How Did War Change People

How Did War Change People Tim O’Brien’s book The Things They Carried illustrates the impact of war experiences on the values and attitudes of soldiers. It is possible to identify several ways in which these people change. In particular, these characters reject their some of their ideals and stereotypes such as the fear of showing weakness or willingness to become leaders.Advertising We will write a custom essay sample on How Did War Change People specifically for you for only $16.05 $11/page Learn More More importantly, many of these people are affected by the sense of guilt and horrors of war. They want to find ways of living through these painful events. These are the main issues that should be discussed in this paper. Furthermore, the characters described by Tim O’Brien become disillusioned with themselves as well as other people. This is the main argument that can be made. At first, it is important to look at the experience of the first-person narrator, Tim O ’Brien. It should be noted that this person decided to join the army because he did not want to be viewed as a coward (O’Brien 20). He is ashamed of evading the conscription since in his opinion, this behavior is completely unacceptable for a young man. The following quote illustrate his perception of war, â€Å"They carried the soldier’s greatest fear, which was the fear of blushing†( O’Brien 20). This is one of the main issues that should be considered because it throws light on the motives that drive the actions of the narrator. However, the war in Vietnam changes this person. He is strongly affected by the sense of guilt, especially after killing a man with a grenade. He tries to imagine what kind of life his victim had. He cannot distance himself from the tragedy and this experience is very traumatic. This event prompted him to re-evaluate many of his ideals and attitudes, especially the belief in the nobility of war. To a great extent, writin g helps to reconcile himself with the memories of violence. This example is important because it shows that war is inevitable associated with guilt. The narrator of these short stories is no longer an ambitious young man who does not want to display any sign of weakness. More likely, he is an emotionally-crippled person who attempts to restore his identity. This is one of the aspects that can be identified. Additionally, one should look at such a character Jimmy Cross whose worldview is profoundly affected by this war. One can say that he takes responsibility that he cannot handle. In particular, he becomes the leader of the platoon, and in this way he tries to demonstrate his best qualities. It should be taken into account that he joins the army only because many of his friends do so. So, his behavior can be partly attributed to peer pressure, but he does not see the irrationality of this decision. Furthermore, he is afraid of showing the signs of weakness or cowardice.Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, the war shatters many of his illusions. In particular, he learns that he is completely unaccustomed to the situations when a person has to accept the death of other people. This experience produces a destructive impact on Jimmy. Like Tim O’Brien, Jimmy is also overwhelmed by guilt which virtually haunts him. In particular, he accuses himself of Ted Lavender’s death. He believes that Ted’s death was caused by his negligence and lack of competence. Each death of a soldier on his platoon convinces him that leadership and courage are hardly possible without accepting responsibility for one’s decisions. This character tries to â€Å" burn the blame† but he fails to do it (O’Brien 22). Overall, this character is important because he turns into a disillusioned adult who no longer wants to be a leader. One should bear in mind that these experience are familiar to many soldiers lived through the war in Vietnam. Certainly, there are some exceptions that should not be overlooked. For example, such a character as Mitchell Sanders is also affected by war, but his worldview is not transformed dramatically. It should be noted that he does not have any illusions about war, and he is completely aware of its atrocity and senselessness. This is one of the traits that differs him from other characters described by the author. Apart from that, he has the sense of humor which enables him to live through the experiences of war. For example, he is able to mock those people who attempted to justify the war in Vietnam. Certainly, this person does not want to prove that he is a better soldier than others. Additionally, this war intensifies his sense of justice because he sees the deaths of many soldiers. This is why he is able to cope with the painful experiences of war. On the whole, these example s are important because they show that war cannot leave people unchanged. One of its main impacts is the disillusionment of people who are forced to see the cruelty of war. As it has been said before, many of these characters want to be perceived as courageous people, but they eventually become disappointed because they are overwhelmed by the feeling of guilt and horror of witnessing death. Thus, it is possible to argue that war prompts people to reassess many of their ideals. O’Brien, Tim. The Things They Carried, Boston: Mariner Books, 2009. Print.

Time Expressions in Spanish

Time Expressions in Spanish Here are some miscellaneous words and expressions of time, with an example of each used in a sentence: al cabo de (after) - Al cabo de una semana, si el paciente no ha respondido al tratamiento, la dosis puede ajustarse. After a week, if the patient hasnt responded to the treatment, the dose can be adjusted.  ¿A cuntos estamos?  ¿A cuntos estamos hoy? (What day is it?) cada dà ­a (each day, every day) - Cada dà ­a te quiero ms. I love you more each day. el fin de semana (weekend) - Disfrute de un fin de semana romntico en nuestro hotel. Enjoy a romantic weekend in our hotel. de hoy en ocho dà ­as (a week from today) - De hoy en ocho dà ­as nos parecer que fue todo un mal sueà ±o. A week from now it will seem to us like it was all a bad dream. pasado/a (last) - La semana pasada fuimos a la ciudad. Last week we went to the city. prà ³ximo/a (next) - La vacunacià ³n masiva comenzar la semana prà ³xima.The mass vaccination will begin next week. (Prà ³xima can also be placed before the time designation.)  ¿Quà © fecha es hoy? (What day is it today?) que viene (next) - El DVD estar disponible la semana que viene. The DVD will be available next week. quince dà ­as (two weeks, fortnight) - Cada quince dà ­as se extingue una de las 6.700 lenguas del mundo. Every two weeks one of the worlds 6,700 languages goes extinct. un rato (a while) - Y despuà ©s saltaba a la piscina y nadaba un rato. And afterward I would jump in the pool and swim for a while. todos los dà ­as (every day) - Jugar todos los dà ­as con los hijos es fundamental para su desarollo. Playing every day with your children is essential for their development.

