Popular Music - No Suprises by Radio Head Essay

Popular Music - No Suprises by Radio Head - Essay Example Popular music is everything about the new power the digital technology has given. It is about the synthesis of creative ideas over sophisticated technology. The concept of tracks, multi track recording, mixing, mastering and audio effects was unknown in the beginning of the last century. With the transition of the globe from the industrial era into the silicon era marked with the steady rise in popularity of computer systems and its various innovative digital systems work was simplified, automated and refined by leaps and bound. Similarly in the area of music, makers of music have extensively benefitted from the ready availability of technology at hand to simply work and increase productivity. The effect – more number of albums released, bigger and more complex musical projects executed with ease, a stark change in the ‘sound’ of the music from the early 20th century to late 20th century. Similarly, application, perception and the entire perspective of music has undergone a change. From being used as a tool to organise movements, address social and humanitarian issues, identify a community to usage for pure entertainment address global issues and most importantly for making a living out of music. In the next sections of the paper we will be discussing about Popular Music in far greater detail with literature review, detailed analysis of popular music track ‘No Surprises’ by contemporary pop band Radio Head. When we discuss about Popular Music we discuss about culture. We are trying to observe musical details of a musical genre that has overtaken the world in the last century and has now become mainstream or in other words popular. No Surprises – Analysis of Video On listening to the music video No Surprises by Radio head one can instantly relate to the sadness in which the narrator/singer is drowned into. The music, the visual elements, the background images, the lyrics, light effects, sound effects, vocal tone and modulation all convey just one message – a suppressed agony that needs to be vented out. On listening to the songs and watching the associated visual this feeling of gloom becomes even more clear and distinct. The rising water level in the water tight glass capsule holding the head of the vocalist Thom Yorke is symbolic of the larger issues and the common saying, â€Å"keeping the head over water†. Here in this video he dawns a lifeless expression while he sings the songs with the water level rising in his glass helmet until he gets totally submerged inside it. He barely manages to keep his head over the water. The water here symbolises various issues: social, political, econom ic, humanitarian, relationships, emotional etc. All of these things are depicted to be going out of control and taking the unexpected path, creating strife and rifts among people. Lyric setting The song talks about a man’s burden of life. It talks about the heaviness in the heart due to various reasons and circumstance prevailing in his life and his surrounding including a government that has betrayed its loyal citizens, a job that leaves nothing in life and a growing distance between people and their emotions. Everyone is in their own frenzied pursuitof goals and aspirations without caring for the larger good and the simpler things in life. The narrator of the song has a lot of things to say and he does it through this simple lyrical poetry with minimum usage of words and

1984. vs. Animal Farm Essay Example for Free

1984. vs. Animal Farm Essay 1984 vs. Animal Farm George Orwell, the man behind two best-selling novels; 1984 and Animal Farm, follows the idea that the establishment of an elite power in a society produces hopelessness and fear. George Orwell is an author commonly known for his politically influenced works regarding socialism. In Animal Farm, Orwell portrayed an uprise of the farm animals overthrowing their master, Mr. Jones. Two pigs led the animals in this rebellion; their names were Snowball and Napoleon. The two pigs engaged in a political struggle, as both of them wanted to have the power to lead all of the animals. In 1984, Orwell describes a society that is completely under totalitarian control, as the dictatorship of big brother and his party in Oceania rule over the population with rigid laws and a distinct hierarchy of social position. Winston Smith, a blue-collar outer party member, is secretly discontent with his life. As Smith becomes more and more rebellious, his party intervenes and forces him to rehabilitate and conform to their ideals. In George Orwells 1984 and Animal Farm, the idea of individuality and free thought is eliminated in order to preserve a spot for a higher and more authorative power. Individuality is taken from the characters in both of the novels, Animal Farm and 1984. In 1984, the outer party is blind to the reality that their lives are being completely controlled. An example of this ignorance is when the outer party is told that their chocolate rations had been increased, when in actuality the rations had been reduced the week prior. The party’s successful assault on the individuality of its members led to happiness amongst the leaders and a gain in power. In Animal Farm, Orwell displayed the idea that a simple mental state of mind can easily be manipulated. The pigs controlled the animals and made them believe that everything they said was correct. The pigs proved this theory when they repeatedly changed the  seven commandments. When they were questioned, they reported to the animals that the â€Å"laws† had always been in their changed condition. Napoleon uses the terror brought on by the dogs to rule the farm and none of the animals realize it. Both the party and the pigs demonstrated that it is possible to abolish individuality and force people to live the life that is placed before them. George Orwell successfully portrayed the lives of people who were under complete tolitarian control in the books Animal Farm and 1984. The pigs and the party were able to gain control over their commoners by using manipulation and fear. Orwell shows the reader that it is easy to be taken advantage of in these two novels.

The Other And The Intersubjective

The Other And The Intersubjective In the following write up, my attempt is to explicate the understanding of the other and intersubjectivity vis-Ã  -vis the way people interact with each other. It appears that there are two ways of interactions the subject-object interaction and the subject-subject interaction. The subject-object interaction can perhaps be understood through the method of the positivist, the scientist, the behaviorist, and those of the ilk who divide the universe into the material and the non-material and declare the material to be real. They then create an objective universe of method and thought. The subject-subject interactions can be understood on the differences between the inter-subjective (between two subjects) and the intersubjective (within two subjects thereby avowing continuity), the former is available in the thought and writings of Hegel, Husserl, Levinas and Lacan and the latter through the thought and writings of Buber. Questions that arose in the mind of the researcher from this cate gorization have become the groundwork for exploration in the direction of developing a research proposal. The understanding of I, Other and the ensuing implications for the method of Dialogue in education may become the thrust for this study. What follows is an articulation of the possibilities for developing a research proposal In todays techno-mechanistic world our object-centered understanding dominates our interaction with not only inanimate things but also in our approach towards beings around us. The interaction with beings is replaced by the inferences based on the outward manifestation of behavior. The world, then, is an object, and by looking at things, empirically, one can understand the truth. This is the approach of the positivist paradigm, in which the content of knowledge consists of objective truths or facts and the knower can gather these facts as information. The knower then becomes a recipient of information who has to process it to assimilate into the preexisting categories or to make new ones for reproducing that information as and when required. The universe of educational studies is largely dominated by an understanding of the processes and purposes based on the discipline of psychology and the positivist paradigm is the basis of most of the personality theories in Psychology. Neverthel ess, psychology has expanded itself with the understanding of philosophies like existentialism and phenomenology to fill this gap. This movement is the response to the cry against the objectivity of science and the psychological theories based on the scientific model. As we move from the subject-object interaction towards the subject-subject interaction, we realize that the self itself requires the other to define itself. This other is not an object though it may be an inanimate thing. Then everything around one becomes a walking mirror for one to see the image of oneself in all and all in oneself. The interactions, then, are not with persons but with projected images of ones own self, sometimes even to the extent of denying the others existence. With these images, one identifies and because of these identifications, one emotes. Because of this identification on believes that he can understand the other, empathize and make predictions about his behavior. Other people are part of ones totality in ones sameness and this primary way of being-in-the-world with others seems to be quite egocentric. It is to say that we are always being-in-a-situation, where our being as selves is inseparable from a shared, meaningful life-world. This inter-subjective of the subject-subject is the focus in the phenomenological inquiry. This intersubjectivity refers to the contents, not the context, of consciousness and addresses the psychological domain rather than philosophical issues and this intersubjectivity is preceded by the subjectivity of the participants. The intersubjectivity refers to the coming together of already existing and experiencing subjects, where they have separate consciousnesses being shaped interdependently by their interaction. This incorporates in itself the notions of self as ego, which is there to experience the world. Nevertheless, Husserls idea of the other seems to be quite close to the above elaboration, The other then is a phenomenological modification of myself, for Husserl, grasped only within my ownness. This grasping is on the basis of something like analogy. Just as a primary givenness is experienced in perception, memory affords a kind of secondary givenness (Moran, 2000. p.177). Hegel claims that, such subject-object identity, such self-consciousness, exists perfectly only in love (Beiser, 1949.p.113) in which the subject and object, self and other, realize their natures through one another, they recognize itself only through the other. This is possible because, there is a single structure of self-consciousness holding between self and other: the self knows itself in the other as the other knows itself in the self (ibid.). Levinas, however, uses two different words for speaking of the other; the non-personal other in general and the other person, as the Other. Levinas claims that the self-other relation is not reciprocal, but rather that there is a priority of the other over the self. This is what he calls the asymmetry of the relation between self and other. The Other means for Levinas that which cannot be objectified, the sphere of subjectivity, although not understood in the spirit of mastery, but rather as founded on openness to the other (Moran, 2000. p.342). Levinas pays special emphasis on the understanding of the other for the understanding of ethics. For Levinas, ethics is never an egocentric mode of behaving, nor the construction of theories, but involves the effort to constrain ones freedom and spontaneity in order to be open to the other person, or more precisely to allow oneself to be constrained by the other (Ibid. p.321). Lacan uses a similar classification in which the other is, the other who is not really other, but a reflection and projection of the EGO (Evans, 2006. p.135) and the Other designates, the radical alterity, an other-ness which transcends the illusory otherness of the imaginary because it cannot be assimilated through identification (ibid. p.136). Lacan explains that the child, during the mirror stage, acquires the sense of self at the price of his self becoming an-other that is distinct from him and visible in the reflection of the mirror. However, the inherent continuity in the relation of the I and the other in intersubjectivity as opposed to the distinction of the I and the other emerges through Bubers writings. This intersubjectivity is different from the Inter-subjectivity that refers to how the consciousness of participating subjects is in interaction during an experience. The understanding of intersubjectivity that Buber explicates here is that the intersubjectivity is from the whole being of an individual and this is its most radical meaning. Therefore, intersubjectivity now can be conceptualized as a process of co-creativity, where relationship is ontologically primary. The being of any one subject is dependent on the being of all other subjects in the relationship. Here, intersubjectivity precedes subjectivity. Further Buber (1958, p.1) wrote, There is no I taken in itself, but only the I of the primary word I-Thou and the I of the primary word I-It. Here, the I-It refers to the subject-object and the inter-subjective of the subject-subject ways of interaction. The I-It is the primary word of experiencing and using of the positivist paradigm in which the I is distant from the object. It takes place within a man; it is entirely subjective and lacking in mutuality whether in knowing, feeling, or acting, it is the subject-object relation. Whereas in I -Thou, the inter in intersubjectivity refers to an interpenetrating subjectivity which is holistically mutual. The I-Thou is not limited to men but may include the whole world. Thus in the silent or spoken dialogue between the I and the Thou both personality and knowledge come into being. Unlike the subject-object knowledge of the I-It relation, the knowing of the I-Thou relation takes place neither in the subjective nor the objective, the emotional nor the rational, but in the between -the reciprocal relationship of whole and active beings (Friedman, p.60). The questions, then which the researcher is left with, after this very preliminary and tentative probe are around the three areas probed so far and may lead to other areas like the Self in relation to the above and to implications of the Consciousness or Self, I, inter-subjective and the Other. Some of the questions my be articulated as under: How has the movement in the understanding from the subject-object interaction of the positivist paradigm to the subject-subject interaction of phenomenology helped us in our understanding of the other? What is the relation between the self and the other? Does the phenomenological entails the merging of the I in the other or does it endanger the other by consumption and annihilation? How does the understanding of the I, the other, inter-subjective and intersubjectivity impact on pedagogy? How does our understanding of Dialogue develop with our understanding of the I, the other and the intersubjectivity? Does our understanding of the I, the other, inter-subjective and Intersubjectivity affects our understanding of the Values, Selfhood and Consciousness? Will a study of the I, the Other, inter-subjective and the Intersubjectivity lead us to the probe the normalize, i.e. in the realm of ethics and axiology, when contextualized in education,

