Foreshadowing in a Man for All Seasons

In the play A Man for All Seasons, foreshadowing is used to hint at the death of Thomas More. Foreshadowing is a warning or indication of a future event. The foreshadowing shows through quotes from various characters throughout the play and even from Thomas More. King Henry wishes to divorce his current wife Catherine to be with another woman, but divorce is against the Catholic Church. In this case, King Henry needs all the support he can get to override the law of the church. He even goes as far as to start his own church and be the head of it.Thomas More cannot support King Henry’s divorce though because Thomas is devoted to the Catholic Church and its laws. He is a man who stands by his beliefs. This causes trouble with King Henry and all the men who support him. In the end, Thomas’s friends betray him and he dies. Many quotes from Thomas’s steward, Thomas More, and King Henry foreshadow Thomas More’s death in A Man for All Seasons. Thomas More’ s oath to God is how he identifies himself and it is very important to him.While Thomas is a very honest and pure man, his steward makes a comment saying, â€Å" My master Thomas More would give anything to anyone. Some say that’s good and some say that’s bad, but I say he can’t help it – and that’s bad. Because some day someone’s going to ask him for something that he wants to keep; and he’ll be out of practice † (Bolt 1. 17). The steward says this right after Rich takes the silver cup Thomas gives to him. The silver cup is a bribe a woman gives to Thomas, but Thomas does not accept bribes. The steward shows how kind Thomas is by not accepting the bribe and giving the bribe away.This quote foreshadows Thomas’s death, because the steward is predicting how King Henry will ask Thomas to support his divorce. The steward notes how Thomas would do just about anything for anyone, but Thomas will not be able to support the divo rce because Thomas cannot give away his oath to God. This causes King Henry to build up resentment towards Thomas which leads to Thomas’s death. Thomas believes his decision to not support the divorce will not cause any real trouble with him and King Henry, but Thomas is very wrong.Although Thomas does not yet know he will die, he foreshadows his own death by saying, â€Å"Set your mind at rest- this is not the stuff of which martyrs are made† (Bolt 1. 60). This quote is very significant because it shows Thomas’s ignorance and how much he underestimates the cruelty of his fellow friends and men in general. Thomas’s wife, who possesses much common sense, is very concerned, and she realizes before Thomas that King Henry will not simply let Thomas get away with his decision. Thomas is happy with his decision though, because he has stayed true to himself and to God.Thomas knows the only person he will judge is himself if he goes against his beliefs. Although King Henry is not pleased, Thomas believes he will not be bothered by the issue of the divorce again, but it does not go away as he hoped it would. Once Thomas realizes he has caused real trouble by his decision, he believes his silence will prove his innocence. This shows that Thomas stays ignorant throughout the play until he realizes how far King Henry is willing to go to prove his authority when Thomas is placed in prison under false charges.Even though Thomas thinks his decision will not cause any chaotic problems, King Henry hints that it will, even before Thomas comes to this conclusion. Henry tries to be polite at first and discuss the issue of the divorce with Thomas in person. When King Henry realizes Thomas is going to stand by his decision, King Henry says, â€Å" No opposition, I say! No opposition! Your conscience is your own affair; but you are my Chancellor! There, you have my word – I’ll leave you out of it. But I don’t take it kindly, Thomas à ¢â‚¬  (Bolt 1. 56).Although King Henry tells Thomas that he will leave him out of the divorce issue, King Henry foreshadows Thomas’s death by also saying he does not take Thomas’s decision lightly. Thomas does not catch this though, so he feels that he and the King have come to a truce. Even though King Henry understands Thomas’s devotion to the Catholic Church, he will not let Thomas go without a fight. Once King Henry gets his divorce and starts his own church, England severs its connection with Rome. This causes Thomas to resign as Lord Chancellor. Thomas’s action only adds fuel to King Henry’s fire.Thomas believes by staying silent on where he stands with his beliefs, he will not be punished for anything. In the end, King Henry decapitates Thomas for not choosing his side. Thomas’s death is foreseen many times throughout the play. The steward predicts that because of Thomas’s kind nature, he will one day be asked for something he will not want to give up. This prediction is proven true as King Henry asks Thomas to support a divorce that goes against Thomas’s beliefs. Thomas foreshadows his own death by underestimating the impact his decision will have on his community.Thomas believes that his decision to not support the divorce will irritate King Henry and his followers, but ultimately they will get over his choice. King Henry proves Thomas wrong as he throws Thomas in prison for made-up charges and later on decapitates him. Lastly, King Henry hints at his plans for Thomas’s death when he mentions how he does not take Thomas’s decision kindly. Readers see just how unkindly King Henry takes Thomas’s choice when he orders someone to kill Thomas. Foreshadowing is a key tool used in A Man for All Seasons in order to help readers predict Thomas More’s unfair death.