Analytical summary Essay Example | Topics and Well Written Essays - 250 words - 2

Analytical summary - Essay Example Just like me, most of them also lack many friends. Adolescence is a difficult stage in human growth thus requiring caution. The quagmire stage presents several identity challenges thus commands close supervision and interactions with adults. Most teenagers experiment with sex a feature that presents myriad risks, as most of such sexual activities are unprotected. Besides the sex, the youngsters experiment with drugs among other contrabands. The fun and agility they attribute to such behaviors entice others into finding such admirable thus recruiting more. The stage just as stated earlier requires close parenting to help determine the close friends of a child since it is in such groups that they access the drugs among other hard substances such as alcohol. However, parenting is equally challenging since each style presents several challenges and may not often be effective. Instead of employing stringent policies at home, parents should engage their children. Through the dialogues and free discussions, children become free with their parents. Parents should permit their children to try some of the activities they caution thus making the children understand their effects and the need to avoid such (Seshadri

International Development Study Essay Example | Topics and Well Written Essays - 250 words

International Development Study - Essay Example Whereas some individuals may frown upon the fact that a college student does not declare a major, I believe that my lack of a major up until this point has enabled me to clearly engage with the course material that I have had the opportunity to learn as well as form an informed decision regarding what specific areas of interest capture both my overall interest and imagination. Accordingly, from the aforementioned reasons as well as a desire to analyze key situations that continue to define and divide our current world system, it is my wish to pursue a major within the IDS program. It should be further noted that during the course of my studies, I have maintained high marks and exceptional participation within each and every one of the courses that are tangentially related to the issues that would be covered within the international development studies program. Additionally, as my transcripts will show, I maintained a high level of scholastic achievement in all other associated coursework as well. As such, it is my request and hope that I will be considered for an opportunity to declare my major as an International Development

The Development of Management Essay Example for Free

The Development of Management Essay Q.1 (a) What are the functions of management? In your opinion which function is more important and why? Management has been described as a social process involving responsibility for economical and effective planning regulation of operation of an enterprise in the fulfillment of given purposes. It is a dynamic process consisting of various elements and activities. These activities are different from operative functions like marketing, finance, purchase etc. Rather these activities are common to each and every manger irrespective of his level or status. Planning It is the basic function of management. It deals with chalking out a future course of action deciding in advance the most appropriate course of actions for achievement of pre-determined goals. According to KOONTZ, â€Å"Planning is deciding in advance what to do, when to do how to do. It bridges the gap from where we are where we want to be†. A plan is a future course of actions. It is an exercise in problem solving decision making. Planning is determination of courses of action to achieve desired goals. Thus, planning is a systematic thinking about ways means for accomplishment of pre-determined goals. Planning is necessary to ensure proper utilization of human non-human resources. It is all pervasive, it is an intellectual activity and it also helps in avoiding confusion, uncertainties, risks, wastages etc. Organizing It is the process of bringing together physical, financial and human resources and developing productive relationship amongst them for achievement of organizational goals. According to Henry Fayol, â€Å"To organize a business is to provide it with everything useful or its functioning i.e. raw material, tools, capital and personnel’s†. To organize a business involves determining providing human and non-human resources to the organizational structure. Staffing It is the function of manning the organization structure and keeping it manned. Staffing has assumed greater importance in the recent years due to advancement of technology, increase in size of business, complexity of human behavior etc. The main purpose o staffing is to put right man on right job i.e. square pegs in square holes and round pegs in round holes. According to Kootz O’Donell, â€Å"Managerial function of staffing involves manning the organization structure through proper and effective selection, appraisal development of personnel to fill the roles designed un the structure†. Directing It is that part of managerial function which actuates the organizational methods to work efficiently for achievement of organizational purposes. It is considered life-spark of the enterprise which sets it in motion the action of people because planning, organizing and staffing are the mere preparations for doing the work. Direction is that inert-personnel aspect of management which deals directly with influencing, guiding, supervising, motivating sub-ordinate for the achievement of organizational goals. Controlling It implies measurement of accomplishment against the standards and correction of deviation if any to ensure achievement of organizational goals. The purpose of controlling is to ensure that everything occurs in conformities with the standards. An efficient system of control helps to predict deviations before they actually occur. According to Theo Haimann, â€Å"Controlling is the process of checking whether or not proper progress is being made towards the objectives and goals and acting if necessary, to correct any deviation†. According to Koontz O’Donell â€Å"Controlling is the measurement correction of performance activities of subordinates in order to make sure that the enterprise objectives and plans desired to obtain them as being accomplished. Planning is more important because, The first function of the Manager is planning. It is also the foremost and the essential function. Planning equips the Manager mentally to meet his tasks. To plan for the organization the Manager should first understand the culture and creed of the Organization, what it stands for what are its objectives. The Manager should study the resources available within the organization, as also the strength and weakness of the Organization. n the next phase the Manager should perceive the environment outside the organization and assess correctly the opportunities it provides and the challenges it poses. Planning involves selecting missions and objectives and the actions to achieve them. It also consists of policies, procedures, methods, budgets, strategy and programmes that are needed to achieve the goals set. Decision-making is the most important and integral part of planning

