Peter Abelard Essays - Logicians, Peter Abelard, Hlose,

Peter Abelard Jacques Maritain Center : Readings Abelard Abelard, Peter, dialectician, philosopher, and theologian, b. 1079; d. 1142. Peter Abelard (also spelled Abeillard, Abailard, etc., while the best MSS. have Abaelardus) was born in the little village of Pallet, about ten miles east of Nantes in Brittany. His father, Berengar, was lord of the village, his mother's name was Lucia; both afterwards entered the monastic state. Peter, the oldest of their children, was intended for a military career, but, as he himself tells us, he abandoned Mars for Minerva, the profession of arms for that of learning. Accordingly, at an early age, he left his father's castle and sought instruction as a wandering scholar at the schools of the most renowned teachers of those days. Among these teachers was Roscelin the Nominalist, at whose school at Locmenach, near Vannes, Abelard certainly spent some time before he proceeded to Paris. Although the University of Paris did not exist as a corporate institution until more than half a century after Abelard's death, there flourished at Paris in his time the Cathedral School, the School of Ste. Genevi?ve, and that of St. Germain des Pr?, the forerunners of the university schools of the following century. The Cathedral School was undoubtedly the most important of these, and thither the young Abelard directed his steps in order to study dialectic under the renowned master (scholasticus) William of Champeaux. Soon, however, the youth from the province, for whom the prestige of a great name was far from awe-inspiring, not only ventured to object to the teaching of the Parisian master, but attempted to set up as a rival teacher. Finding that this was not an easy matter in Paris, he established his school first at Melun and later at Corbeil. This was, probably, in the year 1101. The next couple of years Abelard spent in his native place almost cut off from France, as he says. The reason of this enforced retreat from the dialectical fray was failing health. On returning to Paris, he became once more a pupil of William of Champeaux for the purpose of studying rhetoric. When William retired to the monastery of St. Victor, Abelard, who meantime had resumed his teaching at Melun, hastened to Paris to secure the chair of the Cathedral School. Having failed in this, he set up his school in Mt. Ste. Genevieve (1108). There and at the Cathedral School, in which in 1113 he finally succeeded in obtaining a chair, he enjoyed the greatest renown as a teacher of rhetoric and dialectic. Before taking up the duty of teaching theology at the Cathedral School, he went to Laon where he presented himself to the venerable Anselm of Laon as a student of theology. Soon, however, his petulant restiveness under restraint once more asserted itself, and he was not content until he had as completely discomfited the teacher of theology at Laon as he had successfully harassed the teacher of rhetoric and dialectic at Paris. Taking Abelard's own account of the incident, it is impossible not to blame him for the temerity which made him such enemies as Alberic and Lotulph, pupils of Anselm, who, later on, appeared against Abelard. The theological studies pursued by Abelard at Laon were what we would nowadays call the study of exegesis. There can be no doubt that Abelard's career as a teacher at Paris, from 1108 to 1118, was an exceptionally brilliant one. In his Story of My Calamities (Historia Calamitatum) he tells us how pupils flocked to him from every country in Europe, a statement which is more than corroborated by Ihe authority of his contemporaries. He was, In fact, the idol of Paris; eloquent, vivacious, handsome, possessed of an unusually rich voice, full of confidence in his own power to please, he had, as he tells us, the whole world at his feet. That Abelard was unduly conscious of these advantages is admitted by his most ardent admirers; indeed, in the Story of My Calamities, he confesses that at that period of his life he was filled with vanity and pride. To these faults he attributes his downfall, which was as swift and tragic as was everything, seemingly, in his meteoric career. He tells us in graphic language the tale which has become part of the classic literature of the love-theme, how he fell in love with Heloise, niece of Canon Fulbert; he spares us none of

