannot help but wonder the ground work behind Hemingway’s utilization of compression. Actually, Hemingway’s text is the result of a painstaking selection process where each precisely calculated word performs an assigned function in the narrative. Author Aundre Hanneman maintained, â€Å"The main working corollary of Hemingway’s Iceberg Principle is that the full meaning of the text is not limited to moving the plot forward: there is always a web of association and inference, a submerged reason behind the inclusion, or even the omission, of every detail† (Savage 11). Hanneman is indicating that words are full of associations linked to other words, ideas, and suggestions. Hence, one simple word in Hemingway’s dialogue can serve the functions that Elizabeth Bowen stated are necessary to write modern dialogue; it â€Å"crystallizes the situation, expresses character, and advances the plot† (Bowen 255).

Circumcision What Does It Matter - 1289 Words

Circumcision: What does it matter? Paul closes this passage by detailing the most basic of Jewish law observances – circumcision. Paul argues that if one claims observance to this ritual but breaks the law, it does not matter in his relationship with God because his physical circumcision holds no weight accept for culturally. In verse 25-29, he notes that obedience to the law is not a physical act, but one of the heart, which sets apart a person to God. The act of saying one thing and doing another does not depict a life that is truth based and this was the action of the Jews under the Law. This is the problem with the Law. Ultimately, â€Å"it demands more conformity to outward regulations.† It is an inward, Spirit-led significance that defines the honor and praise of God since it is not outwardly recognized and praised by men. Paul defends the position that the law cannot bring man to righteousness nor can anything outside of inward recognition of God. Ladd op ines, â€Å"The reason why the law cannot make sinful men righteous is that it is an external code, whereas the sinful hearts of men need a transforming inward power. The Law is a written code, not a life imparted by God’s Spirit (Rom. 7:23).† All people are subject to judgement as we will see in the next passage. Finding Favor with God (Rom. 3:21-31) Paul’s letter to the Roman church has absolutely challenged the Jewish way of thinking that has existed for over 2000 years before the life, death, and resurrection ofShow MoreRelatedEthical And Legal Aspects Of Nursing Practice1473 Words   |  6 Pages 2015 Professor  Ovidio  Viera Florida National University Circumcision...Is it an issue? Explore the human and ethical issues surrounding circumcision. Is this a medical right or a human rights issue? Why are people so against it...why are some so for it? What is the role of the nurse in relations to an ethical dilemma involving circumcision? In this paper will be talking about predominantly male circumcision. Circumcision is the oldest optional surgical procedure known to human kind andRead MoreHow Does Aristotle Address The Issue Of Individual Rights And The Freedom Of Choose?940 Words   |  4 PagesQUESTION #1: In Episode #10, how does Aristotle address the issue of individual rights and the freedom to choose? In Episode #10, Aristotle addresses the issue of individual rights and the freedom to choose. Aristotle believed that in order to allocate rights, one must first have to figure out the purpose or end of the social practice at question (Sandel, 2009). For example, people can debate and resolve the question at hand. After, one must look at justice as its matter of fit, by fitting personsRead MoreWhy Arent Jewish Women Circumcised? by Shayne J.D. Cohen1326 Words   |  6 Pagesquestion in a number of different and unique ways. He writes this book in hopes to inform and educate the curious mind such as scholars and lay people. Furthermore, he states that â€Å"In this book I am interested not only in the history of Jewish circumcision but also, and perhaps even more so, in the history of Jewishness.† (Cohen, pg.xii) In other words, Cohen not only presents the reader with the history of the question, but also the history of the Jews and Christians. Overall, Shayne J. D. CohenRe ad MoreThe Circumcision Of Male Circumcision1445 Words   |  6 Pages It saddens and almost scares me that we have become so desensitized to the thought of male circumcision of newborns. In reality it is a very horrendous unnecessary procedure that is far too over looked. Majority of the world do not participate in the circumcision of male newborns and deem it unnecessary. I believe this barbaric practice should be stopped. Hopefully in the next few decades’ circumcision will ultimately no longer be the decision of parents in the US, unless deemed medically necessaryRead MoreEthics : Discovering Right And Wrong1331 Words   |  6 Pagesanalyze the favor of moral objectivism and the rejection of ethical relativism. According to Pojman, â€Å"Ethical relativism holds that moral rightness and wrongness of actions varies from society to society or individual to individual.† (p.19) That is, what is considered right in one society, might be considered wrong in another so ciety (Diversity thesis). One should not judge because there are no universal moral principles. As a result, this theory avoids ethnocentrism, the belief that one’s cultureRead MoreAnalysis Of Michael Schaap s Mom Why Did You Circumcise Me961 Words   |  4 PagesThe film, Mom, Why Did You Circumcise Me, the narrator, Michael Schaap, explores the conversation of MC (male circumcision) within his community. Schaap initiates the discussion by speaking to the cultural aspects and traditions of why MC may occur as well as the medical implications and the sometimes involuntary occurrences of the practice. Schaap’s clear argument -as it pertains to MC- is stated at the beginning of the film. But before we dig into his perspective, let s understand the types ofRead MoreFemale Genital Mutilation Or Circumcision?1711 Words   |  7 PagesIntroduction What is female genital mutilation or circumcision? According to the World Health Organization, it comprises all procedures that involve partial or total removal of the external female genitalia, or other injury to the female genital organs for non-medical reasons. (WHO, 2014). It is recognized as violation of human rights for young girls and women. The procedure creates inequality between sexes and to the extreme it is discriminatory against women. There are four types of FMG. TypeRead MoreClitoridectomy in Sudan1698 Words   |  7 Pagesclitoridectomy a way to control women’s sexuality or does the idea of being pure and modest over rule the violation of human rights? In recent colonial history, Sudan was jointly ruled by England and Egypt. In 1946 a British law forbade all forms of female sexual mutilation. This law proved not only ineffectual, but actually caused a political backlash under the leadership of Mahmud Mohammad Taha against colonial control Societies and Circumcision Why do societies permit and promote actions thatRead MoreWho Is The Holy Spirit?861 Words   |  4 PagesJudaism but instead Judaism has died and now we can all get ‘remarried’ to Christianity. He says that there are new laws and you will not know about them until you learn them. It says that the spirit of Christ lives in you. I wonder how one knows if It does or not. In Sunday school the teachers said if you ask then the holy spirit will be in there. 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Humanities’ Irrational and its Effects on a Utopian Society

