The Things They Carried †Dialogue and Materials Free Essays

Topics and Dialog of O’Brien in The Things They Carried War has done numerous frightful things to numerous individuals all through time everywhere throughout the world. War experience loaded up with death, tension, and steady dread has moved through a huge number of individuals who are as yet frightened by the awful experience. To some so horrendous that an ordinary life, post war, was practically unendurable. We will compose a custom paper test on The Things They Carried †Dialog and Materials or on the other hand any comparable subject just for you Request Now In any case, some had the option to take the experience and offer it to the world. Tim O’Brien is an ideal case of this. O’Brien was conceived in 1946 in the Midwest, however once old enough was drafted into the Vietnam War. O’Brien just served for one year from 1969 to 1970, however all things considered, the recollections accumulated in that year kept going him a lifetime. (Herzog) These recollections, however some held them in, O’Brien utilized them to change his works to the absolute generally exact and contacting pieces about war in our age. They built up O’Brien as on of the most significant warrior writers of the Vietnam age; moreover, they set up his notoriety for being one of America’s most remarkable postmodernist scholars †for his subjects as well as for the structure of his books and his investigation from various points of view of risky nature of truth and reality† (Herzog, 78). O’Brien was a man who had a target to be unique and build the entirety of his recollections to others the most ideal way he could. What's more, the best way to do that was his direction. In a meeting of O’Brien, Herzog cites from him â€Å"In this new book [The Things They Carried] I constrained myself to attempt to concoct a structure. I had never imagined structure. † His compositions are interesting and contrasted with the ordinary exchange of presenting characters; O’Brien adopts an alternate strategy and makes his own style. In the book The Things They Carried, O’Brien utilizes materialistic effects to show his encounters from an alternate point of view on war and the individuals in it without the prompt utilization of discourse. O’Brien’s story The Things They Carried is an account of organization of men that are in the Vietnam War. These men are ordinary individuals, called into obligation of war by draft. Despite the fact that every individual isn't presented by age, and what their history was, they way they are presented is by what they bring in their perpetual stroll through obscure wildernesses. However, however they are presented by just what their position and what they convey, the individual degree of realizing a character is better than anyone might have expected. The principal man presented is First Lieutenant Jimmy Cross. He is the pioneer of the considerable number of men and whom everybody answers to. However, for a man that is the one in control his psyche is all over yet on the war. He conveys letters and two photographs from a young lady named Martha from home and keeps a rock in his mouth that she sent him. He is frantically enamored with her however every last bit of her letters are not love letters from a noteworthy other yet simply well disposed letters. â€Å"They were not love letters, however Lieutenant Cross was trusting, so he kept them collapsed in plastic at the base of his rucksack† (LaPlante, 79). He needs to be centered around the war however his caring contemplations of her frequents him and removes him from the truth of war he is in. It accepting him as much as an individual trooper getting shot in the head before he knew how much a difficult he had. The heavy weapons specialist was a man by the name of Henry Dobbins. Being the heavy weapons specialist he needed to convey a twenty-three pound firearm emptied, however it was constantly stacked, and fifteen pounds worth of ammo tied around his chest and shoulders. Actually he was presented as a major man that conveyed Black Flag bug spray, and additional food proportions. In spite of the fact that not a gigantic presentation, he can in any case be known as an individual yet in addition with some secret of what his identity is. From his possessions, Sanders can be viewed as a major man that would be a beast power character in the organization, yet in addition an essential part to the organization. His duty as the heavy armament specialist with all the weight and his significance in fight puts him as a pioneer and a confided in man that individuals can depend to. His character and character as a tough man, who can be there when he is required, and do whatever should be done can be seen alone from O’Brien’s compositions with no discourse required. Just from his position and his duties his character even character can be comprehended and taken note. The RTO or the man who needed to convey the radio was named Mitchell Sanders. The radio he needed to convey was twenty-six pounds with its battery. He additionally conveys condoms and treated tiger fatigues for unique events. He is a significant man to the group however he additionally can be viewed as a light person, all the more a portion of the others. He conveys condoms even with no requirement for them at all and Norman Bowker, one of different officers, conveys a thumb that Sanders had cut off of a Vietnamese child just fifteen or sixteen. So Sanders can be viewed as not as a very remarkable genuine person yet at the same time mindful enough to have the duties of the hanging on the their solitary method of correspondence. Dave Jensen was presented with being about close to home cleanliness. He conveyed a toothbrush, dental floss, a few bars of cleanser taken from lodgings, three additional sets of socks, and Dr. Scholl’s foot powder for channel foot, earplugs, and additional sand sacks for additional insurance around evening time, and for offbeat reasons a rabbit’s foot. His situation in the organization is never referenced however promptly by taking a gander at all of the things he conveys, it is seen he conveys twice as much as any other individual. Through his things his character of being over wary sticks out. He is definitely not a major character in the story but since of how O’Brien unmistakably shows how mindful and terrified he is to make him a greater character. Everybody is significant in the organization and when O’Brien discusses Jensen, he is alluding to a fourth of the warriors that were in war that were much the same as him. Despite the fact that these are only a couple to the numerous he acquaints with the peruser, all from O’Brien’s diverse composing style can be experienced and delighted in additional. O’Brien with his compositions utilizes materials of what the officers convey to nearly control the peruser about how to feel about the character, and utilized this composing style in different books of his. His composing style can take you within the various troopers heart and mind and with the various stories in The Things They Carried other detail are added to the story so no one can know whether his accounts are genuine or valid. This gives perusers more opportunity to have genuine beliefs. â€Å"The component of observation has to do with uncertainty†¦. The entire stew of factors figures out what we see and what call real† (Herzog, Interview). O’Brien’s composing style all has a reason with its imagination. The Things that they convey are not just the materialistic things that the warriors by and by have however it could be anything. â€Å"Things is encircled around the weights we convey, war, physical, however profound as well† (Herzog, Interview). Simply recounting to a story wasn’t enough; O’Brien needed the peruser to live it, to encounter it as he did with his composing style. He needed to reveal to you the story however leave puzzle, his composing style was an endeavor to extend perusers mind farther than at any other time. O’Brien stated, â€Å"A great bit of fiction, in my view, doesn't offer arrangements. Great stories manage our ethical battles, our vulnerabilities, our fantasies, our goofs, our logical inconsistencies, our interminable journey for comprehension. Great stories don't resolve the riddles of the human soul but instead descried and develop those mysteries† (LaPlante, 587) Sources 1. Herzog, Tobey C. Tim O’Brien. New York, NY: Twayne Publishers, 1997. Print. 2. Egri, Lajos. The specialty of emotional composition. Touchstone, 1960. Print. 3. LaPlante, Alice. Strategy and Madness. W Norton ; Co Inc, 2009. Print. 4. Herzog, Tobey C. Unpublished meeting with Tim Obrien. Cambridge, Mass. , 11-12 July 1995 Step by step instructions to refer to The Things They Carried †Dialog and Materials, Essay models