Kylie Masshardt Essays (1647 words) - Education, Free Essays

Kylie Masshardt Essays (1647 words) - Education, Free Essays Kylie Masshardt Period 5 Mrs. Stephens 22 February 2017 How Standard is Standardized Testing Standardized testing costs billions of dollars a year while inaccurately measuring students' performance based on unfair and biased standards; This has not only caused the value of American education to decrease, but also cause the rise of the "creativity crisis" in the uprising American population. Although standardized testing allows students from across the country to be equally evaluated, many studies and test have proven that student's health, the value of teachers, as well as the student's future have been affected by these costly tests. All standardized tests are playing with what the creators of the test think is a "standard" and testing all students across America with the exact same questions. As standardized test become more prominent in the American school systems, the lack of individuality and creativity of students increases, "A 2010 college of William Mary study found Americans' scores on the Torrance Test of Creative Thinking have been dropping since 1990[] the blame [is] on the increase in standardized testing" (standardizedtests.procon.org). This is only one affect standardized tests have had on student's future. Furthermore, an excessive amount of testing may teach children to be good at taking tests, but does not prepare them for productive adult lives. Time spent on teaching students "proper" test taking strategies, could be better well spent by teaching students the importance of voting, how to do taxes, as well as how to properly manage money; All things that will prepare Americas future generations to be well-rounded citizens. An article on the pros and cons of standardized testing states," Standardized testing has not improved student achievement" (standar dizedtests.procon.org). In 2002, after the No Child Left Behind (NCLB) act was passed, the US slipped from 18th in the world on the Programme for International Student Assessment (PISA) to 31st place in 2009(standerdizedtests.procon.org). Again, proving that not only are these standardized tests failing to prepare students for the future, but also showing no improvement amongst the students' scores. Ultimately, there has been no evidence to prove that test incentive programs are working on benefiting students, their future, or education in general. The billion-dollar testing industry is notorious for making costly and time-consuming scoring errors, costing hard-working Americans billions of dollars in tax payer money. An article on standardized testing states, " NCS Pearson, which has a 254 million dollar contract to administer Florida's Comprehensive Assessment Test, delivered the 2010 results more than a month late" (standardizedtests.procon.org). Rather than spending the billions of dollars on ensuring students a fair and equal opportunity to have a valued education, billions of dollars are wasted on fixing the errors of companies such as Pearson. In 2009, Obama's Race To the Top initiative was signed into law, inviting states to compete for 4.35 billion dollars in extra funding based on the strength of their students test scores. This competition led teachers to help students, as young as 3rd grade, to cheat on these tests in order to receive this extra funding, " [] had students whose test papers showed high number of wron g-to-right ratios" ( Background of the issue, James Wallan). Teachers act as model for their students, and helping their students cheat to receive this extra funding is teaching young kids bad habits. In conclusion, each year billions of dollars are wasted on correcting the mistakes of large corporate companies when grading the standardized test, and when incentives are instilled, teachers are teaching their students that it is okay to cheat. Teachers prepare their students for these standardized tests all year long, and as the testing day approaches students become frantic and begin to develop testing anxiety. Around 16-20% of students, in a 2016 study, reported that they had high-testing anxiety before their tests, while 18% stated they had moderate-testing anxiety, making this the most prevalent scholastic impairment in the American education system. Not only are standardized tests causing unnecessary anxiety on students as young as third grade, but also robbing children of their childhood. Super-attendants, principals, and teachers have become fixated on preparing their students to ace these tests, they have begun replacing recess time with preparation activities for these tests. Recess plays a large role in the early development of

Integrated Marketing Communications 2 Essay Example | Topics and Well Written Essays - 2500 words

Integrated Marketing Communications 2 - Essay Example As a result, classy, trendy and fresh branded outfits are the norm for this age bracket of which the importance can be judged by a statement from Branded- a book written by Quart, Alissa (2003) where she writes "Inspired by the commercialization of youth and also by the signs of resistance to it, I decided to write Branded. The term brand suggests both the ubiquity of logos in today's teen dreams and the extreme way these names now define teen identities."It is for this age group that our paper will look into the mechanisms of branding for a medium-sized company in order to ensure the success of the hosting company and its designer line among the growing market of the youths. One of the most noticeable apparel that a person displays is his or her dressing. This is in fact one of the primary concerns for most of the population especially for females in the ever more fashion and appearance oriented societies that we now live in (John 2009, p12). Moreover, there has been a tremendous leap towards the disposition of branded clothing during the past couple of years which means that companies nowadays are investing more resources towards developing, grooming and maintaining their branded clothes collection which ultimately find preference over the traditional unbranded attires. It is extremely important that companies undertake a well planned and thorough marketing activity to initiate their clothing line in order to be able to compete effectively in the market against other local and international clothing collections. Branding for the youth One of the most important ingredients of marketing that either make or break the designer line's name and his success is branding. The first step in any marketing activity is to identify the target markets which in our case are the youngsters'between the ages of 14-22. It is this age bracket in which the adolescents seem to be standing at an awkward age where neither they are too young to play with the toys nor have they groomed into adults. Understanding the target market, their way of thinking, their activities and the reasons for the true desire to embrace designer outfits with a knowledge of what the teens really want to wear and show off is tremendously important for framing the entire marketing plan and consequently developing the right brand name and image and positioning it in the way youngsters really want it (Knox 2004, p15). What is needed is basically to know exactly what the youth want and delivering according to it. The entire process of branding should focus on the you th and their needs and desires. Understanding the target market For the youth who are lingering somewhere between childhood and adulthood, the craving for dressing and clothing is more than the desire to eat. It is this passion for outfits ranging from classy to gothic to rib-tickling tops, bright primary colors and baggy or tight fitting pants that the medium sized firm needs to capitalize on in an intelligent and creative manner. (Corporate Image Marketing 2009, p1) Once identified with the overall target market, the company now needs to segment this age group on the basis of tastes, preferences and activities. Within the youth age bracket of 14-22, there are the party