Emerging :: Personal Narratives Death Suicide Papers

Emerging The world where goals and success are of sole importance is not a reality, it is an illusion. Phone calls at three a.m. rarely bring good news. One call shattered my world and changed my life forever. Reality blurred. My emotions took a violent grip on my mind, body, and ultimately my spirit. I began my sophomore year of high school standing at the very edge of my reality. I saw my life crumble around me and seemed to plummet into a dark abyss of disbelief. Suicide. After only 35 short years of life, my aunt Sue took her own life. My rational, upper-middle class reality vanished. The idea that everything happens for a reason, and that things always had an answer no longer held true. All the truths, all the certainty, all the normality, all the security embellished in my family and my reality were destroyed. Things like this aren't supposed to happen to me. This happens to other people. My emotions rushed through me as though on a race track, each trying to dominate. Yet, ultimately they were on a collision course. They exploded and blurred into a fiery inferno. Why did this h appen? How am I supposed to feel now? How do I begin to piece together and construct a new reality? All I had was questions, and the world I had searched for answers in so many times before no longer existed for me. My search for answers led me inward as I was forced to construct a new reality. "Oh my God, oh my God," the words rang through my ears and seemed to shake my very soul. I was jolted from my bed after an already sleepless night to Dad's horrified cry. The sheer terror that seemed to strangle his words seemed to pierce my heart with each syllable. Even from three rooms away, it echoed. A small beam of light crept under my door as the light in my parents' room was turned on. Even as I reached to open my door and investigate the commotion, I felt a heavy horror fall over me. Something was terribly wrong, and my heart raced as my sweaty palm turned the door knob. The scene in my parents' room was one I had never seen before. The expressions, the actions, were foreign and frightening. They both sat erect in their bed. Mom leaned close to Dad and held his arm tight, waiting herself to hear the terrible news. Emerging :: Personal Narratives Death Suicide Papers Emerging The world where goals and success are of sole importance is not a reality, it is an illusion. Phone calls at three a.m. rarely bring good news. One call shattered my world and changed my life forever. Reality blurred. My emotions took a violent grip on my mind, body, and ultimately my spirit. I began my sophomore year of high school standing at the very edge of my reality. I saw my life crumble around me and seemed to plummet into a dark abyss of disbelief. Suicide. After only 35 short years of life, my aunt Sue took her own life. My rational, upper-middle class reality vanished. The idea that everything happens for a reason, and that things always had an answer no longer held true. All the truths, all the certainty, all the normality, all the security embellished in my family and my reality were destroyed. Things like this aren't supposed to happen to me. This happens to other people. My emotions rushed through me as though on a race track, each trying to dominate. Yet, ultimately they were on a collision course. They exploded and blurred into a fiery inferno. Why did this h appen? How am I supposed to feel now? How do I begin to piece together and construct a new reality? All I had was questions, and the world I had searched for answers in so many times before no longer existed for me. My search for answers led me inward as I was forced to construct a new reality. "Oh my God, oh my God," the words rang through my ears and seemed to shake my very soul. I was jolted from my bed after an already sleepless night to Dad's horrified cry. The sheer terror that seemed to strangle his words seemed to pierce my heart with each syllable. Even from three rooms away, it echoed. A small beam of light crept under my door as the light in my parents' room was turned on. Even as I reached to open my door and investigate the commotion, I felt a heavy horror fall over me. Something was terribly wrong, and my heart raced as my sweaty palm turned the door knob. The scene in my parents' room was one I had never seen before. The expressions, the actions, were foreign and frightening. They both sat erect in their bed. Mom leaned close to Dad and held his arm tight, waiting herself to hear the terrible news.