Wars throughout Time Essay -- essays research papers

Sometime during the course of World War II, the United States became the most powerful nation in the world. During the last two hundred or so years, the United States has fought ten major wars and innumerable smaller military actions. For the most part it has been successful, in some instances defeating some of the world’s most powerful countries. In other instances it has simply been lucky. A common threat throughout the nation’s existence has been the practice of indifference and neglect. Between wars the Army shrinks to a very small size. Funds and attention almost disappear. This policy of the US Army may well indeed danger the nation’s safety in the future Military strength includes not only the Army, but sea and air power as well which will not be considered here. The resources of a country such as population, size, wealth, and factories all contribute to a nation’s military might and to how fast it might be expanded. Military power for ground forces has traditionally been measured in terms like regiments, brigades, divisions, corps, and armies. In addition, an important distinction exists between the Regular Army (the permanent establishment officered with West Point graduates), the militia (very important to the nation’s military strength for the first hundred years, local part-time units), and the National Guard or Reserves (in modern times a strong back-up to the Regular Army). The combined sizes of these forces have fluctuated widely when the nation has been at a threat of war.   Ã‚  Ã‚  Ã‚  Ã‚  It was very important that they created an Army during the American Revolutionary War. The colonists had militias, which fought with the British against the French and Indians. But the revolt against England demanded much more. The Americans who wanted independence gave it a maximum effort. The population of the colonies barely numbered 3,000,000 in 1775. Of the available manpower, a very large proportion either fought with the British or stayed neutral. So for an estimated 184,000 men to have fought for the new nation before the war ended in 1783, the remainder had to contribute a lot. (Almanac 209)   Ã‚  Ã‚  Ã‚  Ã‚  The new government was disorganized and needed money. Nevertheless, it created the Continental Army. It was organized as infantry in many regiments of about 800 men each. At any one time there were only about 15-20,0... ...ar II was the turning point. The rest of the world started fighting two years before Pearl Harbor. This gave the U.S. the time to expand its Army. It just barely did so (remember the Draft Act passing by one vote). Good fortune and luck allowed the policy of tiny peacetime army to work one more time.   Ã‚  Ã‚  Ã‚  Ã‚  The Cold War changed this forever, reinforced by tough lesson in Korea. In the time since then, the state of the world and technology demands that Army not plan a grace period to expand. It has to plan to meet a potential crises with what it has ready. Technology has dropped the need for large numbers of divisions and fighting troops. But technology has conversely demanded that stockpiles of equipment and training be at high levels at all times. Future wars will be over long before new orders for weapons like cruise missiles can be placed.   Ã‚  Ã‚  Ã‚  Ã‚   The best way to prepare for the present is to learn and correct our mistakes from the past. The cost may be high, but the world remains a dangerous environment. Today the U.S. must have a ready-to-use Army of a size sufficient for any conflict ahead. This was not always true in the past.