Hepatitis B Essay Example | Topics and Well Written Essays - 1000 words

Hepatitis B - Essay Example There are also two cases of Hepatitis infection. If a person develops the virus later in life there is a higher chance of the person’s body defeating the virus. The virus can take somewhere between weeks and months to clear the body in such cases. The infection can be deadly however, and is most lethal in infants. The disease can also become life threatening if it becomes mixed with different live problems. Currently, there are several different solutions to the virus. Antiviral treatments are available, as well as several different immune system boosters. New antivirals are always under investigation. Vaccines have also been developed in preventing the spread of the disease. Health workers and even some college campuses are now requiring this vaccine. The vaccine has been found to be highly effective, as it greatly reduces the number of viral incidents, as well as reducing the risk of liver cancer. The Hepatitis B virus is a double stranded DNA virus (Hepatitis). When it enters into a host cell, it locates the cell’s nucleus and changes the cell to produce viral proteins. Viral RNA is also produced, and transferred to the cytosol of the cell, where it translates the viral polymerase and core proteins. Using the polymerase protein the RNA is then converted into genomic DNA, and then the mature core particle leaves the cells through normal passageways (Hepatitis). The transfer of this possibly deadly virus happens between fluid contact of people. The virus can be transferred through â€Å"unprotected sexual contact, blood transfusions, re-use of contaminated needles and syringes, and vertical transmission from mother to child during childbirth†(Hepatitis). In low risk areas, drug abuse and unprotected sex are the main forms of virus transfer. In high risk areas however, the passing of the virus from mother is much higher, it can even reach a 90 percent chance of a mother passing the virus to her

ASTR123 H Assignment Example | Topics and Well Written Essays - 250 words

ASTR123 H - Assignment Example This globular marked as M13 had a determined distance. In his assumptions, Shapley believed that all the globular were of the same size. Later, he established that the sun was 50000 light-years from the center (Melia 31). On the other hand, Curtis agreed to Shapley findings that the globular clusters were not in the galaxy. However, he disagreed to his estimations of their distances. In Curtis opinion, these clusters were closer while the galaxy was smaller. Further, Curtis believed that the galaxy was a vast collection of the stars situated way from the boundary of the Milky Way (Melia 29). Therefore, despite the two agreeing and disagreeing on some facts, they both had a common idea that the galaxy was in the universe, something they argued out based on the position of the globular cluster in the Milky Way. And, if this was the case, which is not, then it could be concluded that the galaxy is the entire universe. In 1935, Andrew McKellar was in the in the astrophysical observation team during which, he involved himself in astrophysics research. It was then that he used the CN excitation doublet lines in 1941 to measure and determined the effective temperature of space to be 2.3 K. Around that period he establish this important discovery that could have earned him a Nobel prize, but the world was at war-world war two (WW II). Therefore, Andrew McKellar never had time to publish his findings. Again, scientist gathering to deliberate on this research was not possible. After the WW II, the world recovered, but in a sluggish rate. In 1952 when the astronomers had their first meeting in Rome, Andrew McKellar file had been forgotten (NaselÊ ¹skij, Dmitry and Igor