Human Fine Body Hair Enhances Ectoparasites Detection, by Dean and Shiva

At whatever point the little cat moved, the tin can made shaking commotion. The little cat looked startled as it began going around aimlessly to attempt to dispose of the can. The two young men were likewise jabbing the cat with little sticks while the young lady was chuckling. In the wake of seeing the whole occurrence, I raced to the closest staff room. Saw Mrs. Lee and quickly mentioned to her what had occurred. I carried her to the flight of stairs where I had last observed the three understudies. She safeguarded the little cat and censured the domineering jerks severely.She expressed gratitude toward me for illuminating her right away. I trust that you address this issue as creature mercilessness and tormenting ought not be permitted to occur in our school. I feel that they were extremely savage to the little cat and even snickered when it was being harmed. Truly feel that creatures are to be cherished, not to be harmed. Much obliged to you for setting aside the effort to peruse this letter. We will compose a custom exposition test on Situational Writing Recount or then again any comparable theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page In the event that you need further explanations, if it's not too much trouble let me know. Truly, Michelle (Grade 6) Teachers remarks: Michelle utilized the right tone to illuminate the chief regarding the incident.It was proficient and useful. Her utilization of past impeccable discourse (e. G. Had last observed, what had occurred) was additionally fitting and indicated that he comprehended the course of events of the occasions that occurred. She was additionally ready to communicate his emotions well (e. G. I truly feel that creatures are to be adored, not to be harmed) which carried an individual component exactly. Besides, she had the option to comprehend the setting of the composition.

Argumentative Essay Topics

Argumentative Essay TopicsArgumentative essay topics are relatively simple to determine, although many people have trouble coming up with some. The key is to research different subject areas to see what the arguments are for and determine if you can understand the opposing view.Some of the better argumentative essay topics tend to be political or social in nature. It is far easier to debate the political landscape in this area of the world than it is to write an essay on the history of art in other cultures. There are even argumentative essay topics about the middle east that can be fairly simple and straightforward.One of the most common argumentative essay topics about the Middle East is how they feel about some other group. Whether they feel animosity towards Christians, Jews, gays, etc. Arguments between the Middle Easterners are often complicated. When writing an argumentative essay about this subject, you will need to use certain strategies and techniques that will allow you to get your point across in a more focused way.You must be sure that you understand what the Middle Eastern group is trying to communicate. How do they feel about Jews? What about Christians? This will make your topic more interesting and less complex than others would be.Often, you will find that many Middle Eastern groups, their leaders, and the leaders of these groups' family members tend to go after each other. This is because they all have very different ideas about what is right and wrong and what goes against what they believe in. Understanding this will allow you to add a level of nuance to your essay.Most of the time, groups in the Middle Eastern world tend to be dominated by men. This is due to the fact that women are not allowed to vote and other things. You need to learn about these groups and understand what they believe and why they believe it. This is important for your argumentative essay topics as well.When you argue with another group in the Middle East, be sure that you come at them from a different angle. You need to look at the situation and find the best strategy to tell the story. You will find that they all will have different opinions and interpretations on what is true and what is not.Be sure that you study all sides of a story and the issues to be discussed when writing an argumentative essay topic about the Middle Eastern region. You will not only be able to include your personal experience, but you will also be able to provide a new perspective on certain things. Remember, people who live in Middle Eastern countries do not often argue about religion or politics, but they do have some very strong opinions about each other and what they believe.

Jing Mei Woo The Joy Luck Club- - 2238 Words

Reading Journal 1 Short Story Summaries- Jing-mei Woo: The Joy Luck Club- This section of the book starts off with Jing-mei discussing the fact that since her mother passed away she will now be taking over her seat in the joy luck club. After this information is shared, there is background information for the club these women are a part of. Expositional elements are shared in this section as well. In order to keep her family safe, Suyuan moved her twin daughters and herself to Kweilin with other refugees where she then created the joy luck club. She created this club in order to deal with the stress of the war. After some time in Kweilin an army officer told Suyuan to take her children and travel to Chungking to be with her husband. During her journey on foot she had to leave things behind along the way and ended up with only three silk dresses and no children. After Jing- mei finishes telling this story she goes into how she is nervous to take her mother’s place in the club. She also shares that while she was in the club meeting the other members received a letter from her half-sisters because her mother was trying to locate them before she passed away. The group gives Jing-mei money to travel to china and tell her sisters their mother’s story. The climax of this section would be after Jing-mei was told of the letter and decided to travel to china and share the story of her mother. Being told she even had twin sisters would end up being the rising action. An-mei Hsu:Show MoreRelatedThe Joy Luck Club : Jing Mei Woo1059 Words   |  5 PagesIn a way, Jing-mei Woo is the main character of The Joy Luck Club. (related to what holds something together and makes it strong), her stories serve as bridges between the two generations of storytellers, as Jing-mei speaks both for herself and for her dead mother, Suyuan. Jing-mei also bridges America and China. When she travels to China, she discovers the Chinese essence within herself, this way understanding a deep connection to her mother that she had always ignored. She also brings Suyuan sRead More Relationships of Waverly Jong and Jing-mei Woo in The Joy Luck Club699 Words   |  3 PagesThe Relationships of Waverly Jong and Jing-mei Woo in The Joy Luck Club  Ã‚        Ã‚   Amy Tan in her novel The Joy Luck Club presents us with daughters who are striving to place themselves beyond the control of strong mothers and become individuals. Adrienne Rich in her book Of Woman Born calls this splitting from the mother, matraphobia (Rich, 235), and later notes: The mother stands for the victim in ourselves, the unfree woman, the martyr. Our personalities seem dangerously to blur and overlapRead MoreThe Joy Luck Club by Amy Tan841 Words   |  3 PagesIn the Joy Luck Club by Amy Tan, tells stories of four Chinese mothers and four Chinese-American daughters and their mother-daughter relationship. The four mothers met in a San Francisco church in 1949. Suyuan Woo, founder of the Joy Luck Club, convinced the other mothers An-Mei Hsu, Lindo Jong, and Yingying St. Clair to join the club. The club would meet every week at one of the mother’s house where they eat food, play mahjong, and brag about their daughters. The Chinese-American daughters tellRea d More Improving Mother/Daughter Relationships in Amy Tan’s Joy Luck Club1216 Words   |  5 PagesImproving Mother/Daughter Relationships in Amy Tan’s Joy Luck Club One day everything is going great, in fact things could not be better and then you say something and your friend turns to you and says â€Å"oh my god, you sounded just like your mother†.   That is when you freak out and think to yourself it is true I am turning into my mother.   This is every daughters worst nightmare come true.   When a young girl is growing up her mother always says and does things that the girl vows she will neverRead MoreAmy Tan s Touching Novel The Joy Luck Essay1514 Words   |  7 Pages Amy Tan’s touching novel The Joy Luck follows four mothers/daughters pairings. Each pair had a momentous experience from childhood that had an impact on them in their adulthood. The impact is shown by the way Suyuan Woo, Lindo Jong, Ying-ying St. Clair, and An-mei Hsu, who left their country for their own respective reasons raise their daughters. The Joy Luck is centered around their American-born daughters Jing-mei â€Å"June† Woo, Waverly Jong, Lena St. Clair, and Rose Hsu Jordan. The problems eachRead More Search for Self in Amy Tans The Joy Luck Club Essay1058 Words   |  5 PagesThe Search for Self in The Joy Luck Club       Amy Tans novel, The Joy Luck Club, presents a character with a divided self. One buried half of the self represents the mother, the mothers Chinese heritage, and the cold obedience she tries to instill in her daughter caused by her tragic past. The other half of the self represents the daughter, the daughters American heritage, and the endless indignation she uses against her mother in ignorance of her mothers tragic past and her own ties toRead MoreSuyuan and Jing-Mei’s Relationship in the Joy Luck Club Essays873 Words   |  4 PagesSuyuan and Jing-Mei’s relationship in The Joy Luck Club In The Joy Luck Club by Amy Tan, Jing-Mei and her mother have a very rocky relationship. Tan develops a relationship between Suyuan and Jing-Mei that is distant in the beginning due to culture differences and miscommunication, but gradually strengthens with time and understanding. Both of them have different backgrounds and have been influenced by two different cultures. Suyuan grew up in China and behaves according to the ChineseRead MoreAmy Tan Chinese Cultural Identity1615 Words   |  7 Pagesserve the closing chapter of The Joy Luck (1989), in which June Woo reunites with her twin half- sisters, whom the family had not seen in forty- five years. (15) The Joy Luck Club is a series of sixteen stories; eight stories deal with the lives of the Chinese immigrant mothers in both China and the United States. Each mother narrates two stories except for the two stories of Suyuan Woo which are narrated her daughter Jing- mei June Woo due to her mother s recent death. TheRead MoreJoy Luck Club Essay1099 Words   |  5 Pages In The Joy Luck Club, four Chinese women immigrated to San Francisco in hopes of a better life for both themselves and their children. The mother members of The Joy Luck Club wanted a greater variety of opportunities, and hoped to find them in America. In most immigration cases, people expect to find better living and working conditions in another populated country. And, usually, they do. In the article I chose based on immigration, a resident of the Rio Grande Valley named Adrian Guerrero saidRead MoreMother-Daughter Conflict Illustrated in The Joy Luck Club Essay649 Words   |  3 PagesThe book The Joy Luck Club is a novel written by Amy Tan, who is very famous in writing about mother-daughter relationships. There are four pairs of mothers and daughters whose stories are told in The Joy Luck Club. All of the mothers were born in China and came to America because of some kind of problem, but their daughters were born in the United States. Due to the fact that the daughters wer e born in the United States, they are extremely Americanized. Consequently, they do not value the Chinese