Discriminatory Practice in Health and Social Care Essay

Unfortunately bullying is becoming more and more common amongst children, workmates, elderly and people with disabilities. There are three different types of bullying these are verbal bullying, social bullying and physical bullying. Verbal bullying is when you write or say bad things on people for example teasing or threatening. Social bullying is when you hurt someone’s feelings for example embarrassing someone publicly and leaving someone behind but on purpose. The last one physical bullying is when you hurt someone’s body such as hitting and pushing. So basically bullying is when someone use force, threat and intimidation on someone to dominate that person. An example of bullying is a careworker is using verbal bullying on a disabled person she keeps saying that he has no good to society, he’s waste of space etc. Abuse: Many people abuse others to maintain and gain power on other people so they can control them, often these people find the vulnerable so they will be afraid of them and will not report or talk to someone else. Abuse varies a lot some example of these are sexual abuse, physical abuse, neglect, financial abuse, verbal, emotional etc. Sexual abuse is when someone takes action and forces someone to do something sexually although they still don’t want to. Physical abuse is when you use physical force with the aim to hurt someone. Neglect is when your basic needs are not being given such as food, medicines, clean clothes and many more. The last one is emotional abuse this is a non-physical behavior words only are being used such as insulting and treats. For example a careworker who is catholic there is an elderly who is muslim who unfortunately he cannot speak so she neglected him she doesn’t give him clean clothes, sometimes she even doesn’t give the patient to eat etc because she knows he cannot saying anything. Prejudice: Prejudice is unsupported which usually it is a negative attitude to other people this may include bad feeling, stereotyped beliefs and it can also lead to discrimination. Basically it is prejudgments which usually they are negative about members of a society. There are many types of prejudice some of them are racism, sexism, classicism, nationalism, homophobia, agism and religious. So in a few words prejudice is when you form an opinion on someone before becoming aware of the important fact of the person based on their race, sexism, age, disability, religion and many more. An example of prejudice there is a patient in this home which he is a disabled person, he’s family doesn’t come visiting him and he doesn’t have many clothes so the careworker doesn’t value him like the others because he’s less than them because he looks poor. P3: Describe at least FOUR potential effects of discriminatory practices mentioned in Task 1 on the service users residing in this care home. When someone is being discriminated this will probably lead to many problems such as the person can be marginalization, having low self-esteem, disempowerment, restricted opportunities and many more. Marginalization: Marginalization is a process of a person or sometimes even whole communities that can be denied access to various rights, resources and opportunities  that normally are given to other people. Someone who is being marginalized, is being excluded from participating and belonging. Social exclusion often is based on an individual education status, social class, living standards, race, homelessness and even child hood relationships. This discrimination can occur with anyone such as people with disability, drug users, young people, adults, elderly. For example in this home we have two particular individuals who uses a wheelchair, once in a month a bingo is organized unfortunately the door to this hall is to thin and a wheelchair cannot pass, so these people cannot go. The careworkers knows that they can organized it in other rooms where a wheelchair can pass but they won’t because there is more light in this room. Disempowerment: Disempowerment is when a person or even sometimes a whole group is being discriminated against by other persons so this will lead for a person to feel disempowered. Some people that will be discriminated will have the courage to fight back and many times they will success at the other hand there will be individuals who will not fight against discrimination. So in a few words disempowerment is to make someone feel lower than you, everyone can be disempowered from young children to elderly so you need to fight it. As a result of disempowerment negatives emotions might occur such as becoming more depressed, self-obsessed, withdrawn, excluded, helpless, outsider, low self-worth and many more. An example of disempowerment is when an elderly is being told that she is not useful to society anymore by her carer this is making the patient feel useless, excluded and many more so the patient is being disempowerment. Low self-esteem: Low self-esteem is someone’s overall emotional and how they value themselves, it is an evaluation for her or his own worth. Self-esteem is a judgement on yourself in this case low self-esteem is when someone feels that s/he is not worth nothing they feel useless to society. Unfortunately a person could never had low self-esteem but s/he is being bullied from someone else’s and s/he starts feeling useless if it is not treated immediately this can lead to low self-esteem. Low self-esteem can leads to problem in relationships, bad choices on work and in life, low self-esteem doesn’t let you to choose the right decisions you need to make. For example in this house there is a  particular elderly who before he entered this house he didn’t have low self-esteem now he is being bullied by his carer he slaps him if he doesn’t want to eat any more resulting to this he now have low self-esteem that he doesn’t want to talk to anyone about it. Negative behavior: Negative behavior can happen to anyone it can be naturally the way how you respond to things is negative but others can occur negative behavior on previous experiences such as bullying. Many times when a person is being discriminated s/he becomes frustrated because of the unfair treatment that is been given to the individual. In health and social care we have to recognize a person and even respect everyone choices and identities. For a person who is being discriminated, to reduce the feeling of powerlessness many times this grief is expressed in aggression or sometimes even criminality. An example in our home a particular patient a disabled person as he arrived he was calm and happy unfortunately now he is so angry he keeps pushing things, yelling and saying bad things to people. After some time we saw from where this was coming a particular care worker used to bully him saying bad things about him, stealing his things and slapping him. M1: Assess the effects on those using the service of three different discriminatory practices in health and social care. First case is about prejudice about two older gay people, although last July the law became same sex can marry there are still people who cannot understand this. In this case these two gay people had gone through so much some of them were they faced themselves with carers praying for them because they were gay even some careres didn’t want to wash them or feed or care them because of their sexuality. At the end these two people felt disgraceful they didn’t know what else they’ve should