Morality In Candide And A Clockwork Orange Philosophy Essay

Morality In Candide And A Clockwork Orange Philosophy Essay Free will, morality and destiny, these are all concepts that people have been debating for thousands of years. In A Clockwork Orange and Candide these topics are addressed at length and make up the bulk of discussion throughout the novels. Candide is the story of a man trying to find his way in an unfamiliar world after having been kicked out of his home. A Clockwork Orange is about a teenager who commits a murder and is then selected for a treatment allowing early release from prison. The two are good examples of a philosophical tale and are thematically similar, except that they differ in the final moral message. The final line in Candide That is well said, but we must cultivate our garden. (Voltaire 96) can be interpreted as we must improve our world, whereas in A Clockwork Orange this line But now as I end this story, brothers, I am not young, not no longer, oh no. Alex like growth up, oh yes. (Burgess 198) shows that it is about personal growth. The similarities between that two , however, are much greater, focusing on the theme: there are limits to human free will. Candide and A Clockwork Orange both show free will exists, but differ in how they show the limitations upon free will. Firstly, in Candide, existence of free will is shown mainly through the philosophical exchange between characters. All this is for the very bestà ¢Ã¢â€š ¬Ã‚ ¦ said Pangloss. A little dark man spoke up Apparently the gentleman does not believe in original sin; for, if all is for the best then there has been neither fall nor punishment. I very humbly beg Your Excellencys pardon, for the fall of man and the curse necessarily entered into the best of possible worlds. Then the gentleman does not believe in free will? Your Excellency will excuse me, free will can coexist with absolute necessity, for it was necessary that we should be free; for after all, predetermined willà ¢Ã¢â€š ¬Ã‚ ¦. (Voltaire 13-14) This is one of the most important dialogues illustrating how Leibnitz optimism (that all is for the best) reconciles the existence of free will with the use of the Judeo-Christian origin myth. Pangloss stance is that after original sin human beings were sent to the best of all possible w orlds, the man hes talking to asked how we can have free will if this is so, and so Pangloss replied that it is necessary to have free will in order to be in the best of all possible worlds. Secondly, in A Clockwork Orange, it is shown that being human requires having free will, A man who cannot choose ceases to be a man. (Burgess 168). A couple of views are shown, those of Alex and F. Alexander and also of the government. The protagonist (although not a hero) Alex believes that everyone is born, to some degree, with an innate evilness, but we choose what we do. More, badness is of the the self, the one, the you or me on our oddy knockies, and that self is made by old Bog or God and is his great pride and radostyà ¢Ã¢â€š ¬Ã‚ ¦ But what I do I do because I like to do. (Burgess 47), evil is instinctive (because of God), but we make our own choices. F. Alexander in polar opposition believes that all are born good or as a tabula rasa (blank slate) and are spoiled by society and culture. Limitations on free will are shown in Candide through the impossibility of circumstances, which we can call destiny. Sure man controls his own will, but he certainly cannot control everything, for example the actions of others and those of God. Candide was about to be executed when the King passing by freed him, he is shipwrecked and then stuck in an earthquake, he finds out all the people he thought were dead are still alive, etc. these are some of the many events which Candide had no control over, but he had the freedom to choose how to act in these situations. And, in the end, Candide says we must cultivate our garden (Voltaire 96); improve our world, since we have free will. Lastly, in A Clockwork Orange destiny is also a limitation, but in a different way. There are things that we cannot change, for example: birth where, when, to whom, genetics, etc. It is shown how the environment that Alex grew up in has shaped who he is as a person and since a person is the sum of their experiences, which start off as out of their control (birth, childhood, etc.), it can be said that he is not entirely responsible for his actions. Another limitation is thought manipulation. You are what you think is an adage that sums this up and if you cant control what you think or feel you therefore cannot control your actions and do not have free will. This is shown in A Clockwork Orange with the Ludvico Technique; Alex is conditioned to experience extreme pain and discomfort when he has violent or other evil (as determined by the government) thoughts. Forcibly doing good is portrayed as being worse than choosing evil It may not be nice to be good, little 6655321. It may be hor rible to be good. And when I say that to you I realize how self-contradictory that sounds. I know I shall have many sleepless nights about this. What does God want? Does God want goodness or the choice of goodness? Is a man who chooses the bad perhaps in some ways better than a man who has the good imposed upon him? Deep and hard questions, little 6655321. (Burgess 105) and good is explained as being meaningless without the presence of evil, without a choice being made à ¢Ã¢â€š ¬Ã‚ ¦ by definition, a human being is endowed with free will. He can use this to choose between good and evil. If he can only perform good or only perform evil, then he is a clockwork orange-meaning that he has the appearance of an organism lovely with colour and juice but is in fact only a clockwork toy to be wound up by God or the Devil or (since this is increasingly replacing both) the Almighty State. It is as inhuman to be totally good as it is to be totally evil. The important thing is moral choice. Evi l has to exist along with good, in order that moral choice may operate. Life is sustained by the grinding opposition of moral entities. (Burgess 4). Both Candide and A Clockwork Orange posit the existence of free will. They both also show limitations on it, but have different limitations. Candides limitations are those of destiny and A Clockwork Oranges are those of destiny and manipulation. In Candide, through highly improbable situations, we are shown that there is a lot we cannot control, even though we have free will. In A Clockwork Orange destiny is shown, but as things we cannot choose like birth, and manipulation is the moulding of thoughts and feelings and therefore behaviour. In Candide the moral message is that free will should be used, we should act rather than romanticize because nobody else is going to. In A Clockwork Orange it is shown that since people have free will they also have a chance at redemption, no matter how rotten they may be, and that by taking away free will they lose that chance.

Capitalism Was Behind American Colonization of Puerto Rico Essay

Capitalism Was Behind American Colonization of Puerto Rico The platform upon which the United States was built, freedom, was erected in response to the oppressive nature of colonialism. On July Fourth, 1776, the original thirteen colonies declared their independence, because the weight of Great Britain’s colonial restrictions proved to be too burdensome. The Constitution was signed shortly thereafter to protect American citizen’s rights from being abridged in the future. America was created as a direct response to the harmful nature of colonialism, however it soon forgot its idealistic birth. Freedom for all became a free for all, under America’s capitalistic system. When America was confronted with the question of what it should do with Puerto Rico it had three choices: accept it as a state, give it it’s freedom, or use it for profit. Capitalistic America saw Puerto Rico as an easily exploitable market, and enabled America to overlook the inconsistencies colonization presented in constitutional terms, or the widespread suffering colonization would cause. Thus, capitalism was the deciding factor in America’s decision to withhold from Puerto Rico its freedom. Originally Puerto Ricans had high expectations regarding their future under American guidance. Puerto Rico wanted nothing â€Å"but American law, leaving no trace of Spanish legislation† (Trias -Monge 36). Under their new parent country, Puerto Rico hoped to receive universal male suffrage, American citizenship, elective mayors, free trade, and the right to elect a delegate to Congress, all of which had been denied them by Spain (Trias-Monge 36). Originally, implementing a system which would allow the maximum possibilities for Puerto Ricans to govern themselves was th... ...colony, its inhabitants became subjects rather than citizens (Fernandez 11). Americans justified their decision to exploit Puerto Rico and its people, through capitalism and its survival of the fittest mentality. Bibliography James Dietz, Economic History of Puerto Rico (Princeton: Princeton U Press, 1986). Ronald Fernandez, The Disenchanted Island: Puerto Rico and The United States in the Twentieth Ventury (Westport: Praeger Publishers, 1996). Lillian Guerra, Popular Expression and National Identity in Puerto Rico: The Struggle for Self, Community, and Nation, chs. 2-3 (Gainsville: U Press of Florida. 1998), 45-121. Library of Congress American Memory Collection LC- USF34- 012370- E Jose Trias-Monge, "The Shaping of a Colonial Policy," from Trias-Monge, Puerto Rico: The Trials of the Oldest Colony in the World (New Haven: Yale U Press, 1997), 36-51.

