William Shakespeare s Life And Life - 2165 Words

William S. U’Ren’s parents came to the United States from Cornwall, England. William Richard U’Ren and his wife Frances, were religious followers of John Wesley and looked at the United States, as a new start. William S. U’Ren was born in Lancaster, Wisconsin, on January 10, 1859, and would be brought up within a religious home. His mother focused on the reading of the bible and understood the stories that foretold individuals looking for a better life. At the age of 17 (1876), William left his home and ventured to Colorado, becoming a miner. He would work two years, saving enough money to attend a business college, and studied law books in the evening, in Denver. His determination paid off, and in 1881, earned his degree and was admitted into the bar (age 21). William (from age 21-29) would practice law in Colorado and become an editor of a newspaper (in Tin Cup, Co.) and became fascinated with politics, becoming involved with the Republican assembly. In 1888, he was notified that he had contracted tuberculosis, and should move to milder climate, as he only had a few months to live. William moved to Honolulu and become fascinated with the written work, Progress and Poverty, by Henry George. He understood Henry George’s idea of a â€Å"single tax† and how it might be the answer to the issues of poverty, within the United States. William S. U’Ren would only work in Hawaii for a year, before deciding to venture to the Pacific Northwest. He wanted to die in the United States andShow MoreRelatedWilliam Shakespeare s Life And Life1307 Words   |  6 Pages William Shakespeare s life was very interesting, to say the least about him. â€Å"An English playwright and poet, William Shakespeare is often considered the greatest dramatist the world has ever known and the most recognized poet in the English language† (Lindaman). From a very young age, William was a very bright kid, who had gained a love for theater. Ever since that love as a kid, it only grew stronger. Not only did he have a love for theater, but also poetry. Throughout Shakespeare’s life familyRead MoreWilliam Shakespeare s Life And Life3795 Words   |  16 PagesResearch Paper March 23, 2016 William Shakespeare was born on April 23, 1564, in Stratford-upon-Avon to John Shakespeare and Mary Arden. Shakespeare was assumedly educated at the King?s New School in Stratford with an ?emphasis on the Latin classics, including memorization, writing, and acting classic Latin plays,? writes an article entitled Shakespeare?s Life, found on Foldger Shakespeare Library. He most likely attended until around age fifteen. In late 1582, Shakespeare at age 18 married Anne HathawayRead MoreWilliam Shakespeare s Life And Life3055 Words   |  13 PagesResearch Paper March 23, 2016 William Shakespeare was born on April 23, 1564, in Stratford-upon-Avon to John Shakespeare and Mary Arden. Shakespeare was assumedly educated at the King?s New School in Stratford with an ?emphasis on the Latin classics, including memorization, writing, and acting classic Latin plays,? writes an article entitled Shakespeare?s Life, found on Foldger Shakespeare Library. He most likely attended until around age fifteen. In late 1582, Shakespeare at age 18 married Anne HathawayRead MoreWilliam Shakespeare s Life Experiences997 Words   |  4 Pages Kemal 1 Ayesha Kemal Mrs. Holcombe Period: 7 10/05/14 Shakespeare’s Life Experiences William Shakespeare was born on April 26, 1564 to John and Mary Shakespeare. As a child Shakespeare grew up in the town of Stratford-upon-Avon in the United Kingdom. He grew up attending a school called King Edward VI School, where he learned to read, write, and use proper grammar. He continued to attend school until his family had some economic hardships and he was unable to attend university. Instead he got marriedRead MoreWilliam Shakespeare s Life And Accomplishments1819 Words   |  8 PagesAs we all know William Shakespeare was a well known and a highly sought after writer, but did he really deserve all that fame? As early as 1709, with Nicholas Rowe s publication of his edition of Shakespeare s works, the little information that we had about William Shakespeare began to show. Other than several early minor accounts, the preface of Nicholas Rowe s edition contained the first biography of William Shakespeare. Rowe presented eleven known facts about Shakespeare s life. By 1821, howeverRead MoreWilliam Shakespeare s Life And The Elizabethan Age Essay1474 Words   |  6 PagesWilliam Shakespeare was the great poet, actor, and playwright from the Elizabethan age. William Shakespeare was born on April 23, 1564 and would then die exactly fifty two years later. Throughout time, his plays have continued to grow in popularity and notoriety. Many of the saying first penned by William Shakespeare, we still use today. Such lines as; â€Å"As good luck would have it (The Merry Wives of Windsor), Dead as a doornail (2 Henry VI), Full circle (King Lear), and Milk of human kindness (Macbeth)†Read MoreWilliam Shakespeare s Life Of The English Language1425 Words   |  6 Pagestown northwest of London (Biography 2016). William Shakespeare grew up modestly throughout the early years of his life, but the influence that he had in the literary world was anything but. His childhood education and young-adult jobs aided him in creating a name for himself gradually to t he theater. With patience and commitment towards his writings, Shakespeare became known as the finest poet of the English language (Lineback 2016). As a child, Shakespeare had two older sisters and three younger brothersRead MoreWilliam Shakespeare s Life And Work Transcends Time1092 Words   |  5 PagesElizabethan time period, William Shakespeare began his remarkable career as a playwright changing/impacting blank. William Shakespeare’s life and work transcends time because of their relative relatability. William Shakespeare’s childhood was privileged in some ways. In â€Å"William Shakespeare; Life of Drama,† a documentary produced by by Rod Caird, Shakespeare was christened on April 26th in the year 1564. According to the website â€Å"Shakespeare of Stratford† published by Mabillard, Shakespeare was enrolled inRead MoreWilliam Shakespeare s A Good And Lasting Legacy822 Words   |  4 PagesWilliam Shakespeare William Shakespeare left a good, lasting legacy that we see almost every day and we don t even know it s there. A legacy is something that you leave behind weather good or bad, Shakespeare s left a legacy of books and being thought as one of the greatest writers in the world. In William’s life he created many pieces of literature and words that people use everywhere today. We may not know a whole lot about William Shakespeare’s life but we can see that he was a veryRead MoreEssay On William Shakespeare1127 Words   |  5 PagesThis is an informational essay about Poet, Actor, and Playwright,William Shakespeare. In this essay you can find much information ranging from fun facts to his death. This essay tells much about his life and includes some details of family members. The key purpose of this essay is to inform curious people about William Shakespeare. â€Å"I regard the theatre as the greatest of all art forms, the most immediate way in which a human being can share with another the sense of what it is to be a human