African American Essay

On October 23rd, 2006, a then 24 year old Dorothy Webb stood outside her Mississippi home. Fearing eviction from her home for non-payment of rent, Dorothy decided to do something drastic to save the only home she had grown to love. She walked to ‘the bottom’ which was almost 9 miles away, in an attempt to make a deal with a local drug dealer to sell crack cocaine and earn a profit. â€Å" I was truly scared because although I’ve been in the midst of the drug game as an outsider, I knew the consequences of selling drugs down south. They put my momma away for 8 years because my brother was selling drugs out of her house and she wasn’t even involved. I knew that if they could do that to her to and she didn’t even do anything, I was in real danger of getting even more time if I got caught. But it was between eating and living or being on the streets, so I made a choice that I could live with. I wanted to live in my house with food in my mouth. † According to Dorothy, she waited for days before she sold the drugs that she obtained from ‘the bottom‘. â€Å" I danced and danced around the idea in my head many days before I made my first sale, but I finally did it and it didn’t feel bad to me. By the end of it all, I had made ten sales, I had food in my mouth, and my rent was paid up so I could stay in my house,† Dorothy admits. Dorothy states that she only made those 10 sales, which was enough for her to pay rent and buy food until she was able to get back on her feet. â€Å"Almost a year after I sold the drugs, I was doin’ real good†¦ real good. I had kept my house and I had a job and a car all in that one year. I just kept workin’ and workin’ till one day, the police came to my house and arrested me for selling drugs to an undercover officer, and I was devastated. I mean, I know it was wrong to do so and against the law. I knew that I would get in trouble, but I never could have imagined that it would be as long as I was told. I mean c’mon! Murderers do less time than drug dealers do so where does that leave me, this one person tryin’ to live? During my sentencing, I cried until no more tears could flow. I was facing 20 years for the 10 sales that I made in the last year. After my sentencing, I ran to Illinois to be with my family until I was caught last week on a technicality† (D, Webb, personal communication, February, 2008). Dorothy Webb remains in a St. Clair county Illinois jail awaiting transport to Mississippi where she will start serving out her sentence. Dorothy’s story is not unlike many other African American men and women whom face years of their lives behind bars for drug trafficking and other related drug charges. Irreversible effects from drug related racial profiling and disparity should be stopped in relation to the African American community by way of rehabilitation for offenders and judicial officials. REVIEW OF LITERATURE Cocaine is a white powder substance originating from the coca plant dating as far back as the 11th century. It was used in the early 1800s to treat an assortment of common ailments ranging from hiccups to pneumonia. Presently, cocaine has been deemed very addictive and has been illegal in the United States for over 100 years. Cocaine can be snorted through the nose or used to intravenously. Crack cocaine is a free based substance that is used for smoking. It is produced by combining baking soda and cocaine and is cooked to generate a hard, rock-like material. Because the crack cocaine has been altered, using more baking soda than cocaine, it results in being a cheaper drug that requires less to cause a ‘high’ feeling (Lu, Taylor, & Riley, 2001, p. 399). From a socio-economic standpoint, the black community, consisting of mostly the poor or working class can afford crack, while whites whom generally consist of middle class families, thus financially stable, chose cocaine as a drug of choice. It is relatively clear that many users of crack cocaine consist of mostly individuals from the African American community. Many admit to using and selling the drug, however, evidence shows that white Americans produce an even higher population of illicit drug abusers and those whom traffic drugs as well. Although drug abuse among blacks is easily visual in ‘crack houses’ and even effortless drug sales on street corners, whites are not as flamboyant when it comes to drug use, conversely, middle America is now pressed with an overwhelming methamphetamine dilemma. Nevertheless, many professionals concerned with the sociological aspects of drug solicitation in African American communities across the nation scrutinize the domino effect resulting from wide-spread drug quandary such as child abandonment, school dropout rates, and deteriorating homes. In fact, Kennedy states that â€Å"Law enforcement naturally and logically focuses on those communities where illegal drug use has created the most harmful and most visible effects†¦ More generally, illegal drug use is seen as devastating African-American communities in a way that is not seen outside the inner city. People losing jobs, kids dropping out of school, parents neglecting or abandoning their children–all of these social costs are more readily seen in the inner city than in the more affluent white communities where illegal drug use seems to be relatively benign. Even more to the point, illegal drug use in the inner city is seen as crimogenic–the inner -city user of illegal drugs is thought to be more likely to steal or commit some other crime to finance his drug use† ( 2003, p. 154). The theoretical reasoning behind the abuse of crack cocaine in the black community has been speculated as the end result of a people in dire need, monetarily and emotionally, nonetheless, these outcomes resulting from drug infested communities do not constitute the racial disparity that is currently occurring throughout the nation, however, the issues do cause a need for probable concern . The illicit use and distribution of crack cocaine is steadily ricocheting through the African American community. In fact, according to Angeli, â€Å"The increase in the rates of incarceration of young black males is due primarily to the focus of the ‘war on drugs’ on black drug users. For drug offenses, the African American proportion of arrests increased from 24% in 1980 to 39% in 1993, even though African Americans comprise only 13% of monthly drug users. From 1986 to 1990, the number of minority jail inmates increased more than twice as fast as the number of white inmates, and the increase in the number of arrests of minorities for drug offenses was almost ten times the increase in arrests of white drug offenders† (1997, p. 1213). It is undisputable that this jump in the number of incarceration of blacks was initiated due to the passing of the Sentencing Reform Act of 1984. Under the Sentencing Reform Act of 1984, congress enabled sentencing commissions to guide the legislature of punishments for crack and cocaine possession offences. Subsequently, the commission ruled that â€Å"At every quantity level federal defendants convicted of a crack cocaine offense receive the same sentences as powder cocaine defendants convicted of an offense involving 100 times as much cocaine (Angeli, 1997, p. 1212). It seems that these laws were put into place to purposely capture blacks in the system given that the Judicial system is aware that all crack possessions are in the hands of blacks by a very larger margin than any other race. This can be corroborated with current percentages contrasted to earlier figures from the1920s before these laws were enacted. Compared to the early 1900s, when African Americans only made up less than 20% of the prison population for illicit possession of alcohol and drugs, while foreign-born whites accounted for over 40%. In 1992, 92. 6% of drug offenders were African American and 4. 7% were white and possessed pure cocaine (Elden, 2005). At present, over 1/3 of the total black male population is wedged in the judicial system involving imprisonment, parole, or probation, thus proving that race seems to be the issue in the current war on drugs. In previous combats in the war on drugs, other races were equally targeted just as contemporary matters of racial disparity. In the early 1920s, foreign born immigrants, whom made up much of the American population then were the predominately incarcerated culprits for drug trafficking and or distribution. Contemporary legislature has made the proper amendments to finally put an end to the racial disparity regarding blacks and crack cocaine sentences. In the later part of 2007, in the case of United States v. Kimbrough, Defendant Derrick Kimbrough was initially convicted and sentenced to 168 to 210 consecutive months for three counts of conspiracy to distribute 50 grams of crack cocaine. This decision was lessened by district courts to a total sentence of 120 months for all three charges and 60 consecutive months for possession of a firearm in connection to his arrest for the drug charges. This one case is a landmark case that will begin with the release of those whom have served a significant amount of time towards less severe charges related to crack cocaine and will lessen the amount of time given to those whom are tried and convicted of illicit drug crimes involving crack cocaine. SUGGESTIONS Although the damage has been done, thus forever disparaging the trust of black people in today’s justice system, things can still be done in an attempt to reverse illegitimate imprisonment of blacks for miniscule drug offenses. The war on drugs should simultaneously preserve our country’s promise to liberty and justice to each individual, equally regardless of race, stature, or background. If in fact the war on drugs is to combat all forms of illicit drug use and or trafficking, subsequently, all drugs should be charged consistently relative to quantity. Not only is the 100 to 1 ratio law unfair but it is also racially charged. It is apparent that the judicial system is aware of this racial activity that is continually produced by the members of government and courts, and have thus began to amend laws. However, regardless of these current revisions, more lenient laws should also be inserted concerning all first time offenders. For quantities less than 20 grams, no time should be served at all and incidents should be regarded as a misdemeanors, requiring community service and or fines. Amounts less than 10 pounds should result in months and not years in jail time as well. Additionally, rehabilitation programs for drug offenders as well as court officials should be created. Just as drug rehabilitation programs for drug abusers aid in job placement programs and drug dependency, drug distributors should also have to attend similar programs that are geared towards the rehabilitation of drug dependency as a way of career. If these offenders could understand the fundamentals behind their professions, it would be probable that they would return to their communities, not as an vandals, but as a productive member of society and their community. It may also be a good idea to implement drug addicts into their program as well, in order to reveal insight into the lives of those whom they have destroyed. If these programs could be implemented and utilized, it is very probable that there would be a significantly less amount of repeat offenders as well. Lastly, many officials believe that many members of law enforcement have very little role in the prosecution of crack cocaine holders. However, law enforcement officials are responsible for obtaining criminals. Racial disparity begins in this area first. As stated earlier, officers logically pursue areas where drugs have the most detrimental effects, however If equal focus would be put upon all races to prohibit the distribution of drugs, eventually, all areas of drug distribution would eventually subdue, principally the methamphetamine business. CONCLUSIONS Although the end results of drug use or distribution are riveted throughout the African American community, either through school dropout rates, child abandonment or neglect, and job loss, the effects of unfair drug sentences are equivalently devastating. More than 1/3 of the black male population have been witness to some form of the judicial prejudice through incarceration, parole, or probation, and the number is steadily increasing each year. It is more than probable that race is the intended target for these drug wars that are presently occurring, whilst this has happened previously in an earlier time. During the early 1920s, foreign-born immigrants were the targets during the first war against drugs in the United States, while African American men made up less than 20% of the total incarcerated population. At this time, the judicial system has commenced realization of these racially charged attacks on the African American community, thus lessening the sentencing of crack cocaine offenders. This was proved in a recent landmark case, The United States v. Kimbrough. In this case, Derrick Kimbrough’s lengthy 168 to 210 consecutive month sentence was cut down to a little more than half at 120 consecutive months. Although the court system has made this advancement in this area, further innovations must also be met as well. Progression within drug distribution rehabilitation programs should also be implemented. For instance, former drug distributors should be enrolled in some of the same programs that drug abusers undergo. These offenders should be allowed to hear the testimonies of the many lives that they have destroyed due to drug distribution and dependency as a profession. Additionally, programs should be executed, allowing each offender job placement and job training so that their likelihood of returning to that lifestyle will be greatly reduced. Members of the courts should also be counseled as well to allow insight into the lives of the people that they convict, therefore, sentencing will be fair and relevant to each case, instead of an overall depiction of that type of society. Members of law enforcement should also take rehabilitation classes that will allow them to equally focus on all areas of society that is ridden with drugs instead of primary focus on the black community. If these measures were considered and utilized, United States would be on its way to a less racially prejudiced society.

Academic dishonesty Essay Example for Free (#6)