Analysis Of The Article The New ( Old ) Case For The...

Introduction An article written by Gregory Wolcott, in the Journal of Business Ethics in 2015, portrays an argument for business ethics centered on the approach that business processes may represent a calling or natural ability to contribute to an overall goodness, or good. Summary The article â€Å"The New (Old) Case for the Ethics of Business,† describes Wolcott’s views on how business students are educated in the belief that business professionals must acquire additional ethical requirements in their field. Students are also taught the field of business may be considered my some, if not most, as untrustworthy. Wolcott provides a debatable justification on the â€Å"intrinsic worth of business vocations† (Wolcott, 2014, p. 128). He defends the attempts of those that wish to build up the happiness or good fortune of others, along with the products or goods that are already provided. He states how the ethics of business bank on more important beliefs, and that a person’s calling may or may not always help promote the happiness of others. Wolcott’s article speaks mostly to students, colleagues, and those in business whose main goals in business are for monetary profit-making reasons. His goal is to enhance their knowledg e of principle based business practices for the good of all rather just for profit for business sake. He does not judge businesses that choose to forego success when it is morally crucial to do so. Also, he states he is not against businesses that helpShow MoreRelatedCase Analysis : A Case842 Words   |  4 PagesEthical Case Analysis Case-5 Let’s make a deal. Summary of Case: As a licensed counselor, you are seeing a client that is self-employed electrician. The counselor diagnosed the client with an adjustment disorder with depressed mood and the client will be seeing for the next 6 months. 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Character Analysis Of Beowulf As An Epic Hero - 765 Words

A hero is the central figure who has superior qualities and risks personal danger to pursue a quest. Beowulf is a great epic hero because he performs many brave deeds such as risking his life for the greater good of society, and is significant and glorified by all people. Beowulf boasts and boasts about all of his great doings, but in the end he proves to everyone that he is as great as he claims to be. First, Beowulf shows that he will do anything for the fame, glory, and the greater good of society. He risks his life in many of his adventures in the story to achieve these goals. An example of him risking his life for fame and society is shown whenever Beowulf decides he is going to kill the dragon for the people. Beowulf shows his will†¦show more content†¦Beowulf says, â€Å"A monster seized me, drew me swiftly toward the bottom, swimming with its claws tight in my flesh. But fate let me find its heart with my sword, hack myself free; I fought that beasts last battle, left it floating lifeless in the sea† . Beowulf seizing the sea monster is only one of many brave deeds that he accomplishes throughout this epic poem. Beowulf performs many brave deeds that no normal human being would dare try. Beowulf is a strong believer in his own personal strength. Beowulf says, â€Å"My lord Higlac might think less of me if I let my sword go where my feet were afraid to, if I hid behind some broad linden shield: my hands alone shall fight for me, struggle for life against the monster†. Beowulf shows his bravery and courage by refusing to use weapons against Grendel. In this epic poem Beowulf performs these many brave deeds because he has so much courage. He also has so much desire to conquer any challenge that comes his way. People had a great love for Beowulf’s bravery and looked up to him. Beowulf’s accomplishments were talked about among all people. He was a hero to many people. Beowulf was respected by all â€Å"and over and over they swore that nowhere on Earth or under the spreading sky or between the seas, neither south nor north, was there a warrior worthier to rule over men†. People looked up to Beowulf because he accomplished many things that they had never seenShow MoreRelatedBeowulf Epic Hero Essay880 Words   |  4 PagesAnalysis of Beowulf as an Epic Hero The definition of a hero from ancient times to present day has evolved greatly, but they often still possess characteristics synonymous across all cultures and timespans. In modern times, they are often thought of as role models for others to live up to, and are generally humble, honest, and not afraid to put others in front of themselves. In ancient times, more emphasis was put on strength and fearlessness, and epic heroes were often saviors of the land, sentRead MoreThe Theme Of Fight In Beowulf798 Words   |  4 PagesELA 12 Theme of Beowulf Theme of fight: First of all I will to give you a definition of fight: Fight means limited engagement in space and time of enemy land, air or naval formations. Learn more about. In the book Beowulf we witness 3 fights, this theme is therefore the articulation of the book. Indeed, these fights that Beowulf delivers, the hero of history, intrigues the reader. Thats why I chose this theme. During the fighting the reader can feel suspense, will the hero come out victoriousRead MoreThe Becoming Of An Epic Hero1240 Words   |  5 PagesThe Becoming Of an Epic Hero Beowulf became the epic hero he was, from his will for his love to succeed, his strength to never give up even if it meant death .He existed trying to become like his father or even to surpass him. He defeated the dragon and his pride lead him to his death, but he saved so many lives before his inevitable demise. He gave his life for what he believed in, for honor, pride and for his people. Which in turn creates the next hero, Wiglaf who served Beowulf willing to give hisRead MoreGood vs. Evil Found in Beowulf807 Words   |  3 PagesGood vs. Evil Found in Beowulf In the story of Beowulf, there are many different themes found. Many people argue the main theme found in this story. This has been argued for a very long time and will go on for many more years to come. Although many themes in this story stick out and a main theme will never be accepted, one main theme is very noticeable in the story of Beowulf. The main theme found in Beowulf is good versus evil. Good versus evil is very easy to recognize. â€Å"Some peopleRead MoreTheme Of Heroism In Beowulf1139 Words   |  5 Pagesâ€Å"Beowulf† is the oldest surviving poem in Old English Literature. It is an epic poem, which is a narrative poem typically revolving around heroism. The poem emphasizes repetitively on how Beowulf is a hero. He saves countless people from countless monsters, three of which are the main antagonists in the poem – a demon, the demon’s mother, and a dragon. But is saving innocent lives the only factor to justify and determine a person’s heroism? Throughout the story of Beowulf, the author makes appealsRead More Beowulf: Christian Vs Pagan Influence Essay1652 Words   |  7 Pages The European epic, Beowulf, was written sometime in the eighth century in England. This time period provides us with an idea for the mixture of Christian and pagan elements because of an English society that was in the process of converting from Paganism to Christianity. Examples of Pagan and Christian traditions are presented all throughout literature. Many of the influences deal with what it going on in the world, when the piece is written. When Beowulf was written, St. Augustine had just comeRead MorePoem Analysis : Beowulf 1619 Words   |  7 PagesBen Sparrow Ms. Finkelstein Honors English IV September 5, 2015 Beowulf is renowned as the oldest poem written in the English language, thought to be written over 1500 years ago this epic poem is still being heavily studied and compared to modern literature regularly. The protagonist, named Beowulf is a great warrior whose called to defend the Danes from the vicious attack of many monsters. Many would label this call to action as the start of his hero’s journey, although it isn’t an ancient conceptRead MoreBeowulf: Christian vs Pagan Influence Term Paper1665 Words   |  7 PagesThe European epic, Beowulf, was written sometime in the eighth century in England. This time period provides us with an idea for the mixture of Christian and pagan elements because of an English society that was in the process of converting from Paganism to Christianity. Examples of Pagan and Christian traditions are presented all throughout literature. Many of the influences deal with what it going on in the world, when the piece is written. When Beowulf was written, St. Augustine had just comeRead MoreThe Heroic Code1182 Words   |  5 Pagesjust think of themselves, for their decisions often affect the lives of others as well. They need the heroic code to guide them in their decision making. In this essay, I will describe the heroic code and share its applications in the stories of Beowulf, Gilgamesh and Noah, and The Illiad, as well as my other personal experiences. I will start with the story of The Man of La Mancha, which is a play based on the story of Don Quixote. In this story, you have a rather deranged man on a quest to becomeRead MoreBeowulf And The Anglo Saxon Period1740 Words   |  7 PagesBeowulf The original poem, Beowulf, goes back to the Anglo-Saxon period in c. 650 and c.1100. Authors translated Beowulf many times in the Anglo-Saxon period to present day. It displays how a hero should be in the real world. He helps the people in the village and slays monsters. Everyone in the village looks up to him as he acts as if he were a role model. Beowulf, the protagonist in the translated Beowulf by Seamus Heaney, is a hero of his village, stands for bravery, strong will, and nobleness