Grenz Review Free Essays

TY 170 February 23, 2009 Grenz Review As time passes, different themes are presented throughout society. These themes tend to make attempts at disproving its predecessor. In Stanley J. We will write a custom essay sample on Grenz Review or any similar topic only for you Order Now Grenz’ book, A Primer on Postmodernism, he discusses the two most recent ideas supported by the public; modernism and postmodernism. The opposition is apparent between the eras of modernity and postmodernity. As described by Grenz, modernity focuses on the individual, using reasoning as a source of the truth. This belief causes truth to be relative. Postmodernity’s focal point is the group, rather than the individual. Truth, in the postmodern view, is created by intuition and feeling, causing it to be constructed. Grenz also discusses both the problems postmodernity pose on Christianity and the similarities between postmodernism and Christianity. Grenz’ portrait of postmodernism is accurate for what society is facing today. In order to understand the differences between modernism and postmodernism as Grenz has defined them, first understanding of how each was created is needed. Modernity is based around meta-narratives; stories that connect everyone together. The most profound meta-narrative of modernity is the universal truth of science. One of the most important constructs of modernity is individualism, upon which all modern thinkers based their work. â€Å"Most historians suggest that the modern era was born when the Enlightenment brought new hope to war-ravaged Europe† (57). The Enlightenment had four principles; â€Å"Reason, nature, autonomy, and harmony† (68). These principles created the foundation for modern thinkers. Many modern thinkers throughout the era, regardless of their discipline, â€Å"Turned to the reasoning subject rather than divine revelation as the starting point for knowledge and reflection† (65). Through these foundations set for modernity, the modern philosophers turned to science in support for their hypotheses. â€Å"Thinkers such as Descartes, Newton, and Kant provided the intellectual foundation for the modern era† (80). Rene Descartes was one of the first modern thinkers of his time, â€Å"often being referred to as the father of modern philosophy† (63). When Descartes irst set out on his journey for knowledge, he set out with doubt, in search of absolute truth that doubt could not deny (64). Like many other thinkers of that period, he â€Å"Attempted to introduce the rigor of mathematical demonstration into all fields of knowledge,† because he believed that the truths of mathematics were more concrete than knowledge based on observation (64). Des cartes eventually reached the destination of his searching; the one thing that could not be doubted was one’s own existence. His new way of thinking led to a different outlook of the human person. His work defined â€Å"The human being as thinking substance and the human person as an autonomous rational subject† (64). This new definition supported Augustine’s philosophy; â€Å"Cogito ergo sum – ‘I think, therefore I am,† (64). Although Descartes’ work did not discover subjectivity, â€Å"the chief importance of his contribution lies in his emphasis on personal experience and personal knowledge, on knowledge arising from the individual’s unique point of view† (64). His role in the Enlightenment paved the path for his modern-thinking successors. Following Descartes’ work, Newton began making his own imprint on the world, emphasizing the importance of science. His work focused on trying to explain the workings of his universe that he saw as a â€Å"Grand, orderly machine,† (67). Newton’s idea of the world as a machine provided the framework for modernity. Newton believed that by viewing the world as a machine, he would be able to know its movements because it would follow a set of distinct laws (67). His design led modern thinkers to have a mechanistic understanding of the world, as opposed to a natural view (50). Although Newton looked at the scientific explanations of the world, his intent was to explain the existence of God. Similar to Descartes, Newton used the power of reason to enhance the meaning of theology. â€Å"The modern world turned out to be Newton’s mechanistic universe populated by Descartes’ autonomous, rational substance† (67). Through Newton’s work, other philosophers had the foundation needed to make their own impressions on the world of modernity. Eventually, philosophers began questioning the Enlightenment and modernity as a whole. Through Immanuel Kant’s work, he strengthened the ties between society and modernity, which associated himself with the beginning of the Enlightenment. Kant’s most important contribution to modernity was his publication of Critique of Pure Reason (57). His critique strengthened the support of modernity and terminated all questioning of it. Kant sought to create a more concrete platform for metaphysics through his writing (76). He hypothesized that the mind is systematical in organizing sensations from the external world. â€Å"According to Kant, the human person is not only a creature capable of sense experience bus also a moral being† (77). Kant believed that by living morally, one lives the way he wishes all people would live. He argued that the moral aspect of human existence is essentially rational (78). This view of existence created the realm of practical reason, which encouraged other modern philosophers to concentrate on the individual self. This attentiveness came from Kant introducing the idea that the self is â€Å"not just the focus of philosophical attention but the entire subject matter of philosophy† (79). Through this notion, Kant directed his attention to the individual imposing reality. Kant’s work provided future philosophers with the concepts needed to understand and eventually deconstruct modernity. Johann Gottlieb Fichte operated off of Kant’s discoveries. He accepted Kant’s work but also â€Å"Was enabled to explode it from the inside† (87). Fichte did not want to eliminate Kant’s ideas, but instead wanted â€Å"To expose the Kantian ‘fiction’ of an objective world existing in its own right beyond the self,† (87). Through his work, Kant emphasized the idea â€Å"that the self creates and determines the objects that constitute its own external world† (87). Hence, the realm that Kant claims to know through ‘pure’ reason, Fichte claims to produce through the exercise of ‘practical’ reason† (87). His work has created a freedom that â€Å"is important because it holds the potential of liberating us from a single way of understanding the world,† (88). Fichte managed t o dissolve Kant’s idea of an absolute reality through â€Å"eliminating the noumenal realm† (88). Although he worked against Kant in many ways, Fichte managed to uphold Kant’s concept of the absolute self (87). Fichte, along with other thinkers’, beliefs led to what is now considered to be the postmodernism era by questioning the context of modernity and its constructors. Postmodernism is the mere rejection of the ideas that modernism and the Enlightenment support. The main theory that postmodernism rejects is the construct of individualism. In its denunciation of modernism, it also rejects the modern theme of meta-narratives, except for its own. The postmodern world does not believe that all knowledge is good, nor that knowledge is objective. They view life on earth as fragile and believe that the continued existence of humankind is dependent on a new attitude of cooperation rather than conquest† (7). Postmodern beliefs have a more pessimistic view on the world, as opposed to the modern idea. Postmoderns believe that the world is â€Å"historical, relational, and personal† (7). The main postmodern view is that everything is different from everything (7). â€Å"Many voi ces have joined the postmodern chorus. But of these, three loom as both central and paradigmatic – Michel Foucault, Jacques Derrida, and Richard Rorty. They constitute a trio of postmodern prophets† (123). Michel Foucault was persistent in the rejection of the modern worldview. He argued that â€Å"reason and rational discourse are problematic.. , because they require that we squeeze the variety of reality into the artificial homogeneity that accommodates our concepts† (127). His intentions were not to present the ideas of a better society, but to understand order. This new society that Foucault presented was called â€Å"’heterotopia,’† as opposed to the modern view of â€Å"utopia† (20). Foucault focused on the connection between knowledge and power in regards to social systems, stating that â€Å"every interpretation of reality is an assertion of power† (6). Foucault believed that this power was â€Å"the power of violence† (59). He used genealogy to gain a better understanding of how we arrived to the beliefs supported by society (135). â€Å"According to Foucault, the practice of genealogy informs us that history is not controlled by destiny or some regulative mechanism but is the product of haphazard conflicts† (136). He reveals himself to be the model postmodern by making the assertion that â€Å"no natural order lies behind what we invent through our use of language† (137). Foucault provided a new outlet for the newly formed notion to be interpreted by future philosophers. Subsequent to Michel Foucault, Jacques Derrida reinterpreted some ideas of postmodernism. Unlike Foucault, Derrida had different views on what was in correct about modernism. He focused on defying logocentrism: â€Å"The philosophical method that looks to the word as the carrier of meaning† (141). He began, in a sense, where Kant left of by questioning â€Å"what foundation can we offer for our use of reason† (140). Derrida was critical of Western philosophers in saying that they view writing as a demonstration of speech. He spent his lifetime of work trying to deconstruct the idea that written language represents reality. Unlike Foucault, Derrida did not try to create new ideas for postmodernism on the basis of old ideas; he rather deconstructed or disproved the foundations of modernism. Derrida wanted to demolish the modern construct that â€Å"views philosophy as pure, disinterested inquiry† (148). Along with that, he also wanted to renounce the popular idea that there is a clear link between language and the external world, (148). â€Å"Derrida’s primary goal is to divest us of logocentrism by showing the impossibility of drawing a clear line between reality and our linguistic representations† (148). Overall, Derrida’s target for deconstruction was Western philosophy as a whole. The ideas represented by the philosophy were viewed as hopeless by Derrida. The notions that Derrida brought to the table allowed thinkers to move past the modern ways and seek refuge in postmodernism. After Derrida, came a philosopher with a new way of thinking, Richard Rorty. Unlike his predecessors, Rorty expressed his belief in a clear style. Rorty is considered to be â€Å"the central figure behind the renewed interest in the American pragmatist tradition† (151). His pragmatist outlook abandoned an Enlightenment idea; â€Å"The mind is the ‘mirror of nature’† (151). In pragmatism, the view of truth is that it is a result of human convention, thus it is constructed. Similar to Derrida, Rorty believes that language does not have the capability to represent the world accurately. He views language as a device used to satisfy one’s wants and needs. Working against modernism, he also states that â€Å"we give up the idea that the goal of science is to produce models that correspond perfectly with reality† (154). Rorty believes that science is just one way to view the world, but there are many other ways to perceive it. Through the work of Foucault, Derrida, and Rorty, a new way of thinking was born which opened the world up for questioning. Postmodernism and Christianity have a working relationship. That is, Christians support and also disagree with some postmodern concepts. When postmodernism was first presented as an idea, Christians did not know how to approach it. A concern that Christians have with the postmodern view is the rejection of meta-narratives. The concept of stories uniting a group as one is the foundation for Christianity. As Grenz states, â€Å"We simply do not share the despair over the loss of universality that leads to the radical skepticism of the emerging era† (165). In addition to the rejection of meta-narratives, postmodernism focuses on the inability to discover an all-encompassing truth. Here lies the major dilemma Christianity has with postmodernity. Christians believe that God includes the truth about everything, but postmodern thinkers do not believe that an â€Å"all-encompassing truth† is possible to reach (163). The postmodern rejection of individualism worries Christians because they â€Å"must always keep in view the biblical themes of God’s concern for each person, the responsibility of every human before God, and the individual orientation that lies within the salvation message† (168). On the other hand, Christians support the rejection of the Enlightenment idea that â€Å"the rational, scientific method is the sole measure of truth† (166). Also, the postmodern denial that all knowledge is good and objective strengthens the ties between Christianity and postmodernism (168). Christians also support the postmodern finding that no person can be separate from creation. As years pass, Christians are more accepting of postmodern concepts and are more rejecting of the modern ideas they once supported. Grenz’ view of the postmodern world is acceptable for what society faces today. The postmodern views have been mirrored throughout the public. Even in school, teachers focus more on group projects and group activities rather than the individuals. Children judge each other on the amount of time they spend with others, as opposed to the ability to spend time alone. Now, it is a must for children to always be with their friends. It is also represented in the working world. Bosses would prefer group presentations rather than individual. Most people do not like to be alone or even to be singled-out. Also, as the economy is closer to being in a recession, the postmodern idea that the world is not getting better every day is strengthened. People no longer believe â€Å"that humanity will be able to solve the world’s greatest roblems or even that their economic situation will surpass that of their parents,† (7). Every day it seems as though the world is not capable to overcome what it has started, such as wars. It seems as though the world is no longer a â€Å"happy† place at most times. The postmodern pessimistic view is presented daily. It is awkward for others when people are optimistic about their life. Overa ll, people seem accepting to the postmodern views. Over the years, the world has seen different phases sweep through, and each one is eventually accepted. The most current themes are modernity and postmodernity. The modern views were set forth by Rene Descartes, Isaac Newton, and Immanuel Kant. Modernism is the idea of focusing on the individual in means of scientific explanations. Also, modern thinkers believe that all knowledge is inherently good. Johann Gottlieb Fichte is partially responsible for the beginning of questioning modernity. Once Fichte opened the doors, Michel Foucault, Jacques Derrida, and Richard Rorty put an end to the modern way of thinking. What their idea created was postmodernity. The postmodern thinker steps away from the individual, focusing more on group relations. Also, postmodernism denies that all knowledge is essentially good. This new way of thinking has made Christians question how to respond. Christians agree, but also disagree with some of the postmodern views. As a whole, the world has come to terms with postmodernism by accepting it. What is going to happen when philosophers begin to question postmodernity? How will the world be viewed once people stop accepting postmodernism? Works Cited Grenz, Stanley J. A Primer on Postmodernism. Grand Rapids: William B. Eerdmans Publishing Company, 1996. How to cite Grenz Review, Papers

