Essay about Ishmael - 1588 Words

Ishmael Daniel Quinn’s Ishmael is the story of one man’s quest for knowledge and his desire to â€Å"save the world†. Answering a simple ad in the paper of a teacher looking for students (p4), the narrator is sent on an incredible philosophical journey. The teacher our narrator expects is not that which he finds, however, as our titular character Ishmael, so aptly named by Walter Sokolow (p18) as he sensed the gorilla’s almost divine presence, is that teacher. This teaching is made possible by Ishmael’s miraculous telepathic way of communication (p21). Ishmael’s name, originally Goliath due his size and presumed demeanor (p14), I find incredibly fitting as he, like Abraham’s eldest son, appears to be sent from the heavens though in this†¦show more content†¦The Leavers do not exempt themselves from the laws of competition while the Takers do. The Takers, in exempting themselves from these laws, exterminate and remove all f orms of competition in their way. In a lesson where the narrator role-plays as a Taker trying to convince Ishmael, a Leaver, to live his life-style (p222) he comes upon the conclusion that being human is living on your own terms rather than the gods’ and this is what separates us from the animals (p225). It is Mother Culture who teaches this since the day we’re born (p37), that we should live on our own terms rather than the gods’ and that we know good and evil and evil is living by chance. Thus, Takers are on a quest to find the one right way to do things and hence all our laws and such contrivances come into being. Controlling the world and the universe is the primary goal of the Takers so they no longer have to live in any sort of fear and as such they are a culture of the new whereas the Leavers are a culture of tradition (p205). Quinn relates â€Å"culture† to a mother because of its nurturing qualities and â€Å"among Leaver peoples, Mother Cu lture explains and preserves a life-style that is healthy and self-sustaining. Among Taker peoples she explains and preserves a life-style that has proven to be unhealthy and self-destructive† (p148). That explanation is what sets the two groups inShow MoreRelatedIshmael a Novel by Daniel Quinn 1173 Words   |  5 PagesIn his novel Ishmael, Daniel Quinn discusses the destruction and salvation of the world. By way of a newspaper ad, an unnamed narrator meets a telepathic gorilla, named Ishmael, who had put up the ad to find a pupil with a desire to save the world. Spurred by his benefactor’s obsession with Nazi Germany, Ishmael imparts on the narrator what he knows best: captivity (Quinn 24). Ishmael claims humans of what are considered civilized cultures are captives of a story that in turn keeps the world captiveRead MoreDaniel Quinns Ishmael1012 Words   |  5 PagesIn his novel Ishmael, Daniel Quinn discusses the destruction and salvation of the world. By wa y of a newspaper ad, an unnamed narrator meets a telepathic gorilla, named Ishmael, who had put up the ad to find a pupil with a desire to save the world. Spurred by his benefactor’s obsession with Nazi Germany, Ishmael imparts on the narrator what he knows best: captivity (Quinn 24). Ishmael claims humans of what are considered civilized cultures are captives of a story that keeps the world captive.Read MoreAnalysis Of The Story Of Ishmael And The Story Of Esau 1583 Words   |  7 Pagesstory of Ishmael and the story of Esau, readers could easily find some similarities. Both stories delineates the process of the disfranchisement of the elder sons’ firstborn right, the expulsion of certain characters, and the instruction of God. Those similarities make people to wonder that whether the two stories are just the same kind of story written to teach the believer the same lesson. This essay is divided into three parts and aimed to prove that the disfranchisement stories of Ishmael and EsauRead MoreAnalysis of the Novel Ishmael by Daniel Quinn Essay954 Words   |  4 PagesIshmael begins when the nameless narrator