Analysis of the Allegory Of The Cave, Delphic Quest, and Aristotle's Essay

Analysis of the Allegory Of The Cave, Delphic Quest, and Aristotle's On The Soul - Essay Example Eventually a prisoner is released and the allegory details his progression out of the cave and into higher states of knowledge. It’s abundantly clear that the prisoners shackled in the cave represent humans at beginning stages of cognitive knowledge. Plato urges the reader to consider the prisoners’ predicament in terms of knowledge, ‘Now consider what would happen if their release from the chains and the healing of their unwisdom should come about in this way.’ As the prisoner is released from the shackles and realizes that the fire and statues have caused the shadows, he has then metaphorically passed from the imagining stage of reason to the belief stage, as evidenced in N. Jordan’s chart. However the prisoner is still unaware of the world outside the cave and as he exits the cave he gradually becomes privy to a higher stage of cognitive development, â€Å"At first it would be easiest to make out shadows, then the images of men and things reflected in water, and later on the things themselves. After that, it would be easier to watch the heavenly bodies and the sky itself † As the prisoner exits the cave, man is correspondingly shown to have entered the thinking stage of cognitive development, where mathematical concepts are implemented through reason to construct and understand the world. The prisoner then enter the final stage of cognitive development where they witness the actual objects that witness the cave from the outside, the actual objects that cause the reflections in the water, and ultimately the sun itself, â€Å"And now he would begin to draw the conclusion that it is the sun that produces the seasons and the course of the year and controls everything in the visible world.† This final stage is the Form of the Good, this seems to correspond to Plato’s concept of the idealized forms and Socrates concept that the unexamined life is not worth living, to conclude that the

Classroom Management article Essay Example | Topics and Well Written Essays - 500 words

Classroom Management article - Essay Example The article posits that contrary to popular belief, effective teacher-student relationship has less to do with a teacher's personality and more to do with specific teacher behavior that includes dominance, cooperation and an awareness of high-need students. Appropriate Levels of Dominance. Dominance is not a negative characteristic, but implies a teacher's ability to, "provide clear purpose and strong guidance". In fact most students, when surveyed preferred such teachers over more permissive ones. Cooperation. Teachers and students need to work together as one team. Allowing students to set their own goals and asking for their suggestions creates a sense of involvement and sends the message that the teacher, "cares about and tries to accommodate students' interests". Although in a position of authority, the teacher must remain approachable to students both within and outside the classroom. Awareness of High-need Students. Studies have shown that as many as 12 to 22 percent of students suffer from some sort of mental or emotional strain. The average teacher is neither equipped nor trained to deal with such students, who can be a disruptive influence. An awareness of this fact, coupled with a few simple techniques can go a long way in maintaining effective classroom management. The paper identifies the various types of high needs students, their characteristics, and the strategies that c

Simply Speaking Legal Positivism Philosophy Essay

Simply Speaking Legal Positivism Philosophy Essay Simply speaking legal positivism is synonymous with the positive norms as against the principles of natural law. Legal positivism is often contrasted with Natural law. Going by the natural law school of jurisprudence, most written laws must be or are usually informed by, or made to comport with, universal principles of morality, religion, and justice, such that if not considered fair, it loses the very basic premise for being termed law. For example, persons engaging in peaceful protest through civil disobedience often appeal to a higher natural law in denouncing societal practices that they find objectionable. Legal positivism acknowledges the existence and influence of non-legal norms as sources to consult in evaluating human behaviour, but they contend that these norms are only aspirational, for persons who contravene they suffer no immediate adverse consequences for doing so. By contrast, positivists emphasize that legal norms are binding and enforceable by the police power of the administration, where persons who disrupt the law may be made to face serious consequences which may include fine, custody, loss of property, may end up with death. Legal positivism is based on the ways in which laws have been created and does not demand justification for the content of law or a decision for or against the obedience to law. As such emphasis is mostly on the way laws have emerged over time through practicing, deciding or tolerating certain ways of creating a law. Positivism is based on the framework that issues of legal validity must be strictly separated from questions of morality. What is ought to be has nothing to do what the law actually is. Legal positivism finds it roots way back in ancient Christianity. It is believed that the Ten Commandments held sacred and pre-eminent values. When ancient Greeks intended for a new law to have permanent validity, they inscribed it in stone or wood and displayed it public for all to see. Prior to the American Revolution, English political thinkers like John Austin and Thomas Hobbes came up with the command theory of law. This philosophy model said that the only lawful establishments that the Courts should recognize are the commands of the sovereign. This was because only the Sovereign is entrusted with power over the military and police force. Three varied schools of thought emerge in discussion of legal positivism. 1. The Pedigree Thesis: The pedigree thesis asserts that legal validity is a function of certain common truths. Deriving profoundly from Jeremy Bentham, John Austin  [1]  contends that the major characteristic feature of a legal system is the presence of a sovereign who is habitually obeyed by most people living in the society, but not in the routine of observing any specific human superior. Austins assessment, a rule R is lawfully binding (that is, is a law) in a society S if and only if R is directed by the sovereign in S and is backed up with the danger of an approval. The severity of the threatened sanction is irrelevant; any general sovereign imperative supported by a threat of even the smallest harm is a law. For Austins command theory of law there is a need for the existence of identifiable sovereign in self-governing civilizations. In the United States of America, for instance, the final political power appears to belong to the common people, who pick leaders to represent their welfares. The chosen leaders have the authority to compel the behaviour but are regarded as servants of the people and not as repositories of independent power. The polling population, on the other hand, seems to be the source of the final political authority, yet it lacks the immediate power to coerce behaviour. Thus, in democracies like that of the United States, the final political authority and the power to coerce behaviour seems to reside in different entities. However according to the reputable H. L. A. Hart  [2]  , every legal system must contain so-called primary rules that regulate citizen behaviour, a system consisting entirely of the kind of liberty a restriction found in the criminal law is, at best, a elementary or nascent legal system. The Pedigree theory focuses on the specific rule, namely that necessitates citizens to do or abstain from certain actions, whether they wish to or not. On Harts view, Austins stresses on powerful force that leads him to overlook the presence of a second kind of primary rule that confers upon citizens the authority to produce, alter or extinguish rights and obligations in other persons. Hart lays down, the guidelines for leading the creation of contracts and wills cannot plausibly be characterized as restrictions on freedom that are backed by the danger of a approval. These directions allow people to structure their legal relations within the coercive framework of the law-a feature that Hart corre ctly regards as one of laws greatest contributions to public life. The concept relates clearly to a complete monarchy, but it is not vibrant when applied to a society where some group is the sovereign. L. A. Hart argues that the command theory cannot distinguish between a legitimate government and an armed robber (give me your cash or else). The above-mentioned philosophy is completely based on compulsion. Therefore, on Harts opinion, there are two basic situations that are necessary for the existence of a legal system: On one hand those rules of behaviour which are valid according to the systems ultimate criteria of validity must be generally obeyed, and, on the other hand, its rules of recognition specifying the criteria of legal validity and its rules of change and adjudication must be effectively accepted as common public standards of official behaviour by its officials. Harts view is vulnerable to the same criticism that he levels in contradiction of Austins. Hart discards Austins interpretation as the official application of coercive force can no more give rise to an obligation than can the application of coercive enforced by a gunman. Nevertheless the condition is not unlike that, if the gunman takes the internal point of view towards his authority to give rise such to a hazard. Regardless of the gunmans confidence that he is permitted to make the threat, the victim is grateful, but not obligated, to obey the gunmans commands. A gunmans behaviour is no less coercive because he believes he is entitled to make the threat. 2. The Separability Thesis: Legal positivism also finds its explanations in the Separability thesis. In its universal form, is the Separability thesis asserts that law and morality are conceptually distinct. According to this theory only an object-level claim is made about the existence of conditions for legal validity. More commonly, the Separability thesis is interpreted as making only an object-level claim about the existence conditions for lawful legitimacy. For example H.L.A. Hart  [3]  defines it, the Separability thesis is no more than the simple contention that it is in no sense a necessary truth that laws reproduce or satisfy certain difficulties of morals; however in detail they have frequently done. Insofar as the objective level of understanding the Separability thesis denies it, its a necessary truth that there are moral constraints on legal validity, it suggests the presence of a conceivable legal system in which there are no moral constraints on legal validity. 3. The Discretion Thesis: Another theory commonly associated with positivism is the discretion thesis, conferring to which judges resolve problematic cases by making new law in the exercise of discretion. According to this theory a set of valid legal rules is exhaustive in nature and if any persons case is not covered under such a rule, then that particular case cannot be decided by applying that particular law. This gives the judges a quasi-legislative power to create or promulgate a law in circumstances where a case is not covered by a rule and hence the case cannot be decided by interpreting by applying an existing law/rule. Though often associated by positivism, the discretion thesis does not fit into the positivisms hypothetical idea. The pedigree and Separability theories mean to be conceptual claims that are true of every possible lawful arrangement. These two entitlements jointly proclaim that, within in every possible legal structure, the intentions of law are lawful in virtue of having been manufact ured according to some set of social agreements  [4]  . In this regard, there are no ethical restraints on the content of law that hold in every possible legal system. There could be three different senses in which a judge might be said to have discretion: (1) a judge has discretion when she exercises judgment in applying a legal standard to a particular case; (2) a judge has discretion when her decision is not subject to reversal by any other authority; and (3) a judge has discretion when her decision is not bound by any legal standards. Going by these, the discretion thesis is inconsistent with ordinary legal exercise. Even in the greatest problematic cases where there is no clarity appropriate law, lawyers dont request the judge to adapt the relevant issue by making new law. Each lawyer cites cases favourable to her clients position and argues that the judge is bound by those cases to decide in her clients favour. As a practical matter, lawyers hardly, if ever, acknowledge th ere are no legal morals governing a case and ask the judge to legislate in the exercise of discretion. 4. Conclusion: I conclude by saying that the modern rules in relation to particular place or people were mostly traced or taken from the past rules or from another lawful organization. All the contemporary laws have its individual creation, the issue of conflict of positivists view and historical interpretation is not as real as it thought. The most influential criticism of legal positivism all flow from the suspicion that it fails to give principles its due. The law has significant tasks like bringing harmony and peace in our lives, preceding the common good in safeguarding human rights, or to rule with honesty and therefore it has more relevance with our morals. A. Lon Fuller denies the separation of law and morality. He considers that all the good qualities and characteristics flow by clear consistent and open practices, which can be found not only in law but also in all other social practices in which those features including custom and positive ethics prevail. Further he reproaches that if law is a matter of fact then we are without an explanation of the duty to obey. If amoral law is made there is an obligation to obey.