Critical Lens Essay on the book Night by Elie Wiesel Essay

â€Å"We must always take sides. Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented.† That quote is from Elie Wiesel in his Nobel Peace Prize Speech. I agree with the quotation. In the story Night by Elie Wiesel, many elements correspond to the quote and to the idea of silence and complicity. Wiesel says in his book that many different people were silent because they were not directly affected by the Holocaust, and thought that if they did something to try to stop it, then they themselves would get hurt. He also explained how people like Moshe the Beadle and other characters in Night who were humiliated by fellow Jews did not believe that the Holocaust was occurring. Overall, the Jews, God, and the German citizens were all silent during the Holocaust. Their silence encouraged the Nazis to gain strength and reach the magnitude of eventually massacring six million Jews. â€Å"I did not move. I was afraid,† (37) said the character Eliezer in Night. That quote refers to when his father is beaten at the concentration camp and Eliezer just stood there watching it and doing nothing to stop it. The setting of the story Night takes place in a small town of Transylvania in 1941. To this day Wiesel still feels guilty about his inaction. The silence of the victims and the lack of resistance to the Nazi threat is one way in which neutrality and silence helps the tormentors, or in this case the Nazis and never the victims who were the Jews. Even when Eliezer was being led to the fire pit and thought he was going to die, he did not try to run or escape. In the concentration camps, the Jews greatly outnumbered the Nazi soldiers. Maybe if they revolted then even though many would die in the attempt, many could still escape and the number of people who died would be insignificant to the amount of Jews who died when they did not rise up together. It is implied throughout the text that silence and passivity are what allowed the Holocaust to continue. Wiesel’s writing of Night is itself an attempt to break the silence, to tell loudly and boldly the new generation of people about the atrocities of the Holocaust. He feels that people need to know so that they can find out the warning signs and prevent anything so horrible from ever happening again. â€Å"Where is God? Where is He?† (61) someone behind Eliezer asked. This quote  from Night refers to when a child is hung in front of all the Jewish prisoners to scare them into behaving. â€Å"For more than half an hour the child in the noose stayed there, struggling between life and death, dying in slow agony under our eyes. And we had to look him full in the face. He was still alive when I passed in front of him. His tongue was still red, his eyes were not yet glazed.† (62) Behind Eliezer, he heard the same man as who said the above quotation asking: â€Å"Where is God now?† (62) And Wiesel heard a voice within himself say: â€Å"Where is He? Here He is–He is hanging here on this gallows. . . .† (62) Those quotes show that God was also silent during the Holocaust. It is the idea of God’s silence that Eliezer finds most troubling. Eliezer’s point of view during the story Night changes from not questioning why he prays, to believing that God is dead and does not care about him or any other person on earth. When a man asks, â€Å"Where is God?† (61) the only response is â€Å"total silence throughout the camp.† (61) Eliezer and his fellow Jews are left to wonder how an all-knowing, all–powerful God can allow such horror and cruelty to occur, especially to such devout worshipers. The existence of this horror, and the lack of a divine response, forever shakes Eliezer’s faith in God. At first Wiesel used to pray without questioning God’s existence. Now, Eliezer does not fast on the holy day of Yom Kippur and believes that God has died along with the boy that was hung. The silence of God shocks Eliezer and allows the Nazis to persecute them because the Jews hope for a miracle that never comes from a God who does not exist. â€Å"The opposite of love is not hate, it is indifference.† That quote is also from Elie Wiesel’s Nobel Peace Prize Speech. The German people living right next to the death camps such as Auschwitz and Buna could smell bodies being burnt, and could see the fire and smoke yet they did nothing. This is complicity, which is defined as the involvement as an accomplice in a questionable act or a crime (according to dictionary.com). The Germans were silent, and because of their silence, the tormentors and Nazis were able to further persecute their victims, who were the Jews and many other ethnic minorities that were used as scapegoats. In Night, Eliezer says, â€Å"Never shall I forget that nocturnal silence which deprived me, for all eternity, of the desire to live.† This famous quote can be interpreted to mean that  the silence of the Germans and the Allied forces is what really allowed the Jews to be murdered so heartlessly. Even though the German civilians did not do anything, Eliezer blames the Allied countries such as Great Britain and the United States for their slow response in reacting to the Nazi threat. It was said years after the Holocaust that if any powerful figure got on the BBC news radio station, telling all of the Jews to evacuate their homes and flee to Russia because all of the other Jews are disappearing, then more Jews might have been saved. Eliezer and his family were taken to Birkenau in 1944, when the war was already going on for many years. His family could have been warned and most likely saved from the Nazis. It was the neutrality and the lack of involvement of the Allied forces that led to the death of the Jews because they were not warned. In conclusion, the quote â€Å"We must always take sides. Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented† is valid because the silence of the Jews, God, the German civilians, and the Allied forces contributed to the mass murder of millions of people. All of these people in their own separate ways, due to their neutrality and silence during the Holocaust period, allowed the victims to be murdered. The Jews did not rise up against their tormentors, and therefore allowed themselves to be killed. God did not act to protect his â€Å"chosen people† and at the moment of a horrible sacrifice, God does not intervene to save innocent lives. The German people went along with Hitler’s grand scheme as puppets. Finally, the only way that the Jews could have had the opportunity of escaping their fate was if they were warned. The allies had the opportunity to warn the Jews, but didn’t, perhaps believing that other countries would warn the Jews. But they didn’t. â€Å"In Germany they came first for the Communists, and I didn’t speak up because I wasn’t a Communist. Then they came for the Jews, and I didn’t speak up because I wasn’t a Jew. Then they came for the trade unionists, and I didn’t speak up because I wasn’t a trade unionist. Then they came for the Catholics, and I didn’t speak up because I was a Protestant. Then they came for me, and by that time no one was left to speak up.† That quote is from Martin Niemoller and proves that â€Å"silence encourages the tormentor, never the tormented.†

