Determinism In Oedipus - 1163 Words

Destiny has made her appearances in countless stories throughout the years. Stories that follow the â€Å"chosen one† who must overcome certain challenges to accept their fate of defeating the evil villain, or following prophecies to become the king they were destined to be. We seem to love these stories and if you’re like me, hope that we are that â€Å"chosen one† in our own story. One popular story about fatalism in the philosophical world is that of Oedipus who was prophesied to kill his father and marry his mother. Upon hearing this prophecy, Oedipus’s father, Theban King Laius stabs a spike through Oedipus’s ankles and leaves his son in the woods in die. Well, Oedipus was found and adopted by King Polybus and his wife, and later in his life,†¦show more content†¦One of the ways determinism threatens free will is taking away our responsibility. A classic lesson from our father’s talks is to be responsible for our choices and act ions. With hard determinist’s view on predeterminism, there is no way for us to be responsible for our actions since we never freely made the choice to commit the action. For an example, let’s go back to the story of Oedipus. From a deterministic view, Oedipus killed his father and married his mother based on a prophecy that predetermined his actions. Therefore, his actions were not his choice and the consequence should be lifted from him and placed on the maker of the prophecy. Even his choice to run away wasn’t his choice at all, but a predetermined choice to fulfill the prophecy. The world needs personal responsibility or it will diminish into chaos, unless, that’s already predetermined. The second way determinism threatens free will is by taking away the personal agency that makes us free. Although the argument that we are free because we feel that we need to be free is unsubstantial, there is some truth to it. Our actions come from our ideas, and our ideas are random and sometimes completely out of the ordinary. It’s what makes us human. Different thoughts allow us to have different personalities that make us who we are. Determinism destroys this humanShow MoreRelatedFree will and Determinism in Oedipus the King by Sophocles Essay924 Words   |  4 PagesDeterminism is based off this notion that all events are pre-determined, without influence by human actions. If this is true, we can imply that people do not have free will and thus are not responsible for their actions. In Oedipus the King we see that the dichotomy of fate and free will is hazed by the hyperbole of events, which can make it difficult, but possible, to determine if humans even have free wil l. Through Oedipus’s flaws and decisions and Sophocles use of the imagery of a crossroad itRead MoreA Comparative Tragedy Study of Fatalism and Determinism: Oedipus Rex and Thunderstorm2489 Words   |  10 Pagesï » ¿A Comparative Tragedy Study of Fatalism and Determinism: Oedipus Rex and The Thunderstorm 1. INTRODUTION The Thunderstorm and Oedipus Rex, the representatives of Chinese and Greek play, both tell tragic stories about incest and unexpected destiny. The two masterpieces reveal much about the literature patterns and philosophical implications of the different cultures. The exploration of the two plays could help further understand the oneness of world literature and the tragedy of unlike cultureRead MoreSophocles Oedipus The King1387 Words   |  6 Pagesstated in a previous essay, Oedipus The King is a play by Sophocles which belongs to the genre of tragedy and focuses on a man named Oedipus, king of a place called Thebes, and his efforts to put an end to a plague that has devastated the city. He believes that in order to put an end to the plague, he must find the man that murdered the previous king of Thebes; a man by the name of Laius (Sophocles pg.8-10). Prophecy plays an important role in this play and as Oedipus’ investigation progresses, heRead MoreAnalysis Of Freewill In O edipus The King933 Words   |  4 PagesFreewill in Oedipus the King   Ã‚  Ã‚   Determinists believe that every event of our life is strictly determined by a preceding event. This order follows until the sequence of events dates back before our birth, thus, beyond the notion of oneself as an individual. From this theory, one could argue that there could never be an attribution of responsibility to individuals since they cannot be held responsible for events dating before their birth. At the end of Oedipus the King written by Sophocles, Oedipus attributesRead MoreA POSITION PAPER ON SOPHOCLES’ OEDIPUS REX2713 Words   |  11 PagesTHE KING WEARS A SHADES AS THE SUN SHINES BRIGHT WHICH MAKES HIS DAYS DARKER AND DARKER EVERY SINGLE DAY (with some relations to the Philippine Government and setting as a whole) A POSITION PAPER ON SOPHOCLES’ OEDIPUS REX REGULANO, Jean Paula Bermudez 2011-05787 HUM 1 X Oedipus Rex’ knowledge, which served as his gut against the others to be the King of Thebes, is only limited to the information on his people and his environment, excluding the information about himself due to his blindness andRead MoreI Shall Use Blackburn s `` Think ``1578 Words   |  7 Pagesquestion and initial answer. In Think, Blackburn has a chapter dedicated to discussing the presence of free will and both arguments for and against its presence. Objection 1: In the beginning of chapter 4 of Think, Blackburn brings up the idea of determinism, or the idea that â€Å"every event is the upshot of previous antecedent causes.† His argument goes â€Å"The past controls the present and the future. You can’t control the past. Also, you can’t control the way that the past controls the future. So, youRead MoreOedipus The King By Sophocles950 Words   |  4 PagesThe people throughout Oedipus’ life trues very hard to allow him to escape his fate of killing his father and then marrying his mother. In the epic poem Oedipus the King, Sophocles tells the story of the tragic downfall of Oedipus. Although many people see the role of free will that brought upon Oedipus’ doom, no matter what choices were made throughout his life, his ultimate fate would always return. The choices made at the beginning of Oedipus’ life set him up to fulfill his prophecy. His parentsRead More A Rebuttal to E. R. Dodds On Misunderstanding the Oedipus Rex2978 Words   |  12 PagesA Rebuttal to E. R. Dodds On Misunderstanding the Oedipus Rex In On Misunderstanding the Oedipus Rex, E. R. Dodds takes issue with three different opinions on Oedipus Rex. I consider the first two opinions, which Dodds gleaned from student papers, to be defensible from a close reading of the text. The first of these opinions is that Oedipus was a bad man, and was therefore punished by the gods; Dodds counters that Sophocles intended for us to regard him as good, noble, and selfless. ButRead MoreDeterminism And The Part It Plays With Free Will1312 Words   |  6 PagesDeterminism is an idea that states that everything can be explained because it has an adequate reason for being the way it is rather than a different way, meaning that the world has natural laws and everything happens for a reason. This is important as many philosophers have argued between the extent of determinism and the part it plays with free will, taking the claim that if our behavior is governed by natural causes, we are not morally free. Everything will happen due to reason s that have builtRead MoreQuestions On The Guilt Of Oedipus 1574 Words   |  7 Pagesbelieve that Oedipus’s fall is due to his Free will and the decisions he makes. Those who hold this belief hold that Oedipus made his own decisions, which is what led to his fall and that he was not compelled by some external source. P. H. Vellacott is a strong supporter of this theory. As such, in his famous essay, â€Å"The Guilt of Oedipus,† Vellacott argues that, factually speaking, Oedipus must have at one point thought to himself, â€Å"If the man I killed was my father, and if I overcome the Sphinx and marry

Compare and contrast how three poets (in four poems)...