Word Processing Technology and the Process of Writing :: Technological Essays

Word Processing Technology and the Process of Writing Word processors have been in use in our country and across the globe for quite some time. Elementary school students, High school Students, as well as College and University students all use them everyday to produce written texts from many different genres. Pens and paper have been forgotten. Has the formal process of writing also been forgotten? Have word processors changed the way people write – permanently (I misspelled that word and fixed it using spell check)? The most recognized definition, if there is one, of a writing process was formulated by Flowers and Hayes in 1980. They were two of the first theorists to formally recognize that there are basically three distinct types of cognitive writing processes. The first is the process of planning. This is where the writer will decide what to say and exactly how to say it. The next step is the actual generation of written text. This process occurs when the writer uses their plan to produce an actual piece of writing. The last process in the Flowers and Hayes model is revision. This is where the writer makes all possible revisions to improve the quality of their written work. These three processes do not appear to happen in any specific order. There is no set pattern to follow. The order with which the writer engages in and completes each process, as well as the amount of time each writer spends performing each process, will vary depending upon the organization methods of the writer. The w riter will look at their own individual goals and decide how to manipulate the various processes to best meet their agenda. Theoretically, these students could be moving their work forward in a purposeful direction by backtracking through a given process. This model enforced the idea that writing is a recursive process rather than a straightforward linear process incapable of being altered. The Flowers and Hayes model has often been referred to as the â€Å"writing process approach.† Of course there are many other credible models for the writing process, but this definition suits my purposes by providing a backdrop for discussing the changes made by word processors on a long accepted, though often debated, definition of the writing process (Barrow 13-18). Word processors are good for storing data, manipulating and formatting individual characters which make up the text of a final written document, and improving the writing mechanics of student work as a whole.

Oppression of Women in 19th Century Literature

Oppression of Women in 19th Century Literature In the stories â€Å"The Jewelry† by Guy de Maupassant, â€Å"The Story of an Hour† by Kate Chopin, and â€Å"The Yellow Wallpaper† by Charlotte Perkins Gilman, the female characters are unequal and less important than the men in society. The duties of women during this time period did not consist of much more than seeing to her husband’s needs and caring for the home and children. The authors show the lack of independence women were allowed in the 1800s, especially in marriage. The stories express women’s cry for equality and their feelings of entrapment in their marriage.Each story elaborates on the importance of social class in the 19th century, how women were presented in society, and how society trapped and defined them as individuals. Maupassant conveys the importance of marriage during this time frame when he includes in â€Å"The Jewelry† that Mrs. Lantin’s mother visited bourgeois families in hopes of marrying her daughter off (Booth69). The public’s view on matrimony took a toll on the independent lives and decisions of women. A woman’s image at this time was important; it reflected who they were, as well as where they came from.Expectations for women to fulfill their duties as a homemaker left little room to deviate from the social normality. Women usually depended on their husband’s income to support their lifestyle; seldom were they employed. Therefore, many women fancied men who were of a high social class. In â€Å"The Jewelry†, Mrs. Lantin’s mother searched among the families of the middle class to find a husband for her daughter. Maupassant mentions in the story that Mrs. Lantin and her mother were poor. In order to relieve her daughter of the burdens of poverty, Mrs. Lantin’s mother tried to find a husband who was of a higher social status.Due to the substantial increase in the size, power, and prestige of t he middle class, the 19th century became known as â€Å"the century of the middle class†(â€Å"Women in the Middle Class† 1). An individual’s wealth contributed to how they were viewed by other members of society. To some, image seemed like the most important characteristic one could have. In the story, Mrs. Lantin wears precious stones and pearls when she attends the theatre (Booth 70). Her husband mentions how they do not have the means to afford such extravagant treasures, but his wife insists on wearing the jewelry in public anyway. Mrs.Lantin may be considered wealthy by the public because she wears precious stones. But in real life, her husband does not make enough to support the lavish image she gives off to others. She continues to wear the jewelry out, portraying an image of wealth and well-being. Maupassant mentions in his story how it is unsightly for women to go out in public unaccompanied by their husband (Booth 70). Again, this establishes the uneq ual views towards women in the 1800s. If it was uncommon for a woman to travel alone, the idea of a woman supporting herself, or even deciding for herself would have been absurd.In a society where the public frowns upon the idea of female independence, many women were forced to hide any ideas or desires for change they may have had. In this time, if women were to rebel or stand against domesticity, they were often declared insane, and confined to a mental asylum (â€Å"Women and Psychiatry† 1). Here, they were treated even more poorly than when they were in the custody of their husbands. The fear of consequences silenced many women who may have desired something more than the typical lifestyle of a home maker.In â€Å"The Story of an Hour†, Chopin expresses the thoughts that could have been running through the minds of women who were caught in this time of gender inequality. Mrs. Mallard is described in Chopin’s story as a typical married woman of the 19th centu ry. A woman we can imply has stood faithfully by her husband and fulfilled her connubial duties throughout the years of their union. In the story, Mrs. Mallard has obviously suffered a terrible loss in learning of her husband’s death. We can tell by her reactions that she cared deeply for him. In the midst of her grieving, Mrs.Mallard pictures the time that is to come, when she will be able to make all of her own decisions and will be given the freedom to live her life as she pleases. Suddenly, she feels relieved more than she is upset. â€Å"She knew that she would weep again when she saw the kind, tender hands folded in death†¦but she saw beyond that bitter moment a long procession of years to come that would belong to her absolutely (Booth 307). Her desire for freedom overcame the despair of her husband’s death. Chopin includes that Mrs. Mallard tried to fight off these ideas with her will (Booth 307).Her embraced feelings of independence could have been viewe d as forbidden. Although she is excited by these thoughts, she tries to resist the pleasure she truly feels when she realizes the freedom that she has gained. The words â€Å"free, free, free! † escaped from her mouth (Booth307). She attempted to hold back the overwhelming desires for her own life. Perhaps she is hesitant to welcome these feelings because of the public view on women’s rights, and the potential consequences for those who opposed such views. Despite the faithfulness and love Mrs.Mallard showed for her husband, the extreme relief she felt in no longer having a marital obligation overpowered her feelings of sadness and loss. At the end of the story, Mrs. Mallard’s husband walked through her front door in the flesh, but Mrs. Mallard’s heart could not handle the excitement. The doctors said she died of â€Å"joy that kills†. Since Mrs. Mallard was so overwhelmed by her newly gained idea of independence, one can assume this joy is that of forbidden pleasure. Many would consider it immoral to accept so easily the death of one’s betrothed just because of the freedom acquired.The story shows how it was wrong for women to desire independence from their husbands, regardless of they were treated. In many cases, men responded to their wives as they would children; by limiting their options and making choices for them. Eventually, ideas emerged that women were truly incapable of anything other than caring for their families. In â€Å"The Yellow Wallpaper†, Gilman clearly expresses how John (the husband) treats his wife similarly to how one might treat a child. On one occasion, he even refers to his wife as â€Å"little girl†.The name itself signifies the lack of maturity women were thought to have, along with their defenselessness. Ideas such as these allowed men to dominate over decisions made in households, and in most cases, over women themselves. The narrator tells in the story how her husband will â€Å"hardly let her stir without special direction† (Booth 323). Throughout the story, the narrator mentions several things to her husband regarding her discomfort in the house and her wishes for early departure, but each time she is disregarded, or redirected.While women were subject to orders, men were free to do as they please. There were very few who decided to speak in favor of equality for women; of those who did, most were sent to an asylum. This allowed little hope for women seeking progress or escape. Gilman illustrates this in his story. â€Å"The outside pattern becomes bars, and the woman behind it as plain as could be† (Booth 323). he is saying that there is woman trapped in the wallpaper, but more importantly he is showing the feelings of entrapment faced by women. Most living conditions were similar among women.The desire for equality was a mutual feeling amongst the women of the 1800s. Gilman writes â€Å"Sometimes I think there are a great and many w omen behind it† (Booth 325). This signifies how many women in this time shared similar feelings of complication in terms of their marriage and their place in society. Without a voice to lead them out of sexual oppression, most women accepted the conditions given to them. The ideas of 19th century society sculpted lives of many women in ways that were not enjoyable, and rather served as a burden to the women who were indeed victimized in this time frame.The way a woman presented herself in society strongly reflected her character. Matrimony or lack thereof, served as a strong basis to this social image which was very important. Each story mentioned holds a female character who is in some way oppressed by the social dominance of men. Each character it treated unequally, or as if they were of little importance. Women in this era were trapped in their own lives. Works Cited Anderson, Lori. â€Å"Marriage and Women From 19th Century On. † Women and Issues of a Woman. CyberPa rent, n. d. Web. 9 February 2013. Booth, Allison, and Kely J. Mays. The Norton Introduction to Literature. 10th ed. Ed. Peter Simon. New York: W. W. Norton, 2011. Print. McElligott, Caitlin. â€Å"The 19th Century Debate. † Women’s Higher Education in the United States. N. p. n. d. Web. 24 February 2013. â€Å"Women and Psychiatry. † Brought to Life. Science Museum, n. d. Web. 20 February 2013. â€Å"Women in the Middle Class in the 19th Century. † http://web. clark. edu/afisher/HIST253/lecture_text/WomenMiddleClass_19c_Europe. pdf. N. p. n. d. Web. 2 March 2013.