done so someone will understand them so at the end they went to a new home separately so they won’t be more prejudiced. In this case the victim who are being discriminated are two old gay men, they were discriminated by their carers. The main base that they were being discriminated was because of their sexuality. Prejudice is when someone form an opinion about someone but before even knowing the relevant facts of the patient many times these are judged on age, disability, sexuality, race, language and more. The effect of this discrimination made the two people who  were being prejudiced awful they felt that they were doing something wrong they didn’t know what else they can do, so these old gay man decided they cannot be more prejudiced for both their safety and health they decided to separate ways and try living a normal life as society want them to be. The second case is about neglect a hospital who received suspended sentence when receiving suspended sentence for neglecting and abusing of patients. These patients most of them pensioners were left starving or in agony because nurses claim they are too busy to help. Some of examples of neglect to the patients were nurses taking minutes to respond the emergency buzzer, patients who were told by the nurse to soil his clothes because s /he was too busy to take the patient. A patient left without pillows or blankets, a patient that dropped hot soup on herself and left there without any help and many more. At the end the hospital had to pay a big fine and these nurses and carers were fired. In this case the victim are the patients in the hospital, they were neglected and abused by some of the nurses and carers. They were mostly discriminated on their age and race, neglect is a form of abuse where there is someone supposed to be responsible for the individual because s/he cannot take care of himself but this is not performed. For example the patient as indicated in the case no clean clothes were given, left starving etc so basically neglect is when a person’s basic needs are not given. The discriminatory practice that was on these patients was neglect and abuse the effect that was left on the patients they were scared to talk, they weren’t happy at the end although these staff were fired still the patients couldn’t feel safe in that hospital anymore. The last case who is still going on is about bullying, this case happened in Saint Catherine hospital a hospital which treat vulnerable adults with disabilities such as autism, dementia, learning difficu lties and many more. These adults were bullied by three health workers they punched, slapped, threatened and even sometimes they used to drag the patient by their hair and thrown into a ball pool. Most of the patients cannot speak and other staff members were too scared to report this abuse. They used to lock someone in a cupboard and stopped the patient from getting out by putting another patient with a wheelchair against the cupboard also they used to throw pillows to a patient that had learning difficulties. After a staff member had the courage to report, the case is now being processed. In this case the victims are  disabled patients with most of them with learning difficulties in a hospital where they were supposed to be given treatment. They were bullied by three staff these were care assistants Ms.S.Murphy, Ms.J.Burge and a physiotherapist Mr.M.Barnard. They were mostly discriminated about their disability and they knew that they couldn’t talk. The type of discriminatory in this case is bullying is when someone threat, use force or abuse others to feel more dominate. The effects of bullying on these patients made them feel more and more powerless and that they cannot let anyone near them because they are going to hurt them. I would like to see justice with these people and get what they deserve. References: Answers.com, (2015). What is disempowerment in health and social care. [online] Available at: http://www.answers.com/Q/What_is_disempowerment_in_health_and_social_care [Accessed 16 Mar. 2015]. Ask.com, (2015). What does overt discrimination mean? | Ask.com. [online] Available at: http://www.ask.com/world-view/overt-discrimination-mean-75fe5216daacda68 [Accessed 16 Mar. 2015]. BusinessDictionary.com, (2015). What is marginalization? definition and meaning. [online] Available at: http://www.businessdictionary.com/definition/marginalization.html [Accessed 16 Mar. 2015]. Changesuk.net, (2015). How it feels to be disempowered – Changes | Changes. [online] Available at: http://changesuk.net/2013/05/29/how-it-feels-to-be-disempowered/ [Accessed 16 Mar. 2015]. Cherry, K. (2015). What Is the Psychology Behind People’s Prejudices?. [online] About.com Education. Available at: http://psychology.about.com/od/pindex/g/prejudice.htm [Accessed 16 Mar. 2015]. Encyclopedia.com, (2015). M arginalization Facts, information, pictures | Encyclopedia.com articles about Marginalization. [online] Available at: http://www.encyclopedia.com/topic/Marginalization.aspx [Accessed 16 Mar. 2015]. health, O. (2007). Overt and subtle racial discrimination and mental health. [online] News-Medical.net. Available at: http://www.news-medical.net/news/2007/06/01/25896.aspx [Accessed 16 Mar. 2015]. Helpguide.org, (2015). Child Abuse & Neglect: Recognizing, Preventing, & Reporting Child Abuse. [online] Available at: http://www.helpguide.org/articles/abuse/child-abuse-and-neglect.htm [Accessed 16 Mar. 2015]. http://www.apa.org, (2015). Bullying. [online] Available at: http://www.apa.org/topics/bullying/ [Accessed 16 Mar. 2015]. Journals.rcni.com, (2015). [online] Available at: http://journals.rcni.com/doi/pdfplus/10.7748/nop2001.07.13.5.18.c2183 [Accessed 16 Mar. 2015]. Leadership Freak, (2013). Overcoming the Disempowerment of HR. [online] Available at: https://leadershipfreak.wordpress.com/2013/06/25/overcoming-the-disempowerment-of-hr/ [Accessed 16 Mar. 2015]. Slideshare.net, (2008). EMPOWERMENT POWERPOINT. [online] Available at: http://www.slideshare.net/readysetpresent/empowerment-powerpoint-content-presentation?next_slideshow=1 [Accessed 16 Mar. 2015]. Stopbullying.gov, (2015). Bullying Definiti on | StopBullying.gov. [online] Available at: http://www.stopbullying.gov/what-is-bullying/definition/index.html [Accessed 16 Mar. 2015]. Taormina-Weiss, W. and Disabilities, T. (2015). The Costs of Marginalizing People with Disabilities. [online] Disabled World. Available at: http://www.disabled-world.com/editorials/marginalizing.php [Accessed 16 Mar. 2015]. the Guardian, (2013). Winterbourne View: have lessons been learned?. [online] Available at: http://www.theguardian.com/social-care-network/2013/oct/10/winterbourne-view-bbc-panorama [Accessed 16 Mar. 2015]. Wikipedia, (2015). Bullying. [online] Available at: http://en.wikipedia.org/wiki/Bullying [Accessed 16 Mar. 2015]. Wikipedia, (2015). Prejudice. [online] Available at: http://en.wikipedia.org/wiki/Prejudice [Accessed 16 Mar. 2015]. Wikipedia, (2015). Self-esteem. [online] Available at: http://en.wikipedia.org/wiki/Self-esteem [Accessed 16 Mar. 2015]. Wordnik.com, (2015). Wordnik. [online] Available at: https://www.wordnik.co m/words/disempowerment [Accessed 16 Mar. 2015]. www.loveisrespect.org, (2015). What is Sexual Abuse?. [online] Available at: http://www.loveisrespect.org/is-this-abuse/types-of-abuse/what-is-sexual-abuse [Accessed 16 Mar. 2015]. Marsden, S. (2013). NHS staff ‘threw cushions at disabled patient as target practice’. [online] Telegraph.co.uk. Available