Vote of Thanks

A blazing start paves the way for surefire success. This also applies for the hugely anticipated annual inter school extravaganza LA Fest. A yearly conclave that causes sparks to fly as the titans from rival clans face off for a fight to the finish. Wars have been waged on this very stage . The ethereal aura has passed but has not dimmed in the slightest. On the contrary it shines more radiantly in the light from the new dawn that is breaking. We had a very auspicious beginning under the aegis of Dr. Soorya Krishnamoorthy . the initiator of the much lauded and immensely popular Soorya Festival. He needs no more introduction. I , on behalf of the entire Loyola fraternity profusely our C G for having spared his time. I invite Rev. Fr. K P Mathew to present the memento to Dr. Soorya Krishnamoorthy as a token of our gratitude. I proceed to thank the backbone of all our ventures here at Loyola , our principal Fr. K P Mathew ably assisted by our vice principals Fr. Devassy Paul and Fr. Antu Xavier. What is a party without guests ? Similarly what is a LA Fest sans the presence of the participating schools ? A round of applause to all the visitors for making the atmosphere festive yet charged with a healthy friendly competition. Organization is not just one big thing , but a million small things. I thank all the teaching and non teaching staff for their meticulousness in helping so far. Last but never the least I thank all you Loyolites , you are the heart , soul and spirit of every function. You are the fuel that ignites the fire. 17 tales have been wrought into history. The 18th edition will be branded into your memory as one unforgettable climax. LA Fest has come of age. The question is can you unravel your story in our theatre of dreams?†¦ Thank you for being here. I hope you all will enjoy this day†¦Thank you. Vote of Thanks Vote of Thanks Welcome ladies, gentlemen, staff, pupils and ex students. I will keep this a short vote of thanks, so don’t worry! To start I would like to thank Mr Robin Gregory, who has come here this evening to present the awards. As the Chair of governors, he has an important role in our school. It may not be as well known as being the Head Mistress, for example, but he and the governors who give freely of their time are vital to the successful running of our school. I would like to thank Father Michael both for the spiritual guidance he gives our community and for presenting the school awards.I would like to acknowledge the dedication of all the teaching staff, who function like a well oiled machine, helping and supporting us to all achieve to the very best of our abilities. I’m sure at times we would test the patience of a saint! You go out of your way to help us. All your hard work and effort is reflected in the outstanding GCSE results. We must not forget the sup port staff who without all your hard work, the school would just not operate. I speak on behalf of all the year 11s past and present. Those 3 rd helpings of pudding really do help us to get through the long afternoons!To all the Sisters who provide the spiritual support and a listening ear that we need during the course of our school lives, especially during our examinations. Thank you. Sister Francis, you are the leader of the School and of this fantastic team of staff, sisters, governors and students. Your drive, dedication and determination, is an inspiration to us all. You have provided the school with new playground facilities which are enjoyed by all, and greatly appreciated. Together we express deep gratitude to you and for all that you have done for this school and its pupils.I must also acknowledge the tremendous support that the school receives from all of the parents. You are generous enough to allow your children to come to this school, especially in these times of auste rity. You organise yourselves around netball matches, swimming galas, summer fetes and Christmas bazaars, just to name a few! Thank you. Last but no means least, I say, a warm thank you to the students who apply themselves in all their lessons, school events and extracurricular activities. This has been shown in the awards that we have presented this evening.For me this school is like a very large extended family, which cares for us and when we need someone, there will always be somebody there for us whether if it is a member of staff, fellow class mate, or even someone from another class, who we have never really spoken to before. This school is our stepping stone to greater things; college, sixth form, university, or obtaining a job, travelling the world, becoming an actress, musician, professor, teacher, doctor, nurse, dentist, chef or artist. This is what gives us the courage to reach for what we dream. So I thank you all personally, because you are what motivate us to embrace o ur futures. Vote of Thanks Vote of Thanks Welcome ladies, gentlemen, staff, pupils and ex students. I will keep this a short vote of thanks, so don’t worry! To start I would like to thank Mr Robin Gregory, who has come here this evening to present the awards. As the Chair of governors, he has an important role in our school. It may not be as well known as being the Head Mistress, for example, but he and the governors who give freely of their time are vital to the successful running of our school. I would like to thank Father Michael both for the spiritual guidance he gives our community and for presenting the school awards.I would like to acknowledge the dedication of all the teaching staff, who function like a well oiled machine, helping and supporting us to all achieve to the very best of our abilities. I’m sure at times we would test the patience of a saint! You go out of your way to help us. All your hard work and effort is reflected in the outstanding GCSE results. We must not forget the sup port staff who without all your hard work, the school would just not operate. I speak on behalf of all the year 11s past and present. Those 3 rd helpings of pudding really do help us to get through the long afternoons!To all the Sisters who provide the spiritual support and a listening ear that we need during the course of our school lives, especially during our examinations. Thank you. Sister Francis, you are the leader of the School and of this fantastic team of staff, sisters, governors and students. Your drive, dedication and determination, is an inspiration to us all. You have provided the school with new playground facilities which are enjoyed by all, and greatly appreciated. Together we express deep gratitude to you and for all that you have done for this school and its pupils.I must also acknowledge the tremendous support that the school receives from all of the parents. You are generous enough to allow your children to come to this school, especially in these times of auste rity. You organise yourselves around netball matches, swimming galas, summer fetes and Christmas bazaars, just to name a few! Thank you. Last but no means least, I say, a warm thank you to the students who apply themselves in all their lessons, school events and extracurricular activities. This has been shown in the awards that we have presented this evening.For me this school is like a very large extended family, which cares for us and when we need someone, there will always be somebody there for us whether if it is a member of staff, fellow class mate, or even someone from another class, who we have never really spoken to before. This school is our stepping stone to greater things; college, sixth form, university, or obtaining a job, travelling the world, becoming an actress, musician, professor, teacher, doctor, nurse, dentist, chef or artist. This is what gives us the courage to reach for what we dream. So I thank you all personally, because you are what motivate us to embrace o ur futures. Vote of Thanks Vote of Thanks Welcome ladies, gentlemen, staff, pupils and ex students. I will keep this a short vote of thanks, so don’t worry! To start I would like to thank Mr Robin Gregory, who has come here this evening to present the awards. As the Chair of governors, he has an important role in our school. It may not be as well known as being the Head Mistress, for example, but he and the governors who give freely of their time are vital to the successful running of our school. I would like to thank Father Michael both for the spiritual guidance he gives our community and for presenting the school awards.I would like to acknowledge the dedication of all the teaching staff, who function like a well oiled machine, helping and supporting us to all achieve to the very best of our abilities. I’m sure at times we would test the patience of a saint! You go out of your way to help us. All your hard work and effort is reflected in the outstanding GCSE results. We must not forget the sup port staff who without all your hard work, the school would just not operate. I speak on behalf of all the year 11s past and present. Those 3 rd helpings of pudding really do help us to get through the long afternoons!To all the Sisters who provide the spiritual support and a listening ear that we need during the course of our school lives, especially during our examinations. Thank you. Sister Francis, you are the leader of the School and of this fantastic team of staff, sisters, governors and students. Your drive, dedication and determination, is an inspiration to us all. You have provided the school with new playground facilities which are enjoyed by all, and greatly appreciated. Together we express deep gratitude to you and for all that you have done for this school and its pupils.I must also acknowledge the tremendous support that the school receives from all of the parents. You are generous enough to allow your children to come to this school, especially in these times of auste rity. You organise yourselves around netball matches, swimming galas, summer fetes and Christmas bazaars, just to name a few! Thank you. Last but no means least, I say, a warm thank you to the students who apply themselves in all their lessons, school events and extracurricular activities. This has been shown in the awards that we have presented this evening.For me this school is like a very large extended family, which cares for us and when we need someone, there will always be somebody there for us whether if it is a member of staff, fellow class mate, or even someone from another class, who we have never really spoken to before. This school is our stepping stone to greater things; college, sixth form, university, or obtaining a job, travelling the world, becoming an actress, musician, professor, teacher, doctor, nurse, dentist, chef or artist. This is what gives us the courage to reach for what we dream. So I thank you all personally, because you are what motivate us to embrace o ur futures.

Free Essays on The Treaty of Versailles

When World War I ended on November 11, 1918, peace talks went on for months due to the Allied leaders wanting to punish the enemy and â€Å"dividing the spoils of war.† A formal agreement to end the war was made and called the Treaty of Versailles. The issue that took the most time were the territorial issues because the empires of Russia, Austria-Hungary, the Ottoman, and Germany had collapsed. These fallen empires had to be divided up and America’s President Woodrow Wilson, Georges Clemenceau of France, Vittorio Orlando of Italy, and David Lloyd George of Great Britain, were the main deciders of this deal. During 1918, Russia was knocked out of the war due to military defeats and the Bolshevik Revolution. Even though Russia had not been part of the Central Powers, Germany seized much of western Russia. After many months of arguing, the four men had made western Russia into the nations of Finland, Latvia, Lithuania, Estonia, and Poland. The Treaty of Versailles was either a treaty of peace or a vengeance for the Germans. In April of 1919, Germany was previously captured and made to wait in a small house that was surrounded with barbed wire. The Allied, who captured Germany, wanted to make a peace treaty to end the fighting. The Germans agreed, but they wanted a treaty that was based on the Fourteen Points but obviously they were not going to get it because of the way they were treated; the barbed wire was unnecessary and â€Å"should have tipped them off to what lay ahead.† When the treaty was first introduced to the Germans, they declined to sign it. It forced the Germans to accept full responsibility for the war and strip themselves of its colonies, coal fields, and the provinces of Alsace and Lorraine. It also made them pay outrageous reparations to the Allies. Nevertheless, on June 28, 1919, the Germans reluctantly signed the treaty because the Allies refused to change one word. Out of the $33 billio... Free Essays on The Treaty of Versailles Free Essays on The Treaty of Versailles When World War I ended on November 11, 1918, peace talks went on for months due to the Allied leaders wanting to punish the enemy and â€Å"dividing the spoils of war.† A formal agreement to end the war was made and called the Treaty of Versailles. The issue that took the most time were the territorial issues because the empires of Russia, Austria-Hungary, the Ottoman, and Germany had collapsed. These fallen empires had to be divided up and America’s President Woodrow Wilson, Georges Clemenceau of France, Vittorio Orlando of Italy, and David Lloyd George of Great Britain, were the main deciders of this deal. During 1918, Russia was knocked out of the war due to military defeats and the Bolshevik Revolution. Even though Russia had not been part of the Central Powers, Germany seized much of western Russia. After many months of arguing, the four men had made western Russia into the nations of Finland, Latvia, Lithuania, Estonia, and Poland. The Treaty of Versailles was either a treaty of peace or a vengeance for the Germans. In April of 1919, Germany was previously captured and made to wait in a small house that was surrounded with barbed wire. The Allied, who captured Germany, wanted to make a peace treaty to end the fighting. The Germans agreed, but they wanted a treaty that was based on the Fourteen Points but obviously they were not going to get it because of the way they were treated; the barbed wire was unnecessary and â€Å"should have tipped them off to what lay ahead.† When the treaty was first introduced to the Germans, they declined to sign it. It forced the Germans to accept full responsibility for the war and strip themselves of its colonies, coal fields, and the provinces of Alsace and Lorraine. It also made them pay outrageous reparations to the Allies. Nevertheless, on June 28, 1919, the Germans reluctantly signed the treaty because the Allies refused to change one word. Out of the $33 billio...

Impeachment essays

Impeachment essays Impeachment: A long process It is the ultimate punishment for a president: impeachment. But it is a long and complicated route to removing a political official from office and never in more than 200 years of U.S. history has it happened to a president for "treason, bribery or other high crimes and misdemeanors,'' as spelled out in the U.S. Constitution as reasons for impeachment. Article II, Section 4, of the U.S. Constitution specifies the procedures to be used to remove the president, vice president or other officials from office. The rarely used procedure is complex, reflecting 18th-century formalities. The process opens in various ways through the House. In one process, the House votes on an inquiry of impeachment which would direct the Judiciary Committee to investigate the charges against the president. If a member of Congress takes the more serious step of introducing a resolution of impeachment, all other work must stop until a decision is reached. Either the president is cleared of the charges through an investigation, or the committee votes to send articles of impeachment to the full House. If the House approves articles of impeachment, a trial is conducted in the Senate, presided over by the chief justice of the Supreme Court. At the conclusion, the Senate may vote to simply remove the official from office, or to remove him or her from office and bar from holding any other federal office. Removal requires a two-thirds majority in the Senate. House Judiciary Committee Chairman Henry Hyde, respected by both parties as a thoughtful lawmaker, said on CNN that impeachment could follow if Clinton were found to have urged a former White House intern to lie under oath. "If he (independent counsel Kenneth Starr) verifies the authenticity of these charges, impeachment might very well be an option,'' the Illinois Republican said. ...