Resolving Conflict

As the team in the scenario is experiencing process conflict, there are two options for intervention that could alleviate the conflict. Team redesign is the first option, and conflict process coaching is the second. As the team is on a very strict deadline, which is rapidly approaching, conflict process coaching would be the most practical form of intervention. The conflict between the members of the team is caused primarily due to a lack of trust. Sheila and Jeremy do not trust Judy because they believe she lied to her and Judy does not trust them to do the job because of their lack of experience in the training programs.The lack of trust combined with a deadline that none of the team members believe they can meet has created a stressful environment. Conflict process coaching, as defined by Thompson (2011), â€Å"may include trust-building exercises† (p. 193). â€Å"It’s important to establish comfortable, group-sanctioned ways to express the inevitable anger, tension , and frustration that arise in a team endeavor and to positively redirect that energy to build trust and cohesion† (Ross, 2006). Building trust to ensure the cohesiveness of the team will redirect their energy and focus to meeting the deadline.In order for this team to be successful, they have to be cohesive and efficient. In order to accomplish this the team members must work cooperatively, trust each other and understand the common goal. The team members all have their areas of expertise that can contribute to team success, but if they do not trust each other, then the conflict will preclude the team from meeting their deadline. Through conflict process coaching, the team can quickly move past their conflict and become efficient and successful. Resolving Conflict As the team in the scenario is experiencing process conflict, there are two options for intervention that could alleviate the conflict. Team redesign is the first option, and conflict process coaching is the second. As the team is on a very strict deadline, which is rapidly approaching, conflict process coaching would be the most practical form of intervention. The conflict between the members of the team is caused primarily due to a lack of trust. Sheila and Jeremy do not trust Judy because they believe she lied to her and Judy does not trust them to do the job because of their lack of experience in the training programs.The lack of trust combined with a deadline that none of the team members believe they can meet has created a stressful environment. Conflict process coaching, as defined by Thompson (2011), â€Å"may include trust-building exercises† (p. 193). â€Å"It’s important to establish comfortable, group-sanctioned ways to express the inevitable anger, tension , and frustration that arise in a team endeavor and to positively redirect that energy to build trust and cohesion† (Ross, 2006). Building trust to ensure the cohesiveness of the team will redirect their energy and focus to meeting the deadline.In order for this team to be successful, they have to be cohesive and efficient. In order to accomplish this the team members must work cooperatively, trust each other and understand the common goal. The team members all have their areas of expertise that can contribute to team success, but if they do not trust each other, then the conflict will preclude the team from meeting their deadline. Through conflict process coaching, the team can quickly move past their conflict and become efficient and successful.

Psychological Warfare in the United States Military essays

Psychological Warfare in the United States Military essays Psychological Warfare in the United States military The use of psychology in war is as old as war itself. In ancient Greece, Thermistocles sent his men ashore to carve messages urging the Ionians not to fight against the Athenians (Pease 3). Known as psychological warfare, it is the attempt by one nation to gain an advantage over another by exploiting fear, mistrust, suspicion, rumor, prejudice, and uncertainty to influence international opinion and/or the frame of mind of the opposing soldiers. Psychological warfare is designed to affect the enemys mind, influencing him to take an action, even against his conscious will, favorable to his opponent (Pease xiii). The United States government employs psychological warfare, known as Psychological Operations (PSYOP), to secure national objectives in times of conflict as well as peace. They are a vital part of the broad range of U.S. political, military, economic, and ideological activities. The ultimate objective of United States military psychological operations is to convince ene my, neutral, and friendly nations and forces to take actions favorable to the United States and its interests. This is accomplished, with varied effectiveness, through several methods and techniques, both on the strategic and tactical levels (Payne). Psychological warfare is also utilized by the United States on civilians and the general population of liberated territories. This branch of psychological operations is known as consolidation (Pease 9). Strategic, Tactical, and Consolidation Psychological Operations On the strategic level, psychological operations are utilized to accomplish long-term objectives. Employed on a global scale, strategic psychological operations are directed at a much wider audience, or a few key communicators (Hunter). Strategic operations may also be used on a somewhat smaller scale, known as the operational scale. Here, psychological operations are ...

Deterrence theory and scientific findings on the deterrence value of severe punishment

Deterrence theory and scientific findings on the deterrence value of severe punishment Deterrence theory Deterrence theory stems from behavioral psychology and concerns with the prevention or control of inappropriate actions through instillation of fear of punishments. Deterrence theory is a theory in criminology and has found persistent use in criminal justice system. The theory states that governments can significantly reduce crimes within their jurisdictions by raising the probability of arrest, probability of conviction and the severity of punishments (Mendes 60).Advertising We will write a custom essay sample on Deterrence theory and scientific findings on the deterrence value of severe punishment specifically for you for only $16.05 $11/page Learn More Deterrence theory views punishment in two ways. In the first case, criminals receive severe public punishment with a view to deter (prevent) other persons from committing similar offences in future. In the second instance, deterrence focuses on the deviance of the individual and attempts t o correct behavior through punishment in order to discourage the individual from repetition of such behavior. Deterrence theory justifies the enforcement of punishment in lieu of the offence committed. One of the most severe punishments that authorities enforce on criminals is the capital punishment. Capital punishment achieves deterrence since the executed individual cannot commit additional crimes. However, there is no consensus on whether it achieves general deterrence. According to Amlie Mitschow (1162), there is unsettled debate on whether the penalty can dissuade others from committing similar crimes. Historical development of deterrence theory Punishment with regard to crime can be traced back to the biblical times with the slogan â€Å"an eye for an eye, a tooth for a tooth.† However, Christians later emphasized tolerance and forgiveness as opposed to punishment to the extent of turning the other cheek. Formulated by utilitarian philosophers Cesare Beccaria (1764), J eremy Bentham (1789) and Montsquieu (1748), deterrence theory both explains crime as well as means of reducing it. They argued that crimes were attacks not only on individuals but also on the society (Mendes 61). This led to the advocacy of punishment with a view to protect the society through prevention of crime. Immanuel Kant was unequivocal in condemning the crime of murder and subsequently stated that whoever commits murder must die (Amlie Mitschow 1161). Throughout history, severe punishment, more so capital punishment received approval by mainstream religions (Judaism, Islam and Christianity) under proper circumstances although Buddhists and Quakers persistently oppose the death penalty (Amlie Mitschow 1161). Plato supports the practice and argues that any individual found guilty of robbery either through fraud or violence, is incurable and should be punished by death.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Arguments against deterrent theory Debate has raged on with regard to the real impact of severe punishment on the general welfare of the society. There are those that endorse capital punishment while others plainly denounce the practice. Arguments surrounding capital punishment depend on the moral view of those raising the arguments (Paternoster 776). Opponents of capital punishment raise several reasons why the practice should be discontinued in human beings. Universal sanctity of human life emerges as the sole reason why capital punishment should be abolished. The notion bases on the moral principle that condemns any attempt to take the life of a person. This is central to many religious traditions, and the argument acts both as a premise and a conclusion without any further reasoning (Amlie Mitschow 1165). Fears exist due to the irreversible nature of capital punishment. This aspect renders it detrimental if applied on an innocent person. Opponents further cite faults in statistics and argue that these pauses a risk that should cause states to improve their judicial processes. Opponents of capital punishment cite numerous cases where inmates on death sentence had their sentences overturned (Amlie Mitschow 1164). The implicit argument is that these cases concern wrongful conviction of innocent individuals. There is an argument that capital punishment deprives the culprit of the opportunity to express their remorse and make a contribution to society. It is possible for people to be transformed and compensate the society. However, this argument fails in the sense that justice should not be traded for some unknown future concern from the convict (Amlie Mitschow 1164). Scientific data report on the value of severe punishment Dà ¶lling et al (204) report on a meta-study of 700 different studies conducted to test the validity of the deterrence theory. The meta-analysis covers studies conducted between 1952 and 2006. Out of all the studies, the deterrent hypothesis receives approval in 53% of the studies and a rejection in 34% of the studies. The researchers, however, find that deterrence is more evident on mild crimes and punishment and comparatively low with regard to the death penalty (Dà ¶lling et al 205). According to Mendes (61) the effects of probabilities of arrest and conviction and the severity of punishment receive different perceptions by individuals. There are ambiguous findings with regard to the effects of severe punishments in deterrence theory. Many empirical studies report that the severity of punishments does not have deterrent effects. Even in circumstances where it has an effect, it is weak relative to the effect of the certainty of punishment. Empirical research that incorporates risks suggests that criminals are more risk acceptant (Mendes 70). This leads to the conclusion that certainty of punishment has greater deterrent effects as compared to the severity of the punishmen t.Advertising We will write a custom essay sample on Deterrence theory and scientific findings on the deterrence value of severe punishment specifically for you for only $16.05 $11/page Learn More Mendes and McDonald (596) report on scientific findings conducted on 33 studies that show little evidence of the severity of punishment and deterrence. They argue that the problem is not theory but rather the doubts of analysts with regard to the most appropriate statistical model to formulate deterrence theory. Components in the deterrence theory all act in unison and criminals consider all of them jointly and not individually. Statistical models formulated and estimated with the deterrence package intact shows an effect of the severity of punishment in deterrence (Mendes McDonald 600). Statistical data aimed at comparisons between states has not yielded much success. This is because of differences in demographics within and between states. Besides, other factor s that change over the span of the study affect inter-temporal studies (Amlie Mitschow 1162). Most countries have abolished capital punishment, and even where practiced, its application is uncertain and untimely. Conclusion According to the deterrence theory, prevention of crime requires a combination of the probability of arrest, probability of conviction given arrest, and a severe punishment given conviction. It is essential to consider the three components jointly, as no single component acting alone is sufficient. Empirical findings of the effect of severity of punishment in deterrence have yielded mixed results. Analysts who have studied the deterrence components independently have majorly brought negative results. On the other side, models that combine probability of punishment with severity of such punishment yield result consistent with the expectations of deterrence theory. Therefore, it is crucial to treat all the three elements of the theory as a package as the component s fail when unbundled. Amlie, Thomas T. Mitschow, Mark C. â€Å"Arthur Andersen and the capital punishment debate.† Managerial Auditing Journal 19, 9 (2004): 1160-1172. Dà ¶lling, Dieter, et al. â€Å"Is deterrence effective? Results of a Meta-Analysis of punishment.† European Journal of Criminology Research 15 (2009): 201-224.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Mendes, Silvia M. â€Å"Certainty, Severity, and Their Relative Deterrent Effects: Questioning the Implications of the Role of Risk in Criminal Deterrence Policy.† Policy Studies Journal 32, 1 (2004): 59-74. Mendes, Silvia M. McDonald, Michael D. â€Å"Putting severity of punishment back in the deterrence package.† Policy Studies Journal 29, 4 (2001): 588-610. Paternoster, Raymond. â€Å"How much do we really know about criminal deterrence?† Journal of Criminal Law Criminology100,  3(Summer 2010): 765-823.