The human psyche is divided into rational and irrational drives. Courtesy of Sigmund Freud, it is divided into the id, ego, and super-ego. According to Freud, although the super-ego controls the other two to present ourselves in a rational state within society, the id often tends to be out of complete control by the conscious, making it an unconscious action. For Freud, it’s the recognition that the irrational is there, that it must be controlled to take over. Man’s aggressive nature does tend to overpower the mind, leading to irrational actions. Both Freud’s Civilization and its Discontents and Dostoyevsky’s Notes from Underground show how humans are controlled by their irrational drives and that, as a result, the attempts to create a†¦show more content†¦The Reavers represent Freud’s mentioned id, or irrational and aggressive drives. Due to groups such as the Reavers and the Alliance, civilization trying to improve and create a perfect so ciety will fail due to human’s inevitable ways of acting through their irrational psyche. A utopian society isn’t possible because of this and Freud suggests accepting such a reality with imperfections in its inhabitants. Underestimated are the â€Å"powerful forces or irrationalism†¦ [which] would erupt with devastating fury in twentieth-century political life†¦extolling violence† (Perry 701-2).Those civilizations that attempt to create a utopian society create the illusion of civilization, the illusion that humans are, in fact, civilized. Enter Dostoyevsky, an anti-government, anti-socialist thinker and writer who offers a strong theory on man’s irrational and failures to create a â€Å"Crystal Palace† society. Being exposed to violence, death, and government suppression through his life, Dostoyevsky was able to write a notable anti-utopian novel. Moving to the discussion of the rational versus irrational thoughts supported by Freud, rather than viewing humanity as being â€Å"innately good,† Dostoyevsky viewed humans â€Å"as being innately depraved, irrational, and rebellious† (Perry 682). Like Freud, Dostoyevsky opposed Enlightenment philosophies of rationality, and believed irrationality was a dominantShow MoreRelatedAnalysis Of Aldous Huxley s Brave New World Essay2257 Words   |  10 Pagesessential to prioritize individual happiness, emotion, and humanity in order for your life to have value. OVERALL TONE: Satirical Novel Cover Art Analysis The novel Brave New World by Aldous Huxley, is set in a â€Å"utopian† society where individuals are born into a strict social destiny and given recreational sex and drugs to maintain universal happiness and social stability. The major theme exhibited is individual happiness, emotion and humanity* are essential in order for your life to have value. 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It is men, not women who still carry on the sex war because their attitude remains basically hostile. Even in the most progressive societies, women continue to be regarded as second-rate citizens. To hear some men talk, you d think that women belonged to a different species! On the surface, the comments made by men about women s abilities seem light-hearted. The same tired jokes about

The reader feels a great deal Essay Example For Students

The reader feels a great deal Essay A poem in which the narrators feelings are uncovered is Visiting Hour by Norman MacCaig.  The narrator is visiting a dying friend or relative in hospital, and tries to evade his emotions on his way to the ward. When he arrives, he is overcome by grief and anguish, and leaves the visit feeling it has been pointless.  The poem is composed in free verse using a stream of consciousness style and it exposes perplexity in the narrators mind and his feelings. This gains our sympathy as we are placed into the same state of affairs as him. As MacCaig enters the hospital, he feels repulsed by his surroundings and seems to be detached from himself.  The hospital smell  combs my nostril.  This unusual metaphor suggests that the antiseptic, potent smell of the disinfected hospital is so strong that it even reaches beyond the roots of the hairs in his nostrils; it shows his discomfort. It hits the narrator straight away more than anything else. He then goes on to say:  As they go bobbing along. This implies that the nostrils are disembodied from him and they are floating along on their own. It suggests he is detached from the experience and shows he is struggling to cope with the situation. This idea is reinforced in stanza three:  I will not feel, I will not  feel, until  I have to.  The narrator is trying to reassure himself that he is strong enough to deal with the disturbing visit and the repetition creates a worried and tense atmosphere. Until I have to tells the reader that death is inevitable. The staccato rhythm caused by the single syllable words and enjambment in this verse heightens the tension felt by the narrator. This emphasises his finality as well as his confused state of mind. Green and yellow corridors.  The description of the colours of the wall has connotations of disease, infections and vomit. This shows us once again that he is finding the visit discomforting and uneasy.  As the narrator watches the nurses in the hospital, he cant help but think highly of them and considers them to possess an angelic quality:  Nurses walk lightly, swiftly,  here and up and down and there.  This lexical choice deliberately emphasises the way he thinks that they are remarkable as they are so efficient and seem to be everywhere at once due to their tremendous business. Linking the words with and makes these lines have a sort of rhythm; this reinforces the idea of the hospital being so busy. Furthermore, he notices their lean physiques: Their slender waists miraculously  carrying their burden.  He feels that the nurses are so tiny and graceful but they play a massive part in the running of the entire hospital; they may be small but they are the ones who visitors lean on in times of anguish. No outsider could tell just by looking at them what they have gone through.  Their eyes  still clear after  so many farewells.  He is getting closer to his destination, so he talks of pain and farewells which he is anticipating to be the outcome of his visit. He acknowledges that the nurses have experienced a lot in their line of work and respects that they can still remain so composed and brave after all the deaths they have seen whereas he feels he cant bear the sorrow of losing just one relative. Upon his arrival, he states: Ward 7.  The use of the abrupt statement followed by a full stop shows how he stops completely in his tracks. He is finally ready to confront his feelings. The digit seven is more effective than the word because it allows the user to see through MacCaigs eyes. He has feared this moment for quite some time and is preparing himself for what lies ahead.  As the narrator enters ward 7, he witnesses a frail, exhausted figure whose:  A withered hand  trembles on its stalk. .uc9d63df3a6e8dacb81803965fa9659cc , .uc9d63df3a6e8dacb81803965fa9659cc .postImageUrl , .uc9d63df3a6e8dacb81803965fa9659cc .centered-text-area { min-height: 80px; position: relative; } .uc9d63df3a6e8dacb81803965fa9659cc , .uc9d63df3a6e8dacb81803965fa9659cc:hover , .uc9d63df3a6e8dacb81803965fa9659cc:visited , .uc9d63df3a6e8dacb81803965fa9659cc:active { border:0!important; } .uc9d63df3a6e8dacb81803965fa9659cc .clearfix:after { content: ""; display: table; clear: both; } .uc9d63df3a6e8dacb81803965fa9659cc { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc9d63df3a6e8dacb81803965fa9659cc:active , .uc9d63df3a6e8dacb81803965fa9659cc:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc9d63df3a6e8dacb81803965fa9659cc .centered-text-area { width: 100%; position: relative ; } .uc9d63df3a6e8dacb81803965fa9659cc .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc9d63df3a6e8dacb81803965fa9659cc .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc9d63df3a6e8dacb81803965fa9659cc .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc9d63df3a6e8dacb81803965fa9659cc:hover .ctaButton { background-color: #34495E!important; } .uc9d63df3a6e8dacb81803965fa9659cc .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc9d63df3a6e8dacb81803965fa9659cc .uc9d63df3a6e8dacb81803965fa9659cc-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc9d63df3a6e8dacb81803965fa9659cc:after { content: ""; display: block; clear: both; } READ: Death in poetry EssayIn the metaphor, the womans hand is compared to a withered flower; it highlights how fragile she really is. The word choice is excellent because like the withered flower, this woman is dying and her arms as so thin, they are almost stalk-like. The flower imagery also suggests the womans former beauty which the narrator can still see. The reader feels a great deal of sympathy at this point, both for the woman and the narrator who has to endure her physical weakness without being able to do anything to help.  And between her and me  distance shrinks till there is none left  but the distance of pain that neither she nor I  can cross.