Routledge Companion to Digital Consumption

Question: Discuss about the Routledge Companion to Digital Consumption. Answer: Introduction People listen to music in order to get relief from stress and experts also believe that music helps in improvising memory and learning (Van den Tol et al.). However, Clynes stated that the reason for listening music is different and people listen to it based on three separate planes- the sensuous plane, expressive plane and sheerly musical plane. Thus, the primary objective of this essay is to emphasize on how people listen to music. Discussion Clynes portrays that most of the people listen to music for getting the sheer pleasure and an attractive state of mind of the musical sound. This sense of listening music represents the sensuous plane that is people listen to it without having a preference for a song or music. On the other hand, Van den Tol et al. stated that every kind of music is inspired by some emotion and possess an expressive power. Lepa et al. furthermore affirms by stating that every note of the music has a meaning and a person intends to listen music if these emotions match with their sentiments and expression. Clynes thus highlight that people usually are not conscious of the third plane- sheerly musical plane that represents the composition of the music and its rhythm. Thus, people listen if the song touches their heart no matter how much effort have been put into that for composing that music. The evaluation carried out by Belk et al. illustrates that people listen to music through different ways using different gadgets and applications. In conventional times, people listen to music by attending concerts and watching music shows; however, in contemporary times, people utilize the digital technology to listen to music (Clynes). In addition to that, Belk et al. furthermore highlight that people spend a significant amount of money for music. People buy music CDs and DVDs, subscribe to a music channel, purchase digital tracks and albums and buying tickets or passes for attending DJ event according to their preference for music (Krause et al.). Music streaming is the recent trend to listen music for people in every community. As a result, the sales of CDs, cassettes, vinyl and digital albums fell to 19.4% in 2015 (Krause et al.). However, Krause et al. highlight that CD sales were down by 16% but vinyl LPs enhances their sales of music records due to their effective promotional strategies. Van den Tol et al. moreover depicts that music companies also utilizes the promotional advertising strategies like the promotion of their music trailers in different music channels so that people can hear their music. In this way, other source of music usually gets less preference and is mostly not listened by the users. Belk et al. also evaluates that people listen to music in their leisure time like during travelling on their way to home or offices, parties and informal gatherings and while attending music concerts. Music companies also compose music according to different genre like jazz, hip hop music, rock music, metal, punk rock, in strumental or country music so that people can opt for their preferable genre of music. Conclusion Thus, it can be concluded that music is an integral part of human life since it was composed. Some people like music as it appeals an emotional linkage to them; while, some listen music to make their event more enjoyable. The listening process of music has also changed from conventional time to contemporary period, but the reason for listening music remain the same that is to attain a sense of happiness and relaxation of mind in their leisure time. Reference List Belk, Russell W., and Rosa Llamas, eds.The Routledge companion to digital consumption. Routledge, 2013. Clynes, Manfred, ed.Music, mind, and brain: The neuropsychology of music. Springer Science Business Media, 2013. Krause, Amanda E., Adrian C. North, and Lauren Y. Hewitt. "Music-listening in everyday life: Devices and choice."Psychology of Music43.2 (2015): 155-170. Lepa, Steffen, and Anne-Kathrin Hoklas. "How do people really listen to music today? Conventionalities and major turnovers in German audio repertoires."Information, Communication Society18.10 (2015): 1253-1268. Van den Tol, Annemieke JM, and Jane Edwards. "Exploring a rationale for choosing to listen to sad music when feeling sad."Psychology of Music41.4 (2013): 440-465.