Academic dishonesty Essay ? The primary objective of Phil 1010 (which fulfills an Area B requirement in the Core) is to help you improve your critical thinking skills. Critical thinking is the skill of recognizing, composing and evaluating arguments. All college courses rely on arguments. Examples include: arguments about business plans, arguments about the qualities of a novel, arguments about the significance of historical events, and arguments about the nature and function of genetic material. Doing well in this course should increase your chances of successfully completing the core curriculum, the courses required by your major, and other courses required to earn your degree. This course is not intended to be an introduction to philosophy and it does not focus on ideas discussed in most philosophy classes (e. g. , justice, knowledge, mind). For an introduction to philosophy, take Phil 2010, Introduction to Philosophy (which fulfills an Area C requirement in the core). Phil 1010 is not a prerequisite for Phil 2010. Prerequisites: There are no other courses required for taking this course; however a significant portion of the course grade involves writing in English, so completion of English composition courses is recommended. REQUIRED MATERIALS: Critical Thinking: The Art of Argument, 2nd custom edition. Rainbolt & Dwyer, ISBN 9781133269458 There are used copies of this book available online and in the bookstore. Aplia for Critical Thinking: The Art of Argument PURCHASE ONLINE ONLY at Aplia. com. Other handouts will be sent electronically. IMPORTANT NOTE ON THE VARIOUS EDITIONS OF THE TEXT: There are four different versions of the textbook, but of course you only need one of them. Two are GSU custom editions, and two are national editions. The GSU custom editions are exactly the same as the national editions except that they are printed in black and white and have chapter six removed, since we do not teach chapter six here at GSU. The GSU custom editions were made to save students money and are typically cheaper when purchased new, but the opposite may be the case with used copies, as there are many more used copies of the national edition available for purchase online. As indicated above, I will use the 2nd custom edition, and I recommend that you get this version as well. You may purchase the 1st national edition, however, if you find a copy. Here’s where it gets weird. The 2nd custom edition corresponds to the 1st national edition. If you get either of these texts, you’ll be okay. The 2nd national edition is brand new and has changes in almost every chapter that make it substantially different from the text you need. Do NOT get the 2nd national edition, and do NOT get the 1st custom edition. Specifically, here are the points you need to keep in mind: 1. Critical Thinking: The Art of Argument, 2nd custom edition. (RECOMMENDED, you should purchase this text) Cover picture: the roof of a Greek Temple http://www. amazon. com/Critical-Thinking-Argumet-Edition-University/dp/1133269451 2. Critical Thinking: The Art of Argument, 1st custom edition. (DO NOT PURCHASE) Cover picture: phrenology diagram (four cartoon heads appear on the cover) http://www. amazon. com/Philosophy-Critical-Thinking-Georgia-University/dp/0536864853 3. Critical Thinking: The Art of Argument, 2nd edition (National edition, DO NOT PURCHASE) Cover Picture: a bridge http://www. cengagebrain. com/shop/isbn/9781285197197 4. Critical Thinking: The Art of Argument, 1st edition. (National edition, you may purchase, but NOT recommended) Cover Picture: a bisected nautilus on the cover (a nautilus is a spiral sea shell) http://www. cengagebrain. com/shop/isbn/9780495501572 The links presented above are not purchasing recommendations. I have only provided them so that you can see a picture of books in question. The bookstore is often more expensive than many popular websites. Hunt around for good deals. The authors of this textbook do not receive any money from the sale of the textbook or other course materials to GSU students. GRADE COMPOSITION 1. Components By Weight: Supplemental Instruction Sessions (SIs)10%2 per month minimum, January excluded. Quizzes/Attendance10% Aplia Exercises10% Midterm10% S&E 1 10% S&E 2 10%Note that later assignments are weighted more to give S&E 320%students credit for improvement and to minimize any Final Exam20%penalty for not knowing the material earlier in the term. 2. Grading Scale Assignments in this class are scored on a scale from 1 to 100. Scores transfer to point scale and letter grades as follows: A+4. 398 – 100C+2. 3 77 – 79 A 4. 00 93 – 97C2. 00 73 – 76. A-3. 7 90 – 92C-1. 7 70 – 72 B+3. 3 87 – 89D1. 0060 – 69 B3. 00 83 – 86F0. 000 – 59 B-2. 7 80 – 82 3. To pass the course, students must earn an overall average of 60, get least a 60 on either the midterm or the final, and complete the final, and the S&Es. 4. I reserve the right to withdraw any student who, prior to March 4, 2014, misses more than 2 exercises or misses more than 2 quizzes/classes. However, missing more than 2 exercises or 2 quizzes/classes does not guarantee that I will withdraw you. If you want to withdraw, you need to do that yourself via GoSOLAR. 5. If you are not doing as well as you would like in this or any of your other courses, consider making an appointment with the Undergraduate Studies Office, Sparks 224. It offers one-on-one academic coaching, as well as workshops and tutorials on study skills. Important Tip: It is hard to get less than a C in this course if you take all the quizzes, come to all of the class sessions, do all the exercises, take both exams, and complete all three S&Es. It is easy to get an F if you miss more than 2 quizzes or class periods, miss more than 2 sets of exercises, miss an exam, or miss an S&E. In other words, effort counts. S&Es: â€Å"S&E† stands for â€Å"Standardize and Evaluate an Argument. † These will be discussed in detail in class. I reserve the right to use any student’s S&E for pedagogical purposes. Students’ names and any other identifying marks will be removed to ensure anonymity. Quizzes: Some class meetings will begin with a quiz. The quizzes will begin promptly and last precisely 5 minutes. They will be composed of two multiple-choice questions that cover the reading assigned for that day’s class. The questions will be easy if you have done the reading. For merely taking the quiz and remaining in class for the full 50 minutes, you will get 50 of a possible 100 points. You will get 75 of 100 if you get one question right, and 100 of 100 if you get both questions right. This is an ideal opportunity to get an A on 10% of your course grade. Exercises & Aplia: Exercises are completed electronically via Aplia. You must purchase the software at Aplia. They are due once a week by or before 11:45 pm on Sunday Eastern Time (be careful not to choose Pacific time! ). Note that the computer will close at precisely that time so you need to be sure your exercises are submitted before that time. See the handout on page 6 for accessing Exercises on Aplia. Your grade on each set of exercises is the percentage of the questions you get right. For example, if there are eight questions in an exercise set, and you get six of them right, your grade on that set is a 75. However, your actual Aplia grade will be based on your good faith effort. If you attempt to do all of the questions on the exercises every week, and you average between 60—93%, your total Aplia grade will be set at 93. Scores over 93% will be recorded as they are. This is an ideal opportunity to get an A on 10% of your course grade. Make-Ups: 1. Late assignments and absences are excused only when there is a sufficiently documented, last minute significant emergency. 2. There are no make-ups for daily quizzes. If you have an excused absence on that day, that day’s quiz will simply be dropped from the calculation of your quiz grade. Email: 1. Email is the best way to contact me. 2. You should check your official Georgia State email at least once every 24 hours. 3. By University policy, I must use your official Georgia State student email address. If you send an email from a non-GSU email account, I cannot respond. 4. If you email me from your GSU account and have not received a reply within 24 hours, you should assume that I did not receive the message. Contact me in person. 5. If you turn in any assignment by email, it is your responsibility to confirm that I received it on time. You will know that I got it because I reply to all student emails. If I do not receive it on time, you will not get credit for the assignment without time-stamped email proof that you sent it before it was due. Having trouble with your email, computer, or ISP is not an excuse for a late assignment. Attendance: Everyone’s presence is an intrinsic and vital feature of the class. Even if you do not speak, your presence has an effect on what is said by others. Attendance can be the deciding factor for course grades on the borderline. Class Format: The class will be a combination of lecture, discussion, and practice. This format demands that students be well prepared for class. You do not have to understand all the readings before class, but you need to read all the readings before class and be prepared to ask questions about what you do not understand. Electronic Devices: No computers, cell phones, smart phones, PDAs, pagers, or other electronic devices may be used in the classroom. Please turn off all devices before class begins. Students with Disabilities: If you have a disability that may impair your ability to successfully complete this course, contact your instructor as soon as possible to arrange accommodations. GSU has two programs that provide supports services to students with disabilities. Office of Disability Services – http://www2. gsu. edu/~wwwods/ – 404. 413-1560 Accessibility At GSU – http://www2. gsu. edu/~wwwada/ – 404. 464-9044 Students who wish to request accommodation for a disability may do so by registering with the Office of Disability Services (second floor in the Student Center; dismail@gsu. edu). Students may be accommodated only upon issuance by the Office of Disability Services of a signed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which accommodations are sought. ACADEMIC DISHONESTY: Failure of the course is the default departmental penalty for plagiarism, cheating on a test, copying someone else’s work, letting someone else copy your work, or any other form of academic dishonesty. For example, copying someone else’s standardization of an argument is a case of plagiarism and will result in failure of the course. You are encouraged to study for tests with your classmates, but all work turned in for credit must be either your own work, or correctly cited. If you use even a small part of a classmate’s work or a line from an online source, you must use proper citation. If you don’t, you have violated GSU’s academic honesty policy. Finally, note that on assignments in this class, no outside sources are permitted for in-class tests or S&Es. Moreover, you are liable for further administrative action, which might include expulsion with notation on your permanent record. See the GSU Policy on Academic Dishonesty attached to this syllabus, available in the University Student Handbook, and found online at http://www2. gsu. edu/~wwwcam/overview/index. html In addition, be sure you give due consideration to what it means to be a good friend! Not infrequently, students draw the natural but erroneous conclusion that allowing or facilitating a friend’s cheating is somehow helping that friend. FAR FROM IT! Good friends, truly good friends, help us to avoid cheating and any other kind of dishonesty. HOW TO DO WELL IN THIS COURSE: Come to Class and Come on Time: Because of the way grades are computed, and the fact that so much of the course is discussion based, your grade will suffer if you are not present for discussions, and your grade will be favorably affected if you are present. Study Outside of Class: 1. A normal expectation is that undergraduate students will spend a minimum of two hours studying outside of class for every hour spent in class. 2. Since this course meets for 2 hours of class time each week, you should plan on spending at least 4 hours outside of class each week studying the material. It is also likely that it will take more than that amount of time to complete the readings in a manner sufficient to understand the material. Remember in Summer session, every day is equivalent to one week in a Fall or Spring term! Read the Assignments Multiple Times: Philosophy is demanding reading. I expect you to do all the readings before class and after class. We will not read a great many pages, but some of the readings might be dense or difficult to follow. First, read the work through quickly to get the general idea and to circle any words you don’t understand. Then look up all the words you don’t know and read the work again slowly. Third, after we cover the reading in class, read it again, slowly. Read. Rinse. Repeat. Final Notes: The course syllabus provides a general plan for the course; deviations may be necessary. Everything in this syllabus can change (and something always does). You are responsible for all changes announced in class, on PAWS, and via email. Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State. Upon completing the course, please take time to fill out the online course evaluation. How to access your Aplia course PHIL 1010- Critical Thinking – Spring 2014 Instructor: George Rainbolt Start Date: 01/13/2014End Date: 05/11/2014 Course Key: 5N6Q-MHZW-NQNX Registration Aplia is part of CengageBrain, which allows you to sign in to a single site to access your Cengage materials and courses. 1. Connect to http://login. cengagebrain. com/ 2. If you already have an account, sign in. From your Dashboard, enter your course key (5N6Q-MHZW-NQNX) in the box provided, and click the Register button. If you don’t have an account, click the Create a New Account button, and enter your course key when prompted: 5N6Q-MHZW-NQNX. Continue to follow the on-screen instructions. Payment Online Only: http://www. cengagebrain. com/micro/gsuphil1010 After registering, you can buy access to Aplia from myhome. cengagebrain. com. Aplia is NOT available from bookstore. Purchase it online only to get special discount price. If you choose to pay later, you can use Aplia without paying until 11:59 PM on 02/02/2014. After paying, you will have the option to purchase a physical book at a discounted price. For more information on registering for Aplia, please visit http://www. cengagebrain. com/aplia/. Phil 1010TENTATIVE Schedule of AssignmentsSpring 2014. January T 1/14Chap 1, What is Critical Thinking, What is an Argument, Why Think Critically, pp. 4-13 R 1/16Chap 1, Finding Arguments, pp. 13-26; Begin Putting in Standard Form Right Away. F 1/17No class, but last day to Add/Drop S 1/19APLIA DUE: How to Use Aplia Due before 11:45pm T 1/21Chap 1, Putting Arguments into Standard Form, pp. 31-36 R 1/23Chap 1, Standardization Practice S 1/26APLIA DUE Ch 1, Sets 1 and 2, before 11:45pm T 1/28S&E1 (standardize a passage in class) R 1/30Chap 2, Two Characteristics of a Good Argument, True Premises, and Proper Form, pp. 42-48 and 51-53 February. S 2/2APLIA DUE Ch 1, Set 3, and Ch 2, Set 1, before 11:45pm T 2/4Chap 2, Deductive and Inductive Arguments and Relevance, Fallacies pp. 55-64 and 70-79 R 2/6Chap 3, Three Kinds of Premises, pp. 86-102 S 2/9APLIA DUE Ch 2, Set 22, before 11:45pm T 2/11S&E 2 (standardizing and evaluating a passage in class) R 2/13Chap 5, Identifying Propositional Statements, pp. 146-156 S 2/16APLIA DUE Ch 2, Set 3, before 11:45pm T 2/18Chap 5, Evaluating Propositional Arguments, pp. 159-169 R 2/20Chap 5, How PF test differs for Deductive and Inductive Arguments S 2/23APLIA DUE Ch 3, Set 1, before 11:45pm T 2/25Review. R 2/27Midterm in class March S 3/2APLIA DUE Ch 5, Set 1, before 11:45pm T 3/4Chap 7, Identifying Analogical Arguments, pp. 228-234 Last day to withdraw with a W R 3/6Chap 7, Evaluating Analogical Arguments, pp. 244-256 S 3/9APLIA DUE Ch 5, Set 2, and Ch 7, Set 1, before 11:45pm T 3/11Chap 8, Descriptive Statistics, pp. 258-275 R 3/13Chap 8 Identifying Statistical Arguments, pp. 275-278 S 3/16APLIA DUE Ch 7, Set 2, and Ch 8, Set 1, before 11:45pm T3/18 & R 3/20NO CLASS SPRING BREAK T 3/25Chap 8, Evaluating Statistical Arguments, pp. 281-285 R 3/27Chap 8, Evaluating Statistical Arguments continued. S 3/30APLIA DUE Ch 8, Sets 2 and 3, before 11:45pm April T 4/1No Fooling! Chap 9, The Many Meanings of â€Å"Cause† and Identifying Causal Arguments, pp. 294-303 R 4/3Chap 9, Evaluating Causal Arguments, pp. 306-314 S 4/6APLIA DUE Ch 9, Set 1, before 11:45pm T 4/8Chap 9, Evaluating Causal Arguments Continued, pp. 316-321 R 4/10Chap 9, The Scientific Method, pp. 326-331 S 4/13APLIA DUE Ch 9, Sets 2 and 3, before 11:45pm T 4/15S&E 3 in class (standardizing and evaluating a passage in class) R 4/17Chap 10, Identifying Moral Arguments, pp. 342-345 S 4/20APLIA DUE Ch 9, Set 4, before 11:45pm. T 4/22Chap 10, Evaluating Moral Arguments, Consequentialist Arguments, pp. 351-358 R 4/24Chap 10, Deontic and Aretaic Moral Arguments, pp. 359-366 F 5/2Friday, May 2, 2014, Common Final Exam, 1:30-4:00pm. Room TBA Department of Philosophy General Syllabus Statement Spring 2014 This syllabus provides a general plan for the course. Deviations may be necessary. The last day to withdraw from a course with the possibility of receiving a W is Tuesday, March 4. Students are responsible for confirming that they are attending the course section for which they are registered. Failure to do so may result in an F for the course. By University policy and to respect the confidentiality of all students, final grades may not be posted or given out over the phone. To see your grades, use PAWS. The customary penalty for a violation of the academic honesty rules is an â€Å"F† in the course. See the University Policy on Academic Honesty on the reverse of this sheet. Copying or using material from the internet without citation is a violation of the academic honesty rules. A student may be awarded a grade of â€Å"W† no more than 6 times in their careers at Georgia State. After 6 Ws, a withdrawal is recorded as a WF on the student’s record. A WF counts as an F in a GPA. Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State University. Upon completing the course, please take the time to fill out the online course evaluation. Students who wish to request accommodation for a disability must do so by registering with the Office of Disability Services in Suite 230 of the Student Center. Students may only be accommodated upon issuance by the Office of Disability Services of a singed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which an accommodation is sought. Subscribe to one of our department listservs for current information and events: 1. Undergraduate Students: www2. gsu. edu/~wwwphi/2131. html 2. Graduate Students: www2. gsu. edu/~wwwphi/2109. html For more information on the philosophy program visit: www. gsu. edu/philosophy Policy on Academic Honesty, from the GSU Catalog As members of the academic community, students are expected to recognize and uphold standards of intellectual and academic integrity. The university assumes as a basic and minimum standard of conduct in academic matters that students be honest and that they submit for credit only the products of their own efforts. Both the ideals of scholarship and the need for fairness require that all dishonest work be rejected as a basis for academic credit. They also require that students refrain from any and all forms of dishonor? able or unethical conduct related to their academic work. The university’s policy on academic honesty is published in the Faculty Handbook and On Campus: The Student Handbook and is available to all members of the university community. The policy represents a core value of the university, and all members of the university community are responsible for abiding by its tenets. Lack of knowledge of this policy is not an acceptable defense to any charge of academic dishonesty. All members of the academic community—students, faculty, and staff—are expected to report violations of these standards of academic conduct to the appropriate authorities. The procedures for such reporting are on file in the offices of the deans of each college, the office of the dean of students, and the office of the provost. In an effort to foster an environment of academic integrity and to prevent academic dishonesty, students are expected to discuss with faculty the expectations regarding course assignments and standards of conduct. Students are encouraged to discuss freely with faculty, academic advisers, and other members of the university community any questions pertaining to the provisions of this policy. In addition, students are encouraged to avail themselves of programs in establishing personal standards and ethics offered through the university’s Counseling Center. Definitions and Examples The examples and definitions given below are intended to clarify the standards by which academic honesty and academically honorable conduct are to be judged. The list is merely illustrative of the kinds of infractions that may occur, and it is not intended to be exhaustive. Moreover, the definitions and examples suggest conditions under which unacceptable behavior of the indicated types normally occurs; however, there may be unusual cases that fall outside these conditions that also will be judged unacceptable by the academic community. Plagiarism: Plagiarism is presenting another person’s work as one’s own. Plagiarism includes any para? phrasing or summarizing of the works of another person without acknowledgment, including the submitting of another student’s work as one’s own. Plagiarism frequently involves a failure to acknowledge  in the text, notes, or footnotes the quotation of the paragraphs, sentences, or even a few phrases written or spoken by someone else. The submission of research or completed papers or projects by someone else is plagiarism, as is the unacknowledged use of research sources gathered by someone else when that use is specifically forbidden by the faculty member. Failure to indicate the extent and nature of one’s reliance on other sources is also a form of plagiarism. Any work, in whole or in part, taken from the Internet or other computer-based resource without properly referencing the source (for example, the URL) is considered plagiarism. A complete reference is required in order that all parties may locate and view the original source. Finally, there may be forms of plagiarism that are unique to an individual discipline or course, examples of which should be provided in advance by the faculty member. The student is responsible for understanding the legitimate use of sources, the appropriate ways of acknowledging academic, scholarly or creative indebtedness, and the consequences of violating this responsibility. Cheating on Examinations: Cheating on examinations involves giving or receiving unauthorized help before, during, or after an examination. Examples of unauthorized help include the use of notes, computer-based resources, texts, or â€Å"crib sheets† during an examination (unless specifically approved by the faculty member), or sharing information with another student during an examination (unless specifically approved by the faculty member). Other examples include intentionally allowing another student to view one’s own examination and collaboration before or after an examination if such collaboration is specifically forbidden by the faculty member. Unauthorized Collaboration: Submission for academic credit of a work product, or a part thereof, represented as its being one’s own effort, which has been developed in substantial collaboration with another person or source or with a computer-based resource is a violation of academic honesty. It is also a violation of academic honesty knowingly to provide such assistance. Collaborative work specifically authorized by a faculty member is allowed. Falsification: It is a violation of academic honesty to misrepresent material or fabricate information in an academic exercise, assignment or proceeding (e. g. , false or misleading citation of sources, falsification of the results of experiments or computer data, false or misleading information in an academic context in order to gain an unfair advantage). Multiple Submissions: It is a violation of academic honesty to submit substantial portions of the same work for credit more than once without the explicit consent of the faculty member(s) to whom the material is submitted for additional credit. In cases in which there is a natural development of research or knowledge in a sequence of courses, use of prior work may be desirable, even required; however the student is responsible for indicating in writing, as a part of such use, that the current work submitted for credit is cumulative in nature. ID SHEET Please print or write legibly PRINT NAME GSU EMAIL ADDRESS CELL PHONE EMERGENCY CONTACT Name EMERGENCY CONTACT Phone Freshman, Soph, Jr, Sr, PostBac? Number of credit hours completed MAJOR 2ND MAJOR. MINOR 2ND MINOR PREVIOUS PHIL COURSES Intro to Phil or Great Questions? Others at GSU? Phil Courses taken elsewhere? If so what and where? Check reason(s) for taking this course (a) Fulfills Area B Core Reqmt (b) Fulfills another reqmt (C) Good time of day (d) Phil major or minor (e) Other reason: specify Give a definition of Critical Thinking Why are you here? (at least one paragraph, continue on next page) ***********************************TEAR OFF HERE***************************************** Complete the following before or on the first day you attend class, and turn it to your instructor. NAME______________________________DATE__________________ I have received, read, or will read, and accept responsibility for following the policies noted in the syllabus. I have also received, read, or will read, and accept responsibility for fulfilling the requirements outlined in the schedule of assignments. I understand that not following the course policies or not completing all assignments can negatively affect my grade in the course. I also understand that FAILURE OF THE COURSE is the departmental default policy for cases of academic dishonesty, including, but not limited to plagiarism, cheating on a test, copying someone else’s exercises or other work, letting someone else copy my exercises or other work, or any other form of academic dishonesty. I also understand that I am responsible for using and checking my GSU email account daily, and that my instructor is required by university policy to use my GSU email account for all academic correspondence. Academic dishonesty. (2016, Sep 23).