Compare and contrast how three poets (in four poems) explore love and its consequences. In this essay, I will be looking at the poems First Love (John Clare), My Last Duchess (Robert Browning), Porphyrias Lover (Robert Browning) and To His Coy Mistress (Andrew Marvell). I will refer to these poems as FL, MLD, PL, and HCM respectively. I will first be looking at what love can do to ones emotions, and then at what people can be capable of doing. Clare has managed to convey what love can do if it is not recognised in his poem, FL. In the last stanza of this poem, he asks the rhetorical questions of whether loves bed is always snow and if flowers are winters choice. By this I think he is questioning the reader if that†¦show more content†¦In MLD, for instance, the duke had his last duchess killed, because he believes she is, to put it in modern day terms, a flirt. We can see that he believes this is the case and that it is otherwise when the duke states that it was not only him that brought a spot of joy to her cheek. He believed this was because she was being, excited, by another man, but he misinterpreted this totally in that, in fact, she was only blushing, perhaps of slight embarrassment or out of shyness. Because of what he believes, he makes sure that all smiles stopped together, indicating that he had her killed or there is the slight possibility that she just died, although this is unlikely, judging by the ton e of the poem. Confirming my theory of her being murdered, he begins the poem by telling the audience that she is painted on the wall, and that she is only looking as if she were alive. Again, toward the end of the poem, she stands only as if alive. In his other poem, PL, he shows how the lover killed Porphyria, and also hints at why. I think he killed her because he didnt want her to change. We get an idea of why he didnt want her to change from the text. For example, Porphyria glides in, which seems to be a sexual term in this sense, indicating that she is seductive. It is shortly after this part in the text that we find out that the lover could be a psychopath. I notice this when Porphyria had toShow MoreRelated Attitude Towards Love in Valentine and The Flea Essay1660 Words   |  7 Pagesand Theme, Compare and Contrast the Poets Attitude Towards Love in Valentine and The Flea. The two poems Valentine and The Flea are about the two different ways in which the poets portray their views about love, however the poems are still linked in a few ways. The Flea was published in the seventeenth century and was written by John Donne. Valentine was published in 1983 and was written by Carol Ann Duffy. Both poems are addressed to an unknown lover. The poem ValentineRead MoreELLA 4 ... A LEVEL ENGLISH LANG AND LIT2674 Words   |  11 Pagesï » ¿Compare and Contrast the ways in which Heaney and Blake write about innocence and experience in their poetry Both Seamus Heaney and William Blake explore the themes of innocence and experience in their poems. Heaney’s poetry develops powerful ideas of sacrifice in which childhood’s innocence is surrendered to a more experienced and developed life. Similarly, Blake explores innocence and experience through his religious awareness of sacrifice where innocence is repeatedly presented through childhood’sRead MoreTwentieth Century Aesop’s Fables: How Ted Hughes Presents Modern Man through the Non-Human.1400 Words   |  6 PagesTwentieth Century Aesop’s Fables: How Ted Hughes Presents Modern Man through the Non-Human. Ted Hughes’ poems mostly explore the world of nature. He uses ordinary animals like crow, pike, and skylark, but adding mythical quality to them. Animals in his world are superior to human and he seems to adore their brutality and instinct. He does not rationalize animal, which is unlike D.H Lawrence. Some criticize him for praising animals’ brutality and putting them on a pedestal, saying that animals areRead MoreMidsummer Night’s Dream: The Power of Love1260 Words   |  6 Pages Love is a powerful emotion, capable of turning reasonable people into fools. Out of love, ridiculous emotions arise, like jealousy and desperation. Love can shield us from the truth, narrowing a perspective to solely what the lover wants to see. Though beautiful and inspiring when requited, a love unreturned can be devastating and maddening. In his play, A Midsummer Night’s Dream, William Shakespeare comically explores the flaws and suffering of lovers. Four yo ung Athenians: DemetriusRead MoreShakespeare s Sonnet 116, La Belle Dame Sans Merci, My Last Duchess And Three Others?2245 Words   |  9 PagesHow is love presented/explored in the poems Sonnet 116, La Belle Dame Sans Merci, My Last Duchess and three others? (Intro) Love is a constant theme explored in English Literature and can be presented through a variety of connotations, such as romantic, sexual and possessive. The poems Sonnet 116, La Belle Dame Sans Merci and My Last Duchess all portray these notions. Sonnet 116 presents a real, romantic and everlasting love, as the poem explores the meaning of love in its most ideal form. This isRead More An Analysis Of The Indomitable Spirit Of Man In Henry Wadsworth Longfellow1686 Words   |  7 Pagesto overcome these seemingly indomitable obstacles has earned recognition from numerous classical writers and poets, including Henry Wadsworth Longfellow. â€Å"One of the real American Poets of yesterday† (Montiero, Preface), Longfellow elaborates on man’s perpetual struggle with life and nature in his poetry. In â€Å"A Psalm of Life,† â€Å"The Village Blacksmith,† and â€Å"The Rainy Day,† Longfellow explores many facets of man’s unyielding will. Born into a prominent family on February 27, 1807, Henry Wadsworth LongfellowRead More Aspects of a Sonnet Essay2511 Words   |  11 PagesAspects of a Sonnet Explore aspects of the sonnet tradition through reference to a range of material you have studied? A sonnet is a 14-line poem with each line having 10 syllables. It originated in the 13th century and was introduced into England in the 16th century by Sir Thomas Wyatt. The Petrarchan (or Italian) sonnet characteristically consists of an eight-line octave, rhyming abbaabba, that states a problem, asks a question, or expresses an emotional tension, followed by a six-line Read MoreMid-Term Break Analysis5263 Words   |  22 Pageshttp://writinghood.com/online-writing/analysis-of-mid-term-break-poem-by-seamus-heaney/ Analysis of Mid-Term Break Poem by Seamus Heaney. There are stories in the poem and story in the poem â€Å"Mid- Term Break† by Seamus Heaney is about a young boy who just come back from boarding school had loss his brother in an accident. The death of the brother had give difference emotional respond by the family member about the death . Literary device make poem better and make it interesting to read .Furthermore, thereRead MoreSummary Of Why Literature By Ruben Dario s A Roosevelt Essay2024 Words   |  9 Pagesleaders define and proclaim. As such, Rubà ©n Darà ­o’s A Roosevelt is a poem worth studying, as with its multiple historical reference and its direct attack against the former president and the United States of America, one would truly be hard pressed to find a better example of Llosa’s exclamations and the subversive nature of literature. To understand literature, one must first understand the form. Darà ­o’s A Roosevelt is a poem that is composed of fifty-one line arranged in five irregular stanzasRead MoreSummary of She Dwelt Among the Untrodden Ways11655 Words   |  47 PagesThe Lucy poems William Shuter, Portrait of William Wordsworth, 1798. Earliest known portrait of Wordsworth, painted in the year he wrote the first drafts of The Lucy poems[1] The Lucy poems are a series of five poems composed by the English Romantic poet William Wordsworth (1770–1850) between 1798 and 1801. All but one were first published during 1800 in the second edition of Lyrical Ballads, a collaboration between Wordsworth and Samuel Taylor Coleridge that was both Wordsworths first major

Lendy Alderson Essay Example For Students

Lendy Alderson Essay Business 250-final paperDecember 13, 1998BankruptcyBankruptcy law provides for the development of a plan that allows a debtor, who is unable to pay his creditors, to resolve his debts through the division of his assets among his creditors. Certain bankruptcy proceedings allow a debtor to stay in business using revenue that continues to be generated to solve his debts. The bankruptcy law also allows debtors to free themselves of the financial obligations they have accumulated, after their assets have been distributed, even if they have not been paid in full. The bankruptcy code that became effective on October 1, 1979 consists of eight odd-numbered chapters and one even chapter. In the following paragraphs, I am going to describe in detail some of the different chapters of the bankruptcy code. Chapter One of the codes is titled General Provisions.This chapter covers the basic rules and definitions of bankruptcy.It states that a claim against a debtor is a claim against the property of the debtor. Only a person that resides in the United States has a place of business or property in the United States, or a municipality may be a debtor under this provision. This chapter also states that you can only file bankruptcy once every six years. Chapter Three deals with Case Administration. It describes the commencement of a case in bankruptcy, the meetings of the creditors, the officers who administer the case, and the administrative powers of those officers. The jurisdiction of the bankruptcy court and the operation of the bankruptcy laws determine whether the filings will either be voluntary or involuntary. A voluntary case under a chapter of this title is begun with the filing in the bankruptcy court with a petition under such chapter by an entity that may Be a debtor. The commencement of a voluntary case constitutes an order of relief. An order of relief must include all of the property owned by the debtor, a list of all the creditors, a list of the property claimed to be exempt, and a statement of the debtors affairs. Once a bankruptcy proceeding has been filed, creditors may not seek to collect debts outside of the proceeding. More than ninety-nine percent of all bankruptcy petitions are voluntary.Involuntary cases ma y be filed only under Chapter Seven or Chapter Eleven of this title, and only against a person (except a farmer, family farmer, or a corporation that is moneyed, business, or commercial corporation) that may be a debtor under this chapter. Petitions may be filed when three or more entities have claims of unsecured debts of at least ten thousand dollars or more. If there are fewer than twelve creditors, one or more of the holders must have at least ten thousand dollars or more. After filing a petition under this section but before the case is dismissed, a creditor holding an unsecured claim that is not contingent may join in the petition as if the creditor were a petitioning creditor under this subsection. If the debtor refuses the involuntary petition, then the court may enter an order of relief only if the debtor is not paying his bills or within one hundred and twenty days a receiver took the debtors possessions to enforce a lien against that property. When you file a petition it acts as an automatic stay. This restrains all of the creditors beginning or continuing to recover claims or establishing a lien with the debtor. An automatic stay ends when the case is closed or when the debtor is discharged of all his debts. Chapter Five of the bankruptcy code deals with the creditors the debtors and the estate. A creditor who wishes to participate in the distribution of the debtors property may file a proof of claim against the debtor. The priority of the claims comes with the distributing of assets first to the secured debtors and then to the unsecured debtors. Even in the unsecured claims bracket there is a rank of priority. Those who hold the higher rank are paid in full before the lesser rank is paid. The debtor is allowed a few exemptions. They are allowed fifteen thousand in equity in property used as a burial plot or residence. They are allowed two thousand four hundred in equity of one motor vehicle. Up to one thousand dollars in jewelry is allowed for the debtor. They are given up to eight hundred dollars in property plus seventy five hundred of any unused amount in the first exemption. Professional books, tools and implements are given an allowance of up to fifteen hundred dollars.Any unmatured life insurance or professionally prescribed health-aids are exempt from the bankruptcy proceedings. Chapter Seven of the bankruptcy code deals with liquidation. After the order of relief the United States Trustee shall appoint one disinterested person that is a member of the panel of private trustees to serve as an interim trustee in the case. If none of the members are willing to serve as the interim trustee then the United States Trustee may serve as the interim trustee.The trustee shall collect and reduce the money to the estate for which the trustee serves, be accountable for all property received, ensure the debtor shall perform his intentions, investigate the financial affairs of the debtor, examine proofs of claims, oppose the dischar ge of the debtor, furnish information about the debtor to a party of such interest, make a final report and file an account of the administration of the estate with the court and with the United States Trustee. This chapter of bankruptcy applies to all debtors except railroads, insurance companies, banks, savings and loan associations, homestead associations, and credit unions. It may also be either voluntary or involuntary. The dismissal of Chapter Seven can only come after the a notice and hearing and only for a cause including the following: an unreasonable delay by the debtor that is prejudicial to creditors, nonpayment of any fees or charges required, and failure of the debtor in a voluntary case to file the information required.Chapter Seven is the most common chapter ofbankruptcy. In a recent survey by the American Bankruptcy Institute ninety-seven percent of debtors filing Chapter Seven bankruptcy cannot afford to pay their debts. Many studies have shown that some debtors wh o were able to pay even some of their debts filed bankruptcy under Chapter Seven instead of Chapter Thirteen to avoid losing their future income. Chapter Eleven covers reorganization. It can be either voluntary or involuntary. The main objective for Chapter Eleven is to develop and carry out a reasonable plan of reorganization. This is made available to anyone who may be a debtor under Chapter Seven (except stockbrokers and commodity brokers). The court will order an appointment of a trustee only for instances such as fraud, incompetence, etc. The duties of a trustee will be the following: to be accountable for all property, to examine proof of goods, to furnish information of interest to all parties, to make a final report and account of the administration of the estate, to investigate the financial condition of the debtor, and to file a plan or to not file a plan and report the case to Chapter Seven.Chapter Twelve was added in nineteen eighty-six and it provides for the adjustment s of debts for family farmers with regular annual income. Their debts must not exceed one point five million and fifty percent of their debts must arise from farming.Chapter Twelve is a special chapter in the fact that it is a sunset account. This means that unless congress reenacts it in nineteen ninety-eight, then it will expire. It is a voluntary type of petition and the trustee is appointed. .u7c651e09fe680350af1119cabd0b4097 , .u7c651e09fe680350af1119cabd0b4097 .postImageUrl , .u7c651e09fe680350af1119cabd0b4097 .centered-text-area { min-height: 80px; position: relative; } .u7c651e09fe680350af1119cabd0b4097 , .u7c651e09fe680350af1119cabd0b4097:hover , .u7c651e09fe680350af1119cabd0b4097:visited , .u7c651e09fe680350af1119cabd0b4097:active { border:0!important; } .u7c651e09fe680350af1119cabd0b4097 .clearfix:after { content: ""; display: table; clear: both; } .u7c651e09fe680350af1119cabd0b4097 { 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; } .u7c651e09fe680350af1119cabd0b4097:active , .u7c651e09fe680350af1119cabd0b4097:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7c651e09fe680350af1119cabd0b4097 .centered-text-area { width: 100%; position: relative ; } .u7c651e09fe680350af1119cabd0b4097 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7c651e09fe680350af1119cabd0b4097 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7c651e09fe680350af1119cabd0b4097 .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; } .u7c651e09fe680350af1119cabd0b4097:hover .ctaButton { background-color: #34495E!important; } .u7c651e09fe680350af1119cabd0b4097 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7c651e09fe680350af1119cabd0b4097 .u7c651e09fe680350af1119cabd0b4097-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7c651e09fe680350af1119cabd0b4097:after { content: ""; display: block; clear: both; } READ: A Lesson Before Dying EssayChapter Thirteen also deals with an adjustment. It is used for individuals with a regular income. The trustee is appointed and a voluntary petition is required.The debtor must have secured debts of less than seven hundred and fifty thousand and unsecured debts of less than two hundred and fifty thousand.When the debtor files for his plan it must meet the following requirements: the debtor must submit all or some of her future earnings to the supervision of their trustee, full payment on a deferred basis of all claims entitled to a priority, and if the plan classifies claims, it must provide the same treatment for each claim. In summary there are basically two types of bankruptcy proceedings. A filing under Chapter Seven is called liquidation. This is where a trustee sells the debtors property and pays off the creditors. Under Chapter Eleven, Twelve, and Thirteen, it allows the debtor to use his future earnings to pay off his creditors. Chapter Seven is the most commonly used and only three- percent of the debtors can actually afford to pay off their debts.