Aunt Connie Cookie Simulation Essay Example

Aunt Connie Cookie Simulation Paper In 1986, Aunt Connie was asked to make some cookies for an annual fundraiser. They were willing to pay $50 for 500 cookies instead Aunt Connie offered them 600 cookies for $55. She realized she would be spending $35 on ingredients for making 600 cookies and for 300 cookies it would cost her $10 to bake so it would be $20 regardless 300 or 600 cookies. By charging an extra $5, she would cover her cost and give the club more cookies. This showed people that she had a sense for business. Today Maria Villanueva, the grandniece of Connie, is the CEO of the company and her goal for Aunt Connieâ„ ¢s Cookies is to increase profit and she needs to determine the best way to make this happen. Maria is responsible to decide how money will be spent to make Aunt Connies Cookies succeed without going into debt. First Maria will look at how the price increase for lemon creme and real mint cookies in the last few months has decreased its volume. So Maria needs to maximize her contribution margin and operating profits and she has two choices. Usually when a price reduction occurs, demand will increase so she could revise the unit prices on both the cookies or reach out to more retailers by increasing ad expenses by half on both cookies. Maria must determine how each type of cost effects changes. The advertising expense is a fixed cost that will not change even when the quantity of cookies produced varies. Looking at the cost of ingredients needed to produce the cookies it is a variable cost. These costs will rise as the number of cookies produced increases. The correlation between costs, volume, and the impact on profit of these choices is seen in the contribution margin during the simulation. Maria can use the cost accounting system to help determine the most profitable price point for cookies by evaluating the cost volume profit relationship. ?   Maria wanted to reduce the price of lemon cremes and mint cookies to increase volumes. Maria increases fixed costs through increased advertising. She also decides to increase the margin to the distributors to help increase volumes. ?  Her decision that she made helped increase her sales and profit. Maria was then faced with an offer for a bulk order from a client who wanted to buy a million packs of real mint cookies at $1.20 a pack or nothing. If Maria accepts the order, this will reduce her current volumes being produced in the market and rejecting the order could mean under utilization of capacity. She decided to accept the bulk order by reducing the current production volumes for both cookies. When one is trying to maximize operating profits, it is better to produce more of the product that has a greater contribution margin per unit; in this case it was the lemon creme cookies. The next decision that Maria had to face was a competitorâ„ ¢s peanut butter cookie manufacturing unit was up for sale. The competitorâ„ ¢s owner gave two options to Maria, first she could buy the unit and use the capacity to make lemon creme cookies or buy the unit and continue to make peanut butter cookies. Maria decided to buy the unit and use the capacity to make lemon cremes and manufacture 600,000 packs seeing the breakeven point is 563,000 resulting in operating profits from the new unit. With the holidays just around the corner, the bakers wanted to come out with a special cookie called the Chocorones. Maria needs to decide to up her labor force or her equipment. She decided to update her labor force seeing this is a seasonal cookie and it is more a less an indifference point between the two. By making the right decisions, Maria has increased her profits and acquired an extra business unit helping her use the capacity to make her cookies. She will continue to carry out her Aunt Connieâ„ ¢s legacy and make profit at the same time.