The Baton Rouge Bus Boycott Research Paper Example | Topics and Well Written Essays - 3750 words

The Baton Rouge Bus Boycott - Research Paper Example Nevertheless, there had been glaring differences between the South and the Northern American cities4, especially in regard to racial discrimination, hence the degree of residential, school, industrial, and etc., desegregation. On the one hand, the effect of economic changes in the South manifested itself as rapid industrialisation and urbanisation, as well as the migration to the South of a vast number of white-collar employees and their families, who had a very little stake in the support of the rural colour-caste system5. On the other hand, economic changes pushed Afro-Americans off the cotton farms pulled them to the cities which offered much better employment opportunities; thus, bringing about a mass migration – nearly one and a half million Afro-Americans would leave the South during the 1950s – which fundamentally altered the configuration of the racial issue, making it national in scope6. Those African-Americans who migrated from the South and found themselves a mid the lustre of the fast-moving northern cities, like New York, Detroit, Philadelphia, Chicago, etc., soon realised that even though the North was anything but heaven, the new surrounding afforded them â€Å"precious breathing space† and an opportunity to get rid of the most hellish aspects of their life in the South7. Other African-Americans who migrated to the West and settled in cities such as Los Angeles, for example, enjoyed the opportunity to vote as free men and women for the first time in their lives8. Despite the evident advantages of finding better jobs, better educational opportunities and gaining voting rights, many of the newcomers found that there were also many clear penalties9, most notably racism and its concomitants. The African Americans who were most frequently faced with white resistance – a euphemism for a threatening mob and its racist rhetoric – appeared those members of the rising black middle class anxious to buy property in ‘ni ce’ neighbourhoods, with good schools and services10. In the South, however, the situation appeared much worse since no desegregation at all, especially in schools, had taken place until 1957; with the exception of two school districts in Tennessee, five in Arkansas and about one hundred in West and South Texas11. Even though the practice of lynching African Americans had been almost abandoned in the years 1950-1955, and the segregation walls started to crumble in many cities of the border states, the peripheral and even the Deep South12, racial discrimination was still a prominent feature of the American social, economic and political realities. Nevertheless, perhaps due to less-oppressive racial mores in the urban areas, the so-called urban ‘blacks’ found it much easier to co-ordinate social protests13. Historical Background In early 1953, the City Council of Baton Rouge, Louisiana, voted to raise bus fares, which aggravated the local Afro-American community, w hose members constituted more than eighty per cent of the passengers14. The reason for the discontent came from the existing segregation practice in public transportation, according to which African American men and women were allowed to sit or stand only in the back of the city buses, while the front ten seats – as reserved for white passengers – more often than not remained empty15. To add insult to injury, the system required African American