finds a newspaper ad that reads: Teacher seeks pupil. Must have an earnest desire to save the world. Apply in person (4). At first, he is angry, as it reminds him of the counterculture movement of the 1960s, which he participated in only to discover that there was no easy way to save the world. Nonetheless, he responds to the ad, and finds that the teacher is a gorilla. Behind the gorilla is a sign that reads With man gone, will there be hope for gorillaRead More Daniel Quinn’s Ishmael - Paradigms of Yesterday Essay1083 Words   |  5 PagesIshmael:  Ã‚   Paradigms of Yesterday  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Come with me if you want to live, was all that Arnold Schwarzenegger said in his movie Terminator 2: Judgement Day, and after reading Daniel Quinns masterpiece Ishmael, one might well receive the impression Quinn echoes such sentiments. Few books have as much relevancy in this technological, ever-changing world as Ishmael. In the beginning, according to Ishmael, God created Man to live peacefully on Earth, sustained by the fruitful bountiesRead MoreThe By Daniel Quinn s Ishmael, And Plato s Allegory Of The Cave1520 Words   |  7 Pagesthoroughly by many people. Captivity is the main concept touched in Daniel Quinn’s novel, Ishmael, and Plato’s Allegory of the Cave. Plato makes the compelling argument that people are captives of the world of ignorance. Ishmael complements Plato’s allegory by agreeing that there are two groups of people, that it would be difficult to distinguish the truth, and that people are being deceived. Plato and Ishmael were both able to indicate that there are two groups of people. In his allegory, PlatoRead MoreA Long Way Gone by Ishmael Beah544 Words   |  2 Pageshome to their families everyday. Ishmael Beah understood what it was like to have hope in terrible situations. When Ishmael wrote his book â€Å"A Long Way Gone† he was able to show how he had hope when he lost his family, when he went to New York and when he tragically lost hope when he was in the war. Ishmael went through losing not only his siblings, but also his parents. At the very beginning of the book Mattru Jong was attacked by the rebels separating Ishmael from his parents. â€Å"We must go backRead MoreA Long Way Gone By Ishmael Beah1777 Words   |  8 Pages In the memoir A Long Way Gone, author Ishmael Beah describes his survival journey as a lost child in his country, because of the civil war in Sierra Leone, then becoming a child soldier facing war daily, afterward the process that Beah went through during rehabilitation and finally in fear escaping the civil war. Ishmael Beah emotional journey has three stages of development in which Beah utilized music. In the first stage, Beah uses music as a survival mechanism to keep sane and safe. In the secondRead MoreLiterary Techniques Used in the Memoir of Ishmael Beah, A Long Way Gone, Memoirs of a Boy Soldier1050 Words   |  5 PagesIn the memoir of Ishmael Beah, A Long Way Gone, Memoirs of a Boy Soldier, Beah states t hat his life’s journey has been a huge obstacle, but has learned to overcome that struggle by venting while the two contradictory sides continue their battling. Beah accomplishes his goal of explaining to the reader his point of view through the use of rhetorical questions, scenic narration, and parallelism. Ishmael Beah’s apparent purpose is to share personal accounts of his life with his fellow country men, inRead MoreIshmael, By Ishmael And The Narrator1601 Words   |  7 PagesIshmael is an interesting story that begins when the narrator sees an ad for a teacher. Not only is the ad for a teacher, but one that only seeks students whom have a desire to save the world. When he does finally respond to the ad and meets the teacher in person, he realizes his teacher is in fact a gorilla. Communicating telepathically with the gorilla, the narrator hears of Ishmael and his past of captivity. After hearing the impressing story of Ishmael, the narrator accepts him as a teac her returning