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1234 KNOWLEDGE TRANSFER It is widely acknowledged that knowledge is a critical asset to organizations. Knowledge transfer is a process that allows contractors and employees to share the knowledge they have gained with other individuals throughout an organization. These employees only temporarily conserve important knowledge that belongs to the enterprise as a whole. That knowledge must be shared or returned to others within the organization or it will be lost. Knowledge transfer also requires a conduit that passes important knowledge, information, and practices from contractors to the organization and from one group of individuals to another within an organization. An effective knowledge-transfer process allows organizations to reposition key employees into new areas, all while maintaining established information and practices. This repositioning becomes much more critical when IT project are outsourced.One of the critical success factors of outsourcing IT projects is the effective transf er of knowledge between the contractor and client team members.English: Ashurst Lodge, New Forest. Ashurst Lodge ...The knowledge transfer will position an INS to where they need to be to operate and maintain the new infrastructure after the ATLAS implementation is completed. It is important to talk at the very beginning about how the how the knowledge will be transferred from the contractor to the INS staff. Contractor is only a temporary resource for INS. INS must retain knowledge from the experience by making provisions for an effective knowledge-transfer process to the internal staff, including IT employees and technology users, before any projects begin. Knowledge transfer objectives must be built into the project plan, such as key technical and user training and assessment to measure achievements, including meetings, documentation, to review what has transpired to date.One reason that knowledge transfer is so difficult is that risks/issues related to KT have been poorly unders tood and rarely addressed. In order to have an effective knowledge...

Current Event Paper Research Example | Topics and Well Written Essays - 1000 words

Current Event - Research Paper Example This mainly affects consumers since the prices of commodities go on the rise and money becomes scarcer. The value of money in the affected states declines and therefore, a lot of money can only afford remarkably few commodities (Von, 2006). It is not easy to detect inflation as we can detect other things like drought. Once inflation has occurred, it puts away investors, and they prefer to invest in other states where the likelihood of making profits is higher with fewer risks of their businesses collapsing. This is in line with Buttonwood’s arguments. It even results to release of fewer goods and services into the market since raw materials are unavailable or the cost is too high. Customers may end up lacking particularly essential commodities or getting them at exaggerated prices. Inflation may be because of different things. Buttonwood article gives mixed reactions from economists. The article confirms that inflation might be as a result of hoarding of essential commodities that are in high demand. However, the main cause of inflation is the government activities, Buttonwood confirm. In cases where the government prints excess money, when it releases it in to circulation, aiming to deal with a certain crisis it raises inflation instead. Increased supply of money results to decline in the value of money reducing the prices of commodities and raising inflation (Voitovich, 1995) Customers are among those directly affected by profit margins. A raised profit margin increases the prices of commodities, and this affects the quantity that the consumer purchases. High profit margins can help maintain a business in the market, but this is only possible if their particular goods are in high demand (Von, 2006). Failure to have high demands, the company fails to realize its set goal, hence may end up not affording to pay its workers, and therefore only resolves to lay them off. According to Robinson (2007), unemployment means further decline in the products consump tion fewer sales and therefore this only favors the competitors of the declining business. International lending and national debts by the third world may be a leading cause of inflation. The developing countries borrow funds from the developed ones and pay them off with heavy interests (Sandmo, 2011). To deal with the debts they developing governments overtax their consumers to raise revenue and this result to increased prices of commodities reducing affordability. The citizens carry the burden of buying goods at unreasonably high prices. This is usually exploitation of the developing countries by the already developed ones. Article relation to economics Scheidel (2007) in support of Buttonwood (2012) article adds that another cause of inflation may be political instabilities within states. In cases of involvement into wars, the environment is usually not conducive for producers and therefore this means shortages in the supply of commodities. He argues that shortages in supply mean hiked prices that are unaffordable with the limited finances available. For example, when U.S.A attacked Iraq, this caused political instability in Iraq and hence affected the supply of petroleum products to the entire world. Supply of oil drastically declined and therefore this caused global inflation, that shortage affected every country. This has also happened in African countries after the supply of oil by Libya was

The four management functions in relation to operation management Essay

The four management functions in relation to operation management theory - Essay Example The paper tells that there are four functions that a manager accomplishes in a business organization. These four functions are known as planning, controlling, organizing, and leading. This section of the paper will look at these individual functions closely. Planning involves the "ongoing process of developing the business' mission, and objectives, and how they will be accomplished." The planning process can be used in a broad sense to take into account the whole organization. This will include devising the company's mission and vision. It can also be applied in a specific situation such as the formulation of a strategy to increase the company's market share. Organizing, on the other hand, refers to the creation of the company's organizational structure. This involves determining the functions to be done as well the resources to accomplish them. Organizing also includes how processes will be managed and coordinated. In summary, the organizing function encompasses how managers distrib ute tasks to job holders and focus on division of labor, coordination, control of tasks, and flow of information within the organization. The third managerial function is leading to other writers refer to this function as directing. Leading "is influencing people's behavior through motivation, communication, group dynamics, leadership, and discipline." The real essence of leading is for the manager to equip the employees with their needs to realize the organization's objectives while giving them room to achieve their respective career objectives. Controlling is the managerial function which necessitates the identification of the company's specific goals. Controlling is a "four-step process of establishing performance standards based on the firm's objectives, measuring and reporting actual performance, comparing the two, and taking corrective or preventive action as necessary." Put simply, the controlling function of management is the check and balance system which tries to reveal th e inefficiencies in the strategies employed in realizing the goals of the organization. Controlling is very significant as it tells the managers the loopholes and enables them to correct their systems in order to enhance the company's performance. The operation is one of the functional areas of an organization. Operations management is essentially the area which carefully manages the processes of the company's value chain in order to efficiently produce and distribute its products and servicesÃ'Ž Operations management is indispensable in the functioning of any business organization may it be a small start-up entity or a large manufacturing firm. Operations management deals with the management of the company's core activity. Therefore, the functions of operations managers vary with the major activity of a business entity. The operation manager of a company engaged in the manufacture of children’s toys is basically tasked to oversee the firm’s value chain from the procu rement of raw materials, assembly, sales, and after sales services such as handling of complaints and warranties. On the other hand, the operations managers of a service company like a spa handles day to day activities like management of workforce to service the customers.

Medline Search Essay Example | Topics and Well Written Essays - 500 words

Medline Search - Essay Example The ‘Medline’ database was studied with directed and pointed queries in the main search box for terms related with the clinical question. The first query was made using a rather obvious sentence ‘improving functional status in adult asthmatics’ but it yielded no results. The search was repeated using a more targeted collection of terms ‘asthma control in adults’ which yielded some very good results. The primary papers shortlisted in this search which were somewhat relevant with the clinical question included papers on medical adherence amongst adult asthmatics residing in two inner city clinics, the beliefs of patients as well as physicians about asthma control and risks involved. Another search was conducted on the same website using ‘asthma self care’ as the key words. This yielded a number of hits and two papers talked about the impact of education on asthma patients, adults as well as children. Out of these, one was found to be highly relevant to the clinical question and is summarized below. Yet another search with the key words ‘asthma medication’ yielded quite good results and another paper was selected for discussion and summarization. In total 10 relevant studies were obtained in this search. The two selected studies had high relevance with the clinical question due to their focus on the impact of education on patient adherence with medication for asthma and are therefore summarized below: 1. A descriptive and correlative study tried to examine the impact of education, knowledge and patient characteristics on emergency visits to the hospital which can yield some fair knowledge about the clinical question (Emtner et al, 2009). In a year long study, 84 asthma patients and 52 COPD (Chronic Obstructive Pulmonary Disease) patients were interviewed on phone 4 to 6 weeks after an emergency room (ER) visit and followed up for one year to study the impact

Budgeting Process for the State of New York Essay

Budgeting Process for the State of New York - Essay Example As the discussion highlights  the first step of the budget process starts at the subdepartmental level. During this stage, the staff working in various agencies prepares their own requests as directed by the heads of departments. During the same time the agency head arrange for meetings with the program managers during when the budgetary needs of the agency programs are discussed. Even though the official stage of budget preparation takes place between June and September, the agencies analyze their budgetary needs as early as April, May or June. With the issue of a policy memorandum or the call letter to the heads of the agencies by the budget director, the budget process starts.  This essay discusses that a program package is then prepared by each of agency which is then reviewed by the division of the budget before it is approved by the heads of the agencies. Even though it is the staff at the top agency office who decide on the final submission of the agencies, the formulation of the budget requests are different in each of the agencies. In addition, the agency officials who are under obligatory to serve their agency constituencies as needed by the constitution must adhere to the rules set by the governor and the budget director. A notable aspect of the formal budget hearings is that only the representatives selected by the fiscal committee attend the hearing and ask questions. The hearings are closed to the members of the public; however the process is fair and all inclusive. Review of the budget After the heads of agencies approves the program package, the agencies submits the budget requests for review and analysis. The major body within the division of budget that is responsible for the review and the analysis of the budget is the examination body. Apart from analyzing of the budget requests, the examination body may seek for extra information from the agencies regarding their requests. Likewise, the unit holds meeting with the heads of the agencies

How Oil and Gas Could Affect the Economy Research Paper

How Oil and Gas Could Affect the Economy - Research Paper Example This paper tells that the use of oil and gas may continue to change and affect the economy, dependent on how it is used within various regions of the world.   If this resource continues to fluctuate, it can lead to either a recession in the economy or growth and expansion of various regions. The use of oil and gas is no longer one that is based in different regions of the world. It has now become a dependent resource from every region, with most resources coming from regions such as the Middle East and being outsourced into different places of the globe. Each of the areas that produce oil and gas first has to find the natural resource through an oilfield that can continue to produce the right demands for various regions of the world. The current demand has led to most oilfields producing an average of 260 billion barrels a year, some which produce as much as 25 billion barrels a day. As the gas and oil continue to be produced, it leads to instant fluctuations with pricing. The equa tion that is used is based on the amount of oil and gas that are available for different regions of the world, specifically with estimates of how much oil and gas can be recovered from the selling prices of the oil and gas. For example, if not as much oil and gas can be produced from an oilfield, then the prices will begin to rise in the economy and will alter how much one spends on the amount of gas or oil for their needs. The main effect that the oil production has on the world economy is based on a rise and decline of pricing and production. As the rise of oil demands continue, there is the inability to continue with the amount of production that takes place through the oil that is available. The geological constraints and technological problems are making it so that there are limitations in the amount of production. The result is that political influences and other factors begin to affect the economy by raising prices and creating different ways to find oil.