Rose For Emily Essays (825 words) - A Rose For Emily, Emily Grierson

Rose For Emily Only when the present has become the past can we reflect on what we could have or should have done. Yet our society is so obsessed with keeping track of time that we spend millions of dollars a year to keep a set of atomic clocks ticking the time. These clocks are so accurate that they must be reset once a year to correct for the earth's imperfect orbit. Our base-60 measure of time is an abstract idea dating from the Babylonians. All this, and what most human minds intrinsically understand about time is the past, present and future. I say most minds, because not every mind does comprehend these abstract ideas. Many people are able to survive in the present, but give little or no thought to the future, and these people usually live in the past. Such a mind is the mind of Miss Emily Grierson in William Faulkner's A Rose for Emily. Emily Grierson survives in the present, but lives in the past. The morbid ending is foreshadowed by the story's opening with Miss Emily Grierson's death and funeral. The bizarre outcome is further emphasized throughout by the symbolism of the decaying house, which parallels Miss Emily's physical deterioration and demonstrates her ultimate mental disintegration. Her life, like the house which decays around her is a direct result of living in the past. Part of living is death, and the future conjures life, the past, and death. Emily's imbalance of past and present causes her to confuse the living with the dead. Perhaps the most prominent example of Emily's confusion is the carcass of Homer Barron lying in the honeymoon room of Emily's house. This division is exemplified by the symbolic imagery of Faulkner. The rose colored room, a color of life, is covered thickly with dust, a symbol of death. Of course, this is not the first time we learn of Emily's confusion. Previous to Barron's discovery, her father dies, and she denies that he is dead. Faulkner gives the reader a taste of this confusion early on when Miss Emily instructs the town tax-collectors to consult with Colonel Sartoris about her taxes, though he had been dead for ten years. At this foreboding point in the story, Emily seems to be a senile old maid; this could not be further from the truth. The external characteristics of Miss Emily's house parallel her physical appearance to show the transformation brought about by years of neglect. For example, the house is located in what was once a prominent neighborhood that has deteriorated. Originally white and decorated in "the heavily lightsome style" of an earlier time, the house has become "an eyesore among eyesores". Through lack of attention, the house has evolved from a beautiful representative of quality to an ugly holdover from another era. Similarly, Miss Emily has become an eyesore; for example, she is first described as a "fallen monument", to suggest her former grandeur and her later grotesqueness. Like the house, she has lost her beauty. Once she had been "a slender figure in white"; later she is obese and "bloated, like a body long submerged in motionless water with eyes lost in the fatty ridges of her face". Both house and occupant have suffered the ravages of time and neglect. The interior of the house also parallels Miss Emily's increasing degeneration and the growing sense of sadness that accompanies such decay. Initially, all that can be seen of the inside of the house is "a dim hall from which a staircase mounted into still more shadow" with the house smelling of "dust and disuse". The darkness and the smell of the house connect with Miss Emily, "a small, fat woman in black" with a voice that is "dry and cold" as if it were dark and dusty from disuse like the house. The similarity between the inside of the house and Miss Emily extends to the "tarnished gilt easel" with the portrait of her father and Miss Emily "leaning on an ebony cane with a tarnished gold head". Inside and out, both the building and the body in which Miss Emily live are in a state of deterioration like tarnished metal. Finally, the townspeople's descriptions of both house and occupant reveal a common intractable arrogance. At one point the house is described as "stubborn" as if it were ignoring the surrounding decay. Similarly, Miss Emily proudly overlooks the deterioration of her once grand residence. This motif recurs as she denies her father's death, refuses to discuss or pay taxes, ignores

Service of the Goddess essays

Service of the Goddess essays Charles Joseph Natoire painted The Toilet of Psyche around the year 1735. The New Orleans Museum of Art (NOMA) houses this composition in the French Art Exhibit. This painting is approximately 78 in. by 66.5 in. The media used is oil on canvas. Natoire painted this artwork two-dimensionally because of its flat surface and style of brush strokes. This piece of art shows the goddess, Psyche, being served and pampered by many other female servants. This artwork is realistic because of the way the artist portrays the people and objects in such a natural and authentic way. All the objects in the painting are recognizable. For example, the woman holding the vase in the lower left corner is sitting in water while holding a platter with a vase on it. Although the painting consists of mostly organic figures since the predominant objects in the artwork are people, the vases and columns in the top right corner, are two of the few geometric figures. Charles Joseph Natoire shows a variety of shapes in this painting. Geometric shapes are used with the trays and vases that are being held by the servants. Geometric shapes are also used in the columns, which is a combination of ionic and Corinthian orders. Organic shapes are shown throughout the entire painting. The human figures and the drapery that are displayed on the women are excellent examples of organic shapes. Hanging above the goddess and her servants is drapery that is displayed to be organic. The eight human bodies in the painting are portrayed as positive space. The negative space is the drapery, trees, clouds and beds. There are several different lines in this artwork that portray the line of sight. For example, the way the servants are looking toward their goddess or the object they are holding. There are many implied lines with the drapery and the beds, also with the clothes against the bodies shown. Actual lines are shown with the outline of the columns and around the pool. Simul...

What Freezing Point Depression Is and How It Works

What Freezing Point Depression Is and How It Works Freezing point depression occurs when the freezing point of a liquid is lowered or depressed by adding another compound to it. The solution has a lower freezing point than that of the pure solvent. Freezing Point Depression Examples For example, the freezing point of seawater is lower than that of pure water. The freezing point of water to which antifreeze has been added is lower than that of pure water. The freezing point of vodka is lower than that of pure water. Vodka and other high-proof alcoholic beverages typically dont freeze in a home freezer. Yet, the freezing point is higher than that of pure ethanol (-173.5Â °F or -114.1Â °C). Vodka may be considered a solution of ethanol (solute) in water (solvent). When considering freezing point depression, look at the freezing point of the solvent. Colligative Properties of Matter Freezing point depression is a colligative property of matter. Colligative properties depend on the number of particles present, not on the type of particles or their mass. So, for example, if both calcium chloride (CaCl2) and sodium chloride (NaCl) completely dissolve in water, the calcium chloride would lower the freezing point more than the sodium chloride because it would produce three particles (one calcium ion and two chloride ions), while the sodium chloride would only produce two particles (one sodium and one chloride ion). Freezing Point Depression Formula Freezing point depression can be calculated using the Clausius-Clapeyron equation and Raoults law. In a dilute ideal solution, the freezing point is: Freezing Pointtotal Freezing Pointsolvent - ΔTf where ΔTf molality * Kf * i Kf cryoscopic constant (1.86Â °C kg/mol for the freezing point of water) i Vant Hoff factor Freezing Point Depression in Everyday Life Freezing point depression has interesting and useful applications. When salt is put on an icy road, the salt mixes with a small amount of liquid water to prevent melting ice from re-freezing. If you mix salt and ice in a bowl or bag, the same process makes the ice colder, which means it can be used for making ice cream. Freezing point depression also explains why vodka doesnt freeze in a freezer.