Fire, Furor and Internal War Essay - 1193 Words

Psappo’s poetry was the model from which ancient cultures defined love. Her views on love have influenced many works of literature, including The Aeneid of Virgil. Love is an uncontrollable force that strikes an individual from the outside and can occur suddenly as well as unexpectedly. Love is often depicted as a positive emotion that causes people to feel blissful, but this can easily turn into furor; furor is the aspect of love associated with violence and insanity. Dido’s love for Aeneas exemplifies the internal turmoil that afflicts individuals when they are deprived of the love that they crave so ardently. Virgil accomplishes this through the incorporation of the symbol of fire and through the platonic metaphor of the war between†¦show more content†¦Dido is so enthralled by Aeneas that she will love him at the expense of her reputation. This text clearly demonstrates this when it says, â€Å"Hope burned away her doubt, destroyed her shame.† (page 81, line 75). At this point in the text Dido makes the decision to shift the relationship she has with Aeneas from hostess to lover. In the beginning of book IV, fire symbolizes the exceptionally influential power of love over Dido, in enticing her to break her promise and pursuing a relationship with Aeneas. Dido’s relationship with Aeneas causes her to experience a series of internal struggles. Virgil uses platonic philosophy in order to illustrate the negative affects that love can have on a person. At first, Dido is so jovial about being in love that the only thing she can focus on is Aeneas; this causes the citizens of Carthage to feel like their queen is shirking her responsibilities by indulging in love. This does not seem to phase Dido until Aeneas tell her that he must leave Carthage in order to fulfill his destiny of founding a city for his people. The text verifies this when Dido says, â€Å"Do you flee me? By tears, by your right hand- this sorry self is left wit h nothing else-†¦ because of you the tribes of Libya, all the nomad princes hate me, even my own Tyrians are hostile; and for you my honor is gone and that good nameShow MoreRelatedCauses And Effects Of The Tiananmen Square Protests2352 Words   |  10 Pagestechnology, and a resulting smaller and closer global community of people will bring about gradual change . A study of the history of modern (20th and 21st century) China can, for all practical purposes, begin with the Civil War or â€Å"Revolution† that took place after World War 2 between the Nationalist forces (led by Chaing Kai Shek) and Communist forces (led by Mao Tse Tung and others), which resulted in the creation of the Peoples Republic of China, controlled by the Chinese Communist Party underRead MoreWater as a Source of Future Conflict in Sa26984 Words   |  108 Pages CHAPTER I INTRODUCTION Fierce competition for fresh water may well become a source of conflict and wars in the future. - Kofi Annan, former U.N. Secretary-General in 2001 Background of the Study 1. Water is directly related with the survival of human kind and it is crucial unlike other resources, because it does not have choices and alternatives. As a consequence of global warming and pollution, importance of water has increased much. Some 2 billion people† already lack water supplies.Read MoreEssay on Silent Spring - Rachel Carson30092 Words   |  121 Pagesinsect). The primary inspiration for the book was a friend of Carsons who was concerned about dying birds in her hometown where the authorities had sprayed DDT to control mosquitoes. At about the same time, a disastrous pesticide campaign against the fire ant of the Southeast was receiving national attention. Formerly a science writer for the United States Fish and Wildlife Service, Carson already had some acquaintance with research on pesticides, and she was ready to speak out. Originally planned asRead MoreEthical and Social Issues in Information Systems20165 Words   |  81 Pagesinformation and they provide useful services for insurance companies, banks, employers, and federal, state, and local government agencies. For example, the Internal Revenue Service and departments of Homeland Security, Justice, and State paid data brokers $30 million in 2005 for data used in law enforcement and counterterrorism. The Internal Revenue Service signed a five-year $200 milllion deal to access ChoicePoint’s databases to locate assets of delinquent taxpayers. After the September 11, 2001Read MoreHuman Resources Management150900 Words   |  604 Pageshow work is divided into jobs should become the vehicles for the organization to drive toward its strategic plans and goals. A complete understanding of strategic sources of competitive advantages for human resources must include analyses of the internal strengths and weaknesses of the human resources in an organization. Those in HR management must be the ones working with operating executives and managers to revise the organization and its compon ents. Ulrich likens this need to that of being anRead MoreMarketing Mistakes and Successes175322 Words   |  702 Pagesinsights, we can also learn from successes and find nuggets by comparing the unsuccessful with the successful. With the addition of Google and Starbucks, we have moved Entrepreneurial Adventures up to the front of the book. We have continued Marketing Wars, which many of you recommended, and reinstated Comebacks of firms iii iv †¢ Preface rising from adversity. I have also brought back Ethical Mistakes, because I believe that organizations more than ever need to be responsive to society’s best