War And Peace Essays (490 words) - Literature, War And Peace

War and Peace The book ?War and Peace? by Leo Tolstoy is a story about the lives of the Russian royal family from 1805 to 1815. This book describes things and events that happened during the war. The story begins at a cocktail party being held at the home of Anna Pavolvna in St. Petersburg. Most of the action, however takes place in Moscow, at the home of the Rostov family, and the battle front in the war with Napoleon. Their are the good people and the bad people. The good people being Natasha Rostov, a teenage girl who grows and matures throughout the book and Pierre Bezuhov, the son of Kirill Vladmirovitch Bezuhov, who speaks much of the novel expressing his purpose on earth. Prince Andrei Bolkonsky, the leader of the Bolkonsky family and a great war hero. The ?bad? people are: the protagonists themselves, as they torment themselves and Napoleon Bonaparte, (who, by some, is believed to be an impostor) the emperor and military leader of France. Bent on world domination. Secondary characters are the families of Bolkonsky and Kuragin, Anna Pavolvna, a famous St. Petersburg socialite and Kutuzof, the military leader of the Russian forces. The basic conflict is the effects of t he changes to the protagonists through the Napoleonic wars. One important event occurs when Prince Andrei is wounded during the battle of Austerlitz, and he is given a chance to recollect on his wartime experiences. Another important event occurs when Pierre is take prisoner by the French, (this is where he has the chance to look into his feelings and come to a peace with himself.) The climax of Pierre's story occurs when he is held before a firing squad by the French. This is his climax because he is convinced that he is going to die, and after he is spared he becomes more caring and it is obvious that he will continue on this course until the end. The climax of Natasha's life occurs when Andrei dies. It makes her reconsider the way she has lived her life, maturing her further from her state of mind as a seventeen year-old. The climax for Andrei occurs when he is mortally wounded while attempting to protect Moscow from Napoleon's forces. This is his climax because his outlook on li fe becomes so negative and morbid that he can only wait to die. It is obvious that he won't have it any other way. The story ends with the defeat and exile of Napoleon and the emergence of Russia as a world power, and the meeting of Natasha and Pierre after several years of absence. ?War and peace ? is the best known of Leo Tolstoy's books. The characters are very realistic and he can change from one topic to the next without changing anything. Most of all he can write to keep your attention (unlike I found with some other books *cough*Old Man and the Sea*cough*).

The Epic of Gilgamesh free essay sample

What is the historical significance of The Epic of Gilgamesh? The historical significance of The Epic of Gilgamesh was being the first masterpiece of World Literature that dated back in 2800 BCE. The Epic of Gilgamesh portrayed the lifestyle, believed, and culture of people lived during that era. The story of Gilgamesh hold tremendous history values since the it was lost in 100 BEC until the British Archeologist found it again in 1840s CE. Rediscovered the tablet of the Gilgamesh allows present day to make connection with the past. What does this story tell us about the human condition? The human condition in that era are consider to be undeveloped and Gilgamesh portrait as a king with power to do whatever he wish until the gods decides to punish him. From that example of the story it tell us that the society follow under one ruler and class between rich and poor are greatly divided. We will write a custom essay sample on The Epic of Gilgamesh or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page What does this story tell us about the culture that produced it? Base on the story of Gilgamesh, people did not fully understand dead or know how to cope with dead but instead they strongly believe in gods and mythology creatures. I believe that Men and Women are being view as equal and they are fairly open about their sexual lifestyle in the story of Gilgamesh. Men and women share the same level of social status and women play important role during Gilgameshs era which can be seen as Shamhat, a mortal who was sent to by the gods to seduce Enkidu and change him from the beast lifestyle to human lifestyle. Does this epic hold any message for us today? The message in The Epic of Gilgamesh tell us that human in that era staring to realized and question the separation of life and dead. As of today, we are still trying to understand and define whether people life end when they die or there are other world that specify for the dead. This epic also point out that human are design to live in a society, and not meant to be alone. This can be seen as Gilgamesh changed when he met Enkidu, Gilgamesh also learned the important of a friendship, companionship, and lastly learned how to grief a love one when Enkidu died.

Operating Systems Essays (862 words) - Computer Architecture

Operating Systems.txt Essays (862 words) - Computer Architecture Operating systems What is Operating System? An operating system is a program that acts an intermediary between a user of a computer and the computer hardware. The purpose of an operating system is to provide an environment in which a user can execute programs. The main purpose of an operating is to make the computer system convenient to use and user can the computer hardware in an efficient manner. An operating system is similar to a government. The components of a computer system are its hardware, software, and data. The operating system provides the means for the proper use of these resources in the operating system. Like a government, the operating system performs no useful function by itself. It simply provides an environment within which other programs can do useful work. The Operating System With Advantages and Disadvantages Nowadays, most of the computers are using the Window as their operating system. Microsoft-designed computer operating system, a program that controls the basic functions of personal computers. Windows started life as Microsofts take on a graphical user interface (GUI). Windows 3.0, Window 3.1, and Window 3.11 were the three earliest versions of Microsofts Windows operating system. Windows 95 is a major upgrade to Windows 3.1. This operating system is a true operating system and not an operating environment as were the 3.x version of Windows. Windows 95 does not require a separate version of DOS, although some DOS features are included for compatibility. One advantage of Windows 95 is its improved graphical user interface, which makes working with files and programs easier than earlier versions. Another advantage of Windows 95 is most programs run faster under it because it is written to take advantage of newer 32-bit processors and supports cooperative multitasking. Window 95 include s support for peer-to-peer networking and e-mail. Windows 95 does not include the tools for developing Internet Web pages and operating Web page server. After some times, Microsoft comes out another operating system to upgrade the Windows 95which named as Windows 98. Windows 98 is able to provide faster system startup and shutdown, better file management, support for few multimedia technologies such as digital video disk (DVD) and Web TV. Windows 98s Internet integration allows for automatic delivery of Web pages to your computer and an optional Web page-like user interface. Like Windows 95, Windows 98 can run 16 and 32 bit software, which means it can run software designed for DOS and other versions of Windows. Windows 98 comes with excellent online help specifically designed to troubleshoot gaffe with your hardware, operating system, and applications. Its called the Windows 98 Resource Kit Plus Tools Ampler. There are some disadvantages for Windows 98, it is easier for trashing or what we call hang compare to Windows 95. Microsofts Windows NT (for new technology), also referred to as NT, is a sophisticated graphical user interface operating system designed for client-server networks. Windows NT is a complete operating system but not an operating environment. The advantages of Windows NT, the capability of working with multiple CPUs using symmetric multiprocessing, preemptive multitasking and multithreading, it can support of most major networking communications protocols, and Windows NT also include the user and account system security. The disadvantages of the Windows NT are it requires more disk space, memory, and the faster processors just for the tools for developing Internet web pages and operating system. UNIX, which is also a real operating system. More than one person can run multiple applications, making it a multi-user and multitasking operating system. With UNIX, each user logs in using a login name. Optionally, the user must also supply a password. The password ensures that the person logging on with the user login name is really who she claims to be. If the computer is attached to a network, it has several other identifying items, including, but not limited to, a domain name and an IP address. UNIX will run on just about every platform made. Linux is a full-fledged operating system. It provides full multitasking in a multi-user environment. It gives a high quality of software for a cost far lower than other commercial versions of Unix. There are many advantages of Linux, it is cheap, almost all the distributions are available in their entirety as