Nora Sakari - Case Assignment Example | Topics and Well Written Essays - 750 words

Nora Sakari - Case - Assignment Example Owing to the smaller size of Sakari, it would expand and increase its market share. Nora is likely to furnish the JV with its long-term good working affiliation with Japanese associates. By entering into a JV with Nora, a larger company, Sakari would benefit from the JV through enhanced marketing capability, which would in turn reinforce its market position. As it appears, Sakari, even though smaller, is the best partner for Nora because it provides Nora with exactly what it needs and each have a working idea of the other because they have been negotiation partners. b) Nora-Sakari’s negotiations failure can be attributed to mutual unawareness about their respective cultures. There was strong opposition from negotiating camps from both Nora and Sakari. First, Sakari seems to have no trust on Nora’s objective of forming the JV as they insinuate that Nora would duplicate their technology, thus becoming a major rival in the market. Coupled with internal politics, the negotiation was deemed for failure. Second, there was a tussle regarding the split of equity ownership. Sakari proposed Equity split of 49% and 51% for Sakari and Nora respectively. On the contrary, Nora gave a counter proposal of 30% and 70% equity split for Sakari and Nora respectively. Third, Sakari proposed that it provides the JV with digital switch basic structure while Nora wanted the digital switch basic structure to be made from the JV Company in order to gain contact with the switching technology. Fourth, Sakari’s proposal for royalty payment was 5% of gross sales while Nora proposed 2% of net sales of the JV. Fifth, there was inconsistency on salaries and perks suggested by the two companies. Last, Nora and Sakari could not agree on where to resolve the negotiation stalemate. The failure to understand variations in national culture and organizational politics played a huge role

Financial Accounting Concepts Essay Example | Topics and Well Written Essays - 500 words - 1

Financial Accounting Concepts - Essay Example As the paper declares after analyzing and comparing the Working Capital of both the companies, the result clearly indicates that L.L. Sams Company’s current condition is much superior to that of Garcia Career Services. Hence, the bank’s decision should be to give loan to L.L. Sams Company as this company seems to be the most appropriate for the loan and has the greatest assurance that its liabilities can be paid out of the current assets. This essay discusses that in an assessment of the overall liquidity of the current assets, the current trend of sales in an important factor. Since it takes sales to convert inventory into receivables or cash, an up trend of sales indicates that the conversion of inventories into more liquid assets will be easier to achieve than what sales remain constant. Declining sales, on the other hand, will retard the conversion of inventories into cash. When we measure the net income earned by a business we are measuring its economic performance— its success or failure as a business enterprise. Decision making processes of loan allocation requires a great variety of data processing, a wide range of reliability, and relevance to the decision at hand. The information used includes data on general economic conditions and on industry trends, as well as data on intangibles such as the character and motivation of the management group.

Critical Review of three Scholarly Journal Articles Essay Example for Free

Critical Review of three Scholarly Journal Articles Essay One of the most important finding generated by this paper is the effects of race on the view that police is biased on race. This includes racial profiling of police where Black or minority group in general are most like stopped by police than White American. In all four models, blacks and Hispanics are more likely than whites to believe that police bias is a problem (Weitzer Tuch, 2005). Blacks however, according to this article perceives police bias more of a problem than Hispanics. One interesting subset of this is that Blacks tend to perceive police discrimination against Hispanics than Hispanics see themselves. So that Black Americans tend to see that Hispanic drivers are being racially profiled compared to white drivers. Another important finding presented by this article is the role of media in shaping the perceptions of people regarding racial discrimination. People who frequently hear or read about incidents of police misconduct, as transmitted by the media, are inclined to conclude that the police engage in racial profi ling, are prejudiced, and discriminate against minority individuals and neighborhoods (Weitzer Tuchs, 2005). The data gathering method and analysis technique used in this article is solid considering that it is based on a national survey of national survey of 1,792 white, African American, and Hispanic adult residents of U. S. metropolitan areas with at least 100,000 population (Weitzer Tuch, 2005). The survey results where advantageous in the sense that oversampling African Americans and Hispanics, in contrast to the small number of minority respondents common to other surveys. Another advantageous factor is the tapping of both attitudes toward police and personal and vicarious experiences with the police. Another very important correction factor they have added is idea that there are differences in the number of households with phone access from the three different races, Black, Hispanics and White American. This is very important consideration since the data was collected using random dialing of phone numbers. So in general the data was very reliable. Race-Based Policing: A Descriptive Analysis of the Wichita Stop Study Unlike the previous article which discusses racial discrimination of policing in a wider perspective, this article focuses on racial profiling. The results of this rigorous effort put on the analysis of enforcement pattern do not prove race-based policing. The result of this document instead provides guidance for what are needed on studies to determine if race is a significant determinant for police to decide whether to stop them for inspection or not. According to this article, in order to fully understand the results of these decisions we must document the process by which these decisions are made (Withrow, 2004). Unfortunately, nothing in this data-set or any similar data-set is capable of such an analysis (Withrow, 2004). Although important findings emphasized by this study is that police awareness of the incorrect conceptions of well-established beliefs regarding race plays an important role in dealing with this sensitive police profiling issue. It is however certain that by asking the appropriate questions police administrators have a real opportunity to raise their department’s level of sensitivity to the issue (Withrow, 2004). One important finding that supports this idea is the result of this study that the proportions of searches that produces contrabands does not vary with race. The data gathering method used in this study is based on qualitative information recorded on every police stops from the Wichita Stop Study Dataset and the analysis technique are based on logical reasoning. In late July 2001 representatives from the Wichita Police Department provided the author with a data-set representing the first six months of collected information including 37,454 stops (Withrow, 2004). What is interesting about this data is that to date (relative to this article) this is the largest qualitative data set of this type. This provides reliability of the data gathered and provides validity of the results of this study. Perceptions of Racial Profiling: Race, class and Personal Experience The important result study is to provide a significant basis for the need to examined both race and class determinants of citizens’ relation with the police. In the discussions provided by the author, it was indicated that disadvantage black are more likely to believe that police are abusive of African American because of their personal experience. Another very important point generated in the discussion is with regard to racial profiling. We found that better educated African Americans are more likely than are less educated to disapprove of profiling, to view it as a pervasive practice, and to say that they have personally experienced it (Weitzer Tuch, 2002). The authors argued that the reason for this is that higher education fosters greater exposure to media and information related to profiling problems. The data gathered were collected from a nationwide random-digit-dialing telephone survey of 2006 respondents conducted by the Gallup organization between September 24 and November 16, 1999 (Weitzer Tuch, 2002). This offers reliability on the data gathered and considering it has the same strength of oversampling African Americans. Couple this data with various related literature from refutable sources, the data collection are quite valid. The analysis employed in the discussion where supported by citations from previous studies which further validates the ideas presented. CONCLUSION The important results generated by these documents suggest that minority group and Black American in particular, perceives that racial discrimination in the form of racial profiling is an issue. Through proper police awareness of incorrect conceptions that race is a factor that determines people tendency to commit crime, the sensitivity of this issue can be controlled. Couple this with the important role of education in providing proper understanding of the situation there is a possibility of correcting this perception. References Weitzer, R. Tuch, S. (2005). Racially Biased Policing: Determinants of Citizen Perception. Social Forces from the University of Carolina Press, 83 (3), 1009-1028. Withrow, B. (2004). Race-Base Policing: A Descriptive Analysis of the Wichita Stop Study. Police Practice and Research, 5 (3), 223-240. Weitzer, R. Tuch, S. (2002). Perceptions of Racial Profiling: Race, Class, and Personal Experience. Criminology, 40 (2), 435-453.