50 Diminutive Suffixes (and a Cute Little Prefix)

50 Diminutive Suffixes (and a Cute Little Prefix) 50 Diminutive Suffixes (and a Cute Little Prefix) 50 Diminutive Suffixes (and a Cute Little Prefix) By Mark Nichol Who knew there were this many ways to alter a word to connote belittlement or affection, or merely diminishment in size? Now, you do. Here’s a big list of little affixes: 1. -aster: This generally pejorative suffix denoting resemblance was common a couple hundred years ago but is rare today; the only well-known surviving instance is poetaster, a word describing an inferior poet. 2. -cule: This ending, sometimes with the letter c omitted, is common in medical and scientific vocabulary. Capsule and molecule are common examples; animalcule, referring to minute organisms such as bacteria, is rare in lay usage. 3. -culus: This direct borrowing from Latin is rarer than its Frenchified counterpart; calculus is perhaps the best-known form, though homunculus (â€Å"little man†) is an interesting example. 4. -el: This unassuming French diminutive appears frequently in ordinary language: chapel and tunnel are only two of many examples. 5-6. -ella, -ello: The feminine form of this Italian suffix is best known as part of Cinderella’s name; among objects, novella is perhaps the most familiar usage. When appended to a person’s name, -ella is often used in forming the scientific name of a species of bacteria, as in salmonella (the legacy of one D. E. Salmon). The masculine form is seen in bordello. 7. -elle: This rare suffix occurs in organelle. 8. -en: This suffix denotes a small or young form, as in kitten, though chicken is a reverse example: Originally, in Old English (as cicen), the term for adults was fowl, and chicken denoted a young bird. It also refers what something is made of, as in woolen. 9. -erel: As with -rel, words ending in -erel are sometimes pejorative, as in doggerel. 10. -ers: This diminutive does not literally suggest a reduction in size; it’s employed in coining slang such as bonkers and preggers. 11. -ster: This diminutive refers to a person who does or is what the root word indicates: gangster (and bankster, the recently coined sardonic extension in reaction to the perceived criminality of large banks), youngster. 12-13. -et, -ette: The masculine form of this French diminutive appears in such ubiquitous words as faucet and wallet. The feminine form of -et, more common in English than the masculine form, is seen in words such as cigarette and kitchenette. 14-15. -etto, -etti: The singular and plural Italian equivalents of -et are evident in borrowings from that language such as amaretto and spaghetti. 16. -ie: Words with this suffix are from English (as in doggie), Scottish (for example, laddie), or Dutch (such as cookie), or are diminutives of personal names, as in Charlie. 17. -il: Words ending in -il, such as codicil and pencil, came to English from Latin through French. 18-19. -illa, -illo: This Spanish diminutive appears in such words as vanilla and cigarillo. 20-21. -illus, -illi: This Latin form is rare, confined in usage to bacillus/bacilli and lapillus/lapilli. 22. -ine: This French diminutive is on display in figurine, tambourine, and the like. Sometimes, as with linguine, words so appended derive from Italian. 23-25. -ina, -ino -ini: These feminine and masculine forms, of Italian or Spanish origin, are shown in marina, palomino, and many other words. The plural form, -ini, is mostly associated with food: panini, zucchini. 26. -ing: This English diminutive generally appears in references to fractions or parts, as in farthing or tithing. 27. -ish: This suffix can be added to almost any noun to create an adjective noting the connection or similarity of one thing to another: English, greenish. 28-29. -ita, -ito: Spanish words including the feminine form -ita (such as fajita) and -ito (burrito, for example) have been borrowed into English. 30. -kin: This Dutch diminutive is usually found in obscure words like cannikin, but napkin survives in general usage; mannequin, more common than the Dutch-derived manikin, is the only French derivation to be used widely in English. The plural form is often attached to given names to form an affectionate diminutive: Mollykins, for example. 31. -le: Words with this ending can either be of Latin origin (such as article or particle which, like particular, stems from particula) or from Middle English (bundle, puddle). 32–33. -let, -lette: These forms, respectively indirectly and directly borrowed from French, are seen, for example, in booklet and roulette; omelet was formerly written as omelette. 34. -ling: Words formed with this diminutive are generally but not exclusively affectionate: darling, duckling, but underling. 35. -o: This diminutive can be endearing or belittling: kiddo, wacko. 36. -ock: This form from Old English is best know in the plural usage buttocks, but it’s also recognizable in hillock, mattock, and other words. 37. -ola: This artificial suffix is seen in slang (payola) or current or former brand names (respectively, Victrola and granola or pianola). 38. -ole: This rare French suffix appears in casserole. 39-40. -olo, -oli: Piccolo, borrowed from Italian by way of French, is a double diminutive, because the root word means â€Å"little†; ravioli includes a plural form of -olo. 41. -olus: This Latin diminutive shows up in scientific terminology from Latin, such as nucleolus. 42-43. -ot, -otte(s): These French endings are rare in common nouns (harlot, culottes) but are seen in given names like Charlotte and Margot. 44. -rel: This more common variant of -erel is often but not always pejorative: mongrel and scoundrel, but not kestrel. 45-46. -sie(s) or -sy: The first variant of this baby-talk slang is found, for example, in footsie and onesies, while the second appears in teensy-weensy and the like and names like Betsy. 47. -ula: This Latin suffix shows up in formula, spatula, and other words. 48. -ule: This diminutive, found in granule, nodule, and other words, comes directly from Latin or indirectly from it through French. 49. -ulum: This Latin suffix appears in such words as pabulum and pendulum. 50. -y: This form, with doubling of the preceding letter, is seen both in diminutives of given names, such as Bobby and Patty, and in words like puppy and mommy. In addition, the flexible prefix mini- is easily attached to any existing word, such as in miniskirt, minivan, and so on. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Avoid Beginning a Sentence with â€Å"With†Driver License vs. Driver’s LicensePrepositions to Die With

Texas Government Essay Example | Topics and Well Written Essays - 500 words - 1

Texas Government - Essay Example e to one, those that are legislative to another, as well as those that are judicial to another; and no individual, or group of individuals, being a member one of these arms, can exercise any power appropriately connected to either of the others, except for the instances that are expressly permitted under their law (Texas Constitution and Statutes, 2014). This structure resembles the U.S.’s government i.e. legislative, judicial and executive. Each branch has different roles and powers. The legislative arm formulates the laws. The executive arm, on the other hand, enforces or carries the laws and the judicial arm, also known as the court system, decides on legal matters and also interprets the laws (Texas Constitution and Statutes, 2014). To balance power further, the Texas Constitution incorporates a system of checks and balances in which each arm has methods of checking, or restraining, the other two. These checks assist in preventing one branch from managing the entire govern ment own its own. This is similar to the one of the U.S. Constitution (Texas Constitution and Statutes, 2014). Under Article 1 of the U.S. Constitution, Section I offers Congress just those legislative powers herein contracted and goes on to list those acceptable actions under Section 8 of the same, whereas Section 9 explains actions, which are forbidden for the Congress (Kilman & Costello, 2000). The vesting section in Article II places no restrictions on the Executive branch, only stating that the executive command will be vested in a leader of the U.S. According to Article III, the Supreme Court, on the other hand, holds the judicial Power, and it developed the implication of judicial review in Madison v. Marbury under the U.S. Marshall court (Kilman & Costello, 2000). The federal regime refers to the arms as branches of government, whereas the Texas system uses the word "government" to refer to the executive branch (Kilman & Costello, 2000). The U.S. executive arm has tried to claim