MUS 327 Field Research Proposal Coursework Example | Topics and Well Written Essays - 250 words

MUS 327 Field Research Proposal - Coursework Example Ari Herstand is a Los Angeles based musicians who has done quite a number of music productions. He is one musicians who move crowds by his albums. He is an entrepreneurial artist. He has been chosen a number of times in both products advertisements, and some of his albums has featured as background songs in movies production industry. He is also a social marketer, utilizing his popularity to market products in social sites. The attention he creates to the press is quite impressive, and he occasionally appears in the media, communicating of his success and music dream. His music has featured in Television shows such as One Tree Hill and the Real World. The research proposal will hence seek to understand the effects of utilization of music in advertisements, social media, and film industry among other filed. Essentially, such utilization has an impact to both the music producer, the community, the products buyer and the music industry at large (Apaolaza-Ibà ¡Ãƒ ±ez, 2010). Titon, J. T., Cooley, T. J., Locke, D., Rasmussen, A. K., Schechter, J. M., Stock, J. P. J., McAllester, D. P., ... Reck, D. B. (2009). Worlds of music: An introduction to the music of the worlds peoples. Belmont, Calif. : Schirmer/Cengage

Should the Death Penalty be Abolished Essay Example | Topics and Well Written Essays - 750 words

Should the Death Penalty be Abolished - Essay Example Of late, therefore, advocates of the death penalty are relying on economic arguments to buttress their position that the death penalty is an appropriate and valid punishment by focusing mainly on the issue of deterrence. As the New York Times put it: â€Å"Does Death Penalty Save Lives?† (Liptak, 2007). Likewise, anti-death advocates are steering clear of emotive language and using hard statistics as well but to demonstrate non-deterrence, racial bias, judicial fallibility and the like. Analyzing the two competing positions on the death penalty, this paper’s thesis is that those arguing for capital punishment uses economics as lens of analysis and emphasises deterrence rather than retribution, and those who argue against capital punishment use an economic, legal and sociological frame. Death Penalty Advocates favour economics-based arguments In the fairly recent work of Dezhbakhsh, Rubin and Shepherd, econometrics was used to determine the deterrent effect of the death penalty and it was found that â€Å"the legal change allowing executions beginning in 1977 has been associated with significant reductions in homicide† (page 373). ... d economist, Naci Mocan, who admitted being â€Å"personally opposed† to the death penalty (Liptak, 2007) had found that â€Å"each additional execution decreases homicides by about five, and each additional commutation increases homicides by the same amount, while an additional removal from death row generates one additional murder.† (Mocan and Gittings 453). Death Penalty Opponents use a combination of economics and sociological arguments There is, however, no shortage of critics to the argument that death penalty deters crimes, specifically homicide, and therefore saves lives. According to a paper written by Jeffrey Fagan from the Columbia Law School – Most of the studies fail to account for incarceration rates or life sentences, factors that may drive down crime rates via deterrence or incapacitation; one study that does so finds no effects of execution and a significant effect of prison conditions on crime rates. Another report shows incarceration effects th at dwarf the deterrent effects of execution. Most fail to account for complex social factors such as drug epidemics that are reliable predictors of fluctuations in the murder rate over time. The studies don't look separately at the subset of murders that are eligible for the death penalty, instead lumping all homicides together. Those who are against the death penalty have also provided evidence demonstrating that racial bias has played a big role in execution sentences, with scholars like Zeisel for example demonstrating that the death penalty was administered unequally, discriminating against black offenders and against murderers of white victims. (456). Barry Scheck, who is the co-founder and co-director of the Innocence Project, notes the case of Claude Jones, who could have been saved from the death row

Sex Education and Why It Should Be Increased in Schools Essay

Sex Education and Why It Should Be Increased in Schools - Essay Example Teenagers should be made aware about the issue of teenage pregnancy and its consequences by promoting sex education in their schools. Sex education is a term used to describe education about human sexuality. It includes the teaching of human sexual behavior, male and female anatomy, reproduction, contraception and sexually transmitted diseases. Sex is a subject to which teens are not properly introduced. People in their teens are only exposed to sex through their friends, media and sometimes through their parents. This makes them unaware of the details linked with sexual intercourse and reproduction. It has been seen that teen pregnancies are most common where the teenagers are not formally educated on the subject of sex. Schools play a very important role in educating the students as it provides an environment for learning. Such an environment is necessary if the teens are to be properly educated about sex. When they are properly equipped with the knowledge, it broadens their view a nd the students can form their own point of view regarding sex. It is also seen that places where education is less common tend to have a higher rate of teenage pregnancies. Contraception and sexually transmitted diseases are the subjects which need most highlighting. ... Hence the sex education teens receive at the hands of their parents is inadequate. This makes it ever so important to include special classes in schools to enlighten the students about sex. A further important thing is the timing at which this education should be imparted. Most of the students that are in their late teens would have already experimented on a sexual relationship. Hence teens should be given classes when they are near puberty so that they have all the knowledge about sex and can think over it before starting a relationship. Rather than focusing on the facts and problems related to sex, teens should be given adequate information to prevent them. They should be taught about problems related to sexuality like complications in menstrual cycles, sexually transmitted diseases and early pregnancies. Teens should be told about contraception and how it could be achieved and from where they can get condoms without embarrassing themselves (Davis, 1995). Sex education will undoubt edly prevent a large number of teenage pregnancies that arise due to lack of proper information about the sexual experience. Once it is decided that the schools incorporate sex education in their curriculum, it is imperative to look for a teacher that can cater to teenagers’ needs and understand their psychology. The teacher should be confident and talk to the teenagers like a friend so that they voice their confusions without getting uncomfortable. Also the classes for sex education should be conducted in a single sex environment that is boys should have a class with all boys and the same goes for the girls. With such planning, teenagers will be able to get most out of the class (Irvine,