Java vs C :: Essays Papers

Java vs C1 Java or C++ – Which is Better for Businesses? Today, the world is changing fast in many ways, and the most rapid change that is seen within our society is technology. It is imperative that businesses stay on top of what is new and how they can better their company’s outlook by presenting their information in the fastest and most reliable ways. With the two major computer programming languages of today, C++ and Java, which is better for businesses to be able to acquire such speed and consistency? For years, C++ (C Plus Plus) has dominated the business market place for many different companies and has allowed many computer programmers to obtain vast amounts of knowledge and experience since 1972 when it was first developed by Dennis Ritchie of AT&T Bell Laboratories (Lambert / Nance Page 16). It has been in use for almost thirty years – not to mention the years before when it’s precursor C was developed and commonly used also – and has made a great impact on the development of software for business’ across the world. It has become a second nature programming language to those that use it and have been forced to stay with C++. The programming language C++ can be used in many ways. It has exploded into the gaming community allowing PC game programmers to have access to a stabile, yet powerful, programming language, utilizing as little code as possible. It has also been used in other commercial software, such as word processors, audio players, screen savers, and other computer desktop tools. Recently C++ has made its way into the Internet community. For over ten years, business’ have used C++ for their Internet needs, for example, sending and receiving important data pertaining to their business across the Internet and allowing it to quickly and safely reach the other end of communication and all in one piece. With the high demands of today’s Internet users, whether it be an online shopper or one that desires to seek information on a certain topic, it is essential that the information can be sent from the user, to the server, and then back again as swiftly as possible and with utmost dependability†¦ all, of course, without the loss of security. It has been this reason that C++ has stayed on top of the business world, allowing for speed, stability, security, and ease of use all for one computer programming language.

James Hurst’s story “The Scarlet Ibis” Essay

It is said that you never really appreciate something fully until it is gone. This is shown in James Hurst’s story, â€Å"The Scarlet Ibis†. This story takes place in the Deep South after World War II, and is told through the eyes of â€Å"Brother†, one of Hurst’s fictional characters. Brother tells the story of his invalid younger brother, Doodle. In â€Å"The Scarlet Ibis† normality comes with a price. Brother’s pride both helps and hurts Doodle. Brother is ashamed of Doodle’s weaknesses. He always wished for a normal brother: â€Å"it was bad enough having an invalid brother, but having one who possibly was not all there was unbearable, so I began to make plans to kill him by smothering him with a pillow† [Pg. 317]. This sentence reveals that Brother didn’t try to put in time to shape Doodle into the brother he wanted. Instead, the only thing he did was to make plans to kill Doodle so that he wouldn’t have an in valid brother. â€Å"He was a burden in many ways. The doctor had said that he mustn’t get too excited, too hot, too cold, or too tired, and that he must always be treated gently. A long list of don’ts went with him, all of which I ignored once we got out of the house. To discourage him coming with me, I’d run with him across the ends of the cotton rows and careen him around corners on two wheels. Sometimes I accidently turned him over, but he never told Mama† [Pg. 317]. We can see from this excerpt that Doodle looks up to Brother and enjoys spending time with him, however Brother resents being burdened by Doodle and attempts to flip the go-kart Doodle is being transported in so that he will not be burdened by his company when he goes on outdoor excursions. â€Å"This is within me (and with sadness I have watched it n others) a knot of cruelty borne by the stream of love, much as our blood sometimes bears the seed of our destruction, and at times I was mean to Doodle. One day I took him up to the barn loft and showed him his casket, telling him how we all had believed he would die. It was covered with a film of paris green, sprinkled to kill the rats and screech owls, which had built a nest inside it. Doodle studied the mahogany box for a long time, then said, â€Å"It’s not mine†, â€Å"It is†, I said. â€Å"And before I’ll help you down from the loft, you’re going to have to touch it [Pg. 318]. This proves that Brother pressurizes Doodle into doing things that Doodle would otherwise not do. An example of this is how Brother uses Doodle’s fear of the attic to force him to touch the coffin, a coffin that had been made for Doodle himself, as everyone predicted he would not live very long. Brother’s sometimes bullying behavior affected doodle both physically and emotionally. Brother behavior toward Doodle is inconsistent however and he does many good things, too. He helps Doodle become normal and to be able to do things that people thought were impossible for Doodle to do. â€Å"When Doodle was five years old, I was embarrassed at having a brother of that age that couldn’t walk, so I set out to teach him† [Pg. 318]. This reveals that Brother has compassion for Doodle helping him become the best he can be. Instead of just hiding Doodle at home, which would have been more convenient for him to do, he takes him out in the community. â€Å"Once I had succeeded in teaching Doodle to walk, I began to believe in my own infallibility and I prepared a terrific development program for him, unknown to mama and Daddy, of course. I would teach him to run, to swim, to climb trees and to fight, he, too, now believed in my infallibility, so we set the deadline for these accomplishments less than a year away, when, it had been decided, Doodle would start s chool† [Pg. 320]. This teaches us that Brother wants to aid Doodle in learning and living his life to the fullest possible extent, despite not having the physical and mental abilities that we take for granted. â€Å"After we had drifted a long way, I put the oars in place and Doodle row back against the tide† [Pg. 322] Brother wants to push Doodle and make him do something, which even by normal standards, would be challenging but even more difficult for Doodle because of his disabilities. These actions show a kinder side to Brother, a side that wishes to help and nurture his brother. Brother’s actions towards doodle are conflicting. Was it better for Doodle to live a short more adventurous life, or was it better for Doodle just to stay at home and never experience life to the fullest.