Comprehensive Performance Evaluation Process Research Paper

Comprehensive Performance Evaluation Process - Research Paper Example With this concern, this paper intends to describe a comprehensive performance evaluation process that would result in performance change of the faculty as well as the staff members at a particular educational institution. Discussion Critical Analysis of the Comprehensive Performance Evaluation Process After acquiring a brief idea about the procedure of comprehensive performance evaluation, it can be affirmed that it is the teachers and the students belonging to a particular educational institution who are mainly assessed in a comprehensive evaluation procedure within the background of educational settings. According to Verma (2013), it can be observed in this similar concern that there are certain major factors that underline the effectiveness of certain goal settings such as performance-enhancement objectives especially in the field of education. As noted by Verma (2013), the factors comprise assisting the educational instructors or the teachers in their career planning along with p rofessional advancement, supporting those individuals who are involved in making effective decisions concerning the management of teachers and enhancing the quality of the teachers. Furthermore, Verma (2013) also recognized certain other significant factors that largely emphasize the effectiveness of certain goal settings such as performance-enhancement objectives in educational settings. In this regard, as highlighted by Verma (2013), these factors entail identifying proper programs associated with staff development, validating selection procedures of the teachers, evaluating introduced staff advancement programs and creating along with developing a database particularly for educational institutions. On the other hand, it can be argued that there are certain crucial factors that have been apparently observed, affecting the effectiveness of certain goal settings such as performance-enhancement objectives related to education field by a certain extent. In this regard, Beletskiy (2011 ) identified these factors to comprise deterring the responsibilities that are ought to be performed by both the students and the educational instructors for the students as well as deficiency in the capability towards supporting a favorable initiative and adoption along with execution of ineffective management related techniques. According to Verma (2013), the above discussed crucial factors might be duly considered as the readiness of the educational institutions for change. Beletskiy (2011) argues in this similar concern that the urgency or the keenness towards making effectual changes throughout the educational institutions is essential for such changes to become much effective (Beletskiy, 2011). Thus, it can be affirmed that the identification of the aforesaid factors would eventually ensure moderate growth or change in the performance-improvement objectives of the educational institutions by a considerable level.

Comparing into Battle Essay Example for Free

Comparing into Battle Essay Comparing Into Battle with Spring Off, I find their poets attitudes are quite different. Grenfell who is poet of Into Battle thinks war is a glorious and noble thing, but Owens attitude is very clear and totally different from Grenfells which is that war is evil and brutal. In order to convey their own attitudes and purposes, these two poets all use different language styles and imagery. In the poem Into Battle, Grenfell uses lots of vocabulary of nature and spring as a background, these all help to show a harmony and sense which crease a peaceful tone to describe war, it is good for the reader to agree poets attitude. However, spring also is used in Spring Off, Owen makes a stark contraction between surviving in the war and new life in the spring landscape which surrounds troops. For Into battle, it uses pathetic fallacy positively to show its purpose. The sun gives him warmth, the Glowing earth gives him life, the light foot winds lend him speed etc. these descriptions all let soldiers or even readers to feel energy and power. In the last two stanzas, the poet also gives extra importance through the use of capital letters, like Destined Will is obviously some sort of supernatural force, as a kind of god or power of destiny. In the last section of this poem, there is a lot of figurative, as the burning moment and the thundering line of battle are metaphors to describe the heat and noise of the action. All these create a sense of heat and energy on the battlefield again and it matches his idea of the war. There are several powerful images in Spring Off too, which add to the strength of Owens description, such as buttercups and brambles are personified as explained above. This creates pathetic fallacy which Grenfell used as well and it strengthens the description. Moreover, the language which is used in the poem reflects the contrasts. At the beginning, descriptions all positive, words fed, carelessly slept and eased all shows soldiers movements and suggests they are relaxed and comfortable. However, Owen uses but and shorter, sharper sounds of stood still and stark blank sky to creates contrast immediately. In Spring Off, Owen uses rhetorical question to ask why the survivors don not speak of their dead comrades and talk of their glorious death and convey the massage of the poem which is that there is no glory in this war. These two poems all use natural elements in the poem to express their attitudes of war. Because of different attitudes, I can see that Spring Off is described in a negative way, and Julian writes Into Battle positively. Therefore, it makes two poems style and language and purpose all different.

An Inaccurate Review of The Fall of the House of Usher Essay -- Fall H

An Inaccurate Review of The Fall of the House of Usher David A. Carpenter, in the form of an essay, addresses Edgar Allan Poe’s short story â€Å"The Fall of the House of Usher† by interpreting themes, meanings, style, and technique within the story. His essay review contains many quotes and direct references to both Poe and â€Å"The Fall of the House of Usher;† however, Carpenter’s analysis proves itself to be inaccurate. Carpenter repeatedly writes statements of which he claims are true, but then argues contrary points. His use of â€Å"evidence† is an extension of his self-negating arguments. Based on the inescapable presence of contradictions and â€Å"evidence† that does not support his opinion, Carpenter’s essay is an inaccurate review of â€Å"The Fall of the House of Usher.† In his essay, Carpenter writes contradictory statements and expounds upon them in the form of illogical examples and rationale. Within the first sentence of the â€Å"Themes and Meanings† section, Carpenter claims â€Å"The Fall of the House of Usher† is not a didactic story, but then follows to say that Poe communicates a â€Å"definite moral message† (Carpenter 1986). Clearly, the author of the article does not understand what qualifies a literary work to be didactic—one that contains issues of morality. He also states that the morality portrayed in Poe’s short story is an â€Å"operative universal morality that is ultimately as inescapable as the hereditary forces which determine a person’s life† (Carpenter 1986). Carpenter’s attempt to clarify his idea of the morality fails when he relates it to hereditary forces, which, in this modern age, have little impact on determining one’s life, and are certainly not i nescapable. His logic is presumed an... ... logical events, such as Madeline escaping the coffin she was nailed inside of, despite Carpenter’s previous statements that the story, because of the effect created by the writer, was successful and would not, in general, leave a reader questioning legitimacy. Overall, Carpenter’s article leaves much to be desired. At first glance, sentences are confusing and ideas are hazy. As an author, Carpenter is not convincing of his essay’s general arguments because his statements are assumptions and are not backed up by clear evidence. Contradictions in both his arguments and elaboration reveal Carpenter’s essay addressing â€Å"The Fall of the House of Usher† to be illegitimate and inaccurate. Works Cited Carpenter, David A. Essay review. MagillOnLiterature Database [series online] 1986 9240000421. Accessed 2002 November 4. 2350 Marlow 12.37 - 1 -