British Culture and Society Essay Example

British Culture and Society Essay Example British Culture and Society Essay British Culture and Society Essay r PREPARATIONS FOR BRITISH CULTURE AND SOCIETY 1. The features of the United Kingdom’s culture The culture of the United Kingdom is rich and varied, and has been influential on culture on a worldwide scale. It is a European state, and has many cultural links with its former colonies, particularly those that use the English language. The origins of the UK as a political union of formerly independent states has resulted in the preservation of distinctive cultures in each of the home nations. Britains culture and creativity is flourishing as never before, whether in creative industries such as advertising, music and film, or in the visual and performing arts. Like the US, Britain is proud of its multicultural heritage and diversity. Multicultural Britain with different communities has helped build todays vibrant Britain and contributed to its economic, social, democratic and cultural development. 2. The sociological issues in the United Kingdom Housing The United Kingdom has one of the highest population densities in Europe. Housing tends to be smaller and more closely packed than in other countries, particularly compared to North America. In modern Britain more detached housing has started to be built, most beginning in the mid-nineties. Demographic changes are putting great pressure on the housing market, especially in London and the South East. Living arrangements In the 20th century, the general trend is a rise in single people living alone, the virtual extinction of the extended family (outside certain ethnic minority communities), and the nuclear family reducing in prominence. From the 1990s, the break up of the traditional family unit, when combined with a low interest rate environment and other demographic changes, has created great pressure on the housing market. In the 21st century young people are tending to continue to live in the parental home for much longer than their predecessors. Sport The national sport of the UK is football, having originated in England, and the UK has the oldest football clubs in the world. A great number of major sports originated in the United Kingdom, including: Football (soccer), squash, golf, tennis, boxing, rugby (rugby union and rugby league), cricket, snooker, billiards, badminton and curling. National costume There is no specifically British national costume. Even individually, England, Wales and Northern Ireland have only vestiges of a national costume; Scotland has the kilt and Tam oshanter. In England certain military uniforms such as the Beefeater or the Queens Guard are considered to be symbolic of Englishness, though they are not official national costumes. Morris dancers or the costumes for the traditional English May dance are cited by some as examples of traditional English costume. Naming convention The naming convention in most of the United Kingdom is for everyone to have a given name, usually (but not always) indicating the childs sex, followed by a parents family name. This naming convention has remained much the same since the 15th century in England although patronymic naming remained in some of the further reaches of the other home nations until much later. Since the 19th century middle names have become very common and are often taken from the family name of an ancestor. Traditionally given names were largely taken from the Bible; however, in the Gothic Revival of the Victorian era, Anglo Saxon and mythical names became commonplace. Since the middle of the 20th century however given names have been influenced by a much wider cultural base. 3. The differences in Driving between Commonwealth and American Culture The first thing to be considered is that fact that Americans drive on the RIGHT and in the Commonwealth you drive on the LEFT. Now if that isn’t confusing enough, even the road markings are opposite. In America YELLOW lines signify the center of the road and white the edge while exactly the opposite occurs in most Commonwealth countries. In the USA, highways are VERY specific in how you refer to them. For example, the 635 is pronounced the â€Å"six thirty-five† and NOT the â€Å"six three five† or the â€Å"six hundred and thirty five†. Highways in Commonwealth countries generally begin with a N for national (e. g. N3) meaning they traverse the entire country or M for motorway (e. . M25) meaning they traverse only through or around a city (the M25 is a circular highway around London). Or R for route. There is a very good reason behind the highway marking system in the USA. Highways marked â€Å"US† (i. e. the famous US 66), the lower numbers start in the northeast and get higher as they move southwest. However, for highways marked Interstate (such as I-75 going from Michig an to Florida), lower numbers start in the southwest, with road numbers getting higher as they go to the northwest. This was to help prevent confusion and overlapping numbering, as the Interstate highway system was created after many â€Å"US-##† highways had been created 4. The approaches to deal with immigrant groups and their cultures In dealing with immigrant groups and their cultures, there are essentially four approaches: Monoculturalism: In some European states, culture is very closely linked to nationalism, thus government policy is to assimilate immigrants, although recent increases in migration have led many European states to experiment with forms of multiculturalism. Leitkultur (core culture): A model developed in Germany by Bassam Tibi. The idea is that minorities can have an identity of their own, but they should at least support the core concepts of the culture on which the society is based. Melting Pot: In the United States, the traditional view has been one of a melting pot where all the immigrant cultures are mixed and amalgamated without state intervention. Multiculturalism: A policy that immigrants and others should preserve their cultures with the different cultures interacting peacefully within one nation. 5. The Features of Culture Culture: is a shared, learned, symbolic system of values, beliefs and attitudes that shapes and influences perception and behavior: standards of beauty. 7) Internalized. Habitual. Taken-for-granted. Perceived as natural. 