Influence of Age on Self-Description Changes

Influence of Age on Self-Description Changes Gemma L Sobah An investigation of self-descriptions in data collected from two children of different ages, and how their age influences the focal point of their self-descriptions using the findings of Rosenberg (1979) Abstract (166 words) This report investigates the self-descriptions of two children in using the findings of Morris Rosenberg (1979). Rosenberg proposed that young children typically describe themselves using physical conditions, and older children/adults tend to use character and relationship qualities. The two participants took part in an semi-structured interview and the interview transcripts were coded and analysed by dividing the answers into the four categories created by Rosenberg. These were physical, character, relationships or inner. The information and data from the two participants were then compared to Rosenbergs findings. The locus of self-knowledge was also investigated briefly, which Rosenberg stated changed from outside to inner relatedness, the older the child gets. From my findings, it appears my data does to some extent agree with the conclusions that Rosenberg came across as with age they do seem to make less physical descriptions, but there did seem to be a change from locus of self -knowledge from the parent to the individual, as the child got older. Introduction (289 words) The subject of identity and how we acknowledge our own has always be a matter of intense debate those in the field of child development. The many aspects of identity require that many outside aspects are considered when looking at the development of ones identity, like religious, social ethnic, cultural. for that reason, in order to develop an identity, young children should be able to consider such aspects. Maccoby (as cited in Ding and Miel 2005 p. 131) suggests that a sense of self occurs slowly and in small steps. William James (1892 as cited in Miel and Ding 2005 pp 131) thought that a sense of self is divided in two stages: the self as a subject of experience and the self as an thing of knowledge (Miel and Ding, 2005 pg. 131). So as children grow up they develop into people more capable at self-awareness and more practically involved in awareness and responses from other people in their lifes. James believed, this development takes place within childhoo d during interactions between cognitive aspects and social experiences as children actively use their received knowledge about themselves to change parts of their environment. The research for this study relates to the research above due to the age of the participants and the means of the interviews. The interviews are all based on who the child sees themselves as. The way they describe themselves will be the main focus of this study. Whether they dwell solely on their physical appearance or if they go through all the categories and if their responses differ between the two ages. Using Rosenbergs categories, we are hoping to get a clear understanding of whether Rosenbergs and others, work is relevant and can be applied generally. Method (414 words) The design of the study was a comparison of self descriptions elicited from two young people, during semi-structured interviews. The interviewers asked two schools in Milton Keynes, one primary and one secondary to take part in the study. A number of children agreed to take part and their parents were approached for consent and consent forms were signed. Kieron Sheehly interviewed the primary school children and Peter Barnes interviewed the older children. One of the participants was a 8 year old female in primary school and the other was a 16 year old female in secondary school. Both interviews were conducted during school hours within their schools. A tape recorder was used to record the interviews and paper and a pen was used for the children to write down their individual statements. A sound recorder and a producer were present during the interviews. Microphones were used during the interviews and these were placed out of the way as to not get in the way of the interview. All chi ldren were informed at the start of the interview what was going to happen and what was being asked of them. They were also informed who would be using the recording and or what purpose. The interviews were paused while the children wrote down their statements and started again when the interviewer wanted to ask them questions. As there was a potential for outside or background noise, when the background noises began to interfere with the interview, the recording was paused and started again when it became quiet enough to carry on. The two interviews were conducted by staff from the Milton Keynes Open university for the purpose of this study. These were watched and their transcripts were coded and analysed according to Rosenbergs method. Self descriptions of participants were categorised by Rosenberg , into four categories (a) physical; (b) character; (c) relationships d) Inner. The childrens statements were divided where a category could be acknowledged from a single statement (see Appendix 1 and 2) and if a statement could be split into more categories this was done. The percentages of each category were then calculated by way of adding up the column, dividing it by the total and this by 100. This was how each categories percentage was worked out for each child and then these results were then put into a table to show which categories had the highest or lowest percentages for each child. These were then compared and results were explained below. Results (275 words) The hypothesis in this research study was as the child got older there would be a gradual change from physical characteristics to inner and relationship characteristics whilst the locus of self-knowledge increasingly shifted from others to the self as child grew older. Self descriptions that came from I statements, were coded and placed into one of the four categories (see appendices 1). Table 1: Self-descriptions by the children. The Categories Percentage for Annie (8 years old) was : Physical -40% Character 40% Relationships -20% Inner 0% . The Categories Percentages for Kirsty (16 years old) was: Physical 20% Character 20% Relationships 20% Inner 40%. Table 1 (see appendices 5) shows us that the responses that Annie gave were quite equally divided across physical and characteristics, whilst Kirstys were evenly spread over all the categories with the highest percentage being on the inner section. . This appears to support the hypothesis as there was a steady change from physi cal descriptive to psychological descriptive the older the children get. Annies answers to the locus of self-knowledge questions were quite mixed. She showed outer locus of self-knowledge; her teacher knows best about her school work and performance and her mother seems to know best about her behaviour. Although this shows support to Rosenbergs theory and hypothesis it was only using 2 participants and because of this cannot be over generalised to the wider population, which in turn limits the use of the results. Also because Annie only completed five statements and Kirsty completed 10 this cold have impacted the percentage of the results due to kirsty having more data to input into the table. Discussion (682 words) In this research study, two children were chosen. One being at primary school and the other at secondary school, although they were both females, although a larger sample would have allowed for a better analysis of the conclusions in relation to the population. Although the results appeared to supported the Rosenbergs findings(Miel et al, 2010, pp. 21-22) no specific conclusion should be made from such a small sample. Piagets theory of cognitive development also shows this, which could suggest that at about the start of the teen years there is a change from the solid process of development into the final stage of official process .This appears to be the stage at which most adolescents start to create an individual identity and are then able to put into their own point of view and social information about what it means to become an adult and reflect with purpose, on their self consciousness. As the children were interviewed by adults, people they did not know, they may have given different answers to what they may have said to a friend who had asked them the same questions or had a adult that they knew. They could have given biased results due to the fact they were aware it was for a study and they knew the purpose of the study. So because of this the results cant be relied upon wholly to be accurate and true. Regardless of this the way a child describes themselves may be different depending on their level of education and upbringing. For example a child of no school education who cannot read and has limited education may not fully certain aspects of what it means to be them and therefore may give limited answers based on their knowledge and education. Also a child who has been abused or had a very negative start in life, may dwell on more emotional lead than physical lead statements due to them being hurt a lot and there state being very emotionally based. Further still, the way in which a child describes themselves may be purely on what appears to be important to them. Kirsty tended to focus on herself as not being able to change her dress size I am not a size 8 (see appendices 4) and not being able to change who she is in general. This focus may be mainly on how she feels she is perceived by others around her or how she views herself, not just due to her age but due to her current circumstances. From this study it shows that Rosenbergs first hypothesis about the locus of self-knowledge has on some accounts been shown as being correct, although the sample size was a lot smaller than Rosenbergs, also the age of the older participant being incompatible, with Rosenbergs research study. My assumption is to suggest that younger children do appear to describe themselves focusing mainly on their physical attributes and less on how they feel and their personality traits while adults concentrate mainly on their forming on relationships and the impact these have on their sense of self, although the change from physical external descriptions of the younger child to the personal and inner feelings of the older child or adult did not appear to prominent in these results. This study has pointed out the difficulty in trying to determine and discover the idea of sense of self and locus of self-knowledge, and can be used for an indicator to their inner feelings and thoughts of an person in th e process of their development. These descriptions are fluid and live within the communication and changes with others and over a period of time. The locus of self-knowledge also changes by age from child to adult self. Even though the original hypothesis has been somewhat proven to be in general in agreement with the findings of Rosenberg, there are a few practical issues connected in the research of existential and definite selves. More in-depth research involving a much bigger and mixed cultural sample with categorizing results from different researchers could help to prevent some of these issues. Conclusion (46 words) In conclusion, children grow and mature at different times. The progress of developing a sense of self relies on many factors (friendship groups, parents, peers, outer society, etc). Regardless is does appear to be clear that there is a development from physical towards psychological self descriptive. 1,872 words References: Miel, D., Ding, S (2005) Childrens Personal And Social Development: The Early Developmet of Identity,. Milton Keynes. The Open University Appendices 1 Category Analysis Form 1 Coded Responses Physical: describing physical appearance, age, and physical qualities like flexible, sporty etc Character: Likes and dislikes, hobbies and interests, personal qualities and basic personality traits eg, I like to relax, Im laid back etc Relationships: friends and family, social mentions, eg I like making friends Inner: Temperaments, moods and feelings. Eg Im a happy person, I can get stressed easily. etc Appendices 2 Category Analysis Form 2 Coded Responses Physical: describing physical appearance, age, and physical qualities like flexible, sporty etc Character: Likes and dislikes, hobbies and interests, personal qualities and basic personality traits eg, I like to relax, Im laid back etc Relationships: friends and family, social mentions, eg I like making friends Inner: Temperaments, moods and feelings. Understanding of self. Eg Im a happy person, I can get stressed easily. Etc Appendices 3 Annies Statements: 1. I like doing harry potter lego, Ive completed the night bus 2. I love rabbits, guinea pigs and dos 3. I think one of my hobbies is using the tv remote control 4. Im really good at maths and get stuck on telling the time 5. Im not very good at remembering Appendices 4 Kirstys statements: I cant change who I am I can only be my best Ive always been an individual I am not size 8 Im pretty plain I get on well with many people Im friendly and my friends are like family I work as hard as I can I may set my goals too high I can only be me and if some people dont like that, I cant apologise anymore Appendices 5 Table of Results 1

M.A.English Literature

UNIVERSITY OF MUMBAI * CODE:11100001 UNIVERSITY EXAMINATION OF MA Part-I April-2013 204 ADMISSION CARD CCF:0279:02826 CENTRE 22 M/A SEAT NO. 05955 M/F F EXAM No. COLLEGE 0279 CANDIDATE'S NAME PAPER 4001 4002 4003 4005 RATHOD ARCHANA BHUPESH VIMAL SUBJECT NAME OPTIONS SELECTED 26/04/2013 11:00-02:00 29/04/2013 11:00-02:00 03/05/2013 03:00-06:00 22/04/2013 11:00-02:00 INDIAN LITERATURE IN ENGLISH (1820S ONWARDS) LINGUISTICS AND STYLISTIC ANALYSIS OF TEXTS LITERATURE OF ENGLISH RENAISSANCE AND RESTORATION NINTEEN AND TWENTIETH AMERICAN CENTURY LITERATUREVENUE NOTE : Please visit mu. ac. in OR mu. ac. in/idol FOR VENUE LIST four days before start of examination * : TO BE WRITTEN ON THE BARCODED CUM OMR ANSWERBOOKS SIGNATURE OF PRINCIPAL OF THE COLLEGE ON THE PHOTO NOTE : 1. CANDIDATE MUST PRESERVE AND PRODUCE THIS CARD AT EACH SESSION OF THE EXAMINATION, WITHOUT WHICH ADMISSION TO THE EXAMINATION MAY BE DISALLOWED . T-EXEMPTION IN THEORY P-EXEMPTION IN PRACTICAL E-EXEMPTION IN BOTH Appli cation ID:13812110249 N. B. :Please note the examination no. or the result on IVRS on following Tel. No. 26526866,26526287,26526167,26526282 or Website: www. mu. ac. in INSTRUCTIONS FOR OBSERVANCE DURING THE EXAMINATION 1. On every Answer Book and every supplement Issued to you, enter your Seat Number and other particulars. 2. Do not write your Name or in any way reveal your identity anywhere in the answer book/ Supplements. 3. Write on both sides of each sheet. DO NOT TEAR OUT any sheet from the answer book/ Supplements. 4. Write your answer for each question on a new page.Question Nos. 1,2,3 etc. , and subquestion nos. (a), (b), (c), or (I), (II), (III), etc. should invariably be written in the margin where the answer to the respective question or sub-question begins. 5. Each section should be answered separately (in separate books). Examination do not undertake to examine answers written in the wrong answer book. Tie together the answer book and supplements relating to the same s ection. Enter on the page of the answer book the total number of supplements including the answer book submitted. . All answer books and supplements issued to you, whether written or blank must be handed over back when the final bell is rung. 7. Candidate will NOT be allowed to leave the examination hall during the first half -an-hour or during the last ten minutes of each session of the examination. 8. Rough work, if any, must be done in pencil and on the left hand page of the answer book/ supplement and NOT on the question paper or the blotting-paper. 9.Candidate will be expelled from the examination hall if (I) he/ she brings any books, notes scribbling or scribbled paper; (II) he/ she speaks to or communicates with any other candidate; (III) he/ she takes away an answer book or supplement; (IV) he/ she disobeys any instructions issued by the conductor or the supervisor. 10. A warning bell will be rung ten minutes before the examination begins and the final bell at the close of e ach session of the examination. Writing or answer must stop with the final bell.Candidate must not leave his/ her seat until all answer books are collected by the supervisor. 11. Student must carry their Photo ID Proof as follow : (Driving Licence/ PAN Card/ Aadhaar Card/ Voter ID Card/ Pass Port/ Employee ID Card). 12. If any Correction on Hall Ticket please contact University of Mumbai, Room No: 112, IDOL, Dr. S. D. Sharma Bhavan Vidyanagari Kalina Campus, Santacruz (East), Mumbai-400 098. Contact No: 2654 3241, 2654 3238 13. Please check your Name and Subjects carefully. 14. Please check the date and time with the examination programme on notice board/ visit mu. ac. in/idol