The Hiding Place, by Corrie ten Boom Research Paper

The Hiding Place, by Corrie ten Boom - Research Paper Example The Hiding Place, by Corrie ten Boom, with the assistance of Elizabeth and John Sherrill is a story of fear, faith, and miracles set within the truthful remembrance of World War II. In Haarlem, Holland, the ten Boom family is put into the position of occupation by the Germans in which they see the tragedy of their Jewish friends herded onto trucks and feel the need to act. Their father sets up a hidden room in their house in which they can help those who come to them to hide from being taken. Several emotional levels of experience are explored within the novel. The fear of being taken, the reaction to adjusting to terrifying living circumstances, and the fear that is ultimately a part of their lives after incarceration is explored through the events that take place. The faith of Corrie ten Boom that would go on to inspire others after her release is explored as she goes through horrific events and survives. As well, she tells the story of a series of miracles that helped her to live, despite the horrors that she witnessed. The story of Corrie ten Boom is defined by the belief in God that inspires her father to act in support of the Jewish members of his community that were in trouble and continues after they are captured and she experiences both loss and hope through the events that she attributes to miracles from God. The story begins in 1937 with the event of a celebration. Corrie is forty-five at the time, she and her sister having never married and living at home with their father who is a watchmaker. Corrie spends a good deal of time discussing her childhood and all the ways in which it summed up to her adult existence. Holland falls to the German invasion and her father, herself and her sister must make the choice as to whether or not to act in tandem with the resistance, or to ignore the plight of their fellow countrymen. They choose to act by hiding Jewish member of the community in a room that could be hidden. Eventually they are betrayed and incarcera ted, their father, who is in his eighties, dying within ten days of having been arrested. Corrie is ill when she is arrested and is put into solitary for an unknown period of time which might have been a month or more, isolated except for the hand that gives her food everyday. She finds ways to hold onto her faith, something coming to her aide whenever she felt that she could not withstand her circumstances for any longer. She writes in regard to the ‘company’ that she found â€Å"And I was not alone much longer: into my solitary cell came a small, busy black ant† (Ten Boom, Sherrill, & Sherrill, 2009, p. 165). The ant symbolizes provision, the creature a survivor through its ability to provide for its colony, just as Corrie finds in her faith a way to provide for her survival. Corrie and Betsie, her sister, are eventually reunited as they are sent to Vught Prison and the two are eventually sent to Ravensbruck. Ravensbruck was a concentration camp which was housi ng anywhere from 45,000 to 60,000 female prisoners in 1944 who were mostly political prisoners who had defied the Nazis during World War II (Albert-Lake & Litoff, 2006, p. xxi). In these walls, Corrie and Betsy faced horrors of the concentration camps, Betsie finally dying from her weakened condition from heart problems that had always plagued her. Corrie records many small miracles that helped her to survive during incarceration. There was a small vitamin bottle that was sneaked in to help to keep Betsy strong and the bottle never seemed to run out of pills. They had obtained a copy of the gospels, and while religious material was routinely confiscated, theirs was never taken

Autonomy of Financial Institutions Research Paper

Autonomy of Financial Institutions - Research Paper Example While politicians and regulators propose a regulated trade system that would mitigate risks of default of one party, maintaining transparency, and providing consistent prices, the bankers pull in the complete opposite direction. The banks want the market to remain as it is whereby over the counter derivatives (OTC) remain unregulated and with unpublished prices to the public. Banks warn that any ban on the unregulated OTC will upset the current markets and lead to possible lawsuits. However, the European Commission maintains that its proposal for a regulation is meant to protect consumers, and spur competition. Thus, on this issue, bankers and politicians hardly see eye to eye. The U.S, as an answer too to the Great Depression, also passed the Dodd-Frank Wall Street Reform and Consumer Protection Act, geared towards more regulations for the financial institutions. However, it lacks the cutting-edge proposal of banning the over the counter derivatives. It should be remembered that these proposals are law in no shortage of critics. While some people, especially bankers, say that it encroached too deeply into the financial institutions’ regulations; others argue that it is hard enough to curtail the possibility of another financial meltdown.  If the banks continue in the direction where there are no published prices for the OTC, no specified quantity and quality on the deliverable, then there is an obvious lack of transparency. This grey region only benefits the  banks. It cushions them from taking the responsibility of the financial losses.  Bankers argue that the small companies which have not attained the exchange listing requirements will be l ocked out of the securities trade if the government bans the OTC. Markets in Financial Instruments Directive (MiFID) proposal is clear cut- it wants to ban the over the counter derivatives.

Fundamentals of finance Essay Example | Topics and Well Written Essays - 2000 words - 1

Fundamentals of finance - Essay Example Among other channels that ITV Plc owns include ITV2 that was formed in 1998, ITV3 that was formed in 2004, ITV4 that was formed in 2005, and CITV launched in 2006. ITV Plc has continued to grow. It acquired Friends Reunited in 2005 and 2007 saw two more acquisitions which were 12 yard, previously independent producers and Jaffe entertainment LLC, in which it took a controlling stake. Not every business for ITV Plc were acquisitions, in 2010 it sold some stake for $50 million in Screenvision and in 2011, ITV PLC acquired Channel Television and launched ITV1+1 (ITV PLC). ITV Plc has two major products ran in broadcasting and production. Broadcasting is done through a series of ITV channels that include ITV1-4, CITV, and Freeview while online service is provided by itv.com. These generate revenues through advertisement and viewer competitions. Production involves ITV studios which offer production operations, international distribution, and entertainment among others. ITV studios also g enerate programmes viewed through ITV channels (ITV PLC). WPP PLC Wire and Plastic Products (WPP) Plc is one of the biggest advertising companies as measured by revenue and with presence in 108 countries. It started in 1971 solely to produce wire shopping baskets. The company was renamed WPP Group upon the entry of Martin Sorrell as the Chief Executive Officer (CEO) in 1985 after purchasing some state in the company. Sorrell put structures in place that were geared towards market leadership. Subsequently WPP Plc acquired many marketing services companies not only in UK but also in US. In 1987 alone, it acquired three companies, that is, J. Walter Thompson, Hill and Knowlton that was a public relations firm, and MRB Group which was a market research company (WPP PLC). Its fast growth saw it listed on NASDAQ in 1988 and this prompted its entry into US where it persisted with its acquisition of marketing services companies. In 1992, it was named the best agency group in the world by Ad vertising Age, a magazine that is market and media oriented, after acquiring The Oglivy Group together with its advertisement and public relations agencies. The same year saw a launch of CommonHealth that became a specialist in healthcare communication (WPP PLC). In 1995, WPP Plc ventured further into research an established Kantar, a company that steered research interests of the group. The group’s entry into Asia was seen in 1997 when it launched Mindshare, a company that offered the media planning, research, and buying options. It was then listed in London stock exchange (LSE) in 1998 following its formation of an alliance with Japan’s third biggest advertising agency, Asatsu-DK. Its acquisitions did not end there. In 1999 it bought Lambie-Nairn which specialised in corporate identity and Prism Group, a marketing company with big interest in sports. What followed in 2000 was the largest acquisition in the group’s history. Young and Rubicam Group with all its agencies and presence in many countries became part of WPP Plc. Other acquisitions included Cordiant Communications Group, Grey Global Group in 2005, TNS in 2008 (WPP PLC). WPP Plc proud itself in the research and advertisement arena with many awards that include Cannes International Advertising Festival awards, best in employing a number of digital staff by RECMA, 41st position out of 500 by Newsweek Green rankings in 2011, most effective company

RHETORICAL ANALYSIS (VISUAL DISCOURSE) FOR DARYL CARGLE CARTOON FOR Essay

RHETORICAL ANALYSIS (VISUAL DISCOURSE) FOR DARYL CARGLE CARTOON FOR THE HALLOWEEN IN 2007 - Essay Example Today, mankind behaves in an utterly foolish way-blinded by its own sinful ego and willing ignorance. No wonder history always repeats itself. It is startling to see as we study history, to realize that the same type of Nazi-fascism at work in our government today, is clearly evident in past tyrant dictatorships. It was none other than the tyrant Adolph Hitler who stated... "What luck for the rulers that men do not think" !! Literally, today's world is filled with a bunch of people who believe everything they here on FOX NEWS. Here's a good quote..."A man's judgment cannot be better than the information on which he has based it... Give him no news or present him only with distorted and incomplete data, with ignorant, sloppy or biased reporting, with propaganda and deliberate falsehoods, and you destroy his whole reasoning process and make him something less than a man." (Sulzberger 1948). The cartoon although portrayed in a funny way (and it should be) make the viewer think of the painful plight of fellow human beings around him. For example take the case of Iraqi war. Life is meaningless to the rich selfish monsters that inflict terror upon innocent civilians through military force.