Augustinian Theodicy and Irenaean Theodicy Essay

The problem of evil is a significant and enduring philosophical and theological debate. A question is often raised and discussed: if God is both all-loving and all-powerful, then how can evils-including natural evil and moral evil—exist in our world? In response to the charge that the evils of the world are incompatible with God’s omnipotence and perfect goodness, the word†theodicy† is coined to deal with the problem of evil. Usually it is an attempt to show that it is possible to affirm the omnipotence of God, the love of God, and the reality of evil without contradiction. Two of the most well-known and most frequently discussed theodicies are the Augustinian theodicy and the Irenaean theodicy. The Augustinian theodicy was constructed by Saint Augustine (345-430 AD) and is the main traditional Christian response to the problem of evil. The Augustinian Theodicy holds the view that because God is perfect, the world was created free of imperfections. God cannot be blamed for evil and suffering since God didn’t create them, on the contrary, evil comes from angels and humans who act less than perfectly and choose through free will to sin and disobey God. Natural evil is an appropriate punishment because humanity destroyed the natural order, we have all sinned so we all deserve to be punished. Quite different from the Augustinian theodicy, the Irenaean theodicy which was created by Saint Irenaeas (130-202 AD) and later developed by John Hicks and Richard Swinburne doesn’t see the world as created all-good and describes an almost opposite process compared with the Augustinian theodicy. It holds that humans were initially created as immature and imperfect beings; they were created in the image of God, but not His likeness. Mankind’s goal is to achieve that likeness. Such perfection and likeness of God cannot be ready-made, it can only be developed through free will choices, and we can only become moral and develop through making moral judgments. Natural evil has to be created in order to help man progress. According to Irenaean theodicy, the suffering of the world will be justified with the reward of heaven, and this is a heaven for all, everybody will go to heaven by achieving the likeness of God. The following passages are mainly devoted to the discussion of the distinctions between the Augustinian theodicy and the Irenaean theodicy. First, the different theories of evil are where a foremost and drastic distinction emerges. In the Augustinian theodicy, the main philosophical position is the idea of the negative or privative nature of evil. Evil here is seen as a matter of privation-in each created being, evil is that which deprives it of the particular form or purpose which is natural to it. In other words, evil is not substance, not a â€Å"thing†, but a privation of good, an absence of good and a falling away from good. It always consists of the malfunctioning of something that is in itself good. For example, shadow is not a proliferation of darkness, but an absence of light. Since evil is a lack of something, it is not something that was created by God, but comes from angels and humans who act less than perfectly. When human being’s free will abandons what is above itself and turns to what is lower, it becomes evil. So human beings are totally responsible for evil because evil is the result of hu man error. In the Irenaean theodicy, however, evil plays an important role in the gradual creation of a perfected humanity through life in a highly imperfect world. Then a question â€Å"Why can’t God just create us as perfect as in Augustinian theodicy?† is raised. To this question, John Hick gave a fully and vivid explanation in his book Philosophy of Religion. He cleverly points out: if the world were a paradise from which all possibility of pain and suffering were excluded, then the consequences would be very far-reaching, nothing bad, nothing suffering would exist in this world, no one could ever be injured by accident, people could do anything immoral they want without hurting other people†¦ As a result, in a world free of real dangers, difficulties, problems, obstacles, there will be no meaning for the real good qualities as generosity, kindness, love, prudenceetc to exist. God had to allow the possibility of evil, because if there were no such possibility man would not be free to choose good over evil. If there were no evil and suffering humans would always follow God’s law because there would be no difficulties in doing so. The evils in this world are required by a God of love who seeks the development of his free creatures from their original innocence into fully mature spiritual beings. In other words, we human beings learn to be morally mature enough to grow closer to God. Evil can lead us to the final goodness and perfection. In this regard, God is partly  responsible for the evil in the world. Second, Augustine sticks close to the biblical text, whereas Irenaeus ties his theory less to the biblical text. As the more authentically biblical view, the Augustinian theodicy is based on the Bible and does not contradict the scriptures; it follows the traditional Christian interpretation of the creation story in the Genesis: God creates the world perfectly in six days, Adam and Eve—-the ancestors of human beings—live in the Garden of Eden happily, until one day Eve is tempted by a serpent and eats the forbidden fruits and is finally driven out of the Paradise. By eating the fruit of the tree of the knowledge of good and evil Eve commits the first sin. Augustine’s theodicy could be seen as consistent with this interpretation of the text. Moreover, he uses other Biblical ideas of God, and defends the perfection of God by maintaining that evil is a privation and not a substance, and that evil comes from human sinfulness. Humans deserve the consequences of natural evil and they are responsible for their own suffering through abuse of their own free will. The Irenaeus theodicy, on the contrary, is not compatible with biblical teaching. As a matter of fact, it is in many ways just the opposite of the interpretation of the Bible by claiming that God is partially responsible for evils. Third, in comparison to the Augustinian theodicy being a â€Å"Soul deciding† theodicy, the Irenaean theodicy is a â€Å"Soul making† theodicy. â€Å"Soul deciding† means that different consequences come as a result of the free will of human beings. So if a person chooses to do a morally wrong act a consequence will follow. A â€Å"soul making† theodicy is applied by irenaeus, which means to move from the state of imperfection through moral struggle toward eventual completed humanization. Besides the distinctions mentioned in the above passages, the Augustinian theodicy and Irenaean theodicy are often compared by people in many other aspects. For instance, Augustine leaves some people a long way from God whereas Irenaeus explains how everyone can reach heaven through moral struggle; for Augustine God is remote from man, having been distanced by his sin whereas for Irenaeus, as we make this progress we grow closer to God, reducing the epistemic distance between us and God; the Augustine’s theodicy is often thought of as a pessimistic and â€Å"tragic†Ã‚  theodicy whereas the Irenaean theodicy is generally conceived as a â€Å"comic† theodicy as is more positive and optimistic. Not surprisingly, the two theodicies also have some similarities, the most common one is that both of them trace evil back to human free will: for Augustine it is the reason why angels and human beings fall from the ultimate goodness of heaven, and what they use to disobey God, but for Irenaeus it is a part of God’s plan because it allows self-development, people also use this free will to disobey God and it causes suffering, but this suffering can help them to develop their character in order to choose to embrace goodness or evil. In conclusion, the Augustinian theodicy and the Irenaean theodicy are two sharply contrasted theodicies: the Augustinian theodicy which is also known as the â€Å"soul deciding† theodicy, stresses the role of the Fall, and sees evil as either sin or the result of sin; whereas the Irenaean theodicy, which regards evil as a requirement by a God of love to let his free creatures to develop from their original innocence into fully mature spiritual beings. Thus, our world becomes â€Å"the vale of soul-making†. Since the day of their births, the two theodicies have respectively received many praises as well as criticisms and challenges. Many deficiencies are found in both of the two theodicies. As a matter of fact, the problem of evil, far from being solved, is still open to discussion. References Day, Elizabeth. â€Å"Geneticist claims to have found’God gene’ in humans.† The Washington TimesWorld. 15 Nov 2004. Copyright 2004 News WorldCommunications, Inc. Hick, John. â€Å"An Irenaean Theodicy.† A John HickReader. Ed. Paul Badham. Philadelphia:Trinity Press International, 1990. 88-105. Ridley, Matt. Genome. New York: HarperCollinsPublishers, 2000