Crime in History free essay sample

A Historical Investigation Gaskill (2000, p. 127) states that ‘historians of crime have tended to see coining in two ways: first, as an offence which the authorities treated with the utmost seriousness; secondly, as something which the population at large regarded as no crime at all. ’ This was the opinion of coining in the late 18th Century and throughout much of the 19th Century. Emsley, Hitchcock and Shoemaker (consulted 2010) defines coining offences as ‘a number of offences in which coin or paper money (the Kings currency) was counterfeited or interfered with, or in which individuals used or possessed forged or diminished currency’. Emsley, Hitchcock and Shoemaker goes further to state that coining offences can include: ‘coining (counterfeiting coins)’, ‘possessing moulds for the manufacture of coins’, ‘manufacturing counterfeit paper money, banknotes or bills of exchange’ and ‘possessing counterfeit money or putting it in into circulation (uttering)’. Furthermore, ‘The statute farther enacts, that to . We will write a custom essay sample on Crime in History or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page . . colour, gild, or case over any coin resembling the current coin . . . shall be construed high treason. ’ (Jacob, 1811, p. 495). Coining and forgery became extremely common towards the end of 19th Century: ‘Whereas forgery and coining comprised less than 5% of all trials during the eighteenth century, by 1850 this figure had risen to over 20%, and remained between 10% and 20% of court business until the early twentieth century. ’ (Emsley, Hitchcock and Shoemaker, consulted 2010). Furthermore, coining tended to be a neighbourhood-based crime; and ‘Neighbourhoods existed where households sustained by coining were well known to each other’ (Gaskill, 2000, p. 139). Coin clipping was the act of shaving or trimming coins (which in the 19th Century were usually made from gold or silver and were easily trimmed) to the point where the coin was still recognisable, but weighed significantly less. When the coiner had collected enough shavings, these could be melted down to create a brand new coin; and then this process would be repeated. There were alternative methods, however, to reach this goal – for instance, some coiners would put a number of coins into a bag and shake them together until the coins were worn down and shavings were produced from the coins hitting against each other. This is why, as early as ‘In 1662, therefore, England began using machines to give coins milled edges . . . which make it easier to spot clipped coins’ (Lynch, 2007). McLynn (1989, p. 165) furthers this, however, y stating that ‘Actually to clip a coin, however, involved no more than cutting a thin sliver of gold from the edge of a guinea, restoring the milling with a file, then returning the diminished coin into circulation’. This emphasises, therefore, that even after the introduction of giving coins a ridged edge, coiners still managed to reproduce counterfeit coins. Gaskill (2000, p. 127) states that ‘As treason, coining was deemed to merit the most severe punishment the state could inflict; d rawing, hanging and quartering for men; burning at the stake for women. ’ This can be supported by the argument that: Burning at the stake in public was used in England amp; Wales to punish heresy for both sexes and for women convicted of High Treason or Petty Treason. Men who were convicted of high treason were hanged, drawn and quartered but this was not deemed acceptable for women as it would have involved nudity. High Treason included such offences as counterfeiting money and coining (the clipping of coins for pieces of silver and gold which were melted down to produce counterfeit coins), possession of coining equipment and colouring base metal coins (to pass them off as of higher value). (Clark, 1995) This clearly emphasises how severe coining offences were considered to be. The main reason as to why coining was considered to be treason (and why counterfeiting is still considered as treason today) is because it involved defiling the monarch’s face. The significance of defiling the monarch’s face is underlined by Emsley (1987, p. 138) arguing that ‘During the eighteenth century a few prosecutions were directed by the Treasury Solicitor, notably in coining offences. In addition to this, Clark highlights the gender differences in the punishment of coining offences. Gatrell (1996, p. 7) states that ‘women hanged for coining’ received the same punishment as ‘murdering their husbands’; with the punishment being (up to 1790) that they ‘had their corpses publicly burnt after hanging’. Gatrell also stated that in the 1820s, coining offences accounted for a twelfth of all hangings. Of course, hanging and death was not the only punis hment given to people convicted of coining. Coiners also received: prison sentences, hard labour (penal servitude) and transportation. For instance, in the case of Henry Thomas, he was found guilty and received ‘Twelve Months Imprisonment. ’ Whereas, Louis Levy pleaded guilty and received ‘Seven Years Penal Servitude. ’ (Both cases from the Old Bailey Proceedings Online, consulted 2010). This highlights, how although hanging – especially in cases of treason – was the common punishment for coining, there were alternative punishments as well. Coining offences have taken on a whole new identity in today’s society. The style of counterfeiting has also changed – rather than â€Å"clipping coins†, coining offences now focus more largely on paper-money and offences such as: credit card fraud or identity theft. However, there is still a large focus on counterfeiting coins and paper-money. Today, counterfeiting crimes are extremely serious crimes that carry large penalties; and penalties that increase with the amount of counterfeit money produced. In addition, counterfeit coins tend to be categorised as organised crime. Hobbs (1995, p. 115) – largely talking about organised crime, in relation to counterfeiting – states that crime: has moved from an occupational foundation of neighbourhood-orientated extortion and individualistic craft-based larcenies towards an entrepreneurial trading culture driven by highly localised interpretations of global markets. ’ Hobbs suggests, therefore, that coining offences have moved from neighbourhood-based crimes to more larger-scal e-based crime. Ballinger (2009) found that: ‘Criminal gangs mass-producing sham coinage are believed to be behind a dramatic surge in the past year in the number of counterfeits, with one in 40 now worthless. The total amount of fake ? 1 coins has hit 37. 5m the highest sum since the coin was introduced in 1983 and a rise of 26% since 2007, when 30m were found to be fakes. ’ Ballinger emphasises the extent to which the pound coin has been counterfeited in Britain; and this has occurred ever since the phased-introduction of the pound coin in 1983 (replacing the pound note). Counterfeiting currency offences fall under the Forgery and Counterfeiting Act of 1981. For counterfeiting coins ‘there is a maximum prison sentence of 10 years or a fine or both’ (Anon, n. d. ). Fines for counterfeiting are unlimited (it depends on the amount of counterfeit coins produced) and the maximum sentence of 10 years is rare. For instance: a man was imprisoned for three-and-a-half years ‘after he admitted running a counterfeit coin factory producing thousands of pounds of fake ? 1 coins’ (Cockerell, 2010). This can be compared to ‘Two mothers who printed their own counterfeit cash using printers and scanners have been jailed for nine months at Mold Crown Court. ’ (BBC News, 2009). Both of these stories can be used to highlight how differences in sentencing can occur in modern criminal justice systems. In addition, a BBC News story (2010) further highlights that there is no one fixed punishment for counterfeiting crimes, but different punishments depending upon the extent of the counterfeiting: ‘Four men have been jailed after counterfeit bank notes worth more than ? 1m were uncovered by police. The men, from Leeds, Bradford and Northop, Flintshire, pleaded guilty to offences under the Forgery and Counterfeit Act 1981. Their sentences, handed down at Leeds Crown Court on Wednesday, ranged from 12 years to five-and-a-half years. At first it would appear, therefore, that there have been large changes in the criminal justice system when it comes to coining offences – especially in terms of punishments – however, there is more similarity than meets the eye. Although the more common punishment for coining in the 19th Century (particularly in cases of treason) was hanging and death, there were cases of alternative punishments being given. This can be linked to modern society where the punishment is very much specific to the extent of the counterfeiting produced. Attitudes to coining offences have also seen differences through the years. The idea of coining offences and counterfeiting began as a community-based, generally small-scale means of attaining more money; according to Gaskill (2000, p. 142) in the late 18th Century, ‘for most people coining was no more than an occasional, small-scale operation meant to supplement a low income’. However, over time coining offences have changed into a much more larger, organised crime; that is no longer focused on attaining more money to survive, but has a new focus of attaining more money in order to even more money.