Practicing Job Interviews for ESL

Practicing Job Interviews for ESL Teaching ESL or English for Specific Purposes classes almost always includes preparing students for job interviews. There are a number of resources on the site focusing on the type of language used during job interviews. This lesson focuses on helping students practice job interviews with each other while using prepared notes helping students recognize appropriate language to be used during the job interview. There are three essential parts to dealing with job interviews for students: Raising consciousness as to what expect in job interviewsHaving students carefully reflect on their own skills, strengths and weaknessesProviding pragmatic language skill guidance on appropriate language including tenses, vocational vocabulary, and standard application documents such as the resume and cover letters This practicing job interviews lesson plan helps with providing pragmatic language skills for the job interview through extensive note taking combined with appropriate tense and vocabulary review. Aim Improve job interviewing skills Activity Practicing job interviews Level intermediate to advanced Outline If you havent already done so, discuss the job interviewing process in detail with your students. Make sure to mention and / or help students understand that the job interviewing process in the United States (or another country) is probably very different than in their own native country. Discuss the differences in detail, suggest that students think of the process as a game in which rules must be followed to help them get over possible frustrations with the job interviewing process.Take a look at some standard job interviewing questions and replies. Here are some examples:How long have you been in current position? - Ive worked here for two years.When did you join XYZ Inc.? - I began work at XYZ Inc. in 2003.Why would you like to work at ABC Ltd.? - Id like to work at ABC Ltd. because Id like to use my experience in a customer service setting. etc.Ask students / work with students to review the various tenses used to answer these questions. Review the concepts of:Present perfect (co ntinuous) to speak about work experience up to the present moment Present simple to discuss current job responsibilitiesPast simple to discuss past responsibilitiesUse of conditional forms to imagine situations at work Introduce the concept using specific vocabulary to more specifically define responsibilities and capabilities (heres a great list of useful vocabulary for the resume and interview)Pass out the job interview worksheets (copy and paste into a document and print out for use in class).Ask students to complete both sections 1) as interviewer 2) as interviewee. Encourage students to focus specifically on tense usage and specific job vocabulary while completing this task.Circulate around the room helping students with the task, providing specific vocabulary, etc. Encourage students to write questions and responses beyond the cues provided on the worksheet.Give each student a number. Ask even number students to find an odd number student.Have even number students interview odd number students, asking them to refer to their worksheets when they get stuck.Have even number students team up with a different odd number student.Ask odd number students to interview even number students. This time, students should attempt to use their worksheets as seldom as possible. Discuss the practice sessions in detail.As a variation / extension, ask student interviewers to spend five minutes after each interview taking notes on strengths and weaknesses of the interview and share the notes withe the student interviewees. Job Interview Practice - Worksheet Use the following cues to write out full questions for a job interview. How long / work / present?How many / languages / speak?Strengths?Weaknesses?Past job?Current responsibilities?Education?Specific examples of responsibility at past job?Which position / want - like to have / new job?Future goals? Use the following cues to write out full responses for a job interview. Current job / schoolLast job / schoolLanguages / skillsHow long / work / current jobThree specific examples from past jobCurrent responsibilitiesStrengths / weaknesses (two for each)Why are you interested in this job?What are your future goals?Education

Delta Airlines Essay Example | Topics and Well Written Essays - 1000 words

Delta Airlines - Essay Example The company survived the tough market conditions in the aftermath of 9/11 to become the top player in the industry. Delta Airlines has benefited from implementing innovative marketing strategies. The use of marketing alliances has enabled Delta to increase its travel destination offerings by 54%. A branding strategy allows a company to charge a premium price for its services while retaining a higher proportion of its customers. Branding strategy develop over time. Delta has been in the industry over 85 years. Delta has been able to increase the value of its brand by being a good corporate citizen. The company has great environmental record. The company hired ENSR, a leading environmental service provider to implement a recycling program in order to reduce the amount of waste generated in its flights (Lohas, 2007). The grand marketing strategy Delta is utilizing is a differentiation strategy. Differentiated marketing involves operating in several market segments and designing products or special service offering for each segment (Kotler, 2003). Two factors that enabled the company to differentiate itself from its competition are product variety and the quality of its service offerings. With the help of marketing alliances and partnerships the company is able offer its customer 572 different travel destinations. The company’s ability to enter into partnership agreements with other airlines allowed the enterprise to increase its target market. The marketing alliances at Delta have increased the scope of the companies market. The company’s customer profile includes both business travelers and people who travel in leisure trips. The markets the company targets are not limited to domestic travelers. The marketing alliances Delta established helped the company increase its presence in foreign marketplaces. Delta airlines utilizes a segmentation marketing strategy. The company uses its strategic alliance as tool to penetrate different

No topics Essay Example | Topics and Well Written Essays - 500 words

No topics - Essay Example Police crackdowns can target specific crimes, individuals, or geographic areas. They can involve an increased police presence, a commitment to more severe punishment, or other forms of legal sanctions. In Boston, Kennedy reported on how the local authorities would reach out to the gangs and communicate their intention to reduce violence by bringing every available legal tool to bear on them. This process of 'pulling levers' would dramatically increase the cost to a gang for committing acts of violence. Instead of just one member being arrested and prosecuted for a murder, the system would up the enforcement level of probation, outstanding warrants, and illegal street activities on all the gang members. Sherman reported that similar results were shown in regard to a variety of other settings and crimes. Sherman noted that increased enforcement and greater sanctions can reduce crime. However, the strategy needs to be flexible, because as the crackdown continues it may loose its effectiveness. It may be more effective to move geographical locations and targets on an ongoing basis. Reducing crime in New York City is a never-ending task, as officers put pressure on the streets and target selected criminals and criminal activities.

Analysis Of Film Sunrise Essay Example | Topics and Well Written Essays - 2500 words

Analysis Of Film Sunrise - Essay Example Summary and Plot analysis of Sunrise (1927)The Man leaves his wife after he hears the woman from the city whistling. His wife is left alone with memories of their once deep love relationship.The man and the woman from the city are in a love affair under the moon. The woman wants the man to sell his farm and follow her back to the society. She also suggests that the man drowns his wife. However, the man violently refuses. However, the woman convinces the man. The unsuspecting wife is taken for a boat ride where she is to be drowned. She later becomes suspicious about the trip while they are in the lake. The man is unable to drown his wife. He goes back to the shore, where the wife flees to the shore. The wife then flees and the man tries to follow her. The wife from the farm then goes to the city where she is overwhelmed with the city life and her husband is close behind her. The man then gives the woman flowers and other gifts and she is then convinced to stop crying. They reconcile and while in the city, they see a bride who gets married in a church. The man asks for forgiveness, after which they go back to the farmhouse. A twist in the plot of the film is when the woman and the man travel back to their home; a storm causes their boat to sink. The man saves the wife but he wakes up convinced that his wife has drowned. He asks the town people to help search for her body They do not succeed and when he gets back to their house, the woman of the city reappears thinking that the plan had succeeded. The man turns violent on the woman from the city. He tries to kill her before he is told that his wife survived. He is happy as he kisses her and lets the woman of the city get out of the town. Depiction of the City Woman as trangressive, problematic and having threatening presences in Sunrise (1927) F. W. Munrau’s depiction of women in the silent film, Sunrise is an approach of representing women in rural and city settings. The city woman is depicted as being pr oblematic, trangressive and even having threatening presences. The film pits the city woman against the rural woman. Victorian melodrama usually depicts the woman as either a vamp or a virgin. Munroe borrows this expression in his silent film, whereby the rural woman is represented as a ‘virgin’; the city woman is the ‘Vamp’. The city woman is problematic in the context of Sunrise (1927). Mary Livingstone plays a demanding woman. She demands that the farm man sells his farm. This is a challenge to the man who depends on the farm as his source of living. He also asks the man to kill his wife so that she can take her place. The man finds it a problem top sell his farm and go to the city. He also finds it hard to drown his wife. However, the power of the city woman is reflected in her seductive prowess. She easily convinces the man to go ahead with the plan. The city woman manages to bring problems to a small rural town. She causes problems amongst the wife an d the man. Their marriage and love was blissful and