Hawaiian Monk Seal Facts

Hawaiian Monk Seal Facts Most seals live in icy waters, but the Hawaiian monk seal makes its home in the warm Pacific Ocean around Hawaii. The Hawaiian monk seal is one of only two current monk seal species. The other current species is the Mediterranean monk seal, while the Caribbean monk seal was declared extinct in 2008. Native Hawaiians call the seal ilio-holo-i-ka-uaua, which means dog that runs in rough water. The monk seals scientific name, Neomonachus schauinslandi, honors German scientist Hugo Schauinsland, who discovered a monk seal skull on Laysan Island in 1899. Fast Facts: Hawaiian Monk Seal Scientific Name: Neomonachus schauinslandi  Common Names: Hawaiian monk seal, Ilio-holo-i-ka-uaua (dog that runs in rough water)Basic Animal Group: MammalSize: 7.0-7.5 feetWeight: 375-450 poundsLife Span: 25-30 yearsDiet: CarnivorousHabitat: Pacific Ocean around the Hawaiian IslandsPopulation: 1,400Conservation Status: Endangered Description The monk seal gets its common name for the short hairs on its head, which are said to resemble those of a stereotypical monk. It is earless and lacks the ability to turn its hind flippers under its body. The Hawaiian monk seal is distinguishable from the harbor seal (Phoca vitulina) by its slender body, gray coat, and white belly. It also has black eyes and a short whiskered snout. Habitat and Distribution Hawaiian monk seals live in the Pacific Ocean around the Hawaiian Islands. Most of the breeding populations occur in the Northwest Hawaiian Islands, although monk seals are also found in the main Hawaiian Islands. The seals spend two-thirds of their time at sea. They haul-out to rest, molt, and give birth. Diet and Behavior The Hawaiian monk seal is a reef carnivore that preys on bony fish, spiny lobster, eels, octopus, squid, shrimp, and crabs. Juveniles hunt during the day, while adults hunt at night. Monk seals usually hunt in water ranging from 60-300 feet deep, but have been known to forage below 330 meters (1000 feet). Monk seals are hunted by tiger sharks, Galapagos sharks, and great white sharks. Reproduction and Offspring Hawaiian monk seals mate in the water between June and August. In some breeding colonies, there is a much higher number of males than females, so mobbing of females occurs. Mobbing can lead to injuries or death, further skewing the sex ratio. Gestation takes about nine months. The female monk seal gives birth on the beach to a single pup. While they are solitary animals, females have been known to care for pups born to other seals. Females stop eating during nursing and remain with the pups. At the end of six weeks, the mother leaves the pup and returns to the sea to hunt. Females reach maturity around age 4. Researchers are not certain of the age at which males become mature. Hawaiian monk seals can live 25 to 30 years. While nursing, a female seal stops eating and remains with her pup. Thessa Bugay / FOAP / Getty Images Threats Hawaiian monk seals face numerous threats. Natural threats include habitat reduction and degradation, climate change, skewed gender ratios, and low juvenile survival rates. Human hunting has resulted in extremely low genetic diversity within the species. Monk seals die from entanglement in debris and fishing gear. Introduced pathogens, including toxoplasmosis from domestic cats and leptospirosis from humans, have infected some seals. Even minimal human disturbance causes seals to avoid beaches. Overfishing has led to reduced prey abundance and increased competition from other apex predators. Conservation Status The Hawaiian monk seal is a conservation-reliant endangered species. This status indicates that human intervention is essential to the monk seals survival, even if its population becomes self-sustaining. According to the IUCN Red List, only 632 mature individuals were identified on the species last assessment in 2014. In 2016, there was an estimated total of 1,400 Hawaiian monk seals. Overall, the population is in decline, but the smaller population of seals living around the main Hawaiian islands is growing. Disturbing a Hawaiian monk seal is illegal. Violators face a hefty fine. Teresa Short / Getty Images The Recovery Plan for the Hawaiian Monk Seal aims to save the species by increasing awareness of the seals plight and intervening on its behalf. The plan includes increased monitoring of seal population, vaccination programs, dietary supplementation, protecting pups, and relocation of some animals to better habitats. Hawaiian Monk Seals and Humans In 2008, the monk seal was designated the state mammal of Hawaii. The animals sometimes haul-out onto beaches that may be frequented by tourists. This is normal behavior. Seal and other marine mammals are protected, so while it may be tempting to get close to take a picture, this is prohibited. Take photos from a safe distance and be sure to keep dogs far away from the seal. Sources Aguirre, A.; T. Keefe; J. Reif; L. Kashinsky; P. Yochem. Infectious disease monitoring of the endangered Hawaiian monk seal. Journal of Wildlife Diseases. 43 (2): 229–241, 2007. doi:10.7589/0090-3558-43.2.229Gilmartin, W.G. Recovery plan for the Hawaiian monk seal, Monachus schauinslandi. U.S. Department of Commerce, NOAA, National Marine Fisheries Service, 1983.Kenyon, K.W. and D.W. Rice. Life History Of the Hawaiian Monk Seal. Pacific Science. 13, July, 1959.Perrin, William F.; Bernd Wursig; J. G. M. Thewissen. Encyclopedia of Marine Mammals. Academic Press. p. 741, 2008. ISBN 978-0-12-373553-9.  Schultz, J. K.; Baker J; Toonen R; Bowen B Extremely Low Genetic Diversity in the Endangered Hawaiian Monk Seal (Monachus schauinslandi). Journal of Heredity. 1. 100 (1): 25–33, 2009. doi:10.1093/jhered/esn077