The role of Identity in the Story of the Hour, by Kate Chopin Research Paper

The role of Identity in the Story of the Hour, by Kate Chopin - Research Paper Example Mallard sees her husband is alive after all. This paper analyzes identity formation and gender identity in the Story of an Hour. It is a story revolving around the themes of marriage and bondage. The story demonstrates that a wife’s identity is no identity at all, because it is defined by her gender and status beneath her husband, and wives like Mrs. Mallard would rather choose death over the life of â€Å"becoming† a woman in a man’s world. A wife’s identity is no identity at all, because it is a product of gender roles and expectations. All Mrs. Mallard’s life, she is Mrs. Mallard, and this is not an identity she can call her own. As a protagonist, she does not even have a specific name in the beginning of the story. She is only Mrs. Mallard, defined by her relation to her gender and husband. Her real name, Louise, is revealed only at the end of the story, when her sister worries about her bereavement in her room and asks her to open the door. But it can be analyzed that even Louise comes from the word Louie. She remains a product of her gender, a woman who is meant to do housework all her life and be a servant to men and her family. Being a woman during these times means a world of â€Å"repetition† of servitude. ... (qtd. in Deutscher 328). Mrs. Mallard also knows this for a fact, which is why when she learns that she is free, she knows that the days of repetitive domestic tasks are gone forever. In her mind, she sees images of different seasons, all spent for herself: â€Å"Spring days, and summer days, and all sorts of days that would be her own† (Chopin). When someone dreams of days becoming her own, one would feel that depth of servitude it must be to be a woman. And so in a span of an hour, Mrs. Mallard transforms into Louise, the free woman. She is her own woman, and she no longer has to be the wife of someone else. This idea of becoming a woman in her own terms can be gleaned from the symbols of empowerment in the story, such as songs and birds: â€Å"The notes of a distant song which someone was singing reached her faintly, and countless sparrows were twittering in the eaves† (Chopin). The song represents the song of freedom from bondage, while the sparrows are symbols of f reedom and autonomy. Louise can flutter using her wings, and finally, fly away from being a traditional woman. Being a wife kills self-identity, since it is only defined by the social identity of being a wife, a slave of a husband. A social identity is â€Å"that part of an individual’s self-concept which derives from his [sic] knowledge of his membership of a social group (or groups)† and the importance placed on that membership (Tajfel 255 qtd. in Sacharin, Lee, and Gonzalez 275). But as a wife, Mrs. Mallard finds no importance in that membership. Essentially, she does not even love her husband: â€Å"And yet she had loved him--sometimes. Often she had not. What did it matter!† (Chopin). She does not even love this man she calls her husband, but she has to stick with

Budgeting Process for the State of New York Essay

Budgeting Process for the State of New York - Essay Example As the discussion highlights  the first step of the budget process starts at the subdepartmental level. During this stage, the staff working in various agencies prepares their own requests as directed by the heads of departments. During the same time the agency head arrange for meetings with the program managers during when the budgetary needs of the agency programs are discussed. Even though the official stage of budget preparation takes place between June and September, the agencies analyze their budgetary needs as early as April, May or June. With the issue of a policy memorandum or the call letter to the heads of the agencies by the budget director, the budget process starts.  This essay discusses that a program package is then prepared by each of agency which is then reviewed by the division of the budget before it is approved by the heads of the agencies. Even though it is the staff at the top agency office who decide on the final submission of the agencies, the formulation of the budget requests are different in each of the agencies. In addition, the agency officials who are under obligatory to serve their agency constituencies as needed by the constitution must adhere to the rules set by the governor and the budget director. A notable aspect of the formal budget hearings is that only the representatives selected by the fiscal committee attend the hearing and ask questions. The hearings are closed to the members of the public; however the process is fair and all inclusive. Review of the budget After the heads of agencies approves the program package, the agencies submits the budget requests for review and analysis. The major body within the division of budget that is responsible for the review and the analysis of the budget is the examination body. Apart from analyzing of the budget requests, the examination body may seek for extra information from the agencies regarding their requests. Likewise, the unit holds meeting with the heads of the agencies

The role of Identity in the Story of the Hour, by Kate Chopin Research Paper

The role of Identity in the Story of the Hour, by Kate Chopin - Research Paper Example Mallard sees her husband is alive after all. This paper analyzes identity formation and gender identity in the Story of an Hour. It is a story revolving around the themes of marriage and bondage. The story demonstrates that a wife’s identity is no identity at all, because it is defined by her gender and status beneath her husband, and wives like Mrs. Mallard would rather choose death over the life of â€Å"becoming† a woman in a man’s world. A wife’s identity is no identity at all, because it is a product of gender roles and expectations. All Mrs. Mallard’s life, she is Mrs. Mallard, and this is not an identity she can call her own. As a protagonist, she does not even have a specific name in the beginning of the story. She is only Mrs. Mallard, defined by her relation to her gender and husband. Her real name, Louise, is revealed only at the end of the story, when her sister worries about her bereavement in her room and asks her to open the door. But it can be analyzed that even Louise comes from the word Louie. She remains a product of her gender, a woman who is meant to do housework all her life and be a servant to men and her family. Being a woman during these times means a world of â€Å"repetition† of servitude. ... (qtd. in Deutscher 328). Mrs. Mallard also knows this for a fact, which is why when she learns that she is free, she knows that the days of repetitive domestic tasks are gone forever. In her mind, she sees images of different seasons, all spent for herself: â€Å"Spring days, and summer days, and all sorts of days that would be her own† (Chopin). When someone dreams of days becoming her own, one would feel that depth of servitude it must be to be a woman. And so in a span of an hour, Mrs. Mallard transforms into Louise, the free woman. She is her own woman, and she no longer has to be the wife of someone else. This idea of becoming a woman in her own terms can be gleaned from the symbols of empowerment in the story, such as songs and birds: â€Å"The notes of a distant song which someone was singing reached her faintly, and countless sparrows were twittering in the eaves† (Chopin). The song represents the song of freedom from bondage, while the sparrows are symbols of f reedom and autonomy. Louise can flutter using her wings, and finally, fly away from being a traditional woman. Being a wife kills self-identity, since it is only defined by the social identity of being a wife, a slave of a husband. A social identity is â€Å"that part of an individual’s self-concept which derives from his [sic] knowledge of his membership of a social group (or groups)† and the importance placed on that membership (Tajfel 255 qtd. in Sacharin, Lee, and Gonzalez 275). But as a wife, Mrs. Mallard finds no importance in that membership. Essentially, she does not even love her husband: â€Å"And yet she had loved him--sometimes. Often she had not. What did it matter!† (Chopin). She does not even love this man she calls her husband, but she has to stick with