Proposition paper on an ethical in Communication, possibly misogyny in Essay

Proposition paper on an ethical in Communication, possibly misogyny in rap lyrics but topic is flexible - Essay Example This can discourage individuals to communicate unethically. A result will be a more consistent communication in the organization that will give fewer problems. Media of social communication is generally said to develop good or evil communication in people. We might blame media for unethical communication in the society but one should understand that media is not a blind force of nature which is out of human control. But people have to choose if they want to adopt bright side of it or darker. Professional communicators should promote development and enforcement of ethical codes of communication for their profession, public representatives should provide them full support in doing that. Religious bodies and other cultural groups should also be a part of this effort. Communication ethics are known to be cultural specific. What is considered ethical communication in one culture may be considered unethical in another (Chiu, 2003). Because of globalization, individuals from different parts of the world may come together to work in an organization. Values, communication and culture help determine individual behavior. Thus, there are very different interpretations of what sort of communication is ethical or unethical in a given situation. Each individual have their own communication skills and the perception of what is right and ‘wrong’ way of communication may be different Our approach towards means of communication has to be fundamentally positive and encouraging. We should not just simply stand in judgment and start condemning; rather, we should support those professionals who are involved in communication and set out positive principles in their work. Schools and colleges can provide ethical communication education and that will help students to understand how to identify and deal with communication issues (Kreitner and Kinichi, 2001). Teachers can be sent to seminars, workshops and video training sessions to learn about ethical communication issues so

Observation Mini-Study Research Paper Example | Topics and Well Written Essays - 500 words

Observation Mini-Study - Research Paper Example Using direct observation as the main approach to data collection, the researcher sought to establish whether the hypothesis of racial disparity in the sitting arrangement existed, and possibly find ways of resolving the issue by creating race parity. The researcher sought permission from the university and the management of a middle-level restaurant existing near the university well in advance prior to the study. The restaurant is situated a few miles from the university, a development that limited research-related costs upon the researcher. Sitting comfortably at the back of the restaurant between 11:00pm and 4:00pm, the researcher gathered information about the sitting arrangements, the people’s behavior and what they were saying. The outcomes revealed that in deed more whites preferred executive seats and tables stationed at the front part of the restaurant with more adequate spaces between them and tended to refer to the other races in derogatory remarks like â€Å"front seats are for whites†. In light of this, people of color including Hispanics, blacks, Africans, and Asians found themselves relegated at the back of the restaurant where the furniture were more closely-packed. This finding lends credence to the hypothesis that racial disparity plays out in the sitting arrangement of people in US restaurants. Observation as a method of research has merits and demerits. A major merit of conducting observation research is that the researcher can record what they see and hear as the focus group goes about their normal activities in real life situations, rather than relying on what they say they do (Maxfield, & Babbie, 2010). As Maxfield and Babbie (2010) have pointed out, in Criminology, observation is the main source of securing information, especially in situations where approaching criminal suspects for interview or written responses is less likely to precipitate

Future Concerns - Gattaca and Fahrenheit 451 Essay Example for Free

Future Concerns Gattaca and Fahrenheit 451 Essay Popular fictions texts expressing views of the future educate audiences about current issues and the dystopias that develop from them. Texts such as the film ‘Gattaca’, directed by Andrew Niccol and novel ‘Fahrenheit 451’ by Ray Bradbury explore futuristic societies and the implications that become of their innovation. Although entertaining, texts such as these are didactic and must be taken seriously, as they communicate messages to audiences regarding prevalent concerns and possible futures based on society’s choices. Gattaca’ (1995) directed by Andrew Niccol, follows the story of the underdog Vincent, who is challenged by genetic discrimination against ‘in? valids’ like himself. Through an elaborate identity switch and the help of ‘genetically advantaged’ Jerome, Vincent prevails to achieve his dreams and find his place at Gattaca Space Station. Niccol utilises conventions of film to convey messages to the audience by highlighting issues relevant to the context of production. Gattaca’ incorporates many themes which highlight the corruption and inequality in this strange, new world. Niccol explores concepts such as elitism, perfection, inequity and modernism. This film opens with two contrasting epigraphs, which entices viewers’ interest into moral themes in ‘Gattaca’. The first quote reads: â€Å"Consider God’s handiwork; Who can straighten what He hath made crooked? † Ecclesiastes 7. 13. An interpretation of this quote is that life is intended to be left alone to take its course, which is contradictory to many ideas in ‘Gattaca’. The quote following reads: â€Å"I not only think that we will tamper with Mother Nature, I think Mother wants us to. † Willard Gaylin. This presents audiences with differing opinions to contemplate as they consider what scientific advancements their own future holds, watching Vincent in his. The opening scene is an extreme close up shot of Vincent’s fingernails, hair follicles and loose skin, against a blue cubicle. The extreme close up shot suggests importance as the camera focuses in on the subject matter, emphasising the significance of Vincent’s DNA. Sterility and cleanliness is suggested by the use of cold, deep blue hues. The use of blue is constant throughout the film, as is the significance in detail. These concepts tie to other scenes, such as ‘The Eyelash’, where Vincent’s own ‘invalid’ eyelash is discovered during a murder investigation. This concept highlights the precision of technology in the future, and that life with such structure becomes complicated. Audiences can learn lessons from examples such as these scenes s they can relate the situations Vincent is put in with possible futures based on the direction society is heading in present times. Another effective technique demonstrated by Niccol is the first person narration by the central character, Vincent. This is important for the development in the movie, as Vincent is the protagonist we are encouraged to empathise with. Therefore, the use of bias narration and perspective is effective in supporting the ideas presented in the film. Following the opening scene is ‘The Not Too Distant Future’, which cuts to a low angle shot looking up to the bold, symmetrical lines of the building. In this shot, Gattaca is shaded in black and grey tones, also indicating the power and formality of the institution. As the camera tilts down, the strong lines and colouring remain constant as view of the staff are also brought into the frame. Directors have dressed actors in blue business suits, again, enforcing the concept of formality, conformity and sterility. The uniformed staff are very bland and indistinguishable from one another in their uniformed clothing. Silence is broken by the rising volume of diagetic sound effects, such as the beeping sound of accepted ‘valids’ through the turnstile, as well as an anonymous greeting by a placid female voice: â€Å"Welcome to Gattaca†. These techniques develop the idea that society has become lifeless and ‘black and white’, as Gattaca presents characters as clinical and robotic products of genetic modification, teaching audiences about social issues that relate to futures.

Racial and Ethnic Identity and the feelings of Acceptance and Belongingness Essay Example for Free

Racial and Ethnic Identity and the feelings of Acceptance and Belongingness Essay Ethnicity generally refers to a person’s affiliation with a particular ethnic group, or to their sharing qualities, characteristics or customs of that ethnic group. Ethnic identity, on the other hand, has been linked to the sense of belongingness and identification of an individual within a cultural group. The first use of ethnic identity in 1896 by French nationalist and scientist, George Vacher de la Pouge, was synonymous with racial identity which means the â€Å"natural and counterfeit cultural, psychological and social characteristics of a population. † (Timble) According to Smith, â€Å"Ethnic identity is the sum total of group member feelings about those values, symbols, and common histories that identify them as a distinct groupâ€Å" (Smith, 1991) Charlesworth (2000) maintained ethnic identity development to be an essential human need that provided a sense of belonging and historical continuity and created a foundation on which to build a concept of self. On the other hand, Tajfel (1981) described ethnic identity as part of an individual’s self-concept developed from knowledge of membership in a cultural group and the value or emotional significance attached to that membership. However, moving to another community with different culture and ethnicity, like in the case of migration, compromises the maintenance or preservation of ethnicity in relation to the individual’s belongingness to the majority. Parents of the next generation strengthen ethnic identity development of their children by ethnic socialization. Ethnic socialization consists of three themes: 1) understanding ones own culture, 2) getting along in mainstream society, and 3) dealing with racism. (Steinberg, 1996) Racism and racial discrimination has long been a concern of the immigrants and their descendants. The inherent characteristics like skin color, language, religion are parameters in racial identity which sometimes lead to racial discrimination. Belongingness sometimes adapts the adage â€Å"When in Rome, do as the Romans do† which lose their own self-identity and ethnic identity. Maintenance and preservation of ethnicity and original culture is subjected to a strong pressure of the host country’s culture. For example, language is an important issue for the immigrants. The influence of the communication speeds up to learn the host language that previously, the adaptation of language is in the third generation, now the trend is in the children of immigrants. The growing population and influx of immigrants face debates regarding complex issues which dictate acceptance and belongingness of the immigrants to the host country. Prejudice and discrimination may be directed toward an immigrant’s status as a newcomer as well as against his or her ethnicity or race. In Europe, there is a growing concern on how the immigrants affect their culture and national identity which comes with common language, heritage and ethnicity. (Cohen, 2000) Further queries have been raised whether or not to absorb the immigrants and allow them to participate in their national activities or to allow them to become their citizen without the thorough knowledge of their culture and heritage. During elections, opposition to immigration is always an issue in some countries like Britain, Switzerland, Denmark, Italy and Sweden. (Cohen, 2000) Immigrants in some countries are also subjects of distrusts and fear. Opposition to immigrants often claims that immigrants have something to do with crimes and unemployment, if not low-wage jobs. Racial discrimination tends to set in which affects the acceptance of immigrants to the host country and if not properly addressed to by the government will give negative effect to both the immigrants and the host country. Ethnic discrimination was identified by Garbarino (1999) to be one of the risk factors that contributed to youth violence. Rejection and estrangement from the macroculture experienced by many children significantly contributes to acts of violence. Consequently, immigration issues become the central topic for studies of different researchers and sociologists to minimize conflicts. (Garbarino, 1999) There have been clamor that immigrants are linked with social crimes in the host countries. This was contradicted by some researchers who conducted related studies. Based on the studies in Little Village conducted by the Harvard sociologist Robert J. Sampson, having high number of immigrants does not mean high number of crime. Though Little Village is poor, a relatively low incidence of violence is recorded. (Eval Press, 2006) At least, inacceptance and prejudices to immigrants and their children will lessen a bit by the findings of the researchers done by these sociologists.