Recontructionism Essay

The role of the student in a Reconstructionist learning environment. The role of the student in the reconstructionist learning environment is to be an active participant. Students are encouraged to think critically about the world in which they live in and how it can be changed for the better. Students learn how to be problem solvers and decision makers. It is common for students to be challenged on their thoughts and feelings regarding topics. Acquisition of strong moral values are also encouraged through teaching. Reconstructionist encourages social activism among its students. It is not uncommon for students to learn while doing, such as organizing a food drive for the local homeless shelter. Progressivism With the Laboratory School set the stage for the progressive education movement. Based on the view that educators, like scientists, need a place to test their ideas, Dewey’s Laboratory School eventually became the most famous experimental school in the history of U. S. education, a place where thousands observed Dewey’s innovations in school design, methods, and curriculum. Although the school remained under Dewey’s control for only eight years and never enrolled more than 140 students (ages 3 to 13) in a single year, its influence was enormous. Dewey designed the Lab School with only one classroom but with several facilities for experiential learning: a science laboratory, an . Progressivism organizes schools around the concerns, curiosity, and real-world experiences of students. The progressive teacher facilitates learning by helping students formulate meaningful questions and devise strategies to answer those questions. Answers are not drawn from lists or even Great Books; they are discovered through real world experience. Progressivism is the educational application of a philosophy called pragmatism. According to pragmatism, the way to determine if an idea has merit is simple: test it. If the idea works in the real world, then it has merit. Both pragmatism and progressivism originated in America, the home of a very practical and pragmatic people. John Dewey refined and applied pragmatism to education, establishing what became known as progressivism. John Dewey was a reformer with a background in philosophy and psychology who taught that people learn best through social interaction in the real world. Dewey believed that because social learning had meaning, it endured. Book learning, on the other hand, was no substitute for actually doing things. Progressivisms do not believe that the mind can be disciplined through reading Great Books, rather that the mind should be trained to analyse experience thoughtfully and draw conclusions objectively. Dewey saw education as an opportunity to learn how to apply previous experiences in new ways. Dewey believed that students, facing an ever-changing world, should master the scientific method: (1) Become aware of a problem; (2) define it; (3) propose various hypotheses to solve it; (4) examine the consequences of each hypothesis in the light of previous experience; and (5) test the most likely solution. (For a biography of John Dewey, see the Hall of Fame: Profiles in Education in Chapter 4. ) Dewey regarded democracy and freedom as far superior to the political ideas of earlier times. Dewey saw traditional, autocratic, teacher-cantered schools as the antithesis of democratic ideals. He viewed progressive schools as a working model of democracy. Dewey wrote: To imposition from above is opposed expression and cultivation of individuality; to external discipline is opposed free activity; to learning from texts and teachers, learning through experience; to acquisition of isolated skills and techniques by drill is opposed acquisition of them as means of attaining ends which make direct vital appeal; to preparation for a more or less remote future is op-posed making the most of the opportunities of present life; to statistics and materials is opposed acquaintance with a changing world. The Progressive Classroom Walk into a progressivism classroom, and you will not find a teacher standing at the front of the room talking to rows of seated students. Rather, you will likely see children working in small groups, moving about and talking freely. Some children might be discussing a science experiment, while another group works on a model volcano, and a third pre-pares for a presentation. Interest centres would be located throughout the room, filled with books, materials, software, and projects designed to attract student interest on a wide array of topics. Finally you notice the teacher, walking around the room, bending over to talk with individual students and small groups, asking questions and making suggestions. You sense that the last thing on her mind is the standardized state test scheduled for next week. Progressivisms build the curriculum around the experiences, interests, and abilities of students, and encourage students to work together cooperatively. Teachers feel no compulsion to focus their students’ attention on one discrete discipline at a time, and students integrate several subjects in their studies. Thought-provoking activities augment reading, and a game like Monopoly might be used to illustrate the principles of capitalism versus socialism. Computer simulations, field trips, and interactive websites on the Internet offer realistic learning challenges for students, and build on students’ multiple intelligences. Progressivism in Action: The Laboratory School In 1896, while a professor at the University of Chicago, Dewey founded the Laboratory School as a testing ground for his educational ideas. Dewey’s writings and his work art room, a wood-working shop, and a kitchen. Children were likely to make their own weights and measures in the laboratory, illustrate their own stories in the art room, build a boat in the shop, and learn chemistry in the kitchen. They were unlikely to learn through isolated exercises or drills, which, according to Dewey, students consider irrelevant. Since Dewey believed that students learn from social interaction, the school used many group methods such as cooperative model-making, field trips, role playing, and dramatizations. Dewey maintained that group techniques make the students better citizens, developing, for example, their willingness to share responsibilities. Children in the Laboratory School were not promoted from one grade to another after mastering certain material. Rather, they were grouped according to their individual interests and abilities. For all its child-cantered orientation, however, the Laboratory School remained hierarchical in the sense that the students were never given a role comparable to that of the staff in determining the school’s educational practices. Social Reconstructionism Social reconstructionism encourages schools, teachers, and students to focus their studies and energies on alleviating pervasive social inequities, and as the name implies, reconstruct society into a new and more just social order. Al-though social reconstructionist agree with progressivists that schools should concentrate on the needs of students, they split from progressivism in the 1920s after growing impatient with the slow pace of change in schools and in society. George Counts, a student of Dewey, published his classic book, Dare the Schools Build a New Social Order? in which he outlined a more ambitious, and clearly more radical, approach to education. Counts’s book, written in 1932, was no doubt influenced by the human cost of the Great Depression. He proposed that schools focus on reforming society, an idea that caught the imagination and sparked the ideals of educators both in this country and abroad. Social challenges and problems provide a natural (and moral) direc tion for curricular and instructional activities. Racism, sexism, environmental pollution, homelessness, poverty, substance abuse, homophobia, AIDS and violence are rooted in misinformation and thrive in ignorance. Therefore, social reconstructionists believe that school is the ideal place to begin ameliorating social problems. The teacher’s role is to explore social problems, suggest alternate perspectives, and facilitate student analysis of these problems. While convincing, cajoling, or moralizing about the importance of addressing human tragedy would be a natural teacher response, such adult-led decision-making flies in the face of reconstructionist philosophy. A social reconstructionist teacher must model democratic principles. Students and teachers are expected to live and learn in a democratic culture; the students themselves must select educational objectives and social priorities. The Social Reconstructionist Classroom A social reconstructionist teacher creates lessons that both intellectually inform and emotionally stir students about the inequities that surround them. A class might read a book and visit a photojournalist’s exhibit portraying violent acts of racism. If the book, exhibit and the class discussion that follows move the students, the class might choose to pursue a long-term project to investigate the problem. One group of students might analyse news coverage of racial and ethnic groups in the community. Another student group might conduct a survey analysing community perceptions of racial groups and race relations. Students might visit city hall and examine arrest and trial records in order to determine the role race plays in differential application of the law. Students might examine government records for information about housing patterns, income levels, graduation rates and other relevant statistics. The teacher’s role would be as facilitator: assisting students in focusing their questions, developing a strategy, helping to organize visits, and ensuring that the data collected and analysed meet standards of objectivity. Throughout, the teacher would be instructing students on research techniques, statistical evaluation, writing skills, and public communications. In a social reconstructionist class, a research project is more than an academic exercise; the class is engaged in a genuine effort to improve society. In this case, the class might arrange to meet with political leaders, encouraging them to create programs or legislation to respond to issues the students uncovered. The students might seek a pro bono attorney to initiate legal action to remedy a social injustice they unmasked. Or perhaps the students might take their findings directly to the media by holding a press conference. They might also create a Web page to share their findings and research methods with students in other parts of the country, or other parts of the world. How would the teacher decide if the students have met the educational goals? In this example, an objective, well-prepared report would be one criterion, and reducing or eliminating a racist community practice would he a second measure of success. Social Reconstructionism in Action: Paulo Freire Paulo Freire believed that schools were just another institution perpetuating social inequities while serving the interests of the dominant group. Like social reconstructionism itself, Freire’s beliefs grew during the Great Depression of the 1930s, when he experienced hunger and poverty first-hand. Influenced by Marxist and neo-Marxist ideas, Freire accused schools of perpetuating the status quo views of the rich and powerful â€Å"for the purpose of keeping the masses submerged and content in a culture of silence. † Schools were endorsing social Darwinism, the idea that society is an ingenious â€Å"sorting† system, one in which the more talented rise to the top, while those less deserving find themselves at the bottom of the social and economic pecking order. The conclusion: Those with money de-serve it, those without money deserve their lot in life, and poverty is a normal, preordained part of reality. Freire rejected this conclusion. He did not believe that schools should be viewed as â€Å"banks,† where the privileged deposit ideas like social Darwinism to he spoon fed into the limited minds of the dispossessed. He envisioned schools as a place where the poor can acquire the skills to regain control of their lives and influence the social and economic forces that locked them in poverty in the first place. Freire engaged the poor as equal partners in dialogues that explored their economic and social problems and possible solutions. Freire believed in praxis, the doctrine that when actions are based on sound theory and values, they can make a real difference in the world. (It is no accident that the term praxis is also the name given to the teacher competency tests required by many states. ) Freire’s ideas took hold not only in his native Brazil, but in poor areas around the globe. As poor farm workers became literate and aware, they organized for their self-improvement, and began to work for change. It is not surprising that the autocratic leaders of his country eventually forced him into exile, for he had turned schooling into a liberating force. For a biography of Paulo Freire, see the Hall of Fame: Profiles in Education in Chapter 4. ) How Can Education Reduce Crime? A major proposition for solving the crime epidemic has always been a call for more education: however does a more educated society mean a lawful society? Schools as institutions are merely a microcosm of society and as such must inherently reflect the attitudes and behavior of the public, including stealing from each other beating up on each other, dealing in contraband and sexually violating each other. Students flout school regulations and/or national laws. One can now ponder which comes first, the chicken or the egg? Does the deviant student become the criminal? Or does the criminal modeling within society create the deviant student? Students however are not the only perpetrators of crime in schools. Teachers represent authority figures in the system, and like in wider society, they may abuse their power and break school rules as well. These unfortunate events again raise questions. What causes a teacher to give unfair advantages to his favorite students? What causes the politician/policeman to pardon his criminal friend or allow him unfair advantages? What causes authority figures to victimize members of a certain groups? In the end, we need to view the issues of crime in school and crime in society as interlinked. Viewed in this context, the solution of increased education on its own to mitigate crime, seems less feasible. A favorable learning environment, coupled with specialized teaching techniques can lower deviance and increase the rule of law. Students are more likely to succeed when they feel connected to the school and the learning process. This connection reflects students’ belief that school administrations care about them as individuals. Teachers are central to creating a clear classroom structure. They must build connectedness in the classroom and encourage team-learning exercises to break down social isolation by integrating student teams across gender, academic ability, and ethnicity. A supportive school administration must not allow a young person to ‘fail’, or students will inadvertently believe in’ winners and losers’. This assumption sets up a dysfunctional dichotomy: the ‘winners’ or the academically proficient become ‘nerds’ and ‘losers’. A positive, nurturing school culture with students experiencing connectedness to their school will create a positive, nurturing society with citizens experiencing connectedness to their communities and by extension, their country. Studies show a high proportion of students positively connected to their school are likely to increase academic performance and school competition rates and decrease incidents of fighting, bullying, vandalism and absenteeism. There is strong evidence, applicable across racial, ethnic and income groups that students who feel connect to school are less likely to exhibit disruptive behavior. Implementing civic education, particularly education about the rule of law into school curricula is used in Latin America and Asia as a predominant technique to foster knowledge and attitudes that prevent crime and corruption, protect human rights and enrich and enhance formal democracy. In Trinidad and Tobago, the education system has consistently separated schools and students into vocation and university tracks and as such, avoided providing all students with the same core curriculum and setting inclusive academic standards. This form of ‘informed prejudice’ has created, over the past decades, a society of confident and ‘inferior’ citizens, professionals and dropouts, favored ‘old-boy’ graduates and ‘neglected strugglers. ’ Without a significant paradigm shift in the education system, the levels of crime in schools and society will increase or remain constant, students will always steal and teachers will always create as many or more problems than they solve. Higher levels of education do not guarantee less crime in society, but indeed a more effective education system that caters to both the students and teacher’s mental and psychological health, while fostering a greater understanding and appreciation for civic duty and the rule of law, is key for crime reduction. Advocates: Early education key to reducing crime The key to eradicating crime and violent behaviour, say organizers with the non-profit Fight Crime: Invest in Kids Pennsylvania, is to invest more resources in early care and child education. That was the theme earlier this week as Fight Crime visited the Penn Alexander School to unveil its findings in the multi-point plan, â€Å"High-Quality Early Care and Education: a Key To Reducing Crime in Pennsylvania. † The plan points to numerous nationwide studies which found that in Michigan, at-risk children not enrolled in high-quality programs were five times more likely to be chronic offenders by the age of 27; another report, this one based on Chicago, found that at-risk kids not participating in the city’s child-parent centre programs are 70 per cent more likely to be arrested for a violent crime by the age of 19. And since the School District of Philadelphia’s enrolment of at-risk/economically disadvantaged children currently sits at 80. 6 per cent – or 117,749 students – it only made sense for Philadelphia to be the first stop in a state-wide mission, said Fight Crime Pennsylvania State Director Bruce Clash. â€Å"Philadelphia is obviously important because it’s a big city, and important because so many kids here have unmet needs,† Clash said. â€Å"And that’s a travesty for them, their families and the community at large. Clashed praised the efforts of District Attorney Seth Williams in embracing the findings and for attending the unveiling, along with district superintendent Dr. William Hite Sr. and other elected and appointed officials. Williams and Hite were both unavailable for comment as of Tribune press time. The report illustrates in great detail the correlation between the lack of education and criminality and the positive effects reaped wh en limited resources are properly utilized, vital when only 17. 6 per cent of eligible 3- and 4-year-olds have access to high-quality publicly funded pre-K programs throughout the commonwealth. The report also shows that Pennsylvania spends more than $2. 3 billion on incarceration, but only $340 million on early childhood education. â€Å"Law enforcement leaders across Pennsylvania want to make sure more Pennsylvania children receive high-quality care and education in their early years – the help they need to succeed in life and avoid later crime and violence,† read a portion of the findings. â€Å"Despite strong evidence that high-quality early education can reduce future corrections costs in Pennsylvania and nationally, spending on corrections far surpasses spending on early education. The report further shows that, of criminals labelled chronic offenders by the age of 2, 35 per cent of them did not attend or participate in preschool programs; conversely, only 7 per cent of those that did attend such a program went on to be considered chronic offenders. The report suggests several ways to cut off young criminal pipeline, including increasing the number of quality teachers, better funding for federal early care, Pre-K and head start programs, better implementation of the Child Care and Development Block grant and more school districts taking part in the federal â€Å"Race To The Top† program. The thing most criminals have in common is the lack of a high school education. Not everyone who doesn’t get a diploma commits a crime, but there are more likely to commit a crime and be incarcerated,† Clash said. â€Å"So we targeted early childhood, with 40 years of research showing us that if you reach at-risk and economically disadvantaged children, 44 per cent more were likely to graduate because they have a foundation to build on, develop, grow from and attain the skills they need in life. Clash said inroads are being made, citing the recent, multi-million dollar funding of the state’s â€Å"Pre-K Counts† program and the various Head start initiatives. Those two programs are funded through a series of line items in the state budget. â€Å"Both of these funding streams are used by the School District of Philadelphia and by hundreds of school districts throughout the state, and many other districts use their own money for these programs,† Clash said. Momentum continues to grow, but the problem is that only 17 per cent of all Pennsylvanian three- and four-year-olds receive publicly-funded, high-quality Pre-K programming. â€Å"And in Philadelphia, it’s a huge, unmet need, since 3,100 kids are at the poverty line do not have access to pre-K programs because they are on a wait list,† Clash continued. â€Å"So this report makes the case of why law enforcement is so concerned about getting access to pre-K young kids. Long-term arrests come down, and behaviourally, the data shows a reduction in early aggressive behaviour. †