Management Accounting Essay Example | Topics and Well Written Essays - 1000 words - 6

Management Accounting - Essay Example Secondly, the fear of under-budgeting, which will have the impacts of causing financial crisis for the department in the coming year, also affects the way she is going to deliver the budgeted amount. Anticipated future rise in costs is yet another factor that she has to consider in her decision making regarding the budget she is going to submit, since the costs may rise out of the anticipated new expenditures. Finally, the financial situation of the city affects her decision making, since the revenues collected by the city were down, meaning the possibility of the city cutting down the budgets presented, thus reducing the amounts given to Paxton, as the manager of the waste disposal firm. The analysis of the ethical dilemma under this case presents various ethical issues. First, Paxton is working towards satisfying herself interests, which is highly unethical (Rhodes, 1986 p11). She has the personal interest of being promoted from the department, which she does not appear like. Therefore, she wants to impress her employer by ensuring that she funds the operations of the department to the very best, at the expense of the financial situation that the city is facing. Paxton understand very well that the city’s tax collection for that year were down. Therefore, she anticipates that the city may not have sufficient funds to cater for all the financial needs raised by the departments. This notwithstanding, she wants to ensure that she is not affected by the bad financial situation, through inflating her budget, so that even if it is cut, she will have no shortages. This is selfish on her part, since she does not care about the other departments and their financial n eeds, which is unethical (Harding, 2010 p55). Having understood the financial situation facing the city, she is supposed to be concerned about the other departments,

State-Supported Terrorism Assignment Example | Topics and Well Written Essays - 750 words

State-Supported Terrorism - Assignment Example These are the nations that pose a threat to the US National Security, although Saudi Arabia and Pakistan also come under the same list of â€Å"passive sponsorships† but regardless to their activities they are excluded out deliberately. In article 3 the writer, Daniel Byman has identified the states that are passively sponsoring terrorist organizations around the world. The states that are prominently known for their support are Saudi Arabia, Pakistan, Iran, and Lebanon. These states in order to strengthen their security jeopardize the National Security of US and drag societies into the darkest propensities. It is a widely known fact that 9/11 was orchestrated with the help of Saudi Arabia of which funding transactions were traced evidently displaying Saudi Arabia’s tacit terrorist sponsorship for destroying US security. Likewise, Pakistan is held responsible for the Talibanization within the country, as the members of its intelligence ISI are in full support of Al-Qaeda. These countries which are referred to as â€Å"non-state actors† stay at the corner, some may as well agree on fighting terrorism becoming invaluable allies for the time being. The problem is not with their attitude of doing something instead it’s their attitude of doing nothing at all about the prevailing threats to the national security. One way these states react to these problems is that they offer a middle ground to the problem to safeguard their own security they shift their problem to others by offering the terrorists to stay and get arrested or leave which moves them to other countries where they perform acts of terrorism. These terrorist groups often act as government’s partners and not as their agents, although they openly deny the accusations it is evident with the size of their training setups, their methods of recruitments and funding.  

Why Business Law is significant and how it impacts our lives Essay

Why Business Law is significant and how it impacts our lives - Essay Example Laws are mainly formulated by the governments and also as a result of court decisions. That is, when a particular form of human activity is carried out by a group of people, there will be inconsistencies as well as violations, which could negatively affect the group themselves as well as other stakeholders including other groups or individuals. To prevent those issues, governments has come up with certain standard rules and regulations in the form of laws on how to carry out the human activity positively without negative impacts on the people. This is quite applicable to the key human activity of businesses because its survival and success mainly depends on how it treats or manages or entices its consumer. So, business laws relating to consumer care are the main laws, which maximally impact our lives. Each business law will stipulate the organizations on how to manufacture the products, on how to pack it, on how to market it or sell it, etc, etc. Although, each organization will have unique and different manufacturing processes, the basic point, is they need to follow certain laws as well as standards stipulated by the laws to ensure that the manufactured goods or offered service is of optimum quality and without any risks to the consumer. However, if there are any faults in the product or service after it reaches the consumer, due to faults or deficiency in any aspect of the organizational functioning, then also those business laws can be used by the affected consumer in the court of law. The laws can be used to get a simple apology to getting apt replacement for the deficient product or even financial compensation. Thus, it is clear that business laws maximally impacts our lives in a positive and helpful manner. Actually, the governments and other authorities will come up with laws including business laws based on common good, and it will be available to us all the time.

State-Supported Terrorism Assignment Example | Topics and Well Written Essays - 750 words

State-Supported Terrorism - Assignment Example These are the nations that pose a threat to the US National Security, although Saudi Arabia and Pakistan also come under the same list of â€Å"passive sponsorships† but regardless to their activities they are excluded out deliberately. In article 3 the writer, Daniel Byman has identified the states that are passively sponsoring terrorist organizations around the world. The states that are prominently known for their support are Saudi Arabia, Pakistan, Iran, and Lebanon. These states in order to strengthen their security jeopardize the National Security of US and drag societies into the darkest propensities. It is a widely known fact that 9/11 was orchestrated with the help of Saudi Arabia of which funding transactions were traced evidently displaying Saudi Arabia’s tacit terrorist sponsorship for destroying US security. Likewise, Pakistan is held responsible for the Talibanization within the country, as the members of its intelligence ISI are in full support of Al-Qaeda. These countries which are referred to as â€Å"non-state actors† stay at the corner, some may as well agree on fighting terrorism becoming invaluable allies for the time being. The problem is not with their attitude of doing something instead it’s their attitude of doing nothing at all about the prevailing threats to the national security. One way these states react to these problems is that they offer a middle ground to the problem to safeguard their own security they shift their problem to others by offering the terrorists to stay and get arrested or leave which moves them to other countries where they perform acts of terrorism. These terrorist groups often act as government’s partners and not as their agents, although they openly deny the accusations it is evident with the size of their training setups, their methods of recruitments and funding.  

The Russian Revolution Essay Example for Free

The Russian Revolution Essay The Russian Revolution was not merely a culmination of event from 1905-19-17, but was the result of political, economic and social conditions from centuries of corrupt tsarist rule.The Russian Revolution of 1917 involved the collapse of an empire under Tsar Nicholas II and the rise of Marxian socialism under Lenin and his Bolsheviks. It sparked the beginning of a new era in Russia that had effects on countries around the world.The Russian Revolution of 1917 was one of the most significant events in the 20th century. It completely changed the government and outlook on life in the very large country of Russia. The events of the revolution were a direct result of the conflict in World War I. Many problems had led to the debilitating situation in the early 20th century for explain like social, economic and political conditions led to the Russian Revolution. For the social conditions Russia needed to educate the population. Many peasants were hungry and starving caused many to die of starvation. Many peasants were unskilled and forced into labor. Also A large majority of the population was illiterate meaning didnt know how to read and write, so many were jobless and uneducated. Factory owners wanted workers who knew how to read and write and factories were looking for more skilled workers. According to Document 3 unskilled workers had dedication but were forced into factories with dangerous conditions. Also according to Document 2 the Communist government wanted to take away illiteracy which affected city workers . But then as early as 1919 a campaign was started to remove illiteracy . In 1921 school were built in factories and were offered to construct basic reading, writing and arithmetic lessons.The education of the people led to the growing popularity of several anti-Czarist groups. Another condition that affected the situation was Political Russia’s Army was extremely weak, made mainly of peasants, and the cost of war was weighing down on the citizens of Russia. In reality, Czars Nicholas II had no ability to be a ruler, and proved himself to be politically incapable of governing a country. Starvation and poor living conditions lined the streets of homeless families. Many people were unemployed, and  those who were faced terrible conditions when they were working.Czar Nicholas II was a firm believer that his power to rule was granted by Divine Right, Nicholas assumed that the Russian people were devoted to him with unquestioning loyalty. This belief rendered Nicholas unwilling to allow the progressive reforms that might have made the suffering of the Russian people die down.Dissatisfaction with Tsar Nicholas II culminated in the huge national disturbance, that followed the Bloody Sunday massacre of January 1905, in which hundreds of unarmed protesters were shot by the Tsars troops. Workers responded to the massacre with a crippling general strike. This led to the growing population of several anti-czarist groups There.were also social democrats, such as the Bolsheviks and Mensheviks. Both groups aimed to overthrow the Czar and create a socialist state, they had the support of students and workers, but the main differences were in the organization of the parties. The Bolsheviks, believed in a small, secret, disciplined party of professional revolutionists who would seize power when the time was right. They planned revolutionary cells of three or four people who would organize strikes and demonstrations in factories. Among these people was Vladimir Ulyanov, better as Lenin. He was a devoted Bolshevik who was exile to in Siberia after being arrested for his action in a Marxist group Marxism is a political ideology often known as Marxism-Leninism. It marked the beginning of the spread of communism in the 20th century. The Mensheviks, believed the party should be a mass organization which all workers could join. This mass party would grow until it eventually took power. Among these the Mensheviks was Lev Bronstein, better known as Trotsky. Trotsky was a kulak, a rich peasant..Later on, he became the Menshevik chairman. One more condition that affected the situation was economic At the same time, peasant life and culture was changing constantly. Change was facilitated by the physical movement of growing numbers of peasant villagers who migrated to and from industrial and urban environments, but also by the introduction of city culture into the village through material goods. Workers also had good reasons for dissatisfaction overcrowded housing with often disgraceful sanitary conditions, long hours at work 10-hour workday six days a week was the average and many were working 11–12 hours a day by 1916, constant risk of injury and death from very poor safety and sanitary conditions, harsh  discipline (not only rules and fines, but foremen’s fists), and poor wages. At the same time, urban industrial life was full of benefits, though these could be just as dangerous, from the point of view of social and political stability, as the hardships. Acquiring new skills gave many workers a sense of self-respect and confidence, heightening expectations and desires. Living in cities, workers encountered material goods such as they had never seen while in the village. Most important, living in cities, they were exposed to new ideas about the social and political order. The soviet state from the early 1920s through the 1930s had many problems that led to the revolution. Stalin missed much of the activity leading up to the Russian Revolution in 1917 because he was exiled to Siberia from 1913 to 1917. Upon his release in March of 1917, Stalin resumed his role as a Bolshevik leader. By the time he was reunited with Lenin, who also returned to Russia a few weeks after Stalin, Czar Nicholas II had already step down from is thrown as part of the February Russian Revolution. With the czar removed, the Provisional Government was in charge. Lenin and Stalin, however, wanted to break the Provisional Government and install a Communist one, con trolled by the Bolsheviks. Feeling that the country was ready for another revolution, Lenin and the Bolsheviks began a nearly bloodless coup on October 25, 1917. In just two days, the Bolsheviks had taken over Petrograd, the capital of Russia, and then became the leaders of the country. By 1927, Stalin had effectively eliminated all of his political rivals (and exiled Trotsky) to emerge as the head of the Communist Party of the Soviet Union. Lenin wanted a worldwide communist revolution stalin only wants to increase the power to the soviet union. Stalins willingness to use brutality to achieve political aims was well established by the time he took power; nevertheless, the Soviet Union was unprepared for the extreme violence and oppression that Stalin unleashed in 1928. This was the first year of Stalins Five Year Plan, a radical attempt to bring the Soviet Union into the industrial age. Stalin’s Five Year Plans started a farming revolution. The government took control of farms and combined them to make government owned farms called collective farms. According to Document 5 it shows how Stalins first Five Year Plan worked how the government took control over everything like electricity coal ,oil, pig iron, steel. Alson in Document 6 too it shows how the USSRs collectivization affected  agricultural production in soviet union. As in conclusion Social , Economic and Political conditions affected the Situation and it led to the Russian Revolution. Some of those conditions had a positive affects and also a negative affect.