A Lesson Plan for Teaching Three-Digit Place Value

A Lesson Plan for Teaching Three-Digit Place Value In this lesson plan, second-grade students further develop their understanding of place value by identifying what each numeral of a three-digit number stands for. The lesson takes one 45-minute class period. Supplies include: Regular notebook paper or a math journalBase 10 blocks or base 10 block stampsNotecards with the numerals 0 through 9 written on them Objective The object of this lesson is for students to understand what the three digits of a number mean in terms of ones, tens and hundreds and to be able to explain how they came up with answers to questions about larger and smaller numbers.   Performance Standard Met: Understand that the three digits of a three-digit number represent quantities of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Introduction Write 706, 670, 760 and 607 on the board. Ask the students to write about these four numbers on a sheet of paper. Ask Which of these numbers is largest? Which number is the smallest? Step-by-Step Procedure Give students a few minutes to discuss their answers with a partner or a tablemate. Then, have students read aloud what they wrote on their papers and explain to the class how they figured out the larger or smaller numbers. Ask them to decide what two numbers are in the middle. After they have had a chance to discuss this question with a partner or with their table members, solicit answers from the class again.Discuss what the digits mean in each of these numbers and how their placement is vitally important to the number. The 6 in 607 is very different from the 6 in 706. You can highlight this to students by asking them if they would rather have the 6 quantity in money from the 607 or the 706.Model 706 on the board or on an overhead projector, and then have students draw 706 and other numbers with base 10 blocks or base 10 stamps. If neither of these materials is available, you can represent hundreds by using large squares, tens by drawing lines and ones by drawing small squares.Afte r you do model 706 together, write the following numbers on the board and have students model them in order: 135, 318, 420, 864 and 900. As the students write, draw or stamp these on their papers, walk around the classroom to see how students are doing. If some finish all five numbers correctly, feel free to provide them with an alternate activity or send them to finish up another project while you focus on the students who are having trouble with the concept.To close out the lesson, give every child a notecard with one numeral on it. Call three students to the front of the class. For example, 7, 3 and 2 come to the front of the class. Have the students stand next to each other, and have a volunteer read the threesome. Students should say Seven hundred thirty-two. Then ask students to tell you who is in the tens place, who is in the ones place, and who is in the hundreds place. Repeat until the class period is over. Homework Ask students to draw five three-digit numbers of their choice using squares for hundreds, lines for tens, and small squares for ones. Evaluation As you are walking around the class, take anecdotal notes on the students who are struggling with this concept. Make some time later in the week to meet with them in small groups or- if there are several of them- reteach the lesson at a later date.