Free Essays on The Paradise Of Bachelors And The Tartarus Of Maids

â€Å"The Paradise of Bachelors and the Tartarus of Maids† Herman Melville’s, â€Å"The Paradise of Bachelors and the Tartarus of Maids,† sheds light on the societal changes that go along with industrialization. It allows us a glimpse of the price that is paid for privilege. Melville writes on the reality of human greed and on subsequent separation of the classes. Herman Melville describes the reality of privilege and the great cost that is paid to attain it. He describes how industrialization changes society and creates a separation between the two classes. The privilege of the upper class in this story is in a sense far removed from the reality of what it took to attain it. They fail to see that the privilege they enjoy has been paid through the sacrifice of the working class. Melville describes this â€Å"paradise† as â€Å"sweat off another man’s back.† The bachelors take no consideration for the maids that work unceasingly to produce the privilege they enjoy. The maid’s lives do not encompass â€Å"paradise,† theirs is a struggle for survival. The conditions and settings are unequal to that which the upper class enjoys. The maids are enslaved to the machines they tend. Melville describes the environment of maids as a tartarus, a type of hell. He describes how the greed of the upper class blinds them to t he realities of the conditions, dispositions, and lives that the maids exist in. Industry was meant to be an economic solution for everyone; instead it served as a wedge. It created a gap between the classes that only grew bigger with time. The privilege that they possess cannot exist without the working class. The â€Å"heaven† that they so enjoy was brought courtesy of those they step over. Although the â€Å"bachelors† want to be far removed from the â€Å"maids,† it can never be done. It is the need for the â€Å"maids† that privileges the upper class with their â€Å"paradise.†... Free Essays on The Paradise Of Bachelors And The Tartarus Of Maids Free Essays on The Paradise Of Bachelors And The Tartarus Of Maids â€Å"The Paradise of Bachelors and the Tartarus of Maids† Herman Melville’s, â€Å"The Paradise of Bachelors and the Tartarus of Maids,† sheds light on the societal changes that go along with industrialization. It allows us a glimpse of the price that is paid for privilege. Melville writes on the reality of human greed and on subsequent separation of the classes. Herman Melville describes the reality of privilege and the great cost that is paid to attain it. He describes how industrialization changes society and creates a separation between the two classes. The privilege of the upper class in this story is in a sense far removed from the reality of what it took to attain it. They fail to see that the privilege they enjoy has been paid through the sacrifice of the working class. Melville describes this â€Å"paradise† as â€Å"sweat off another man’s back.† The bachelors take no consideration for the maids that work unceasingly to produce the privilege they enjoy. The maid’s lives do not encompass â€Å"paradise,† theirs is a struggle for survival. The conditions and settings are unequal to that which the upper class enjoys. The maids are enslaved to the machines they tend. Melville describes the environment of maids as a tartarus, a type of hell. He describes how the greed of the upper class blinds them to t he realities of the conditions, dispositions, and lives that the maids exist in. Industry was meant to be an economic solution for everyone; instead it served as a wedge. It created a gap between the classes that only grew bigger with time. The privilege that they possess cannot exist without the working class. The â€Å"heaven† that they so enjoy was brought courtesy of those they step over. Although the â€Å"bachelors† want to be far removed from the â€Å"maids,† it can never be done. It is the need for the â€Å"maids† that privileges the upper class with their â€Å"paradise.†...