Five ways of identifying a setting Essay

My essay will examine five ways of identifying a setting as inclusive. I work as a nanny in a sole charge role, in a family home. I work with a family of 3 children, one of the little girls has additional needs and she attends a special needs school. I will reflect on my life experiences and the course material within this essay and how this has influenced my understanding of inclusion. Inclusion is about feeling like you belong, being valued and feeling happy within the setting and the local community, regardless of social backgrounds, age and ability. The five criteria I have chosen are The name of the setting, social inclusion, the curriculum, setting funding, and the view of inclusion presented. I have chosen these criteria as I believe they can form the basis for a setting to be seen as inclusive. I believe that the name of the setting says a lot about what is taking place, if you are sending a child to a special unit attached to a school my view is that it should have the same name as the school. Social inclusion is important because everybody has the right to be treated the same, everybody should be interacted with and spoken to in a kind and friendly manner. I think its important that the same curriculum should be followed in all educational settings and then adapted as required for individual needs. It sets a baseline for the educational system so that essential fundamentals are met. I feel that the settings funding needs to be provided equally between main school and special units. I understand that special settings require additional equipment to support their children and needs to be taken into consideration. However, the amount of money spent for teachers should be the same. I think peoples own opinion on inclusion is important as everybody needs to work to the same guidelines in early years provision. If perspective parents are not presented with an adequate view of inclusion it could greatly effect their standpoint on certain settings. All of the five criteria are important to me when thinking about inclusion, and my own understanding of what inclusion involves. Part B Name of setting Pen green has its own name which is unique to the setting, where as Aspen 2 a special needs school has given the name as an addition to the main stream school. Aspen 2 used to be referred to as the mobile which wasnt seen as inclusive. Aspen 2 is now in the main stream school and has it owns unique unit. Deri View is a newly built primary school with a childrens centre attached the local community had a say in the design and structure of the  building. The school and childrens centre is in a poorly deprived part of Wales. Social inclusion Pen Green is a centre for under 5s and their families in Corby in Northamptonshire. Pen green shows social inclusion through its video clips. Pen Green has an open community, providing team building and meet and greet sessions. Pen Green focuses on the whole family, it allows children to progress from a very young age offering groups such as baby massage. The centre offers a wide range of groups and drop in classes, there are options to go to something everyday. Pen Green cares about all the children at the centre and gives them all equal chances at learning and play. Sheena Griffiths-baker a teacher at Pen green explains that we will being these observations to plan for him as an individual (E214,DVD2) which tells me that the setting is inclusive . Pen green offers classes for parents to learn GCSEs or computer courses, which has helped the parents to gain confidence and independence. At Aspen 2 the children all have additional needs they are included in some main stream school lessons. The Aspen 2 students are treated equally in main stream lessons they are given the same work load but are provided with learning support assistants (LSA) to help them to understand. The Aspen 2 students take part in P.E all together and its adapted to their needs. Deri View is a school with the Acorn Childrens Centre attached to it. The school offers primary aged teaching with the Acorn Centre ranging from pregnancy to 13 years old. The Acorn Centre works with the local community to provide children with a breakfast club. The centre offers adult learning and services for parents to use e.g. the crche for when they go to study at the centre. Maggie Teague the head teacher at Deri View comments 70 of our pupils parents were unemployed now that has gone down to between 30 and 40. I am certain the school has an impact, because of the number of parents who have started with us through family learning are now in employment (E214,DVD2). The curriculum The Pen Green centre offers a wide and varied curriculum staff members observe childrens patterns of learning and make action plans on the children to help with planning activities that are age and stage appropriate. The centre records videos of the children which is known as the PICLE involvement, this allows parents to view what their children have been doing at nursery and can link in with what the child is doing at home. Sheena Griffiths-baker explains about the PICLE group There are several PICLE groups, so there will be  morning afternoon and evening PICLE groups so it as available as possible to many parents, so during that time they watch of video of him, the worker discusses whats happening with the parent and then the parents reciprocates with there information of what is happening at home.(E214,DVD2) There are courses for parents to gain an education and learning together groups for adults. At Aspen 2 the local educational authority aims to develop and provide inclusion at the school. The children work to the same curriculum as the main stream school, the activities are adapted to the students needs. Sarah Wilmshurst a teacher at Aspen 2 comments I take the abilities of all children into consideration (E214, DVD2). Children are allowed to sit nearer to the front that allow for sight problems and hearing needs. Some of the children in Aspen 2 work on the gold curriculum which is part of the main stream school programme for children who are struggling. Aspen 2 children are included in sports days, music and art lessons. Richard and Sam two students talk about the Aspen 2 course programmes and that the students gain a course certificate at the end. A teaching assistant called Mary Fellows talks about how some of the children can not access the mainstream education, especially the PMLD students that she works with.(E214,DVD2) At the Deri View school and the Acorn Centre they work together to give the families the best support available, they provide respite care and work with health visitors and the local authority. The butterflies pre-school provided free childcare for children ages 2 and half to 5 years on five mornings a week. The Acorn Centre has credit union service that comes in to the centre to help parents and give advice. The children also have their own saving scheme available to them. Funding and recourses The Pen Green setting provides funding for childrens groups and adult learning courses to allow everybody to be given a chance to attend the services provided by the centre. Pen Green uses the European social fund. Deri View and the Acorn Centre work together with the welsh assembly to provide free breakfasts for children in the area, all children are included. The centre has access to the community fund. Aspen 2 is given money from the local authority to help with special equipment needed to teach the lessons. The PMLD group has bought equipment to make them inclusive. The course materials state that the mechanisms that local authorities use to distribute their resources can have an impact on the development of inclusive practices (E214, Unit 12, p.209)  Views of inclusion The community around Pen Green see that the centre is for parents, grandparents, males and females of all ages and cultures, it provides groups to suit the needs of everybody and the centre represents new schemes in the area. Pen green provides partnerships with local schools and the community. At Pen Green, Donna the Community Education Manager says Pen Greens unique as it grew out of a community and planned by the community (E214, DVD2.) Sure start is used within the centre sign language groups provide people to learn how to communicate with the deaf. The centre has been used for generations. The Aspen 2 setting is for children with serve learning difficulties. One to one LSA support teachers are provided to students. Main stream teachers provide hints on work sheets to allow the Aspen 2 children to be able to do the work. Lynne Mills a teaching assistant at Aspen 2 says in the last 8 years I have had to do a lot more training, (E214,DVD2) This is so that she has the skills provided to teach individual children. Deri View and the Acorn Centre work together and share joint management. The sure start centre is part of the Acorn Centre. The Acorn Centre provides a food co-op, midwifes and speak and language classes. There is a community bus that goes around the people who are unable to make it to the centre and has rhyme times and story sessions on board. The centre has a drop in area for parents where they can go to get a hot drink, have a chat or use the parents forums. Conclusion I feel that a setting needs to treat children, parents and adults as equals to allow the setting to be fully inclusive. All settings need to be offered the recourses needed and given funding to all departments justice. References The Open University, E214 Equality, participation and inclusion learning from each other views, 2011 The Open University, E214 Equality, participation and inclusion learning from each other, DVD 2, 2010

Essay on The ethicsEssay Writing Service

Essay on The ethicsEssay Writing Service Essay on The ethics Essay on The ethicsA person must say the truth, affirms ethics. There is a slight objection: a person also has other obligations. The situations when obligations are conflicting occur quite often in the life. In this case, the realization of two duties is impossible at the same time. Considering similar situations concerning lie, some philosophers think that a person can tell lies in definite situations, while the others say that it is absolutely unacceptable.When a person foreknows that his lie will lead to unfavorable consequences, he can think that it will save him. He regards lie as a way to happiness because it will save him from punishment or atonement. Such a lie is unjustified from the point of view of ethics.Kant affirms that the duty of telling the truth is an absolute obligation in any circumstances. Thus, I. Kant considers that a person has no right to lie. I can hardly agree with his position. Sure, a person should tell the truth but there are cases when voicing of the t ruth can lead to the divulgence of worthwhile secret (state or commercial one). In the example, given by I. Kant, a malefactor is chasing a person. Thismanishidinginhisfriend’shouse. According to I. Kant, theowner of the house is obliged to give up his friend, when the malefactor demands if the man is in the house.Deontological theory (a part of ethics that considers human’s duty as an intern compulsion) examines duty from the point of view of moral rights and justice. The positive aspect of deontological theory is, according to I. Kant, considering moral actions as reasonable ones. Thus, moral actions should be regarded as logical, universal and independent of consequences. In such a way, an action is right only if a person wants that all people do the same in a similar situation. But person’s actions are conditioned with various circumstances, so it can be considered as a negative aspect.