Political Climate of the 1970s Essay

Consider for just a moment the following scenario: the United States finds itself embroiled in a war for which no foreseeable end is in sight.   The president finds himself on the low end of the approval polls and the American people are staging protests against the war that the president is dedicated to waging.   While this sounds like it was taken from the headlines of today, and indeed it could be, but it just as well applies to the era of president Richard Nixon and the age of the Vietnam War.   This essay will focus on several facets of Nixon, the war he led, and the scandal that ultimately ended his administration, but created echoes that are heard even today. Political and Social Outcomes of the End of the War in Vietnam The Vietnam War, of course created all of the sadness, caution and concern that all wars throughout history have created.   Additionally, there are definite political and social outcomes from the war that still echo in the American psyche decades after the official end to the war itself.   Politically, Vietnam was a rude awakening for the American political/military machine because this war represented the first time that the US was engaged in a war that it did not win.   While there is lingering debate as to whether the Vietnam War was lost, few can debate that the war was not decisively won by US troops. From this political fallout came several social consequences for the American people.   With the potential that the US could not defeat Communism in any specific way, the American people began to doubt the effectiveness of their government more so than at any other time in history.   Not all people doubted the government’s potency, however, and this gave rise to two sides that would start to debate one another starting in the Vietnam era and continuing into the present day (Gilbert, 2001). Lastly, the end of Vietnam led to a general distrust of the government as a whole, as stories began to leak out about the backroom military planning, lack of accurate information being released to the public, and what many saw as a war that was lost not because of an undefeatable enemy but because of an American military that was too mired in political infighting and self interest to win any war. A Comparison of Nixon’s Policies of Engagement and Cold War Strategies During the Cold War, Richard Nixon held true to one overriding philosophy- â€Å"Peace with Honor†.   Ã‚  This simple statement has far reaching implications because of several considerations about the Vietnamese War.   Eventually, Nixon came to realization that the war was one that could not be won for several reasons.   First, American troops were utilizing conventional military techniques in an unconventional war, fought against an enemy that used hidden tunnels, soldiers without noticeable uniforms, and primitive forms of terrorism such as suicide bombers who would detonate explosives in the midst of American soldiers, killing them by the dozens at a time.   Second, what was really being fought in Vietnam was not another army, but a massive social and political machine called Communism. The forces behind Communism stretched far beyond the borders of Vietnam and represented a foe that would never really be defeated in conventional battle.   What these facts   meant for Nixon, and indeed for the entire nation was that while it may be possible for the United States to be able to withdraw from the war in Vietnam, there really was no way for the war to be won or for Communism to be defeated in the way that physical enemies are neutralized (Katz, 1997).   Nixon’s mindset was indicative of the Cold War strategies used both before and after the years that Nixon led the nation.   It was long acknowledged that Communism was a force that was not able to be fought and defeated like an army might be able to be fought and defeated, but that it would have to compete against and democracy protected and promoted, likewise bringing about â€Å"Peace with Honor† as Nixon advocated. Measure the Impact of the Watergate Scandal on Public Perception of Government Power President Richard Nixon, in the early 1970s, found himself entangled in the Vietnam War but also faced with the possibility that he would not be re-elected to the presidency in the upcoming election. With the pursuit of that re-election in mind, it now is apparent that Nixon was involved in planning, and trying to cover up, the burglary of the Democratic national headquarters in the scandal that would come to be known as Watergate.   In the aftermath of Watergate, public perception of government power was changed forever.   During the 1970s, much of the general public, in particular those of college age, did not trust the government because of what they saw as an unjust war in Vietnam and the accompanying withholding of information about the war itself which was viewed by many as a government conspiracy to deliberately mislead the public in the pursuit of self interests on the part of government officials, from the president himself and downward into the ranks of the US governmen t (Genovese, 2004).   This distrust led to the mantra â€Å"don’t trust anyone over the age of 30†, as young Americans viewed their elders as selfish power grabbers who were using the blood of the youth to serve their own means. The mistrust of the government likewise had effects on the presidency that has repeated itself in almost every subsequent administration since Nixon resigned in the heat of Watergate.   Whether one looks at the Clinton, Reagan, or Bush(es) administrations, there are examples where the Nixon-era suspicion of the government comes out, as allegations are made that the president is more concerned with public approval and his own well-being than he is in being honest and forthcoming with the citizens of the nation (Genovese, 2004).   Skepticism can of course be healthy or destructive, especially in evaluating the government.   The trick, going forward, will be for Americans to recognize the difference between being aware of the government’s actions and petty criticisms that are driven by political self interest and not what is best for the nation as a whole. Conclusion In this essay, the past and present has been brought together.   This linking of history’s events makes it possible to realize that the more things change, the more that they seem to remain the same.   It also makes it possible to understand that events do not take place in isolation from other events that came before them, but there is an historic influence of the past on the events of the present and will eventually affect the events of the future.   This also brings about the old adage that those who fail to learn from history are condemned to repeat it.   If political leaders and even the average person on the street fail to pay attention to what has happened before and do something better, no good will come of it.