Effecting America One Scandal at a Time

Effecting America One Scandal at a Time Free Online Research Papers The idea of checks and balances was an idea that arose during the composition of the U.S. Constitution. Checks and balances were created so that no one single branch of government (which includes legislative, judiciary, and executive) would become too powerful. This concept prevents a tyranny from controlling the United States, or any illegal activities to take place within the government. One key example of the power the judiciary and legislative branches have over the executive branch is the Watergate Scandal. The Watergate Scandal is a prime example of how theses checks and balances come into play. Also, the events of Watergate show how even the president (executive branch) is answerable to the judicial and legislative branches. Though Nixon had many strong characteristics of a successful leader, â€Å"Nixon’s public actions were nothing compared to what he had done to ensure his re-election.† (Carnes, and Garraty 640) â€Å"In reaction to Daniel Ellsberg’s leak of the Pentagon Papers (papers that talked about how the American Government had misled the American people on the progress in Vietnam), Nixon set up a secret unit called â€Å"the plumbers†. This group was ordered to carry out various illegal activities in the name of â€Å"national security†Ã¢â‚¬ . On June 17, 1972 five men were arrested at 2:30a.m, Bernard Barker, Virgilio Gonzlez, Eugenio Martinez, James W. McCord Jr., and Frank Sturgis. These men were hired and or ordered to set up recording devices in the offices of the Democratic National Committee at the Watergate Hotel in Washington D.C. At their arrest â€Å"Police discovered walkie-talkies, 40 rolls of unexposed film, two 35-milimeter cameras, lock picks, tear gas, and bugging devices that apparently were capable of picking up both telephone and room conversations† (Bernstein, and Woodward ). When the hearing of these men finally took place, things began to unfold. When asked, each of the men revealed some connection to the Central Intelligence Agency (CIA). The men were â€Å"hired hands, on call to take care of the agency’s â€Å"less tasteful work† †. This obviously raised some eyebrows in other areas of the government, but Nixon told the White House press secretary to dismiss the inciden t as a third-rate burglary. This, although did not stop reporters from investigating further, in fact, the statement only made reporters like Bob Woodward, and Carl Bernstein pursue the truth of the matter further. What was Watergate? That was the question reporters were asking. No one quite knew what it was. Some took the president’s word, and simply dismissed it as a third-rate burglary. Others, like the famous Woodward and Bernstein pursued the truth of the burglary. At the arrest, two of the five men involved in the break-in, had an address book that â€Å"contained the name and phone number of a Howard E. Hunt, with small notations â€Å"W. House† and â€Å"W.H† † (Bernstein, and Woodward ). Now the question had been raised; what business did members of the CIA, specializing in bugging, have with the Whitehouse? As the reporter’s investigation continued, they found, through FBI sources, that the Whitehouse had taken over possession of the Watergate investigation files. The whole scandal was falling apart, and the truth was becoming clearer in the eyes of the media and more importantly the eyes of the American people. The scandal had become so sh ocking, that the legislative and judiciary branches felt a pressing need to step in, and take control of the executive branch. As more revelations occurred, the other branches of the government became more and more involved in the investigative process. As the investigation continued, it was revealed that Nixon had installed a taping system in the Whitehouse, to record all conversations that took place. After this revelation, it became a certain urgency to get a hold of the tapes. After all, if Nixon or any other Whitehouse official was involved in the Watergate scandal, then their voices would be on the tape, if not then they would be free of conviction. The Nixon tapes were under fire, the prosecution needed to get their hands on it. The tapes were declared significant for the grand jury’s criminal investigation. This was the first time anyone had ever subpoenaed the president, and Nixon received two on the same day. He got one from the committee and one from the prosecutor, Archibald Cox (Emery 576). At this point, Nixon was claiming that neither Congress, nor Cox had the right to demand evidence from the executive branch, and said it was â€Å"vital to national security†. Nixon’s refusal to hand the tapes over, forced the Senate Committee to come up with a way of forcing Nixon to hand the tapes over. After all, Nixon controlled the Department of Justice, the FBI, and the Armed Forces. Nixon’s position as president started to cause problems, for the Senate. They had come to realize that they were at a stand still and Nixon had the upper hand. His apparent control over major parts of the government was becoming a hindrance. The committee was desperate for a plan to obtain the recorded tapes, and a solution was finally given by the prosecution. The plan was to â€Å"sue for the tapes in federal court†. The Senate Committee agreed to this solution and helped the prosecution follow through. The lawsuit went to the same judge as the one who was overseeing the Watergate trial. The judge â€Å"charged the president to turn over the tapes to the prosecutor† (Emery 576). The Whitehouse appealed to the Federal Court of appeals. The court ruled in favor of the judge, and demanded the tapes out of Nixon. This enraged Nixon; after all, Cox was an employee of the executive branch, and was challenging his authority. Thus, Nixon ordered the Attorney General Elliot Richardson to fire Cox. He refused and resigned. Nixon then asked the deputy to fire Cox. The deputy also resigned. Nixon finally asked a third-ranking Justice Department official to fire Cox, and become the new Attorney General. He agreed. This incident was called â€Å"The Saturday Massacre†. This brought a lot of pressure down on Nixon; he therefore agre ed to appoint a new prosecutor. The prosecutor was Leon Jaworski. The prosecutor agreed under the condition that Nixon could not fire him. So, as the trial continued, the tapes were examined and as a result an alarming discovery was made. There was an 18-minute gap in one of the tapes (Emery 576). â€Å"Prosecutor Jaworski demanded that the Whitehouse turn over 69 more tapes. Once again the Supreme Court ruled that Nixon had to supply the subpoenaed tapes† (Emery 576). On July 27th- 30th, the Judiciary Committee suggested that Nixon be impeached on three charges: obstruction of justice, abuse of presidential power, and trying to hinder the impeachment process by defying committee subpoenas. The committee voted on his impeachment, and the vote went against him. Therefore Nixon had to stand trial before the U.S Senate and was found guilty. In the aftermath, the Whitehouse released a transcript of the tapes. In it, there was a conversation between Nixon and Haldeman (Nixon’s chief of staff). Nixon told Haldeman to cease the FBI’s investigation of Watergate. This â€Å"made it clear that Nixon was involved in the cover-up from the beginning† (Emery 576). At nine-o’clock on August 8, 1974 Nixon made his last speech as president. He only admitted to losing the two branches’ support. At noon, the Vice-president, Gerald R. Ford, was inaugurated. He told the American people in his speech that â€Å"†¦our long national nightmare is over† (Emery 576) â€Å"President Ford insisted he had no intention of pardoning Nixon† (Brown Tindall, and Emory Shi 1264). But on September 1974, Ford issued the pardon to Nixon, explaining that this was necessary to end the national obsession (especially by the media) with Watergate. Following the Watergate Scandal, Congress legislature limited the actual input any president had in external affairs. The War Powers Act (1973) â€Å"requires a president to inform Congress within forty-eight hours if U.S. troops are deployed in combat abroad and to withdraw troops after sixty days unless Congress specifically approves their stay† (Brown Tindall, and Emory Shi 1264). Congress also had a reaction to Nixon’s â€Å"executive privileges† by strengthening the 1966 Freedom of Information Act. By the end of 1975, amendments to the Freedom of Information Act had become effective and the Privacy Act of 1974 also became effective. â€Å"The passage of these laws provided for broad access to FBI records which previously had been severely limited. In the past twenty plus years, the FBI has handled over 300,000 requests and over six million pages of FBI documents have been released to the public in paper format.† (Freedom of Information Act (USA)). The Watergate Scandal, and the parties involved played a key factor in the shaping of the executive branch that we have today. Limitations and guidelines have been set; there is no longer a threat of the pushing of boundaries by the president, his appointed cabinet, or the federal agencies that are in direct control of the executive branch. Although these acts of legislation have limited the executive branch, they have not hindered the job of the presidency in anyway. As you can see, checks and balances have been a key focal point from the creation of American democracy. Therefore we must trust the other branches of our government to do their jobs and look out for the safety of our country and exercise their power of maintaining the balance of powers. Research Papers on Effecting America One Scandal at a TimeThe Effects of Illegal ImmigrationQuebec and CanadaNever Been Kicked Out of a Place This NiceAnalysis of Ebay Expanding into Asia19 Century Society: A Deeply Divided EraThe Relationship Between Delinquency and Drug UsePETSTEL analysis of IndiaUnreasonable Searches and SeizuresAppeasement Policy Towards the Outbreak of World War 2Where Wild and West Meet

(Character) and relationship to society Essay Example | Topics and Well Written Essays - 500 words

(Character) and relationship to society - Essay Example What is it? It is the protagonist’s attempt to pretend to be treated as a white woman, although she belongs to another nation. It should be mentioned that both Helga (Quicksand) and Clare (Passing) are Mulattos, who are unhappy because the community they live in do not like all â€Å"not-whites.† Both the stories under consideration introduce two women who are eager to navigate their way through ideological, economic and social structures of their communities. It is important to add that Passing and Quicksand not only document the long and continuing dynamic of race in the United States of America; they also describe all the challenges of being â€Å"not-white.† The women described by the author have to struggle for their happiness. Unfortunately, they do not manage to succeed in the fight for their rights. For example, Clare mysteriously dies after her secrete of being black becomes known to her husband. Helga turns into a poor woman who brings up her children a nd is not satisfied with her miserable life. We cannot ignore the fact that only the society is to blame in this situation. Both Helga and Clare found no opportunity to realize themselves and their dreams in their community. Racial discrimination and improper attitude towards black people left no place to recognition and sympathy needed by Mulatto women (p. 11).