Sophocles, Oedipus the King Essay Example for Free

Sophocles, Oedipus the King Essay The following analysis will examine Oedipus the King, by Sophocles. The following questions will be addressed: What is the historical context of this period? What are the storylines, as revealed in the document? What does the document reveal about the Greek notion of fate and free-will? Who was the author and does he reveal a bias? What was the author’s intent in writing this and whom did he see as his audience? And lastly, what stands out as particularly meaningful and why? The historical context of the period reveals the Greeks believed the gods could see everything that humans did and could, if they choose, fulfill such needs as food, shelter and clothing as well as wants like love, wealth and victory. [1] The Greeks were often described as â€Å"independent-minded† and there seems to be no doubt that geography played a major role in shaping that character. It was the mountains and the sea that molded Greece and Greeks into what they were. [2] Polytheism is a belief in many gods and syncretism reflects a willingness to add foreign gods into the belief system-even if the new additions dont exactly fit. 3] Fate was very important to the ancient Greeks, which played a huge role in there daily life actions and behaviors which they believed would affect their fate in life. The Greeks created Greek mythology; this was the body of their myths and teachings. It was concerning their gods and goddesses, their heroes, and the nature of the world to them. â€Å"It was God that aided you, men say, and you are held with God’s assistance to have saved our lives Now Oedipus, Greatest in all men’s eyes, here falling at your feet we all entreat you, find us some strength for rescue. [4] The storyline of Oedipus- the King, Sophocles starts in front of the palace of Oedipus at Thebes. Oedipus is the King of Thebes, this is where the play is based around. â€Å"Oedipus the King† was believed to be written around 430 B. C, in the city of Thebes. A horrible plague has come into this city, making everyone sick and dying. Oedipus comes through the central doors to find a priest and a crowd of children praying to the gods to free them from this horrible curse, the plague. The priest is begging Oedipus to go and save the city. Oedipus explains to the priest how he has sent Creon who is his brother-in-law to speak to Apollo at his Pythian temple to find out how to save the city. Once Creon arrives back he tells Oedipus what he has heard from God. He explains that God commands them to drive out a pollution from their land, a pollution that had grown ingrained within their land. They were talking about when Laius was murdered. Lauis was the king before Oedipus had piloted the state. His murdered was said to happen many years before this plague had happened, and no one took any action into finding out what happened, or who had done it. Everyone who was with Lauis at the time was killed as well, except for one messenger who fled in terror. This messenger could only speak of one thing; how there were many robbers, and this king was killed by many. Now Oedipus goes on trying to solve this murder in order to help his city. He soon will learn of Creon turning against him. He then turns to his wife Jocasta to help him better understand events that lead up to the death of Lauis, and to understand more about the death of Lauis. After this is done you start to get an understanding of what this play is really about. The notions of fate and free-will are revealed during the play when they are talking about Oedipus’s life. This is a dramatic tale of a great king who is brought down by â€Å"fate† and the destiny of the gods. Prophecy is one of the main things of Oedipus the king. Oedipus tells Jocasta whom is his wife, of a prophecy he has heard as a young man. This prophecy was that he would kill his father and sleep with his mother. Jocasta then tells Oedipus of a prophecy just like his that was given to Laius; her son would grow up to kill his father. Oedipus seems only to want to flee his fate, but his fate continually catches up with him. OEDIPUS: â€Å"Why should man fear since chance is all in all for him, and he can clearly foreknow nothing? Best to live lightly, as one can, unthinkingly. [5] Oedipus has a strong will to find out about his past, and to discover the truth about things in his life. Jocasta is the one trying to keep him from clearly getting answers to things he wants to know. â€Å"Jocasta: I beg you- do not hunt this out- I beg you, if you have any care for your own life. What I am suffering is enough. [6] Oedipus then responds to her showing us how he is free willed and wants to know his fate in life. Oedipus: Break out what will! I at least shall be willing to see my ancestry, though humble. Perhaps she is ashamed of my low birth, for she has all women’s high flown pride. But I account myself a child of Fortune, beneficent Fortune, and I shall not be dishonored. [7] It just proves that Oedipus has a strong will of finding things out no matter what happens. He believes his fate will play out one way or the other. The author of Oedipus is Sophocles was an innovator of drama. His main stories were, Sophocles, Euripides and Aeschylus. These three were well-known as masters of tragedy. 8] Sophocles’s most famous surviving work includes the Theban plays: Oedipus Rex (sometimes called Oedipus Tyrannus) Oedipus at Colonus, and Antigone. There are different quotes through out Oedipus the King that leads you to believe Sophocles as an unbiased writer in this play. â€Å"But do not charge me on obscure opinion without some proof to back it. It’s not just lightly to count your knaves as honest man, nor honest men as knaves. To throw away an honest friend is, as it were, to throw your life away, which a man loves the best. †[9] There are so many different lessons to be learned in Oedipus the king. These are lessons I believe that everyone today could benefit from. It shows the downfalls of someone being arrogance and selfishness, what kind of actions can happen from being judgmental, and the repercussions of being quick to act without sufficient knowledge. These are things that a lot of people in the world do not understand well, and a lot of times many people do a lot of things with out thinking or worrying about any repercussion. The author’s intent is clear because he shows you that we shouldn’t temp fate. What’s going to happen will happen, and in this case it did happen in a disaster. Jocasta: Do not concern yourself abut this matter; listen to me and learn that human beings have no part in the craft of prophecy. [10] It seems apparent that the intended audience would have been the people who already knew the Oedipus story. These people would experience the effects of a dramatic irony as they watched the unfortunate events play out during the play. In conclusion, what stands out as meaningful from Oedipus’s story is that no matter what you try to do fate will always win. You can not do wrong to someone or something and get away with it. Over time it’ll come back to you and it won’t always work out the way you want it to. This historical period has lead you through a time when someone did something wrong and was taught a lesson. In Oedipus’s story you gain an insight of the Greek tragedy, and you learn about fate and irony. Learning about fate and free will is something that allows you to get a better understanding of the two. When you see something happening to someone that’s so tragic, it gives you a better understanding of the meaning, and allows you to see things really do happen to people who do wrong.

The Principle of Fidelity | Comparison to Socrates

The Principle of Fidelity | Comparison to Socrates While some try to escape prison when they are imprisoned for a crime, Socrates argued for his imprisonment. Socrates provides Crito with three reasons for staying in prison, Principle of Filial Piety, Principle of Fidelity and Non-Malificence argument. For the purpose of my argument, I will show how the Principle of Fidelity and Principle of Filial Piety are flawed arguments. In this paper I will outline arguments mentioned in Taking Rights Seriously by Ronald Dworkin in order to show why Socrates should escape from prison. For the Principle of Fidelity, Socrates provides two premises and a conclusion. In his first premise he argues that because he remained in the city of Athens and did not challenge its laws, it constitutes an agreement to abide by its laws (Rodde 23 Jan. 2013). In his second premise he states that as citizens, we ought to abide by our agreements (Rodde 23 Jan. 2013). Thus, if he escapes from prison, he will break the law, therefore, he should not escape from prison (Rodde 23 Jan. 2013). However, I argue that the Fidelity Principle argument is not a fair one on the basis that it assumes that regardless of the laws of a country, if you live in the society you must abide by the societys laws, thus agreeing to the laws as being just laws. Furthermore, the government is appointed and chosen by the majority rule and regulates its laws for its citizens. When there is a relationship built between the state and its citizens, an automatic agreement occurs. While the citizens have a duty to the state, the state also has one to its citizens of treating them justly under the law. Socrates strongest argument is the Principle of Fidelity as he argues that we must keep our promises (Plato 29-30). Nonetheless, Socrates admits that he was put in jail on wrong terms (Plato 29-30). The wrong imprisonment automatically voids the agreement that Socrates has with the state. Because the state broke faith with Socrates by unjustly accusing and sentencing him, why then is it okay for Socrates to break faith with them? Dworkin argues, in practice, the government will have the last word on what an individuals rights areà ¢Ã¢â€š ¬Ã‚ ¦but that does not mean that the governments view is necessarily the correct view (Dworkin 34). In this phrase , Dworkin argues that there is a difference between moral rights and legal rights and that although we are in an agreement with a government, our own individual rights should not be ignored. By Socrates keeping his end of the promise to the government, he assumes that the government ought to be moral and that the government acts for its citizens: he who has experience of the manner in which we order justice and administer the state, and still remains, has entered into an implied contract that he will do as we commend him, and who he disobeys us is, as we maintain, thrice wrong (Plato 30). Here Socrates outlines the rules outlined by the state to its citizens and he argues how citizens must abide by those rules, however, if the state is an unjust state, should one still abide by its rules? Dworkin beautifully shows how an act such as Socrates based on the Fidelity Principle ignores ones moral rights as he argues that an individual who believes that the governments view is always the right view must believe that men and women have only such moral rights as government chooses to grand which means that they have no moral rights at all (Dworkin 34). Here Dworkin explains that by ignoring our moral rights and allowing the state to assign moral rights, we have no rights at all. Therefore, as citizens have obligations that they must meet to its government, the government has obligations that they must fulfill. The state broke the obligations that they had to Socrates by imprisoning and executing him on false accusations, this also showing that the law was flawed and unjust. However, we should not ignore Socrates argument that even though the state broke fidelity with the law that does not mean that he should break faith with the law. While in conversation with Crito, Socrates explains that he is a man of his word (Plato 29), however, he fails to mention that he is binding himself to an unjust law. This further questioning the legitimacy of the Principle of Fidelity as it seems to strongly support some claims while ignoring others. Socrates second argument is the Principle of Filial Piety. Socrates first premise for the argument is that the relationship between a state and a citizen is similar to the relationship between a parent and a child (Plato 29-30). The second premise states that a child ought to obey his/her parents; therefore, a citizen ought to obey the state (Rodde 23 Jan. 2013). However, the Filial Piety is a flawed principle because it is an argument from analogy. Analogies always fail because two features can never be exactly identical. Yet, Socrates assumes that parents orders are always the right orders. Socrates disregards the concept of error and poses the concept of perfectibility on a role that never can be perfect. The notion of perfectibility becomes more problematic when Socrates compares the relationship of a citizen and its state to a child and its parent: in disobeying us he is disobeying his parentsà ¢Ã¢â€š ¬Ã‚ ¦we are the authors of his education (Plato 30). Here Socrates explains t hat the control the state has over his life is similar to the control that parents have over their children. However, by giving the state this sort of power he denies his own rights as a citizen. Dworkin argues that, a man has a moral right to speak his mind in a non-provocative way on matters of political concern and that is an important right that the state must go to great pains to protect (Dworkin 36), this is not the case for Socrates. Socrates exercised his rights as a citizen and was punished, however, according to Dworkins thought the state made a mistake when imprisoning him for speaking his mind. In addition, there is an assumption that the parent (state) has hierarchical power; therefore the child (citizen) is below the law (state). If this were the case, then why did Socrates speak against the state (his parents)? The Filial Piety argument becomes problematic as Socrates contradicts his own actions of speaking against politicians. Socrates argues that he has to obey the law unconditionally because the law has parental rights over him (Plato 30); therefore, he is a slave to the state. Socrates argues that he is a free man to leave if he chooses to (Plato 30-31), but how can he argue that he is a free man if the state who, according to him, have parental roles over him, have subjected him against the law? When can these rights be restricted? According to Dworkin, rights can only be restricted if: values protected by original right are not at stake in this case, if marginal cases are permitted and granting right affects competing rights and if marginal cases are permitted and produces costs to society are beyond cost of granting right (Rodde 28 Jan. 2013). With Dworkins idea in mind, I believe that Socrates has imprisoned himself more than the actual government because he appoints the government as his parents through his own analogies. To conclude, I believe that Socrates should escape from prison because the Principle of Fidelity assumes that a law is always just. While on a moralistic view we may argue that Socrates should not escape from prison based on this argument because he has to show the importance of maintaining his promise, instead by not escaping he ignores the law. For example, laws are created to maintain an orderly society in which punishments are involved, creating a dichotomy between right versus wrong. By only considering the idea of keeping ones promise in his argument, Socrates opens the way for people who have been illegally convicted to ignore the entire law system which is created in order to distinguish between right and wrong, and simply do as the state says to due to a natural binding between the person and the state. He ignores the manipulations of the state and ones desires to live. Also, Socrates argues for the Principle of Filial Piety as an important argument. However, the argument is created on an analogy which cannot sustain itself because Socrates compares his relationship to the state as a parent child relationship, but fails to question the way the state sees the relationship with its citizens. Lastly, Dworkins idea of immoral rights versus legal rights and his limitations of when rights can be restricted highlights how although some actions may be immoral, they are not illegal (Dworkin 35), therefore Socrates should escape from jail. [Word Count: 1474]