Biography of Bartolomé de Las Casas, Spanish Colonist

Biography of Bartolomà © de Las Casas, Spanish Colonist Bartolomà © de Las Casas (c. 1484–July 18, 1566) was a Spanish Dominican friar who became famous for his defense of the rights of the native people of the Americas. His brave stand against the horrors of the conquest and the colonization of the New World earned him the title â€Å"Defender of the Native Americans. Las Casas efforts led to legal reforms and early debates about the idea of human rights. Fast Facts: Bartolomà © de Las Casas Known For: Las Casas was a Spanish colonist and friar who advocated for better treatment of Native Americans.Born: c. 1484 in Seville, SpainDied: July 18, 1566 in Madrid, SpainPublished Works: A Short Account of the Destruction of the Indies, Apologetic History of the Indies, History of the Indies Early Life Bartolomà © de Las Casas was born about 1484 in Seville, Spain. His father was a merchant and was acquainted with the Italian explorer Christopher Columbus. Young Bartolomà ©, then about 9 years old, was in Seville when Columbus returned from his first voyage in 1493; he might have met members of the Taà ­no tribe that Columbus brought back with him from the Americas. Bartolomà ©Ã¢â‚¬â„¢s father and uncle sailed with Columbus on his second voyage. The family became quite wealthy and had holdings on Hispaniola, an island in the Caribbean. The connection between the two families was strong: Bartolomà ©s father eventually interceded with the pope on the matter of securing certain rights on behalf of Columbus’s son Diego, and Bartolomà © de Las Casas himself edited Columbus’s travel journals. Las Casas eventually decided that he wanted to become a priest, and his father’s new wealth allowed him to attend the best schools of the era: the University of Salamanca and the University of Valladolid. Las Casas studied canon law  and eventually earned two degrees. He excelled in his studies, particularly Latin, and his strong academic background served him well in the years to come. First Trip to the Americas In 1502, Las Casas finally went to see the family holdings on Hispaniola. By then, the natives of the island had been mostly subdued, and the city of Santo Domingo was being used as a resupply point for Spanish incursions in the Caribbean. The young man accompanied the governor on two different military missions aimed at pacifying those natives who remained on the island. On one of these trips, Las Casas witnessed a massacre of poorly armed natives, a scene he would never forget. He traveled around the island a great deal and was able to see the deplorable conditions in which the natives lived. The Colonial Enterprise and Mortal Sin Over the next few years, Las Casas traveled to Spain and back several times, finishing his studies and learning more about the sad situation of the natives. By 1514, he decided that he could no longer be personally involved in the exploitation of the natives and renounced his family holdings on Hispaniola. He became convinced that the enslavement and slaughter of the native population was not only a crime but also a mortal sin as defined by the Catholic Church. It was this iron-clad conviction that would eventually make him such a staunch advocate for fair treatment of the natives. First Experiments Las Casas convinced Spanish authorities to allow him to try to save the few remaining Caribbean natives by taking them out of slavery and placing them in free towns, but the death of Spains King Ferdinand in 1516 and the resulting chaos over his successor caused these reforms to be delayed. Las Casas also asked for and received a section of the Venezuelan mainland for an experiment. He believed he could pacify the natives with religion rather than weapons. Unfortunately, the region that was selected had been heavily raided by slave traders, and the natives’ hostility to the Europeans was too intense to overcome. The Verapaz Experiment In 1537, Las Casas wanted to try again to demonstrate that natives could be controlled peacefully and that violence and conquest were unnecessary. He was able to persuade the crown to allow him to send missionaries to a region in north-central Guatemala where the natives had proved particularly fierce. His experiment worked, and the natives were peacefully brought under Spanish control. The experiment was called Verapaz, or â€Å"true peace,† and the region still bears the name. Unfortunately, once the region was brought under control, colonists took the lands and enslaved the natives, undoing almost all of Las Casas’ work. Death Later in life, Las Casas became a prolific writer, traveled frequently between the New World and Spain, and made allies and enemies in all corners of the Spanish Empire. His History of the Indies- a frank account of Spanish colonialism and the subjugation of the natives- was completed in 1561. Las Casas spent his final years living at the College of San Gregorio in Valladolid, Spain. He died on July 18, 1566. Legacy Las Casas’ early years were marked by his struggle to come to terms with the horrors he had seen and his understanding of how God could allow this kind of suffering among the Native Americans. Many of his contemporaries believed that God had delivered the New World to Spain as a reward of sorts to encourage the Spanish to continue to wage war upon heresy and idolatry as defined by the Roman Catholic Church. Las Casas agreed that God had led Spain to the New World, but he saw a different reason for it: He believed it was a test. God was testing the loyal Catholic nation of Spain to see if it could be just and merciful, and in Las Casas’ opinion, the country failed God’s test miserably. It is well known that Las Casas fought for justice and freedom for the New World natives, but it is frequently overlooked that his love for his countrymen was just as powerful. When he freed the natives working on the Las Casas family holdings in Hispaniola, he did it as much for the sake of his soul and those of his family members as he did for the natives themselves. Though widely disparaged in the years after his death for his critiques of colonialism, Las Casas is now seen as a significant early reformer whose work helped pave the way for the liberation theology movement of the 20th century. Sources Casas, Bartolomà © de las, and Francis Sullivan. Indian Freedom: the Cause of Bartolomà © De Las Casas, 1484-1566: A Reader. Sheed Ward, 1995.Casas, Bartolomà © de las. A Short Account of the Destruction of the Indies. Penguin Classics, 2004.Nabokov, Peter. â€Å"Indians, Slaves, and Mass Murder: The  Hidden History.† The New York Review of Books, 24 Nov. 2016.

Motivation Theory Dissertation Example | Topics and Well Written Essays - 4000 words

Motivation Theory - Dissertation Example Bearing the aforementioned in mind, the extent to which motivation techniques and schemes positively impact upon both individual employee behaviour and teamwork is an important area of study, especially as markets become more and more competitive. Indeed, as markets become increasingly competitive, successful employers are paying more attention to their human resource management by developing incentive programs in an attempt to keep their employees motivated and thus maximise their work productivity. The factors which incite employee motivation, and the extent to which bonus and various other incentive schemes do so, especially within the context of work teams are the focus of this dissertation. As was briefly touched upon in the preceding, a motivated workforce is the backbone of a successful organisation; an organisation which is both able to satisfy its strategic objectives and pose as a strong market competitor in an ever-increasingly competitive global market space. It has tradi tionally been assumed that bonus schemes motivate employees on both individual and team levels but empirical evidence suggests that bonus schemes are not as powerful or as strong a motivator as has been suggested. It is within the context of the stated that the rationale of the study may be found: the determination of the factors which incite both individual and team employee motivation towards greater productivity, commitment and dedication. Needless to say, the identification of these factors has far-reaching consequences for both organisations and the economy as a whole.