6 Little White Lies You Can Tell To Get The Job

6 Little White Lies You Can Tell To Get The Job Lying is wrong almost all the time. And you certainly should never lie about your skills or experience in a job interview. Honesty is almost always the best policy. But†¦there are a few instances where fibbing can’t hurt- and might actually help you land the job. 1. OmissionIt’s okay to leave  one or two jobs off your resume. Maybe you weren’t there very long. Maybe you were fired or doubt that you would get a stellar reference. It’s okay to keep these quiet. Your resume doesn’t have to be a comprehensive list of your career whereabouts, just what’s most relevant and useful to your interviewer.2. How much you loved your former coworkersEven the mean girls and the power-hungry jerks and the spotlight-hoggers and the total bores. It’s okay to lie and say you were honored to work with such a great group. You’ll come off as more of a team player. Accentuate the positive! They’ll never know you used to grumble about eve ryone behind their backs the minute you got home.3. Your saintly interestsNobody’s interests really consist in charity work, volunteering, and fine arts museums. When it comes down to it, most of us would honestly report TV-watching, martinis, and trashy magazines. But it’s okay to be a little aspirational. Don’t stretch yourself too far: stick to an aspirational, but true, version of yourself.4. How fabulous your former boss wasYour last boss was actually a fire-breathing dragon. But there is zero profit in bad-mouthing him to your new potential boss. Try to pick a few good qualities you can mention, and, if all else fails, say you learned a lot.5. Your reason for changing jobsYou’re bored out of your mind and you detest your coworkers. Or your company is rumored to be downsizing, and you want to skip town with the rats. Whatever the real reason, it’s totally fine to say â€Å"I’d love to stay where I am, but this opportunity is just too d azzling to pass up.† They’ll be flattered, and you won’t look like a quitter who abandons ship at first sign of trouble.6. Your greatest weaknessEverybody fudges this one. Don’t share your real worst traits. Pick something (again, at least sort of truthful) that you can turn into a positive of sorts. Emphasize how you’re working constructively to turn that weakness into a strength. They’ll be impressed with your self-awareness and won’t notice that you’ve just flipped the table on them with their own question.Moral of the story? Don’t shoot yourself in the foot in the interests of abject honesty, but do keep mostly to the truth. It’ll be easier to remember and hold to what you said.

Art Essay Example | Topics and Well Written Essays - 500 words - 62

Art - Essay Example This report shows the presentation of two undergraduate students during the 11th annual artistry symposium. A light humor at the beginning signals his commencement of the presentation of his research on Italian futurism and fascism. He begins by digging deep into the historical background of both Italian Futurism and its relationship to fascism. According to the speaker, futurism was an artistic movement and later overtaken by social movement and began in Italy in the early 1900s. The movement held in high esteem themes that were linked to contemporary concepts of the future such as violence, young people, technological development and speed. In addition, the movement spearheaded growth in cars, aero plane and a manufacturing city. According to the author, there is an obvious reality when Italian fascism is linked to futuristic movement in Italy. The roughly thirty minute’s presentation comes to an end when the presenter begins to request for questions from the section of the audience. the interaction from the audience is magnificent as the speaker shows great depth by responding to all the questions and engaging in interactive intellectual debates. Perhaps a personal opinion would rate highly the presentation as it is full of content, the structure of the presentation is effective, though it is non visual, a imaginary picturing of the presentation confirms the same. The presenter must have cone the research well as the material presented is packaged properly with a deep historical connections. A humor at the beginning overshadows everything and eliminates nervousness showed by his involvement in the answers at the end of the presentation. She commences the presentation without acknowledging the audience, at least from the limitations provided by the audio recording. A visual one could have provided sufficient chance to observe her body language. However, her presentation is rich in content, but she blubs in between the presentation

Local and Surrounding Ecologies and Environment Essay

Local and Surrounding Ecologies and Environment - Essay Example There is a marked difference between the â€Å"built† environment and the â€Å"natural† environment, because the perception of the natural environment is prominent by its varied workings that consist of total environmental and biological groups with specific functions, which includes all plant life, flora, undergrowth, foliage and shrubbery, bacteria microbes, germs and soil, rocks, atmosphere and all non-artificial events in the physical sense that are not produced by humans, although they effect humans. Also included in the environment are general natural resources and natural phenomena that cannot be mapped and have no geographical limits such as air, water and climate and manmade resources or originating from manmade activities such as energy, radiation, electrical charges and magnetism. ... tropical rain forest or desert. The world's lakes and oceans may also be considered biomes, although they are less susceptible to climatic influences than terrestrial biomes. Other factors could be related to, living, or occurring in the waters of the ocean or the open sea as opposed to near the shore such as bird populations, and other deep sea or shallow marine, evergreen forests, deciduous forests, steppes, and grasslands. Also equally important is the factor that fills the various places in the local ecosystem. The ecosystem consists of all the physical and free living systems that describe the physical and chemical aspects of organism environments. Human activities that affect local ecosystems: Human activities that have greatly damaged the ecosystem is the junk discarded from homes and factories which causes the most pollution, has resulted in the loss of habitat and produced acid rain which has in effect resulted in the deprivation of the ecosystem. Urban development of farmla nds for mass agriculture has replaced grasslands with crops that are consumed mostly by humans. Space for crops has been made by chopping down and burning forets, and lumber supplying trees have been cut without letup to feed the growing demand for lumber and other wood products. The flow of rivers, streams and waterways are diverted for use on agricultural lands and for other human requirements in cities and towns. Humans have depleted the amounts of fish in the oceans, seas and rivers by mechanical fishing without giving the fish the time to rebreed and produce thereby severely depleting existing reserves. Every type of human conveniences such as cars, generators etc. use fossil fuel that has caused global warming, acid