Role of the Hadith in Shaping Muslim Identity

Role of the Hadith in Shaping Muslim Identity Islam is a religion both of the book and of tradition. Both of these avenues are, to some extent, sacred for the Muslim. In this way it is akin to other major religions of the world. For example, in Catholicism, there is a veneration of both their Sacred Scriptures and their Sacred Tradition (though this veneration is equal in Catholicism). For most Muslim traditions, however, the veneration of the Quran and the Hadith (the traditions) is not equal, though perhaps it could be justly said that for all Muslims the Hadith is venerated second only to the sacred Scriptures of Islam (i.e., the Quran). This is true for all the major branches of Islam: Sunni, Shiite, and Sufi. However, it is not true that the Sunni Muslims have the exact same Hadith as either of the other branches (and vice-versa). The traditions contained within the Hadith are not uniform among the various major branches of Islam. But, owing to this high veneration of the Hadith among all Muslims, the Hadith has been instru mental and important in shaping Muslim identity. The Nature of the Hadith But, what is the Hadith, exactly? According to Norman Geisler and Abdul Saleeb, in their recent work on Muslim and Christian agreements and differences, they give the following definition: Hadith: Literally, a story; an oral tradition later written down of what the prophet supposedly said (sunna), did, or approved ofsomething said or done in his presence, (Answering Islam, 338). This seems to be attested-to by other scholars. The Sunnis themselves get their name from its relation to sunna and their being followers of the sunna, (R.C. Zaehner, Encyclopedia of the Worlds Religions, 170). It is interesting to note that the Hadith, although it has a pragmatic end in that it further clarifies vast aspects of Islamic life, shows a particularly strong devotion to the Prophet Muhammed. Akbar S. Ahmed notes this too when he writes, So great is the respect and affection the Prophet commands that his very sayings, hadith, are the source of wisdom and social practice in the Muslim world, (Islam Today, 18). In many ways, this links Islam with other major religions of the world wherein the sayings and doings of the founder of a religion are often the most revered content of the religion. The Hadith as a Source of Great Reverence for the Prophet The second part of the five-part creed of Islam indicated the orthodox view of Muhammed. That is, he was merely the Prophet of God. He was, to be sure, the greatest prophet who superseded all prior prophets, but he was still a mere man. It used to be common practice even up to the mid-twentieth century for Westerners who were not themselves Muslims to refer to Muslims as Mohammedans. This came to be seen as a very offensive reference, according to Muslims because it tended to draw too strong a parallel to Christians being the followers of Christ, as Mohammedans were the followers of Muhammad. For the Christian, Christ is the God-Man. That is, the early Church long ago defined that the one person of Jesus Christ has two natures: one human and one divine. He is both God and man in one hypostasis (i.e., one person). This is, however, not at all the view held toward Muhammad, who is a mere, though extremely blessed, mortal man. The Metaphysical Distinction Between Gods Word and the Hadith However, one must remain clear that the reverence given to the Scriptures (i.e., the Quran) must be distinguished from that given to the Hadith. The difference lies in a distinction between the very words of God (which is what sacred scriptures would be, according to all theistic religions) and those writings or oral traditions that, while perhaps protected from error, are nevertheless not the very words of God breathed-out, as it were, upon the pages of the scriptures. For Reform Jews, the Talmud (a collection of writings dealing with moral and legal matters) is to be revered in much the same way as the Hadith is for Muslims (R.C. Zaehner, Encyclopedia, 37). Likewise, the Catholic Church has a Magisterium, which produces official writings from its Church councils and, at times, from its popes. These writings of the Magisterium are to be faithfully held by all Catholics everywhere (R.C. Zaehner, 140-1). They are not tantamount to the divine revelation of Scripture and Tradition toget her, but they are given a reverence not unlike the Islamic reverence given to the Hadith. As the Muslim scholar Badru D. Kateregga explains the distinction, The Hadith is not a Holy Book (revelation) as the Quran and the previous Scriptures. However, to the Muslims the importance of Hadith ranks only second to the Holy Quran. The Hadith is complementary to the Quran. It helps to explain and clarify the Holy Quran and to present the Quran in a more practical form. As Muslims, our knowledge of Islam would be incomplete and shaky if we did not study and follow the Hadith. Similarly an outsider cannot understand Islam if he ignores the Hadith. This last statement by Kateregga particularly notes the strong similarity to the other major theistic religions of the world. It could equally be said that with having only the Jewish scriptures and without the Talmud one could not properly understand Reform (and perhaps Conservative) Judaism. So too, having only the Bible, without learning any of the teachings that have come out of the major councils of the Catholic Church, one could hardly arrive at, or understand, Catholicism. Early History of the Hadith: Relation to Shariah Law Early on in Islamic history, there was a desire to have the law of the lands of Muslims be a law based explicitly on the writings of the Quran. However, there were soon found to be many instances wherein the laws contained in the Quran did not forthrightly apply to all relevant instances. So, the various Islamic societies had to extend the sources past the Quran alone. One of the sources to which Shariah Law extended for a source of itself was to the Hadith. It is difficult to describe exactly what comprises the foundation of the Shariah Law. Geisler and Saleeb delineate four bases of it: the Quran, the hadith, ijma (consensus of the community), and qiyas, the application of analogical reasoning to the other three sources for the deduction of new rules, (Answering Islam, 84). What this seems to amount to in practice, according to the entry on Law and Society in the Oxford History of Islam is that it is only when the ijma supports the independent thinking or juridical opinions of a pa rticular instance does this instance obtain the luxury of being a binding force of a ruling (hukm) of Shariah, (110). This is a clear instance of the importance of the Hadith in shaping Muslim identity, as all Muslim societies, to some extent or another, adopt Shariah Law as either a guiding or binding force upon all those within a given Islamic nation. The Early Search for Authentic Hadith Additionally, by the second century after the founding of Islam, there were found in the various Islamic legal schools so much variation between them, as to the Islamic law itself and/or its application, that a search for the authentic Traditions became necessary (Zaehner, Encyclopedia, 171). Soon they were divided into three categories (definitely reliable, questionable, and likely unreliable) and eventually collected into six great collections, which are still in use today. Therefore, a search soon began for all the authentic Traditions of the prophet recorded by his contemporaries, also known as the Companions of the Prophet. These Companions were thought to be eye-witnesses and recorded that which they knew the Prophet Muhammed to have done or said on legal or moral issues not definitively laid out by the Quran. Where such Traditions were found to exist, it was held, the rulings they contained, explicitly or implicitly, were decisive and mandatory for all Muslims. The sunna (prac tice) of the Prophet obviously superseded all other sunnas, and still more any speculative reasoning, (Zaehner, 171). Some (Perhaps) Uncomfortable Applications of the Hadith in the Modern World With the rise of the Taliban regime in modern Afghanistan, there was an attempt at a strict application of various passages of the Quran and the Hadith. There were many indirect applications based loosely upon the Hadith (e.g., no television-watching, the closing of girls schools), but there were also a number of applications based directly on the hudud criminal punishments derived from the Quran and Hadith (e.g., amputation for theft, death for murder, stoning for adultery, Oxford History, 660). Another application of clearly affirmed traditions within the Hadith is that of martyrdom especially within a context of jihad (Esposito, What Everyone Needs to Know about Islam, 133-4). In the Hadith, there are many descriptions of rewards given to those who die for the struggle of Islam. Reforming the Hadith? Upon some of these considerations of the application of the Hadith, some have called for a large-scale reform of the Hadith to suit modern ways and understandings. One of the first of these was Sayyid Ahmad Khan (1817-98). He even questioned the historicity and authenticity of many portions of the Hadith. Some more current legal reformers have called for various subtle distinctions as means of arriving at a middle-ground, which would preserve much ancient understanding of Islam, but would also simultaneously make certain applications of the Hadith (and even the Quran) as necessarily time-bound and culture-derived. For example, some who have been called revivalists and neomodernists have made a distinction between what might be called the eternal portions of the Quran and the Hadith and those that are the result of fallible human understanding of the eternal laws and their subsequent application, known as fiqh (Oxford History, 685). A further distinction along these lines could be bro ken down according to ones vertical responsibilities (i.e., with respect to God) being unchanging, yet ones horizontal responsibilities (i.e., socially with respect to ones fellow man) being open to change and further refinement. There are even those who call for more extreme reforms in the Muslim faith. A recent example would be found in the journalist Irshad Manji in her recent book The Trouble with Islam: A Muslims Call for Reform in Her Faith. In the book, Manji seems to advocate that it is possible for portions of the Quran and Hadith to even be in error, particularly those portions that are often used to advocate violence against non-Muslims (or non-perfect Muslims). Concluding Thoughts Of course, this type of recent line of thinking along reforms (however large or small) has led some traditionalist Muslims into an even more entrenched position in their, what we might call, fundamentalism their strict adherence to all things ancient in Islam, even the application of the Quran and Hadith in Shariah law (a la the Taliban). However, such a reaction from traditionalist is not at all unexpected by anyone, least of all the reformers themselves. However it might end up being resolved and the conflict towards reform, which seems to some extent inevitable, are brought to a close, it is likely that the role of the Hadith in this and future generations will be a moderated one. Of course, just what exactly will moderate it remains to be seen. Will it be reason alone that triumphs? Will it be a rush toward even more modernity in Islam? The world eagerly waits to see.