A Hobbesian and Heroic Unreflective Citizenship Essays -- Hobbes Plato

A Hobbesian and Heroic Unreflective Citizenship In Meno, Plato asks â€Å"what virtue itself is† (Plato 60). This dialogue on virtue between Socrates and Meno ably frames a wider dialogue on ethics between Thomas Hobbes, the Greek heroic tradition, and the sophists of 5th century Athens. Hobbes’ Leviathan and Aristophanes’ The Clouds introduce three classes of ethical actors to respond to Plato’s inquiry: Hobbes’ ethical lemmings, the heroic ethical traditionalists, and the sophist ethical opportunists. The Meno also helps capture the essence of contemporary discussion of the morality of desire and emotivism, as articulated by Roberto Mangabeira Unger in Knowledge and Politics and Alasdair MacIntyre in After Virtue. Finally, I will examine—and then problematize— the Hobbesian and heroic responses to ethical subjectivism. SOCRATES: Meno, by the gods, what do you yourself say that virtue is? MENO: †¦There is virtue for every action and every age, for every task of ours and every one of us. (Meno 60-61) Meno helps Plato articulate the implications of subjectivism and the arbitrary designation of value. Roberto Mangabeira Unger’s discussion of the â€Å"morality of desire† (Unger 49) and Alasdair MacIntyre’s description of emotivism formalize the ethical importance of Meno’s inability to disaggregate the self from a definition of virtue. According to Unger, â€Å"[t]he morality of desire defines the good as the satisfaction of desire, the reaching of the goals to which our appetites and aversions incline us. The task of ethics on this view is to teach us how to organize life so that we shall approach contentment† (49). In a similar vein, MacIntyre describes emotivism in After Virtue: â€Å"Emotivism is the doctrine that all evaluative judgme... ...valuation, but can ensure the engagement of informed citizens and offer the choice and contrast between competing paradigms. Plato’s wisdom does not reside in his provision of definitions, but his understanding of the intrinsic good of an autonomous process of thinking, searching, and questioning—all of which absolute standards ignore. Works Cited Aristophanes. The Clouds. Trans. and foreword by William Arrowsmith. Forrest, W.G. The Emergence of Greek Democracy. Guthrie, W.C. A History of Greek Philosophy. Hobbes. Leviathan. Trans. Herbert W. Schneider. MacIntyre, Alasdair. After Virtue. 2nd Ed. University of Notre Dame Press: Notre Dame, Indiana, 1984. MacIntyre, Alasdair. A Short History of Ethics. Plato. Five Dialogues : Euthyphro, Apology, Crito, Meno, Phaedo. Trans G. M. A. Grube. Unger, Roberto Mangabeira. Knowledge and Politics.

The Condition of Women During the French Revolution :: Essays Papers

The Condition of Women During the French Revolution In Women and the Limits of Citizenship in the French Revolution, Olwen H. Hufton expresses her intention to show that women's responses to their various situations during the revolution "transformed and modified the entire history of the period 1789-1815."(1) In order to demonstrate her point, Hufton evaluates the Paris "engendered crowd" and their interest in popular sovereignty, the gender complexities of the revolutionary reform policies, and the "guerilla warfare" of women in the provinces.(2) The complexity of women's roles in the French Revolution, she notes, did involve bread rioters, members of political clubs, and defenders of religious traditions, but she resists the "simple evolutionary view of a revolutionary woman," such as the politically incompatible woman whose involvement became a "serial disaster" (3) or the fanatical woman of political clubs and religion.(4) In 1789, bread rioters marched to Versailles, dried their rain-soaked clothing in the assembly hall, disrupt ed the proceedings with rowdy behavior, invaded the queen's bedroom, and pressured the king into a humiliating journey to Paris, where the "chief baker" could be coerced into providing bread.(5) A crowd of women in 1789 removed the king from the Versailles court where he could be influenced by his wife's foreign family and established Paris as the center of French politics. However, Hufton concludes that "the most persistent ghost of the French Revolution," the "spectre" that would "haunt" future politicians and deprive women of the right to participate in elections, was the subversive woman of 1795-96. (6) I will show how Hufton develops her theme of women in specific situations that impact the condition of women during the French Revolution, especially the 1795-96 counter-revolutionary woman that other historians of the French Revolution, such as Suzanne Desan, recognize to be significant in the changing trends in the condition of women during the French Revolution. Joan Wallach Scott and Susan Dalton contribute insights into the roles of Olympe de Gouges and Madame Roland, Darline Gay Levy and Harriet B. Applewhite develop the subtheme of militant women in Paris, and Joan B. Landes discusses women in the "public sphere," while Suzanne Desan explains how women created a public sphere through religious activism. Despite the legal prohibition of participation of women in the public sphere after 1793, some women succeeded in influencing French policies regarding religion through clever, courageous activist efforts. Women did not succeed in acquiring the right to participate in elections until 1945, but they took advantage of other informal, or even illegal means, to influence French society.