John Locke on Tacit and Unintended Consent Essay Example for Free

John Locke on Tacit and Unintended Consent Essay In his Second Treatise on Law and Government, John Locke outlines clear and coherent standards for what constitutes a legitimate government and what persons one such government would have authority over. Both are determined by citizens acts of consenting to relinquish to the government part of their natural authority over their own conduct. Unfortunately, the situation becomes much less clear once we consider how his standards would apply to the political situation existing in the real world today. If we continue to subscribe to Lockes account without altering its standards, we would see a precipitous drop in the number of people whose interests existing governments are responsible for serving. In this paper I will show that with certain changes and clarifications to Lockes standards, the responsibilities of existing governments need not be allowed to shrink so drastically. This creates a tradeoff, however. Changing the standards to apply more closely to actual functioning governments has the consequence of making it more difficult to determine the legitimacy of those governments. Some of the clarity of Lockes theoretical model is lost in translating it to apply to actual instances of government. A cornerstone of Lockes political philosophy is the idea that a government holds power legitimately only through the consent of the governed. A civil society consents to grant a particular government rule over it, and each person chooses on an individual basis to become a member of a particular civil society (II, 117). As giving such consent has far-reaching consequences over a persons life, Locke provides further explanation of what consent entails in this context. Only one way exists to become a member of a civil society: express consent. From Lockes account this would have to be a fairly formal business, which the individual enters by positive Engagement, and express Promise and Compact (II, 122). Lockes original wording is important because it seems to imply that unless a person actually makes a public agreement to submit to government law in return for protection of person, liberty, and property, she has not expressly consented. He makes it clear that there are no alternatives to this official process if one is to become part of a civil society, (II, 122). Even if one is not considered part of a particular civil society, she must submit to its authority to the extent of her involvement in that society. Someone who owns land within the territory occupied by a civil society is obligated to obey the law of whatever body has ruling authority in that territory as it applies to ownership and use of property. Someone merely travelling on a public road through a country will have less contact with the civil society of that area and so fewer laws of that society will have application to her behavior. Still, those laws that do cover what activities she carries out have binding force on her (II, 120-121). These people incur the obligation to submit to local authority because that authority is protecting them, perhaps by preventing the citizens of the area from acting in ways that would harm other people including the outsider. For the outsider to be free of those restraints and take advantage of the areas citizens would be unjust; therefore she is obligated to comply with the legal restraints observed by citizens the area. In neither of these cases would the person in question be considered a member of the civil society whose laws she is obeying unless she expressly consented to join that society in addition to her tacit consent to follow its laws. An immediate criticism of Lockes account thus far is that in practice, hardly anyone expressly gives consent to join any civil society. Even in most real-world cases where a person does announce submission to a particular government, the declaration would not meet Lockes conditions of consent that would give legitimacy to the rule of government over that person. Oaths such as the U. S. Pledge of Allegiance are usually only indications that the speaker is prepared to obey directives from the government of a particular state. Consent in the strict sense would have to make explicit what the person is consenting to. Someone joining a civil society under Lockes conception would need to spell out that she is giving up the right to make and enforce her own judgments to the government of that society, in return for that governments protection of her interests. Even promises of blind obedience are far from universally practiced, and in most countries are the practice of reciting such pledges is confined to schools and youth groups as a form of education rather than contractual agreement. (The idea that most civil societies do not consider young people mature enough to consent to become members is discussed later in this paper). Explicit contractual consent is far rarer than these questionably binding declarations. If most people fail to give explicit consent to trade away some of their natural rights, under Lockes terms they have not joined any civil society, and so should not be counted as the citizens of any state or the subjects of any government. This has profound significance because of the relation between civil society and government. The agreement of a civil society is the force and justification behind its governments authority (II, 149); in return for the mandate that grants it power, the government exists to protect the interests of that particular group of people. Anyone not the member of a particular civil society has no legitimate voice in the form or operation of the government that society creates, and she has no right to expect that government to protect her interests. This does not mean that the government will not take any actions that are to her benefit; the laws of that nation which prevent its citizens from killing and robbing may also prevent them from killing or robbing her. When the government enacts laws, however, it need only do so with the interests of its constituency in mind, and has no obligation to create laws conducive to the interests of an outsider. Any benefits the outsider enjoys as a result of the laws of a particular country are purely coincidental to those laws intent. Someone who is not a member of any civil society at all will accordingly have no power over any government, and her interests will deserve the consideration of no government. Since the vast majority of people have not given express consent to join a particular society, the majority of humanity has no right to expect its interests to be served or protected by any of the governments existing on earth. Everyone, however, is required to submit to the control of one government or another depending of where they live, since basically every part of the earth inhabited by humans is under the dominion of one state or another. Rule is solely in the hands of those few people who have actually signed some kind of formal social contract, and needs only to consider their interests. Any government with which no living person has made a formal consent agreement rules illegitimately. The fact that Lockes model leads to an implication that most of humanity is neither the legitimate authors nor the deserving beneficiaries of government does not prove the model is logically flawed. However, the very great majority of people consider themselves members of a civil society, and are considered as such by other people and, most importantly, by governments. However real governments define their constituency, few if any set express consent as the standard. Enslavement of the tacitly consenting masses by the expressly contracted few thus fails to provide an accurate theoretical model of governmental institutions in the real world. Locke himself describes of the formation of government as an action taken by and for the community (II, 149); this wording suggests that he would have disagreed with the idea that citizenship by express consent leading to dictatorship by a de facto minority is, in practice, the most typical form of legitimate government. It is possible that those without citizenship (the majority of people under our present definition) actually benefit by not being contractually bound to any particular civil society. As long as someone who is not an official citizen resides within the territory of an existing government which fulfills the duties expected of government (II, 131), its laws discourage both citizens of the civil society and other outsiders from threatening her life, liberty, and property. Thus someone could enjoy much of the security that membership in a civil society would provide simply by living in a well-governed area without joining in civil society. In PHI 309 lecture, Prof. Sreenivasan pointed out a possible advantage that such a living arrangement could provide for the unaffiliated: in cases where it was in ones best interests to abandon a country beset by war, pestilence, or economic or other disaster, noncitizens could jump ship without that act being considered an injustice. Those who had by express consent tied themselves to the civil society might well be obligated to remain with the community, and would not have the option of fleeing the war or hardship. Yet in most of the world, nomadic living is considered the exception, not the rule. Citizens of the worlds various nations must be considering factors not included in Lockes account. One of the most significant of these is a convention that has introduced a new kind of consent enabling people to become citizens of particular states. Most civil societies have found it desirable to designate officially who is a member of that society, i. e. a member of that state. As a governments power depends on its constituency, government function is expedited by the governments having accurate knowledge of the extent of its power base, that is to say the extent of its citizenry. At the same time, concern for its own integrity and distrust of outsiders drives a civil society to delineate who is and is not a member. These and perhaps other factors have led to the creation of conventions (usually expressed as laws passed by governments) by which a person is declared to be a member of a particular civil society (i. e. citizen of a country) regardless of whether or not that person has actually expressed consent to what such membership entails. The most typical example is a law declaring that anyone born in the territory of a particular nation is a citizen of that nation. When still a juvenile, that person of course has not actively consented to anything, and so is usually considered not complete member of civil society; although part of a community, the juvenile generally lacks certain rights and powers given to full members of the society. Upon reaching the age when she can make her own decisions, laws indicate what society the person is considered a member of in the absence of active consent by that person. The person continues to hold that default membership until she makes an active decision to join another civil society. The conventional reflection of this active decision is generally a naturalization process by which someone can become a citizen of a country she did not belong to by default. By going through the naturalization process, a person is understood to consent to the tradeoff which would make her a member of that civil society. It could be objected that being considered the member of a civil society by default is another matter entirely from consenting to join that society and willingly relinquish ones rights. Where is the consent in this instance? This question is less troubling before the person has come of age, because most would agree that a juvenile generally lacks the judgment to be signing any kind of binding social contract. But can a government legitimately assert that a person has consented to cede her rights to it simply because she has not actively protested? This question could be answered affirmatively. A person can choose not to consent to membership in her default civil society, or give up her membership in a civil society she already belongs to, by joining another civil society through a more active process such as naturalization. This means that if she does not take such an action, she is accepting the convention that interprets her inaction as an expression of consent to join the civil society she was assigned to by default. By systematizing and codifying standards for consent, then, states in actual practice ensure that the great majority of people are not lone agents. One might still question how conscious most people are that they are held to be making this sort of contract, even in the most open societies. A case can be made that essentially, they are aware. No one is unaware of what society she belongs to. Each person is effectively the member of whatever civil society exerts control over her, usually through its government. As soon as that person is conscious of the control being exerted over her, she is made unmistakably aware of what her citizenship is. With the realization of what government she is under comes the option to change her membership. The final and most damaging criticism of the consent model is the question of what happens when a person does not have the option to move to a new territory and join a new civil society. This may occur because of a persons own lack of means to carry out or simple ignorance of the options ostensibly available to her. It may also be the result of oppression by the government, preventing citizens of the country from leaving. Any of these conditions can force a person to remain an official member of a particular civil society. However, the standard of conventionalized explicit consent introduced above is only able to maintain that most people consent to join a civil society because it assumes those people have options besides their initial citizenship. If people are not being given other options, the model is still not logically flawed. Rather, it suggests a situation similar to that originally introduced as the consequence of applying Lockes model to the real world: the people in such situations are not really part of the civil society that created the government to whose control they are forced to submit. As such, they retain undiminished the right to join another civil society through a new social contract. If they do so, they may create a new government to follow instead of the one they currently submit to by tacit consent. Of course, there is no guarantee that the government ruling them in the status quo will allow them to replace its control. If it retains control over them by force, Lockes model would still hold them to be tacitly consenting to its authority by enjoyment of its dominion. This counterintuitive conclusion is avoided by the model requiring choice for real consent. If we follow that paradigm, we come to the conclusion that the government is ruling without any consent from the governed in those cases. According to Locke, such government is mere enslavement and so is illegitimate. To say that a government is wholly illegitimate if it hold power over even one person without her consent is clearly excessive; probably no government could ever achieve legitimacy under that criterion. However, we can say that a government is legitimate to the extent that its citizens are aware of other options and consider membership in their current civil society with its ruling government preferable to those options. The problem with such a standard is that it depends on what is thought by the citizens of a country, and to ascertain a persons mentality is difficult. The most reliable test is to provide citizens with realistic options and observe whether they remain with the status quo or seek a change in their situation. That change may involve leaving their current civil society, or it may mean seeking to change the structure or behavior of that societys government. The countrys citizens can be said to consent to the government ruling them to the extent that they posses the power to change their situation, but still maintain the status quo. Thus, the legitimacy of a government can be measured by the effective options available to its citizens. If we had held to Lockes standards for consent to membership in a civil society and submission to government rule, we would have concluded that most people in the world are tacitly consenting to the rule of governments created by very small groups of explicit signers of social contracts. This would lead to a bizarre picture of the political landscape very much at odds with intuition and with modern reality. By changing standards for consent to mean compliance with official requirements for citizenship when other options are available, we are able to account for those who consider themselves and are considered members of a civil society without having given explicit consent, while at the same time freeing those not given a choice from the appearance of having given consent. A government is then legitimate to the extent that its citizens have given consent according to these standards. It is one of those rare examples where laws have made the situation clearer. Sources: Locke, John. Second Treatise. From Two Treatises of Government, Laslett, Peter, ed. New York: Cambridge University Press, 1988.