6. Difference in Drinking between Commonwealth and American Culture. The first drinking difference to consider is the legal age to drink. In the USA it is 21, while in all Commonwealth countries it is only 18! While in Canada some provinces are 19 and some are 18. Bars in Britain traditionally closed at 11 p. m. by law while in the USA they close at 2 a. m. by law. England has recently passed a new law that allows late night drinking, so some bars are now open until the wee hours. Bars in Australia and South Africa vary considerably. In Britain, beers (ales or bitter), are served warmer than in America! Ales (as opposed to lagers) are served at cellar temperature which is below room temperature, but definitely not chilled chilled bitter is tasteless (as is a lot of lager at whatever temperature) but warm bitter is foul (but not as foul as warm lager! . The reason is simple: beer should be served at the temperature that it ferments at ales are fermented at a slightly higher temperature than lagers.. This applied to English ales and bitters, but not to foreign lager or beer, which is always chilled. In the USA beers are chilled to almost freezing point. Drinking bitters and ales is an English practice that has not been extended to the rest of the Commonwealth. Countries like Australia and South Africa serve mostly locally made lagers, well chilled. In America, beers are mostly served in the bottle (even by 5 star hotels). They will wrap a paper napkin (serviette) around the bottle to soak condensation. Up market hotels in the Commonwealth would frown at a patron requesting to drink straight from the bottle. Australia is metric, therefore a nip of alcohol is 30ml. In the US, a nip is 1 fl ounce which is quite a lot larger. One of our contributors worked in a bar at an up market hotel in Australia and had regular arguments with US clients who insisted she was short-pouring them! 7. The science and technology in the United Kingdom Science and technology in the United Kingdom has a long history, producing many important figures and developments in the field. Major theorists from the UK include Isaac Newton whose laws of motion and illumination of gravity have been seen as a keystone of modern science and Charles Darwin whose theory of evolution by natural selection was fundamental to the development of modern biology. Major scientific discoveries include hydrogen by Henry Cavendish, penicillin by Alexander Fleming, and the structure of DNA, by Francis Crick and others. Major engineering projects and applications pursued by people from the UK include the steam locomotive developed by Richard Trevithick and Andrew Vivian, the jet engine by Frank Whittle and the World Wide Web by Tim Berners-Lee. Scientists from the UK continue to play a major role in the development of science and technology and major technological sectors include the aerospace, motor and pharmaceutical industries. England and Scotland were leading centres of the Scientific Revolution from the 17th century and the United Kingdom led the Industrial Revolution from the 18th century, and has continued to produce scientists and engineers credited with important advances. Scientific research and development remains important in British universities, with many establishing science parks to facilitate production and co-operation with industry. Between 2004 and 2008 the UK produced 7% of the worlds scientific research papers and had an 8% share of scientific citations, the third- and second-highest in the world (after the United States and China and the United States respectively). 8. The Three Elements of Culture Another common way of understanding culture is to see it as consisting of three elements: values, norms, and artifacts [Dictionary of Modern Sociology, 1969, 93] Values are ideas about what in life is important. They guide the rest of the culture. Norms are expectations of how people will behave in different situations. Each culture has different methods, called sanctions, of enforcing its norms. Sanctions vary with the importance of the norm; norms that a society enforces formally are called laws. Artifacts - things, or material culture - derive from the cultures values and norms. 9. The cause to the change in Culture? Three kinds of influence cause both change and resistance to it: +forces at work within a society +contact between societies +changes in the natural environment. Cultural change can come about due to the environment, to inventions (and other internal influences), and to contact with other cultures. For example, the end of the last ice age helped lead to the invention of agriculture, which in its turn brought about many cultural innovations. 10. A snapshot of the United Kingdom: The United Kingdom, constitutional monarchy in northwestern Europe, is officially the United Kingdom of Great Britain and Northern Ireland. Great Britain is the largest island in the cluster of islands, or archipelago, known as the British Isles. England is the largest and most populous division of the island of Great Britain, making up the south and east. Wales is on the west and Scotland is to the north. Northern Ireland is located in the northeast corner of Ireland, the second largest island in the British Isles. The capital of the United Kingdom is the city of London, situated near the southeastern tip of England. The United Kingdom is a small nation in physical size. At 244,110 sq km (94,251 sq mi), the United Kingdom is roughly the size of Oregon or Colorado, or twice the size of New York State. It is located as far north in latitude as Labrador in North America, but, like the rest of northern Europe, it is warmed by the Gulf Stream flowing out of the North Atlantic Ocean. The climate, in general, is mild, chilly, and often wet. Rain or overcast skies can be expected for up to 300 days per year. These conditions make Britain lush and green, with rolling plains in the south and east and rough hills and mountains to the west and north. Despite its relatively small size, Britain is highly populated, with an estimated population density of 251 persons per sq km (650 per sq mi) in 2006. It is highly developed economically, preeminent in the arts and sciences, sophisticated in technology, and highly prosperous and peaceful. In general, British subjects belong to one of the more affluent states of Europe and enjoy a high standard of living compared to the rest of the world.