Race and Ethnicity Essay

Race in America is one of those subjects that scholars rarely broach and are heavily criticized for these omissions by their constituents. For this reason, the subject of race and urbanization felt a proper choice for this final paper. Following, we will incorporate data from multiple sources including Khaled Hosseini’s The Kite Runner, a novel that examines the harrowing trials of different groups in Afghanistan and what happens to the ones lucky enough to escape the violence of their homeland into the safety net of American soil; in an attempt to show the inalienable link between race and urbanization. This discussion on urbanization and race in American will also include a brief discussion on classism. Classism is a part of the structural organization of society that can be measured as part of the contributing factors to the socioeconomic divisiveness experienced in this urbanized world. Some argue that gentrification, in all of its wonders is class based. Others argue it more a matter of ethnicity and race, both may be correct. Nevertheless, the issue of race, as aforementioned should be granted a closer look. By examining the ideas and experiences of anthropologists and sociologists past and present this paper will attempt to specify on how classism, racism, and urbanization are connected. Growing Cities and Ghettos The Industrial Revolution sparked an enormous wave of migrants and immigrants into American cities creating an urban ecology. Chapter 3 of the Giddens et. al. text, describes the social movement from Gemeinschaft to Gesellschaft; from a community based ideology in society to a more individualized world. Afghanistan is an agriculturally based society. Urbanization is a global process that draws people away from rural areas and into the cities. Once in those cities, people tend to gravitate to areas that are inhabited by people of their same cultural fabric. In discussing theories of urbanization, gentrification and displacement, John Bentacur (2010) in Gentrification and Community Fabric in Chicago points out how people are drawn to areas that have a cultural/ethnic connectivity, â€Å"immigrants with different characteristics compete for space until they get accommodated with alike others in locations that correspond to their competitive strengths† (p 384). In the novel, The Kite Runner, Amir and his father make the arduous migration from Kabul, Afghanistan to Fremont, California. Their low income neighborhood of Fremont is ethnically diverse but with a notable concentration of Afghani residents. It makes sense that when people leave their countries of origin to settle in a new place, they will be drawn to people and areas that are familiar to them. Even with familiarity problems arise, urban studies reveal several difficulties that plague densely populated urban neighborhoods; poverty, crime and dilapidated conditions to name a few. In Afghanistan Baba, Amir’s father, was rich and even wielded some power for being a respected business man and serving the community by creating an orphanage that would later be destroyed by the Taliban regime. In America, there would be no such accolades to speak of for their family. In fact, they would live in a type of poverty, they had never experienced nor hardly imagined. They would experience the existence that many black Americans face with no end in sight. A growing world population combined with globalization and the heightened mobility that comes with it has led to the creation of cities and a scramble for affordable housing. Gentrification also known as ‘urban regeneration’ or ‘re-urbanization’ is the process that happens in a community when it becomes urbanized and consists of the higher income families moving into lower income areas. During this process demographic changes are notable; in America, gentrification is notably marked by white families moving into black neighborhoods. Race and Ethnicity America is a multicultural nation. Our history of slavery created the black and white groups and the immigrant populations from around the world contributes to a high variety of culture and ethnic background. The macro-sociological issue of race and ethnicity has been the source of much debate and discussion. The reason for this is that the issue of race has been the root cause of social and political turmoil. Douglas Massey and Nancy Denton provide the backdrop in history when segregation by race was created in America in their book American Apartheid: Segregation and the Making of the Underclass. Massey and Denton edify that racial segregation was not always a fact of life in American society and that in fact; blacks and whites lived in close proximity to each other, albeit in the alley ways of the big homes occupied by their white neighbors, â€Å"industrialization in the north unleashed a set of social, economic and technological changes that dramatically altered the urban environment in ways that promoted segregation between social groups† (1993:19-26). Urbanization and technological advancement (causing blacks in the south to migrate to northern cities by the tens of thousands) would be the foundation for residential segregation where blacks and other minorities would be relegated to the outskirts of town. Black ghettos would remain isolated from society in a manner that was rarely, experienced by the European immigrants that came to this country during industrialization. Blacks and later, Latinos, would be destined to live isolated and neglected from social organizations and deprived from many of the benefits enjoyed by white communities with little hope of escape, â€Å"not only was the segregation of European ethnic groups lower, it was also temporary. Whereas Europeans isolation indices began to drop shortly after 1920, the spatial isolation characteristics of blacks had become a permanent feature of the residential structure of large American cities by 1940† (Massey and Denton 1993:57). In America, race and ethnicity is more clearly defined than in places like Afghanistan. According to data gathered from the PBS News Hour website, Afghanistan has nine different ethnic groups that reside in different territories of the country. They have fought and continue to fight civil wars, over culture (religion), legislative power and territory. Afghanistan and the U. S. are similar in their historical oppression of one ethnic group over another. In Afghanistan, the Pashtun/Sunni have for a long time ruled the land and claimed dominion over the Hazara/Shites. The Hazara group can be considered the equivalent to the Black demographic in America where historically they were the slave class, but are currently represented in government. Statistics In a rapidly modernizing world, Afghanistan is among the severely underdeveloped countries of the Middle East. As previously mentioned, Afghanistan is a multiethnic/multifaith, agriculturally based democracy, with a history of violence. And it perhaps it is this history, in addition to deep religious belief systems that have kept this land from joining the rest of the modern world. In reviewing the Millennium Development Goals indicators, data collected by the United Nations Statistics Division (UNSD), I reviewed several indicators that point to the fact that Afghanistan has a long road ahead. Afghanistan is making slow but sure progress trying to bring itself into a socially, politically and economically stable place. The first indicator measured the number of underweight children less than 59 months. The UNSD defines this indicator as a high number of moderately to severely underweight children, â€Å"whose weights for age are less than two standard deviations†. According to the report a healthy population will have 2. 3 percent of their children in this category. In 2004, 32. 9 percent of Afghanistan’s children were reportedly underweight, compared to 44. 9 percent in 1997. This indicator points to the poverty level and lack of nourishment recorded within a seven year period in Afghanistan. A second indicator measures women’s rights and representation in government. This indicator is defined as, â€Å"the portion of seats held by women in national parliament† increased from 3. 7 percent in 1990 to 27. 3 percent in 2006. The measurement was sustained through 2012 at 27. 7 percent. More work needs to be done and educating the population should be the place to start. Theological Link The Modernization Theory discussed in the text looks to explain the underdevelopment of countries like Afghanistan. Marx worried about capitalism and the effects it had on the lower-class population and thereby, the democratic process. Marx’s Conflict Theory dictates that societies are ruled by a small group of elite that create social order for the larger population. In this, we have the creation of divisions by class (division of labor), a central topic of discourse since the beginning of industrialized times. The French Revolution of 1787 (also known as the revolt of the bourgeois or middle-class society) creating capitalism and thereby usurping government power from monarchs. Karl Marx hated democracy. â€Å"Democracy is the road to socialism† (Karl Marx) Capitalism created tensions between the working and bourgeois classes. Summary Race and urbanization are indivisibly linked. Marxism and Class Conflict is the most applicable theory of today’s society. Considering the current events and status of world order, it is undeniable; capitalism continues to be the most powerful ideology in the world. The United States is a powerful country and the way it retains power is by unwaveringly maintaining capitalistic ideology and participating in global conflict around the world in defense of this ideology, â€Å"power, ideology, and conflict are always closely connected† (Giddens 2012:20). Societies are based on trust and these trusts are broken by the people that create and uphold unjust rules for the population of color and the poor. Works Cited. Betancur, John. 2010. â€Å"Gentrification and community fabric in Chicago. † Urban Studies Journal Foundation. Sage 48(2): 383 – 407. Retrieved from http://usj. sagepub. com/content/48/2/383 Giddens, Anthony, Mitchell Duneier, Richard P. Applebaum and Deborah Carr. 2012. â€Å"Introduction to sociology. † New York: W. W. Norton and Company. Eighth ed. , pp. 15-78. Massey, Douglas and Nancy A. Denton. 1993. â€Å"The construction of the ghetto. † Pp 17-59 in American Apartheid: Segregation and the Making for the Underclass. Harvard University Press. Retrieved from http://ereserve. baruch. cuny. edu.remote. baruch. cuny. edu/eres/coursepage. aspx? cid=3155&page=docs United Nations Statistics Division. (1991-2011) [Table Data on Gender Parity Index in Primary Enrollment retrieved November 5, 2012. ] Millenium Development Goals Indicators. Retrieved from http://mdgs. un. org/unsd/mdg/Metadata. aspx? IndicatorId=0&SeriesId=559 United Nations Statistics Division. (1991-2011) [Table Data on Gender Parity Index in Primary Enrollment retrieved November 5, 2012. ] Millenium Development Goals Indicators. Retrieved from http://mdgs. un. org/unsd/mdg/Metadata. aspx? IndicatorId=0&SeriesId=557.

Locke on the Social Contract Theory

Social Contract Theory is a philosophy, which states that political and moral obligations of a person are rendered to him, upon an agreement between the ruler and the society. This agreement governs both the ruler and the ruled society to act in accordance with one another. John Locke, along with Thomas Hobbes and Jean Jacques Rousseau, is one of the best known proponents of this theory, which emerged as one of the most influential political theories in the history of the Modern West. Social Contract Theory was an answer to reject the Divine Right Theory, which was used by kings and queens as their basis for their right to rule. Locke’s most important and influential writings are in his book, Two Treatises on Government. The first treatise in his writing is geared towards the rejection of Divine Right theory; and the second treatise states Locke’s own views on the justification for the civil government, which he entitled An Essay Concerning the True Original Extent and End of Civil Government. John Locke’s Social Contract Theory held a positive view about human nature. He argued that humans have a gift of reason, and man’s natural condition is a state of perfect and complete liberty wherein, humans live their lives at its best without interference from other people. People are assumed to be in equal footing with one another and are bound by the Law of Nature. This Law of Nature however is according to Locke’s view is the basis of all morality, and thus must not extend to harm other people’s rights with regards to their life, health, liberty or possessions (Locke 2003). Further more, as his concept of State of Nature lacks civil power amongst men and an appeal to the Law of Nature allowing people to defend themselves. Because of this lack of authority, a war is likely to break out, thus prompting the reason to abandon the State of Nature and recognize a contract that shall in turn form a government. This, as a result to man’s having the ability to think rationally, humans submit themselves to a higher authority for the protection of their rights. However, in Locke’s Social Contract Theory, a rational individual will only agree to a government, with minimal and limited control, and a government that is controlled by the citizens. Because for Locke, the government can be easily lured to become restrictive, corrupt and abusive of powers, thus prompting the individuals to always retain some power over the government for the sake of freedom and equality. This issue concerning freedom has always been central to Locke’s market government. Government must always employ the right blend of freedom and restrictions with it. For the people, their property and lives are their rational interests; and their concept to form a government is geared towards the protection of these interests. Therefore, the people, although putting the security of their rights in the government, are still fearful of the government’s potential power (The Social Contract). Thus, according to Locke, should the government cease to become responsive to its citizens, the government should be overthrown. They still hold the right to revolt against their ruler if they realize that their ruler is no longer able to cater to their needs and has been abusive and oppressive to the rights of man. Locke also supported the idea of laissez-faire, wherein there will be limited government intervention for the market to be able to generate a prosperous civil society based on individual’s rational competition. Locke’s version of the theory has played a great role in the development of the Western politics, particularly in America. His social contract plus laissez faire, has also became the basis for market institutions. Locke’s theory has been influential to the current criminal justice system, with property playing an essential role in the society’s government and contract that establishes it. With the State of Nature being itself chaotic when no one is bound to control the state of liberty for men, hence bringing about the State of War, and eventually creating the need to establish a contract between the ruler and the ruled society to enable people to rightfully defend their life and liberty. Thus, the need to protect their properties has prompted the people to abandon the State of Nature and form the social contract between the civil society and the government. Given the great influence that John Locke has posed through his political theories, his philosophies have continued to live until the present time, especially in American politics. The criminal justice system and world politics in general have exhibited strong influential heritage from Locke’s philosophies; in particular pertaining to the way the government must handle its affairs, so as to please the civil society who placed them in power. The Democratic form of government and criminal system, wherein the civil society is always left with a choice to whom must be put into power is an example of a social contract. And in turn, the overthrow or government leaders who did not much perform for the benefit of the people is an illustration of Locke’s theory. Reference Locke, John. (2003) Two Treatises of Government and A Letter Concerning Toleration. Yale University Press. The Social Contract. Retrieved October 25, 2007 from http://www.sagepub.com/upm-data/2769_Swri01.pdf