Platos Meno Plot, Analysis, and Commentary on virtue

Although fairly short, Platos dialog Meno is generally regarded as one of his most important and influential works. In a few pages, it ranges over several fundamental philosophical questions, such as: What is virtue?Can it be taught or is it innate?Do we know some things a priori (independent of experience)?What is the difference between really knowing something and merely holding a correct belief about it? The dialog also has some dramatic significance. We see Socrates reduce Meno, who begins by confidently assuming that he knows what virtue is, to a state of confusion–an unpleasant experience presumably common among those who engaged Socrates in debate. We also see Anytus, who will one day be one of the prosecutors responsible for Socrates trial and execution, warn Socrates that he should be careful what he says, especially about his fellow Athenians. The  Meno  can be divided into four main parts: The unsuccessful search for a definition of virtueSocrates proof that some of our knowledge is innateA discussion of whether virtue can be taughtA discussion of why there are no teachers of virtue Part One: The Search for a Definition of Virtue The dialog opens with Meno asking Socrates a seemingly straightforward question: Can virtue be taught? Socrates, typically for him, says he doesnt know since he doesnt know what virtue is, and he hasnt met anyone who does. Meno is astonished at this reply and accepts Socrates invitation to define the term. The Greek word usually translated as virtue is arete, although it might also be translated as excellence.  The concept is closely linked to the idea of something fulfilling its purpose or function. Thus, the arete of a sword would be those qualities that make it a good weapon, for instance: sharpness, strength, balance. The arete of a horse would be qualities such as speed, stamina, and obedience. Menos first definition: Virtue is relative to the sort of person in question. For example, the virtue of a woman is to be good at managing a household and to be submissive to her husband. The virtue of a soldier is to be skilled at fighting and brave in battle. Socrates response: Given the meaning of arete,  Menos answer is quite understandable. But Socrates rejects it. He argues that when Meno points to several things as instances of virtue, there must be something they all have in common, which is why they are all called virtues. A good definition of a concept should identify this common core or essence. Menos second definition: Virtue is the ability to rule men. This may strike a modern reader as rather odd, but the thinking behind it is probably something like this: Virtue is what makes possible the fulfillment of ones purpose. For men, the ultimate purpose is happiness; happiness consists of lots of pleasure; pleasure is the satisfaction of desire; and the key to satisfying ones desires is to wield power—in other words, to rule over men. This sort of reasoning would have been associated with the sophists. Socrates response: The ability to rule men is only good if the rule is just.  But justice is only one of the virtues.  So Meno has defined the general concept of virtue by identifying it with one specific kind of virtue. Socrates then clarifies what he wants with an analogy.  The concept of shape cant be defined by describing squares, circles or triangles.  Shape is what all these figures share.  A general definition would be something like this: shape is that which is bounded by color. Menos third definition: Virtue is the desire to have and the ability to acquire fine and beautiful things. Socrates response: Everyone desires what they think is good (an idea one encounters in many of Platos dialogues). So if people differ in virtue, as they do, this must be because they differ in their ability to acquire the fine things they consider good.  But acquiring these things–satisfying ones desires–can be done in a good way or a bad way.  Meno concedes that this ability is only a virtue if it is exercised in a good way–in other words, virtuously.  So once again, Meno has built into his  definition the very notion hes trying to define. Part Two: Is Some of Our Knowledge Innate? Meno declares himself utterly confused:   O Socrates, I used to be told, before I knew you, that  you were always doubting yourself and making others doubt; and now you  are casting your spells over me, and I am simply getting bewitched and  enchanted, and am at my wits end. And if I may venture to make a jest  upon you, you seem to me both in your appearance and in your power over  others to be very like the flat torpedo fish, who torpifies those who come  near him and touch him, as you have now torpified me, I think. For my soul  and my tongue are really torpid, and I do not know how to answer you. Menos description of how he feels gives us some idea of the effect Socrates must have had on many people. The Greek term for the situation he finds himself in is aporia, which is often translated as impasse but also denotes perplexity.  He then presents Socrates with a famous paradox. Menos paradox: Either we know something or we dont.  If we know it, we dont need to inquire any further.  But if we dont know it if we cant inquire since we dont know what were looking for and wont recognize it if we found it. Socrates dismisses Menos paradox as a debaters trick,  but he nevertheless responds to the challenge, and his response is both surprising and sophisticated.  He appeals to the testimony of priests and priestesses who say that the soul is immortal, entering and leaving one body after another, that in the process it acquires a comprehensive knowledge of all there is to know, and that what we call learning is actually just a process of recollecting what we already know. This is a doctrine that Plato may have learned from the Pythagoreans. The slave boy demonstration:  Meno asks Socrates if he can prove that all learning is recollection. Socrates responds by calling over a slave boy, who he establishes has had no mathematical training, and setting him a geometry problem.  Drawing a square in the dirt, Socrates asks the boy how to double the area of the square.  The boys first guess is that one should double the length of the squares sides.  Socrates shows that this is incorrect.  The slave boy tries again, this time suggesting that one increase the length of the sides by 50 percent.  He is shown that this is also wrong.  The boy then declares himself to be at a loss.  Socrates points out that the boys situation now is similar to that of Meno.  They both believed they knew something; they now realize their belief was mistaken; but this new awareness of their own ignorance, this feeling of perplexity, is, in fact, an improvement. Socrates then proceeds to guide the boy to the right answer: you double the area of a square by using its diagonal as the basis for the larger square. He claims at the end to have demonstrated that the boy in some sense already had this knowledge within himself: all that was needed was someone to stir it up and make recollection easier.   Many readers will be skeptical of this claim. Socrates certainly seems to ask the boy leading questions. But many philosophers have found something impressive about the passage.  Most dont consider it a proof of the theory of reincarnation, and even Socrates concedes that this theory is highly speculative. But many have seen it as a convincing proof that human beings have some a priori knowledge (information that is self-evident).  