Narrative Essay Example Essays

Narrative Essay Example Essays Narrative Essay Example Essay Narrative Essay Example Essay Narrative essay Main character: genie Setting: swamp Plot: treasure is found There are four genies, which is Jinny, Winny, Tinny and Ninny, they are very good friend and they have living in a forest called The Peaceful Forest. They live in there almost 100 years, unfortunately they only can live 200 years, but they never feel sad about that and they live happily. One day, a devil has come to their place and tells them that there is a treasure inside the swamp which is behind the forest. He asks them to help him to get the treasure and he will give them a bottle of magic water that can help them to increase lifespan as the reward. After that, because the bottle of magic water only have one, so the genies started to become selfish and only think of self and try to get the magic water. But, actually the devil are lie to them, he just want them to help him to get the treasure and he does not have any reward to give back them. The four genies have a simple mind, so they do not think about the devil will lie to them, so they follow the devil to find the treasure and it take about 2 days to reach there. In the middle of the journey, Jinny, Winny and Tinny started to have conflict because they wanted to drink the magic water and do not want to let another to steal. Then, the devil started to smile because he has successful to provoke their relationship. Luckily, Niny, the leader of them which is lovely and kind, she started to tell them not to argue and try to persuade them but she failed because no one want to listen to her words. Few hours later, they reach the place, the devil is so exciting about the treasure that he have waited so long, so he call them to help him jump into the swamp to get it, but all of them are fighting because of the magic water. The devil can’t stand it, so he goes there and stop their fighting. When they all are pushing and pulling each other, the devil accidently felt into the swamp and he feel so painful because his weakness is cannot touch the swamp. The four genies quickly jump into it and try to save the devil, but it was too late, the devil has turn into ash. Unconsciously, Niny saw the treasure is floating on the swamp, so she take it and open it with the three other genies. After she opens it, they all smile to each other and hug each other because inside the treasure box, there was nothing inside. So, it means everything that they argue was a waste of time, and then they go back home and live happily just like before.

Platon's Allegory of the Cave. Reaction Essay Example | Topics and Well Written Essays - 500 words

Platon's Allegory of the Cave. Reaction - Essay Example According to the allegory tells of a story where there are prisoners put in a cave chained together from childhood each of them facing the wall. Behind them is a huge fire that causes shadows to be formed on the wall. Therefore the prisoners only see the shadow and according to the allegory the prisoners come to accept the shadow is real since they are unable to grasp the whole picture. They basically accept what they are accustomed to seeing. The shadows represent the messages given to the society by politicians, people in business and the media who control how we perceive things. There are many chains holding people prisoners in a cave for fear of cultural acceptance for instance when a political leader wants to spread propaganda. Many people would want just to believe â€Å"the shadow† projected to them rather than see the actual objects. After a while one of the prisoners is escapes captivity and this forces him to see the bigger picture of the cave. He is also made to move out of his familiar cave into the light which he painfully does. He is able to see the object casting the shadows these represents the things that influence our perceptions and sense of judgment. They include people in politics, media, and business, religious and educational leaders. Our leaders tell us what to believe they pass on to us their own ideologies for example our political leaders. Most people do not want to formulate their own opinions and would rather depend on what is projected for them Being accustomed to living in the cave moving out into the light is not easy. He has to adjust to bright sunshine light. His eyes slowly open up to accommodated the light and in parallel to accommodate a fundamental view of the world. The prisoner has a newer view of reality and is transformed. In the light the prisoner comes to see a deeper, clearer and a truthful reality influenced by reason. The sun refers to the good that comes with the beauty and is so eager to share this

History Essay Modernity Example | Topics and Well Written Essays - 1250 words

History Modernity - Essay Example ctives that originates back to the origins for the purposes in a manner that would create objectivity for the purposes of embarking on reduction of feudalism in the region of Western Europe. It has the capabilities of conversion of modern societies for the establishment of the functionalities of modern world for ensuring the concept of globalization for the furtherance with amazing outcomes that is a source of transitional effects of history. The accent of this treatise is to embellish the concept of modernity for the purposes of ensuring an element that would create a philosophy of preponderance for ensuring modern outlook and thoughts as well as inspirations. The transitional phase can be described as a positive thrust for the emancipation of various processes that converge in the formation modernity for the exuberance that would embellish the token of success. In a society there are various processes and forces such as traditionalism, understanding of modernity with a balance between sobriety and style that would broaden the outlook and relevance. This aspect would accentuate a balance between perfection and eliciting the balance in the formation of thoughts for achievement of modernity. It should be appreciated for the development of the society for establishment of a remarkable example that would create various vistas and avenues for being in limelight to become a personality with sound judgment as well as astute thinking on the aspect of modernity. The objective is to follow in certain parts of the society traditionalism without compromising the benefits and achieve the happiness and freedom of modernity without sacrificing the value s and principles. Various schools of thought as well as various pronouncements of theorists that would enable the modern man to embark on a mission that would pave the way for amazing awakening for establishment of modernity. The awakening of thoughts and the process of transformation towards modernity would further accentuate a