Dyslexia Essay Example For Students

Dyslexia Essay DyslexiaDYSLEXIAGeneral informationImagine if my report was written like this: Dyslexia is wehn yuor midn gets wodrs mixde pu. If you were dyslexic, thats how you might read my report. The word dyslexia is derived from the Greek dys (meaning poor or inadequate) and lexis (word or language). Dyslexia is a learning disability characterized by problems in expressive or receptive, oral or written language. It is characterized by extreme difficulty learning and remembering letters, written or spoken words, and individual letter sounds. Extremely poor spelling and illegible handwriting are common symptoms. Problems may emerge in reading, spelling, writing, speaking, or listening. Dyslexia is not a disease, therefore it doesnt have a cure. Dyslexia describes a different kind of mind, often gifted and productive, that learns differently. During my extensive research of this topic, I have become very interested and sympathetic for people who have it. Dyslexia is not the result of low intelligence. The problem is not behavioral, psychological, motivational, or social. It is not a problem of vision; people with dyslexia do not see backward. Dyslexia results from the differences in the structure and function of the brain. People with dyslexia are unique; each having individual strengths and weaknesses. Many dyslexics are creative and have unusual talent in areas such as art, athletics, architecture, graphics, electronics, mechanics, drama, music, or engineering. Dyslexics often show special talent in areas that require visual, spatial, and motor skills. Their problems in language processing distinguish them as a group. This means that the dyslexic has problems translating language to thought (as listening or reading) or thought to language (as in writing or speaking). Dyslexics sometimes reverse letters and words (b for d, saw for was). In speech, some dyslexics reverse meanings (hot for cold, front seat for back seat) or word sounds (merove for remove). Here is a test to see if you have any signs of dyslexia. Few dyslexics show all the signs of the disorder. Here are some of the most common signs:* Lack of awareness of sounds in words, sound order, rhymes, or sequence syllables* Difficulty decoding words single word identification* Difficulty encoding words spelling* Poor sequencing of numbers, of letters in words, when read or written,e.g.; b-d; sing sign; left felt; soiled solid; 12-21* Problems with reading comprehension* Difficulty expressing thought in written form * Delayed spoken language * Imprecise or incomplete interpretation of language that is heard * Difficulty in expressing thoughts orally * Confusion about directions in space or time (right and left, up and down,early and late, yesterday and tomorrow, months and days) * Confusion about right or left handedness * Similar problems among relatives * Difficulty in mathematics often related to sequencing of steps or directionality or the language of mathematicsWho ha s dyslexia?The National Institute of Health estimates that approximately 15% of the U.S. population is affected by learning disabilities. Of the students with learning disabilities who receive special education services, 80-85% have their basic deficits in language and reading. Every year, 120,000 additional students are found to have learning disabilities, a diagnosis now shared by 2.4 million U.S. school children. Many children are never properly diagnosed or treated, or fall through the cracks because they are not deemed eligible for services. Dyslexia occurs among all groups, regardless of age, race, or income. Well-known dyslexics who learned to cope include Nelson Rockefeller, Albert Einstein, Thomas Edison, and Winston Churchill, . At Harvard, dyslexics are allowed to take their examinations on a typewriter, which for some reason significantly helps their scores. Recently, national attention was drawn to Ennis Cosby (son of Bill Cosby), who was also dyslexic. His father ( Bill Cosby) remembers watching in frustration as his son studied and studied but got nowhere with his grades. Ennis managed to enter Morehouse College in Atlanta, but he continued to struggle with his schoolwork. His mother Camille told Jet Magazine in 1992, We didnt know that Ennis was dyslexic until he went to college. However, Ennis enrolled in a short program that quickly prepared him to deal with his dyslexia and to fully master reading. Soon after he made the deans list. He then headed for graduate school in New York City to become a teacher of children with learning disabilities. Ennis was also a good singer and actor and shortly before he was killed, he promised a photo shoot with Fila. .u6801600680cf77ce77eee2036face034 , .u6801600680cf77ce77eee2036face034 .postImageUrl , .u6801600680cf77ce77eee2036face034 .centered-text-area { min-height: 80px; position: relative; } .u6801600680cf77ce77eee2036face034 , .u6801600680cf77ce77eee2036face034:hover , .u6801600680cf77ce77eee2036face034:visited , .u6801600680cf77ce77eee2036face034:active { border:0!important; } .u6801600680cf77ce77eee2036face034 .clearfix:after { content: ""; display: table; clear: both; } .u6801600680cf77ce77eee2036face034 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6801600680cf77ce77eee2036face034:active , .u6801600680cf77ce77eee2036face034:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6801600680cf77ce77eee2036face034 .centered-text-area { width: 100%; position: relative ; } .u6801600680cf77ce77eee2036face034 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6801600680cf77ce77eee2036face034 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6801600680cf77ce77eee2036face034 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6801600680cf77ce77eee2036face034:hover .ctaButton { background-color: #34495E!important; } .u6801600680cf77ce77eee2036face034 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6801600680cf77ce77eee2036face034 .u6801600680cf77ce77eee2036face034-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6801600680cf77ce77eee2036face034:after { content: ""; display: block; clear: both; } READ: Ww1 From Begining To The Us Enters EssayMany successful people are dyslexic and many dyslexic people are successful. Recent research has established that dyslexia can run in families. A parent, brother, sister, aunt, or grandparent may have had similar learning difficulties. One consistent fact is that 80% of dyslexics are male. Scientists believe the answer to this mystery can be found in the chromosomes. They believe, however, it is possible that dyslexia is caused by a defect on Chromosome 15. What can be done?There are several ways to discover and successfully cope with a learning disability such as dyslexia. One method is to have the dyslexic person take a visual examination by a behavioral optometrist. Here is how one person learned to cope with dyslexia: A man that was examined had problems in eye tracking. He couldnt follow a line across a page smoothly, and his eyes were operating independently. Extensive vision therapy was begun. He came to the offices two and three times a week. No special reading training was suggested. Within a year he was reading at three or more years above his class level. His grades jumped from low scores to the top of the class. He was pleased with himself academically, and no longer found it necessary to walk out of class when he was agitated in other words, he didnt get that upset anymore. Dyslexia is easier to prevent than to cure. Individuals with dyslexia need special programs to learn to read, write, and spell. Traditional educational programs are not always effective. Individuals with dyslexia require a structured language program. Dyslexia does not usually go away of its own accord, and it can follow otherwise a bright individual. Societies can provide referrals for testers, tutors, and schools specializing in dyslexia, as well as information on new technologies, Individualized Education Programs (IEPs), Individuals with Disabilities Education Act (I.D.E.A.) legislation, Americans with Disabilities Act accommodations for college students and adults, and medical research updates. They encourage early intervention, including a multisensory, structured, sequential approach to language acquisition for individuals with dyslexia. They offer professionals and educators information on multisensory structured language approaches to teaching individuals with dyslexia