Contemporary Perspectives Of Family In Society Sociology Essay

Contemporary Perspectives Of Family In Society Sociology Essay DEFINING THE FAMILY: A family is a social unit made up of father, mother brothers and sisters. All these members play a very important role while living together, sharing problems with one another at the time of help. Love is the most important element in a family among these members without love and happiness these pillars of family has not the ability to stay longer and be with one another for a longer period of time. THE CENTRAL POSITION OF THE FAMILY IN SOCIETY: In order for the family to meet a childs psychological needs, its members must be nurturing, convey mutual respect, provide for intimacy, and engage in bonding and attachment. The family also socializes the child, guiding the child to be members of the society beyond the family. The family conveys religious and cultural beliefs and traditions to the next generation. The family is the childs source of economic resources, which meet the childs various physical needs for food, shelter, and clothing. Then, too, the family sees to it that the child receives health and dental care. The family also teaches morals and values to a child. WHY THE FAMILY IS THEORETICALLY SIGNIFICANT: Family is the most important unit of society and plays an essential role in fulfilling the emotional and physical needs of individuals, which is required for achieving economic and social development. But for a family to succeed it doesnt necessarily need to be a nuclear family, it needs support in caring for its family. If a society is at war, is suffering severe weather such as droughts, is made up of people living primarily in poverty, is a society with a high illiteracy rate, or is experiencing overwhelming negative health conditions such as AIDS, of course any family will be negatively affected. MEDIA ARTICLE 1: Work, Family, and Religion in Contemporary Society. By: Nason-Clark, Nancy Publication: Sociology of Religion Date: Sunday, September 22 1996 In the opening essay to Work, family, and religion in contemporary society, authors Ammerman and Roof claim that the days when business could ignore families and churches could take them for granted are over. Each of the contributors to this volume grapple with some facet of the dilemma facing Religion and religious organizations as they attempt to minister effectively to diversified and changing family forms. The book is organized into two sections: assessing the links among religion, family, and work, and exploring emerging patterns for responding to the contemporary needs of individuals and family units. Essays by Penny Long Marler, and Wade Clark Roof and Lyn Gesch, examine the link between traditional family forms and religious institutions. Marler demonstrates how mainline churches have been able to keep their market share of both husband-wife-plus-children families and the elderly, but have lost ground with younger singles and those in nontraditional households. Interestingly, she examines the process by which church programs for children and the youth are staffed and supported by older church members who remember with fondness their own participation in the life of the church as a family unit. Roof and Gesch note that attitudes in support of families participating in religion together occur most strongly amongst those who have the traditional family structure to match. Several essays examine the relationships among religion, gender, and paid employment: both Lyn Gesch and Charles Hall explore the inter- and intra-personal dynamics impacting upon womens employment status. Each of these chapters draws attention to the importance of gender images and gender expectation as women determine their role in the modern world. Using NORC data from 1972-1990, Bradley Hertel offers a detailed examination of religiosity and labor force participation among men and women. He concludes that by far the most significant challenge to organized religion lies in the work-related declines in membership and attendance attributable to the full-time employment of married women. Part Il of this collection invites the reader to consider some of the implications of changing family constellations for religious groups. Chapters by Don Browning and Joseph Reiff consider the more particular religious or ethical ramifications of the trends documented in the earlier data-based chapters. In an especially insightful essay by Cheryl Townsend Gilkes, the relationship between church and family is examined within the African-American experience. Claiming that it is possible to interpret the history of the African-American experience as a succession of dislocations affecting the relationship between work and family, she argues that it is in the construction of alternatives for survival and growth that the current mission of black churches is best understood. Choosing innovation at the personal level can involve substantial cost, but it also offers opportunities for immense rewards. Mary Johnson details the difficult choices some defense workers face as they struggle to reconcile their work experiences with their faith perspectives, and eventually decide role-exit is their option of choice. On the other hand, William and Sylvia Johnson Everett explore patterns of work and family among couples who decide to merge their familial and employment lives and work together. Small groups, or the home cell ministry, are an innovation that Stuart Wright believes has the potential to bring vitality and renewal to both mainstream and conservative churches alike. Bill DAntonio traces the growth and development of Intentional Eucharistic Communities (IECs) that have emerged within and kept rather close links with the Roman Catholic tradition while Mary Jo Neitz looks at the construction of womens rituals within Limina, a group loosely linked with Roman Catholic women, but clearly outside the boundaries of mainstream Catholicism. This collection of essays has something to offer just about any scholar interested in the issues raised by work, family, and religion in modern society. For the empirically sophisticated, there are chapters that tease apart the nuances of religious participation, employment status, gender, and parenthood. For those preferring narratives of the linkages between work and family, or case studies documenting the choices ordinary men and women make, there are several rich accounts of the process by which ones religious ideology intertwines with ones familial and work settings. Moreover, other chapters offer a more passioned plea for a return to the strong bond between family and faith. Without a religious institutions have been called upon to respond to the changes impacting families across the nation. The editors have pulled together a wide array of scholars to document the dilemmas facing churches and families of faith as we move towards the 21st century. For the most part, the chapters are clear and concise and though there is some unevenness in quality and scope, readers will not be disappointed. There is much in this volume to satisfy both the seasoned scholar and the undergraduate student. CRITICAL ANALYSIS: The concept of work family and religion is linked with one another in a sense that a person work for his/her life to live, move in society to improve his/her life style in life only because of work, a person can earn can live a better life of his/her own choice in society. In case of family it also plays a very important role in society because a person in this world wishes to succeed his/her family in society to get fame in society. Means that both work and family have very close relationship with one another. In case of religion, it has a much broader view from each person or family point of perspective because every one wants to give importance to God to prayers or to church to get through the line of success in life. Letà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s take the example of a Muslim point of view about their religion Islam. They have a strong belief that asking from God by fulfilling the needs of prayers in order to get success in life because they believed that God come first then the idea of work and family all these things are based on God, if God will be happy we can easily achieve all these things in life. Same is the case with Christianity and Christianà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s point of view about Jesus that by going to the church regularly saying their prayers share the good and bad things such as ideas/sins with a priest in order to change their bad deeds into good ones they have to ask from Jesus in order to get success. I am not referring towards the idea that hard working is not important and justly saying prayers either in the mosques or in the church for earning or success in life for all there things it is necessary to have some ability to be educated and work hard in life not just by wasting their time in rubbish things. So here in the idea to be educated a baby is not born with idea of education from his/her childhood he/she learn a lot from society people in their surroundings from parents so his/ her foundation is based on family and that family is then linked up with society. The media raised the above specified issue in article 1, because they actually want to show a comparison of the importance of work, religion and family in the past and in the present. In the past people used to gave a lot of importance to work, daily business in their lives, religion i.e. the role played by religion in the lives of people but in all this process they ignored the importance of family that why family is important , or why it is important to give more importance to family in life. But now according to the present time churches want to gave more importance to family as well as work and religion because according to their point of views family is also very important because the preaching of religion and churches are only for society, and what constitutes a society the people who are living in that society , the role played by families in a society and in families the role played by elders, so according to some churches that it is important to give more importance to the r ole played by elders in a society because they fulfill all the criteriaà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s of family in life, but this view is contradicted by some churches that it is important that elders play a very important role in a family but along with elders the younger ones i.e. the siblings in a family means that the young minds in a family are also of great importance because the whole generation depends on the young minds in a family so if the young minds will not be fresh and have the complete opportunities in life for the exploration of new ideas and concepts then in that case such type of family will not be considered as the good family in society. MEDIA ARTICLE 2: Address (URL): http://www.lib.mq.edu.au/e-access/document.php?save=1HYPERLINK http://www.lib.mq.edu.au/e-access/document.php?save=1eid=52052HYPERLINK http://www.lib.mq.edu.au/e-access/document.php?save=1eid=52052eid=52052 CRITICAL ANALYSIS: In the past aboriginal family life style was very simple. They gave more importance to family. In their families they have father, mother brother and sister. They were all linked with one another because of love. They have great sympathy and heart full of emotions for one another. They were badly discriminated by the white people, because of their dark skin they were not respected in a society among the white people. The white people were used to rape their woman their woman was not respected like the white people woman. When the children were born they were brutally snatched from their parents. Children were also not comfortable in the field of education. They were not provided as much educational facilities like the white people. They were not provided of basic things in life like the white people. When ever a baby was born in their families not of dark skin so they were snatched by the white people so before they were carried away by them their families used to hide them from their cruel hands. This is true that the dark skin people have strong family views. They have their own family values, rules and regulation for spending their lives, but their ideas were not fully developed about the idea of success in life. They were not completely aware about the true meaning of life that to work hard in order to improve their standard of living in life. They used to live in caves and like to prefer the forests for their places of living. When the white people came at that time they have not strong and clear views about the idea of family, they were completely unaware of this thing the used to live together without getting married having children without any sort of strong relationship. They were more concerned with the idea of drugs and alcohol as compared to dark people, who in the beginning were completely unaware of using drugs in their lives. The white people induce this habit in them. This article is written to highlight the positive aspects of aboriginal families, that the concept of family is very strong among them in a sense that they give more importance to the members in their families such as more respect to their elders, respect their decisions, great love for their younger ones. According to this article the writer trying to convince that it is true that there are some negative aspects among the family lives of aboriginal people but along with some negative aspects they have some positive aspects too. For fulfilling the needs of negative aspects of aboriginal families government has to play a very important role such that the school curriculum must be designed in a way that children from aboriginal families must also take some advantage in the field of education because the community must be best identified through the importance of education in that particular community that either the ratio of people regarding education is raising in that particular community or not and if raised then get to know that up to which extent it has been raised. Through this process aboriginal families can be considered as the respectable families in society as compared to other communities. REFRENCES: Clark, Nason. Nancy. (1996). Work, Family, and Religion in Contemporary Society. Sociology of Religion Walker, Y. (1993). Aboriginal family issues. Family Matters, 35, 51-53. Skolnick, Arlene S., Skolnick, Jerome H. (2009). Family in Transition. New York: Pearson Education