A Farewell To Arms Essay -- Essays Papers

A Farewell To Arms Ernest Hemmingway’s â€Å" A Farewell To Arms† is classic display of literature. The way he develops his characters is ingenious. In the beginning of the story I did not like the way it was going. As I read deeper into the book, â€Å"A Farewell To Arms† I discovered the complexity of the characters themselves. I discovered that Frederic Henry was a rather complex character as well. When you are finally given the full picture of Frederic Henry, you realize that he can be described in several different ways. First, Frederic Henry is a round and very dynamic character. You also realize that because Mr. Henry’s mannerisms are so easily recognizable, he is a stock character as well. The point of view in the story is written in first person. The first person point of view is that of Frederic Henry. The stories underlying theme is identity. Throughout the whole story Frederic Henry is revealing himself to the audience and discovering himself at the same time. A secondary theme in the story is that Catherine, Frederic’s love interest, is slightly crazy. Throughout the story, I was intrigued by the things that Frederic Henry revealed to the audience. While reading the story it was as if you were right there with Frederic, going through the same things he did, and knowing every intimate detail. The aspects that Frederic Henry display are the aspects of a well developed character and a true war hero. The first aspect I would like to touch on is that Frederic Henry is a well-rounded character. As the story progresses we learn more and more about the character Frederic Henry. Though it may seem like a small point, a good example of how we learn more about Frederic as the story progresses is the fact that he is nameless in the first four chapters. Throughout the first four chapters, Frederic Henry is referred to as â€Å"lieutenant† by his peers and â€Å"baby† by his girlfriend. Its not until chapter five that he is referred to as â€Å"Mr. Henry†. Then we learn his full name, Frederic Henry, in chapter thirteen. Another example of Frederic Henry being a round character is that he is closely involved in just about every part of the story. Of course he would have to be involved in the majority of the story because it’s basically the confession of his life. The entire story we learn about Mr. Henry, and we watch him grow to become a good man. Even when F rederic is not... ...ounded and dynamic character. The fact that Frederic Henry was a stock character made him easy to recognize and therefore made the story easier to follow. Though the story was told through a first person point of view Ernest Hemmingway kept the story interesting by telling it through a plural first person. The underlying theme of the story was identity. Frederic spent the whole story explaining who he was to the audience. The way Frederic told the story, he made it easy for the audience member to identify with him, therefore making it easier for the audience member to put themselves in his place. An interesting secondary theme is the theme that implies Catherine is crazy. Because of things Catherine says and does the crazy theme seems to fit her personality. Throughout the story there is plenty of evidence of all these things and these aspects made the story even better and much more fun to read. Bibliography: Gellens, Jay. Twentieth Century Interpretations of A Farewell To Arms.Englewood Cliffs, N.J. 1970. Lewis, Robert. A Farewell To Arms (A War With Words). New York, 1992. Monteiro, George. Critical Essays On: Ernest Hemmingway’s A Farewell To Arms.New York, 1994.

romanticism Essays -- essays research papers

Romanticism and Rationalism Romanticism began in the mid-18th century and reached its height in the 19th century. The Romantic literature of the nineteenth century holds in its topics the ideals of the time period, concentrating on emotion, nature, and the expression of "nothing." The Romantic era was one that focused on the commonality of humankind and, while using emotion and nature; the poets and their works shed light on people's universal natures. Romanticism as a movement declined in the late 19th century and early 20th century with the growing dominance of Realism in the literature and the rapid advancement of science and technology. However, Romanticism was very impressionative on most individuals during its time. Rationalism or Realism was erected during the mid 19th century. Realism are ideas that are brought up in philosophical thinking. The realistic movement of the late 19th century saw authors accurately depict life and it's problems. Realists attempted to gi ve a comprehensive picture of modern life by presenting the entire picture. They did not try to give one view of life but instead attempted to show the different classes, manners, and stratification of life. The Rationalist recognizes that they must master their own destiny, using their unique powers of reason and the scientific method to solve problems. Such authors that represent these two eras are Ralph Waldo Emerson, Henry David Thoreau, William Wordsworth and Charles Darwin. Romantics believed that one needed to understand nature to understand oneself. In other words, only through nature could one discover who they are. Emerson shows this in his writing called "Nature". In the exert "†¦man beholds somewhat as beautiful as his own nature." This depicts Emerson's feelings toward nature; view nature as you view yourself. If one views nature as caring and compassionate, one will also see themselves as caring and compassionate. Similarly if you understand na ture you will know yourself better. As one gains wisdom from nature, one begins to realize that understanding is a gate way to the divine as well as to oneself. Other writers also agreed with this notion of nature. In the essay "Walden" by Thoreau, Thoreau had left society to move into a shelter outside of his town. By living on only the necessities he lived his life as simple as he could, thus fin... ...eling of the lump of figures in the center of the raft. The X form of the composition draws your eye all around the composition. The eye starts at the top right with the Revolutionary figure holding on to a piece of cloth in the colors of the French Revolution and then is drawn down the diagonal. Gà ©ricault then depicts the striving, the dying, and the dead as they overlap each other in a fierce struggle to survive. The eye is then drawn up and down the dark opposing diagonal. This whole scene is then placed on the mighty ocean to delineate the fact that the raft is a metaphor for France being on a hostile ocean of depravity. The Grande Odalisque also typifies Romanticism. Ingres, using example such as the Mannerist Parmaganino’s Madonna with a long neck, takes the artistic license to elongate the figure of this Turkish harem girl. Influenced by the neo-classical revival Ingres draws upon the Greek technique of flat linear forms and depicts his model in an impossible pos ition allow us the view of both her shoulders and her breast; the figure is given an extra three vertebrae in order to maintain this position. Ingres endows a feeling of sensuality into the figure instead of the pai

Rock And Roll Essay -- essays research papers

History of Rock and Roll   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Punk rock developed in the United States out of the raw and energetic music adored and played by garage bands of the mid-sixties. Many of these garage bands were started by kids in their teens who hardly knew how to play simple chords on a guitar or bang away at drums or cymbals in their own garages. The music was often played at a high volume as well.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The MC5 epitomized this. The MC5 (Motor City Five) was a high school punk band from Lincoln Park, Michigan. They played with a very loud and angry style. Their lyrics, which were refused airplay, were obscene and profane. The right combination of heavy distortion and two guitars enabled them to combine the power of heavy metal with the raw garage band sound.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Many punk songs were reactions to the glitter and glam rock bands of the seventies. The fact that groups were spending months, weeks, or hours in a studio, writing 15- minute songs, and playing elaborate shows with spectacular stage performances in front of thousands of people in large arenas really angered punk bands. Punk songs were generally simple and rather short. The lyrics told the way the 2 members of the band felt. They played small shows and did not put on any elaborate performances. The Sex Pistols were the epitome of a punk band. They were discovered in an...

Summary Response: Discrimination

JUST WALK ON BY Have you ever been obsessed by the fear of being different from other people? People usually give the wrong perception on the others based on their appearance, or their skin. In the article â€Å"Just Walk on by†, the uk/rhetorical-devices-in-night-walker-by-brent-staples/">author Brent Staples tells a story about his own experiences, which are how he was discriminated because of his appearance: a black man. The story begins when the author was mistaken for a criminal due to his black skin by a white woman. Although Brent Staples was just a graduate student, every time he went to the public, almost everybody, especially the women tried to run away from him.Simply, he is black, and they considered that a black man could be a rapist, a mugger or worse. The readers can picture how a young black man is isolated from the public through the author’s experiences: being perceived as dangerous on the street, or being mistaken for a burglar at work. At the end, he found out that he was not able to change the bad perception on his black skin, so he learnt to get use to it and tried to be successful. In response to the essay, there are three points that crossed my mind after read the article; specifically, these are the discrimination, the compassion and ways to get over the obstacles. Related essay: On Compassion SummaryTo begin with, discrimination is the first issue which was pointed out very clearly in the article. Discrimination has lasted for many decades. There are many kinds of discrimination, such as skin colour, religion, national origin, and gender. Although many laws, controversies, demonstrations have exploded to against the discrimination, a lot of people are still suffering from that issue. The victims often receive the bad perceptions of the others on their own appearances, and as the results, they are not trusted by anybody or even be considered as a criminal, and worse for the society.For example, the author was mistaken for a burglar at his workplace just because he is the black. He finally chose trying to be successful as a way to overcome the discrimination. However, how many people who are discriminated can be optimistic to get over their obstacles as Brent Staples did? The victims of discrimination usually feel stressed, depressed, and insult ed, so it’s very hard to think of a positive way to overcome it. Some of them choose to suicide or kill any people who hurt them. Obviously, they become worse as a result of discrimination.When we were born, nobody was able to choose our parents, skin colour or gender, so we have no rights to evaluate or give any poor perception on other people based on their appearance. Another point that I want to share after reading the article is the compassion. Being discriminated by other people is the worst feeling in the world. As a person who comes from a poor country, I am often affair of being discriminated. I’m not black, but some people gave me the bad perception because they thought that I come from a poor country which means I have a poor education.Everything I have is worse than theirs. Moreover, I used to be discriminated by a Vietnamese who was born in the America. He usually makes fun of me because I’m not good in English. As the results, I’m often relu ctant and feel shy when talking with a stranger in English. Back to the article, the author’s story about discrimination reminds me of a poem I read many years ago: COLOURED When I born, I Black, When I grow up, I Black, When I go in Sun, I Black, When I scared, I Black, When I sick, I Black, And when I die, I still black, And you White fella,When you born, you Pink, When you grow up, you White, When you go in Sun, you Red, When you cold, you Blue, When you scared, you Yellow, When you sick, you Green, And when you die, you Gray, And you calling me Coloured ? This poem was written by an African child. Eventually, discrimination exists everywhere in the world. The black is usually distrusted in both workplaces and society. In Brent Staples’ story, even though he had a good job in Chicago, he was still considered as a burglar. Not all coloured people are bad and aggressive, and not all the white are good.Therefore, as coloured people, we should show the talents and prove our values to the world that everything white people do, we can do it, and even better. The final thing i learnt from the article is the ways to get over the discrimination. I really admire Brent’s spirit when he faced to his obstacles. He chose to avoid misunderstandings and tried to be successful as ways to against discrimination. Actually, in life, we can see a lot of coloured people who used to be discriminated proved their own values to the world.For example, Michael Jackson, Whitney Houston, Mariah Carey and many other celebrities have showed their talents and been admitted by the millions people in the world. Plus, recently, Barack Obama is the first coloured president of America. Nevertheless, beside positive sides, there are some people choosing negative ways to overcome the discrimination. They suicide as a way to escape, or they kill anybody who hurts them. Sometimes, being friendly and optimistic is a good way to solve problems rather than being aggressive and pe ssimistic.Our skin colour doesn’t make any senses; the way we perceive and get over our obstacles will make our own values. In conclusion, I’m strongly against the discrimination, but I also sympathize with the author in the article, and I admire the ways he chose to get over the discrimination. There should have more laws and organizations to support and protect people who are discriminated. Moreover, nobody have rights to evaluate or comment, especially discriminate other people based on their appearances. This world might be peaceful and happy if everyone lived by such tenets as â€Å"Never cause discrimination between human and human†.