The boy may not be able to reach the correct conclusion unaided, but he is able to recognize the truth of the conclusion and the validity of the steps that lead him to it.  He isnt simply repeating something he has been taught. Socrates doesnt insist that his claims about reincarnation are certain.  But he does argue that the demonstration supports his fervent belief that we will live better lives if we believe that knowledge is worth pursuing as opposed to lazily assuming that there is no point in trying. Part Three: Can Virtue Be Taught? Meno asks Socrates to return to their original question: Can virtue be taught?  Socrates reluctantly agrees and constructs the following argument: Virtue is something beneficial; its a  good thing to haveAll good things are only good if they are accompanied by knowledge or wisdom (for example, courage is good in a wise person, but in a fool, it is mere recklessness)Therefore virtue is a kind of knowledgeTherefore virtue can be taught The argument is not especially convincing.  The fact that all good things, in order to be beneficial, must be accompanied by wisdom doesnt really show that this wisdom is the same thing as virtue.  The idea that virtue is a kind of knowledge, however, does seem to have been a central tenet of Platos moral philosophy.  Ultimately, the knowledge in question is the knowledge of what truly is in ones best long-term interests. Anyone who knows this will be virtuous since they know that living a good life is the surest path to happiness.  And anyone who fails to be virtuous reveals that they dont understand this.  Hence the flip side of virtue is knowledge is all wrongdoing is ignorance, a claim that Plato spells out and seeks to justify in dialogues  such as the Gorgias.   Part Four: Why Are There No Teachers of Virtue? Meno is content to conclude that virtue can be taught, but Socrates, to Menos surprise, turns on his own argument and starts criticizing it.  His objection is simple.  If virtue could be taught there would be teachers of virtue.  But there arent any.  Therefore it cant be teachable after all. There follows an exchange with Anytus, who has joined the conversation, that is charged with dramatic irony.  In response to Socrates wondering, rather tongue-in-cheek query whether sophists might not be teachers of virtue, Anytus contemptuously dismisses the sophists as people who, far from teaching virtue, corrupt those who listen to them. Asked who could teach virtue, Anytus suggests that any Athenian gentleman should be able to do this by passing on what they have learned from preceding generations.  Socrates is unconvinced.  He points out that great Athenians like Pericles, Themistocles, and Aristides were all good men, and they managed to teach their sons specific skills like horse riding, or music.  But they didnt teach their sons to be as virtuous as themselves, which they surely would have done if they had been able to. Anytus leaves, ominously warning Socrates that he is too ready to speak ill of people and that he should take care in expressing such views.  After he leaves Socrates confronts the paradox that he now finds himself with: on the one hand, virtue is teachable since it is a kind of knowledge; on the other hand, there are no teachers of virtue. He resolves it by distinguishing between real knowledge and correct opinion.   Most of the time in practical life, we get by perfectly well if we simply have correct beliefs about something. For example,  if you want to grow tomatoes and you correctly believe that planting them on the south side of the garden will produce a good crop, then if you do this youll get the outcome youre aiming at. But to really be able to teach someone how to grow tomatoes, you need more than a bit of practical experience and a few rules of thumb; you need a genuine knowledge of horticulture, which includes an understanding of soils, climate, hydration, germination, and so on. The good men who fail to teach their sons virtue are like practical gardeners without theoretical knowledge. They do well enough themselves most of the time, but their opinions are not always reliable, and they arent equipped to teach others. How do these good men acquire virtue?  Socrates suggests it is a gift from the gods, similar to the gift of poetic inspiration enjoyed by those who are able to write poetry but are unable to explain how they do it. The Significance of the  Meno The  Meno  offers a fine illustration of Socrates argumentative methods and his search for definitions of moral concepts.  Like many of Platos early dialogues, it ends rather inconclusively.  Virtue hasnt been defined.  It has been identified with a kind of knowledge or wisdom, but exactly what this knowledge consists in hasnt been specified.  It seems it can be taught, at least in principle, but there are no teachers of virtue since no one has an adequate theoretical understanding of its essential nature.  Socrates implicitly includes himself among those who cannot teach virtue since he candidly admits at the outset that he doesnt know how to define it.   Framed by all this uncertainty, however, is the episode with the slave boy where Socrates asserts the doctrine of reincarnation and demonstrates the existence of innate knowledge.  Here he seems more confident about the truth of his claims.  It is likely that these ideas about reincarnation and inborn knowledge represent the views of Plato rather than Socrates.  They figure again in other dialogues, notably the Phaedo.  This passage is one of the most celebrated in the history of philosophy and is the starting point for many subsequent debates about the nature and the possibility of a priori knowledge. An Ominous Subtext While the content of Meno is a classic in its form and metaphysical function, it also has an underlying and ominous subtext. Plato wrote Meno about 385 BCE, placing the events about 402 BCE, when Socrates was 67 years old, and about three years before he was executed for corrupting Athenian youth. Meno was a young man who was described in historical records as treacherous, eager for wealth and supremely self-confident. In the dialogue, Meno believes he is virtuous because he has given several discourses about it in the past: and Socrates proves that he cant know whether hes virtuous or not because he doesnt know what virtue is. Anytus was the main prosecutor in the court case that led to Socratess death. In Meno, Anytus threatens Socrates, I think that you are too ready to speak evil of men: and, if you will take my advice, I would recommend you to be careful. Anytus is missing the point, but nevertheless, Socrates is, in fact, shoving this particular Athenian youth off his self-confident pedestal, which would definitely be construed in Anytuss eyes as a corrupting influence. Resources and Further Reading Bluck, R. S. Platos Meno. Phronesis 6.2 (1961): 94–101. Print.Hoerber, Robert G. Platos Meno. Phronesis 5.2 (1960): 78–102. Print.Klein, Jacob. A Commentary on Platos Meno. Chicago: The University of Chicago Press, 1989.Kraut, Richard. Plato. The Stanford Encyclopedia of Philosophy. Metaphysics Research Lab, Stanford University 2017. Web.Plato. Meno. Translated by Benjamin Jowett, Dover, 2019.Silverman, Allan. Platos Middle Period Metaphysics and Epistemology. The Stanford Encyclopedia of Philosophy. Metaphysics Research Lab, Stanford University 2014. Web.Tejera, V. History and Rhetoric in Platos Meno, or on the Difficulties of Communicating Human Excellence. Philosophy Rhetoric 11.1 (1978): 19–42. Print.