Ever Heard of Chance Music? :: essays research papers

aleatory music (ā'lēətà ´r'ē) [Lat. alea=dice game], music in which elements traditionally determined by the composer are determined either by a process of random selection chosen by the composer or by the exercise of choice by the performer(s). At the compositional stage, pitches, durations, dynamics, and so forth are made functions of playing card drawings, dice throwings, or mathematical laws of chance, the latter with the possible aid of a computer. Those elements usually left to the performers' discretion include the order of execution of sections of a work, the possible exclusion of such sections, and subjective interpretation of temporal and spatial pitch relations. Also called â€Å"chance music,† aleatory music has been produced in abundance since 1945 by several composers, the most notable being John Cage, Pierre Boulez, and Iannis Xenakis. Aleatoric (or aleatory) music or composition, is music where some element of the composition is left to chance. The term became known to European composers through the lectures which acoustician Werner Meyer-Eppler held at Darmstadt Summer School in the beginning of the fifties. According to his definition, "aleatoric processes are such processes which have been fixed in their outline but the details of which are left to chance". The word alea means "dice" in Latin, and the term has become known as referring to a chance element being applied to a limited number of possibilities, a method employed by European composers who felt more bound than the Americans by tradition and who stressed the importance of compositional control, as opposed to indeterminacy and chance where possibilities tend not to be finite and which is an Anglo-Saxon phenomenon. The term was used by the French composer Pierre Boulez to describe works where the performer was given certain liberties with regard to the order and repetition of parts of a musical work. The term was intended by Boulez to distinguish his work from works composed through the application of chance operations by John Cage and his aesthetic of indeterminacy - see indeterminate music. Other examples of aleatoric music are Klavierstà ¼ck XI by Stockhausen which features a number of elements to be performed in changing sequences and characteristic sequences to be repeated fast, producing a special kind of oscillating sound, in orchestral works of Lutoslawski and Penderecki. An early genre of composition that could be considered a precedent for aleatoric compositions were the Musikalische Wà ¼rfelspiele or Musical Dice Games, popular in the late 18th and early 19th century.

Leadership Skills Ingredient in Decision-Making Essay

In correlation to the given test as an ethical decision maker, my scores revealed that I am not a judgmental person. I do not usually give judgments neither decide which is wrong or right. Therefore, I cannot easily offend other’s personal beliefs and principles. I also believe that moral right must be respected often. It should be protected. I basically make decisions that conform to unified standards of the majority so that I cannot humiliate them. I also believe that the human spirit can only flower in an atmosphere of freedom. Where people can freely express and decide for their own. However, I have difficulties in handling justice. Sometimes I have inequalities in dealing with other people. I easily make good deals with people close to my heart. Thus, it reflects my biases. The Individual Ethics Profile (IEP) revealed specific traits about oneself. I was able to discover my positive attributes like giving importance with other people’s moral rights. That quality is very essential in making ethical decisions in the future. From that, I can base some of my decisions which conform to the principles of proper conduct as established by the society. Since every decision can affect our future, I can also rely from that result some of my weaknesses particularly in the concept of justice. I must be in balance and minimize unhealthy biases with the people surround me. I can also find ways to strengthen and enrich them. Learning more of ourselves can be every beneficial so we can choose good decisions and productively utilize the freedom to decide in the real world. It can also be a source of improvement by comparing my first result to the second one as I take the same questions again. It can also serve as a guide to me in becoming a better leader and decision maker.

Wolseys Responsibility For His Own Downfall Essay

Wolseys Responsibility For His Own Downfall Thomas Wolsey can be easily viewed as being responsible for his own downfall. John Guy believes that Wolsey was â€Å"brilliant but flawed.† His rise was based on luck, charm, intelligence and opportunism. Wolsey had such high ambitions and gave Henry the idea he was capable of getting him anything, so when Wolsey failed to get Henry a divorce, it was seen as the final nail on the coffin to his downfall. His policies are also a cause to his downfall; Wolsey’s foreign policy was a success but also caused problems. On Wolsey’s rise he created enemies, which lead to the lack of support and opposition in his years as Chancellor. But it can also be viewed, on†¦show more content†¦WASN’T ====== But on Wolsey’s rise he made many enemies and had poor relations with nobility. His powerful office and close friendship with Henry earned him many enemies, particularly aristocrats who resented his usurpation of their traditional influence. They also resented his great wealth. Over the years, Wolsey amassed a vast fortune, though he spent lavishly, but he was also charitable and personally financed many diplomatic missionaries. Most of the gentlemen who entered the government service was for financial reward; Wolsey was not different. As the Kings chief minister, he was expected to entertain foreign dignitaries and maintain suitable impressive lifestyle. His increasingly ostentatious displays of wealth did, however, damage both his personal reputation and the church. Wolsey’s rise was a cause was a cause to his own fall; he gave Henry very high ambitions and expectations, which Wolsey couldn’t always fulfil. His show of his wealth led to his fall; he cause re sentment between the upper nobility. As Randell explains Wolsey was the son of a butcher and â€Å"from these lowly origins he defied all the rules of social mobility by becoming the richest and most powerful man in England besides the King.† His rise from being a butcher’s son and becoming the King’s personal advisor, which made the