Research and Theory Behind the Sociology of Education

Research and Theory Behind the Sociology of Education The sociology of education is a diverse and vibrant subfield that features theory and research focused on how education as a social institution is affected by and affects other social institutions and the social structure overall, and how various social forces shape the policies, practices, and outcomes of schooling. While education is typically viewed in most societies as a pathway to personal development, success, and social mobility, and as a cornerstone of democracy, sociologists who study education take a critical view of these assumptions to study how the institution actually operates within society. They consider what other social functions education might have, like for example socialization into gender and class roles, and what other social outcomes contemporary educational institutions might produce, like reproducing class and racial hierarchies, among others. Theoretical Approaches within the Sociology of Education Classical French sociologist Émile Durkheim was one of the first sociologists to consider the social function of education. He believed that moral education was necessary for society to exist  because it provided the basis for the social solidarity that held society together. By writing about education in this way, Durkheim established the functionalist perspective on education. This perspective champions the work of socialization that takes place within the educational institution, including the teaching of society’s culture, including moral values, ethics, politics, religious beliefs, habits, and norms. According to this view, the socializing function of education also serves to promote social control  and to curb  deviant behavior. The symbolic interaction  approach to studying education focuses on interactions during the schooling process and the outcomes of those interactions. For instance, interactions between students and teachers, and social forces that shape those interactions like race, class, and gender, create expectations on both parts. Teachers expect certain behaviors from certain students, and those expectations, when communicated to students through interaction, can actually produce those very behaviors. This is called the â€Å"teacher expectancy effect.† For example, if a white teacher expects a black student to perform below average on a math test when compared to white students, over time the teacher may act in ways that encourage black students  to underperform. Stemming from Marxs theory of the relationship between workers and capitalism, the conflict theory approach to education examines the way educational institutions and the hierarchy of degree levels contribute to the reproduction of hierarchies and inequalities in society. This approach recognizes that schooling reflects  class, racial, and gender stratification, and tends to reproduce it. For example, sociologists have documented in many different settings how tracking of students based on class, race, and gender effectively sorts students into classes of laborers and managers/entrepreneurs, which reproduces the already existing class structure rather than producing social mobility. Sociologists who work from this perspective also assert that educational institutions and school curricula are products of the dominant worldviews, beliefs, and values of the majority, which typically produces educational experiences that marginalize and disadvantage those in the minority in terms of race, class, gender, sexuality, and ability, among other things. By operating in this fashion, the educational institution is involved in the  work of reproducing power, domination, oppression, and inequality within society.  It is for this reason that there have long been campaigns across the U.S. to include ethnic studies courses in middle schools and high schools, in order to balance a curriculum otherwise structured by a white, colonialist worldview. In fact, sociologists have found that providing ethnic studies courses to students of color who are on the brink of failing out or dropping out of high school effectively re-engages and inspires them, raises their overall grade point average and improves their academic performance overall. Notable Sociological Studies of Education Learning to Labour, 1977, by Paul Willis. An ethnographic study set in England focused on the reproduction of the working class within the school system.Preparing for Power: Americas Elite Boarding Schools, 1987, by Cookson and Persell. An ethnographic study set at elite boarding schools in the U.S. focused on the reproduction of the social and economic elite.Women Without Class: Girls, Race, and Identity, 2003, by Julie Bettie. An ethnographic study of how gender, race, and class intersect within the schooling experience to leave some without the cultural capital necessary for social mobility within society.Academic Profiling:  Latinos, Asian Americans, and the Achievement Gap, 2013, by Gilda Ochoa. An ethnographic study within a California high school of how race, class, and gender intersect to produce the achievement gap between Latinos and Asian Americans.

Analysis of Various Artworks Assignment Example | Topics and Well Written Essays - 750 words

Analysis of Various Artworks - Assignment Example The paper "Analysis of Various Artworks" analyzes Marcel Duchamp's "Sad young man in a train", Robert Rauschenberg's "Creek", Joseph Beuys' "Rabbit" and Andy Warhol's "Butterfly". Exploring everything from cubism to futurism, Sad Young man in a Train pertains to his mechanistic period, when he was keenly concerned with depicting a fourth dimension in art. Marcel regarded it as a self portrait, and is shows a sad young man who is smoking in a train. The reverse direction of movement, the many windows and the effect of the man smoking all have been captured in the juxtaposition of movement that is shown by this masterpiece. When it comes to proportion, there is consistency portrayed in the artwork by pairing dark and golden tones with soft tones, used to depict movement which makes the meaning being reflected by the artwork consistent. Also, emphasis is used through the contrast of dark and bright colours to express reality. Robert Rauschenberg (1925-2008) was a prominent American pain ter known for his Neo-Dadism, a label represented by him and fellow artist Jasper Johns. He was interested in exploring the gap between life and art. His creations of the 1950s called Combines were inspired by everyday objects that he found on the streets of New York; he often found surprising objects that he transformed into art. He was also one of the first to combine art and mechanics. The painting entitled Creek probably pertains to his Blue period since there is a preponderance of blue in the image.