Charlotte Brontes Jane Eyre - The Relationship between Jane and Roches

The Relationship between Jane Eyre and Rochester   Ã‚  Ã‚   Each of us carries within us the seed of a unique plant. When circumstances conspire to caringly nourish that seed in the manner most appropriate to its true nature-- circumstances which, sadly, are as rare as they are fortunate--the germ of our original selves is likely to flourish. When, however, this tender seed receives attention which is insufficient or antithetical to its essential inclination, growth is inevitably blighted in some way. Weaker or more sensitive seedlings may wither outright; others will be irreparably stunted. Stronger plants may yet grow to imposing heights, but they will be bent and twisted at the places where their needs were unmet, and may well feel eternally compelled to somehow loosen the knot of those deforming deprivations, so as to come closer to their originally intended shapes: Jane Eyre and Rochester are two such plants; driven by an indomitable will to find and follow their essential selves, they discover in each other a vital key to t he realization of that end.   Ã‚  Ã‚  Ã‚   As every conscientious parent knows, a child needs both roots--love and security--and wings--belief in, and encouragement of, his autonomy--in order to mature. While gifted with the latter--the drive for self-realization previously mentioned--Jane and Rochester have been severely deprived of the foundation of the former. They are both outsiders. The identities they have succeeded in forging for themselves thus have a quality of rare integrity, for they primarily have come from within, not from the outer prompting to please and emulate others. At the same time, these characters lack the sense of security and connectedness which is the vital prop of such gifts. When the tw... ...r love: like two trees in a dense, dark forest, bending, twisting and inter-twining to reach an aperture of warm, bright sunlight, more beautiful to my mind than their unblemished brothers. Works Cited and Consulted Bronte, Charlotte. Jane Eyre. New York: Penguin, 1985. Gordon, Lyndall. Charlotte Bronte: A Passionate Life. New York: Norton, 1994. Michie, Helena. The Flesh Made Word: Female Figures and Women's Bodies. New York: Oxford UP, 1987. Poovey, Mary. "Speaking of the Body: Mid-Victorian Constructions of Female Desire." Jacobus, Keller, and Shuttleworth 24-46. Rich, Adrienne. "Jane Eyre: The Temptations of a Motherless Woman." Gates 142-55. Roy, Parama. "Unaccommodated Woman and the Poetics of Property in Jane Eyre." Studies in English Literature 29 (1989): 713-27. Sullivan, Sheila. Studying the Brontes. Longman: York, 1986.

Complex Causality: Climate Change Essay -- multidisciplinary perspecti

Complex events are incidents that challenge pre-existing ideas through not meeting standard expectations or solutions. Equally, due to their ‘complex’ nature they should be able to be analysed from a multidisciplinary perspective. A multidisciplinary perspective is the drawing together of methodologies from different social science disciplines (such as economics, international relations, history and political science) to analyse an event and consequently reach a single conclusion. Overall, the use of a multidisciplinary perspective (in comparison to a singular disciplinary perspective) will provide the fullest and most accurate analysis of complex events, however this can create a trade off with the complexity and time taken to reach a conclusion. Firstly, this advantage will be argued through implying complex events have complex causality that can only truly be seen through a multidisciplinary perspective. Secondly, it can be seen that all social sciences lie on a spec trum with lots of overlap and interdependence between disciplines, and therefore it is an intrinsic feature of the social sciences to view complex events through a multidisciplinary perspective. Finally, it can also be seen that each discipline has respective areas of strength as well as areas of weakness and consequently a multidisciplinary approach allows for the most accurate and broadest analysis of a respective event. This can be shown through examples of complex events such as the current problem posed by Climate Change and the unforeseen end to the Cold War in 1991. However, it is important to keep in mind that while there may be many advantages of using a multidisciplinary perspective to analysis, the ultimate purpose of this analysis is to lead to a fina... ...AEBB275/1989%20for%20posting.pdf] Gaskel, G. (2014) Thinking like a social scientist: Why methodology matters LSE100 Lecture Capture retrieved 26th March 2014 [http://moodle.lse.ac.uk] Harrison, M. (1993) â€Å"Soviet Economic Growth Since 1928: The Alternative Statistics of G. T. Khanin† from Europe-Asia Studies Retrieved 26th March 2014 [http://www2.warwick.ac.uk/fac/soc/economics/staff/academic/Harrison/public/eas93.pdf] Hoffman, M. (2013) â€Å"Global Climate Change† in The Handbook of Global Climate and Environmental Policy Memorandum of the Soviet Ministry of Foreign Affairs (1989) Excerpt from ‘The Political Processes in the European Socialist Countries and the Proposals for Our Practical Steps Considering the Situation Which Has Arisin in Them’. (Cold War International Project) Sandler, T. (2004) Global Collective Action. Cambridge, UK: Cambridge University Press

Hobbes vs Rousseau Essay

In the 17th and 18th centuries, the Age of Enlightenment was an important cultural movement of intellectuals in Europe. Philosophers of the time interpreted many theories and concepts about man and inequality in civilization and also ideas about government and the ways in which society could be controlled. Many believed that humans were naturally good, while others believed that humans were inherently bad. The argument of nature has lasted throughout time without a definitive answer, but with centuries of philosophical arguments to aid in the understanding of our own human nature. Two important philosophers of this time period were Thomas Hobbes and Jean Jacques Rousseau. Both philosophers wrote about their ideas of human nature and the state of nature, also addressing equality within the state and the role government and civilization plays in man’s actions. While Hobbes had a very cynical view of man, believing man to be brutal and violent working only towards self-interest, Rousseau had a more positive view; depicting man as essentially good and compassionate, believing that only through society and civilization does man become corrupt. Although both philosophers’ arguments are well developed and supported, Rousseau’s understanding of the natural man and the state of nature is stronger than Hobbes’ opposing views. Rousseau’s positive view of human nature illustrates man as living in harmony with nature while Hobbes’ pessimistic view portrays man acting only for self-interest. Rousseau views the mankind as inherently good, capable of feeling compassion and pity for others around him as well as self-love. The condition of this natural man is a man without any forms of civilization, including clothes and language. Man is able to live individually, peacefully and in harmony when he is in this state of inh erent goodness. However, through civilization man becomes â€Å"wicked.† Oppression and dominance develop through the evolution of civilization, also creating inequality among men, destroying the harmony in which they lived. When man is able to satisfy his own needs, he is able to live peacefully (Rousseau 161). Through evolution of society, man is weakened and begins to depend on others to sustain his life, creating oppression and causing man to lose his natural goodness. Hobbes disagrees with Rousseau’s positive view of the nature of man, believing that men are instinctively violent and evil, acting only out of self-interest or for self-gain. He believes men are constantly in competition to become superior in worth or honor, creating continual jealousy and violence among each other. Hobbes believes that men are so brutal and wicked they are unable to survive as individuals but need a strong, central authority to force peace and cooperation among men. Hobbes states, â€Å"Without the terror of some power to cause them to be observed, are contrary to our natural passions, that carry us to partiality, pride, revenge and the like,† (Hobbes 106). Hobbes believes that in order to control man’s instinctive evil, they need to fear the law. Hobbes admits that inequality is a product of creating this commonwealth, but, unlike Rousseau’s idea of inequality in society, Hobbes says men are ignorant to the inequality, believing that the covenants create equal terms of law among men. This false sense of equality is able to control the violence and competition among men, allowing them to coexist more peacefully. So while Rousseau credits civilization to the destruction of peace and goodness, Hobbes does not believe man has any inherent goodness and thinks civilization is the only way to avoid war. Although Hobbes and Rousseau agree that in a state of nature men are equal, they have opposing views of what man is like in this state. A state of nature is a term used to describe a state lacking a form of government or laws. Rousseau believes in the state of nature, man lives individually in harmony with nature. Rousseau addresses this natural man as a â€Å"savage man,† stating that their actions are determined by their needs and these needs are met without the help of others. In this nature, men are peaceful and good. Men also have a natural sense of pity and compassion in this state (Rousseau 163). Because man lives solitarily, there is no one to dominate or control and thus no competition for power. Rousseau believes that this peace is sustained by the ability of the savage man to feel compassion, which allows them to govern the peace of their nature. However, this peace is diminished as inequality becomes prevalent through the progression of society. As property and family units evolved, man began to change his lifestyle and skills and talents developed (Rousseau 164). Families weakened man and woman in mind and body, causing them to rely on others to successfully fulfill their needs. This was the crucial part in development of oppression and domination, because inequality occurs when man becomes dependent on others to survive. Rousseau states, â€Å"But the moment one man needed the help of another; as soon as it was found to be useful for one to have provisions for two, equality disappeared, property appeared,† (Rousseau 167). The relationship between slave-master or worker-owner develop when men requires the help of another. Inequality creates oppression and domination, which, according to Rousseau, destroy man’s inherent goodness. Hobbes’ view of human nature contrasts Rousseau’s dramatically, seeing as Hobbes believed man to be naturally wicked and only through government systems are men able to live peacefully. Hobbes compares man to a machine, constantly in motion and always seeking something (3). He believes human nature is to act for their own self-interest, which causes men to be in constant competition for honor or worth, creating a state of war. Because Hobbes believes that men are constantly in a state of war, he believes that men are always trying to increase their power to be superior to others. He believes that in the state of nature where man is not governed by central authority, men are constantly in competition. Jealousy and competition among men make it impossible for men to live peacefully in a state of nature, creating the need for a strong, central authority to govern over the peace of man. Contrary to Rousseau, Hobbes believes that government is a way for people to â€Å"get themselves out of that miserable condition of war,† by governing peace that men are incapable of alone (Hobbes 106). Hobbes believes that through strong government, men are forced to coexist peacefully, because covenant creates a false sense of equality among men. Hobbes believes that men are incapable of surviving individually, unlike Rousseau who believes that men are better made to live individually. Their differing views of inherent behavior create contrasting conceptions of the state of nature. Based on their arguments of the nature of mankind, Rousseau’s explanation of man is more complete and logical than Hobbes’. In Rousseau’s view of nature, man is essentially good, able to survive on his own and able to peacefully coexist. This view of man could be considered naà ¯ve by some, but it must be considered that this man is also the â€Å"savage man,† a man before any form of civilization. Rousseau explains that a man is inherently good in a state of nature because he has no desire for power, but does feel pity. Rousseau goes into an in depth description of the development of inequality among men, describing oppression and domination developing and the ways in which these factors destroyed man’s intrinsic goodness. Man was unable to live individually in the new state of society, which destroyed their natural goodness. Being unable to live individually, they were forced to rely on others, which created domination and inequality, which leads to competition for power and corruption. The inequality also led to the diminishment of pity and compassion, which was crucial to man’s ability to peacefully coexist. Rousseau’s thorough time-line of man’s condition created a stronger and more agreeable argument than Hobbes’ pessimistic view of man.

Observation of Equity

One of the many roles of a teacher is to demonstrate sensitivity and equitable treatment towards the diversity in their classroom. In my field experience classroom, I had the opportunity to observe different strategies and techniques used to meet the diverse needs of an ESE (Exceptional Student Education) classroom at Howard A. Doolin Middle School. Mrs. Alcala and her 6th grade EBD (Emotionally Behaviorally Disabled) Math class consist of 7 students, whom are currently learning about Fractions, Decimals, and Percents. Mrs. Alcala implemented a lesson plan that would help her students understand and strengthen their ability to use equivalent forms of Fractions, Decimals, and Percents to solve problems. The lesson began with a warm-up on basic mathematical operations. She gave the students five minutes to try and complete the warm-up, and then asked students to come up to the smart board to solve the problems. After the warm-up, as a class, they went over the vocabulary words for the lesson such as fractions, decimals, and percents. Mrs. Alcala then began teaching the lesson and doing examples projecting them on the smart board. Throughout the lesson the students took turns going up to the smart board to practice examples. Some students were able to solve the problems on their own and some required prompting from the teacher. After the examples, Mrs. Alcala played a ten minute video on the smart board showing the students step by step on how to solve problems involving fractions, decimals, and perce nts. Next, the students were split into two groups of two and one group of three. She passed out manipulatives for the students to do practice problems, and were given fifteen minutes to work as a group. Lastly, Mrs. Alcala took the last five minutes of class to go over examples of each of the concepts she had presented. As the observer I feel that the teacher was extremely sensitive to the diverse needs of the students in her classroom. She was very aware of all the students in the classroom and targeted their specific needs. For example, the teacher used various tools such as the smart board, video, and manipulatives to address not only the different learning styles but the levels as well. During the group work the higher level students were grouped with the lower level students to give them more assistance. Additionally, the classroom was structured in a way that was conducive to learning but motivating in the same way with the use of manipulatives, video, and technology. The students responded well to the video and manipulatives, and enjoyed being able to use the smart board to solve problems. The teacher used cueing before transitioning from activity to activity. This allowed students to know ahead of time what they were doing next. While students were working individually as well as in groups, the teacher walked around the classroom asking the students if they needed any assistance. If she noticed the students were having difficulty she made sure to work one on one with the student. Overall, I felt that the teacher was very respectful towards her students. Occasionally, one specific student would blurt out an inappropriate comment and the teacher would address the misbehavior. From my observation, I can gather that addressing diversity in the classroom takes lots of work, planning, and continuous learning in the profession. Highly effective teachers have high academic expectations for all students. The classroom use of modeling, scaffolding, providing guided practice, frequent monitoring and adjustment of instruction all work together to proactively prevent discipline problems that might occur due to lack of understanding and disengagement. Creating a classroom management system that is sensitive to diversity is a mind set that continually takes into consideration the backgrounds, culture, needs, and strengths that all children bring to the table of learning.

Hard times by Charles Dickens Essay

The book Hard times, relates to the hard times that people were going through at the time of the industrial revolution, during the 1840’s. the book was published in 1850, so that when Charles wrote the book, he was looking back on the events that occurred 10 years earlier. In his book ‘Hard Times’ Dickens focuses on education and how children used to be taught. Dickens does not agree with the type of teaching that was going on in those times, and by making the characters of the story his object of hate, it makes them prime targets of ridiculing, and does so throughout the book. He describes how the educators insist on teaching fact, and fact alone, nothing but fact. This way he can put forward his views and feelings of this form of teaching, by ridiculing the characters and continually ripping them apart with criticism. The educators insist on teaching fact and pluck all the opinion from the tiny fragile minds that can be so easily moulded into fact filled objects. They scoop out every little fragment of imagination, not leaving the smallest detail to spare and replace it with fact, fact, fact, until they are over spilling with them. As if when filling an empty money box with pennies until it is full to the brim and over flowing, and when you take off the lid they all pour out, one after the other, penny after penny, fact after fact. Facts were ridged and solid, there was no room for interpretation, or another view on the matter, a fact could not be disproved, or argued against, a fact was a fact, and that was what the educators were trying to pour into the innocent little minds, once filled with imagination and opinion. Dickens chooses the names of characters very well. Such as Grad grind, this gives an impression of a strict, hard faced man stuck in his ways. Dickens is very descriptive which gives the reader an image of the characters, and yet at the same time he leaves other aspects to the imagination. The educators were filtering out the opinion and imagination, leaving room for only the facts to get through. This is what Dickens disliked about this form of education, he thought that each child should be independent, and have their own opinion of things and have a free imagination. Dickens himself was a very bright child, yet was denied the right to education, due to the conditions of the time, and the fact that his family were so poor. He left school at the age of 14 and went to work. This is the main reason why Dickens feels so strongly about education and he feels that people should do what they want to do not what they ‘have’ to do, as he had to leave school in order to get a bit more money for his family. In chapter 2 we learn that the teacher Gradgrind has little, if any respect for the children as he refers to them by numbers, also he criticises on of the girls names. He forms the impression of a very narrow minded man with little consideration or respect for children. He is full of fact and stuck in his ways, he believes that because he has been taught facts that every one should be taught pure fact. Dickens doesn’t like this way of learning, and continually ridicules it and the people teaching it. Dickens gets his points across through satire and comic exaggeration, he uses this to achieve humour and also as an extreme way of getting feelings across. During the Victorian times people had a very dim view of education, they did not think it was that essential for children to learn, however in the Victorian times it all came down to your social class. If you were upper class you would have had an education, however if you were lower class you would be considered very lucky if you went to school and even then you would have hat to have left school early to work to get that extra bit of money for the family. I thin these views existed because people had no idea of the importance and it all came down to your social class, also children were ill treated and expected to be seen and not heard. These views of education are very wrong as it is now important especially as we have more rights, and people are respected more.