Led Zeppelin Essays (1030 words) - Backing Vocalists, Led Zeppelin

Led Zeppelin The band Led Zeppelin is one of the greatest hard rock groups of all time. The band also has one of the best success stories in the history hard rock music. Led Zeppelins success in hard rock was achieved in the seventies and they even had a few hits in the late sixties. The musicians in Led Zeppelin are Jimmy Page: born on April 9, 1944, Robert Plant, born on August 24, 1948, John Paul Jones, born on January 3, 1946, and John Bonham born on May 31, 1948. Jimmy Page shredded the guitar, Robert Plant was the vocalist, John Paul Jones kept the beat on bass guitar and keyboard, and John Bonham pounded away on the drums. All of the band members were in it from the beginning, and it stayed that way until the end. Their first album was produced in thirty hours and the record completed their opening deal with the Yardbirds. They toured Scandinavia for some time to complete their touring obligations with the Yardbirds. When Led Zeppelin first arrived in the United States they supported Vanilla Fudge. The band stared playing in small venues and clubs until their popularity in American would take off. After the band started receiving more recognition from their fans they got their first chance to tour as a headliners. Led Zeppelin played their fifth tour by March of 1970. Led Zeppelin released their first record with Atlantic Records in 1969. In no time the record had risen to number eight on the billboard top twenty. The album stayed in the top twenty for six weeks after it hit the charts. When the bands second album, Led Zeppelin II, was released, it was praised by Atlantic Records' as the fastest selling record in history. Led Zeppelin II sold upwards of 100,000 copies a week. In 1975 when "Physical Graffiti" was released the album was selling 500 copies an hour breaking there own previously held record. All of the band albums have gone platinum. Led Zeppelin was the first group to heavily tour the United States and the band occasionally toured the rest of the world. This happened because the band did not have the same following in Britain as previous rock bands. Their success was due to their genius manager Peter Grant. Peter kept the group moving all the time and in hand the peoples interest in the band never faded. Peter realized that if he could have Led Zeppelin tour every other year they would stay in demand, and this way the population would not grow board with the band as quickly. Peter tried his notion while the group worked on their first movie. This movie was, simply, the group playing their music, and was titled; "The Song remains playing." A representative from their record company called and told Page that the sales of the bands new album "Houses of the Holy" were spectacular. The record company told Page that Led Zeppelin, was the biggest selling group in the world. On top of that they were making more money than any other band the time. After Page and Plant heard this they had a moment of triumph. They were living their dream, and nothing could or would stop them know. Around this time of popularity the band was featured in the L.A. Times. They were creating music for the teenage group and they were being perceived as role models. In the summer of 1975, Led Zeppelin was the most popular band in the world. They were packing football stadiums across the United States. Abroad the bands talent was also starting to be recognized, and they held sold out shows all across Europe. They filled Earl's Court, which held 20,000 people a show, for a five-day stay in London England. It was an awesome show that had a dazzling lights, dry ice, smoke, and even lasers. The concerts focused on Jimmy Page and Robert Plant because they were the main attraction of the group. When performing on stage they complimented each other even though they had different styles of music: Plant a golden-ringleted Adonis marvelously parodying the sexual superstar while singing in a voice of limitless power. (www.wysiwyg://14/http://www.redrival.com/getled/history.html.) Page was a dark, fragile guitarist of immense versatility and command clothed in black velvet and rippling dragons. (www.http://www.led-zeppelin.com/news.html) The last led Zeppelin albums released while the band was still making music together were "The Presence"(1976) and the "In Though the Out Door"(1979). John Bonham was found dead at the home of Jimmy Page on the 25 of September

Free Essays on Adams

Ansel Adams: An American Icon Ansel Adams was a monumental photographer who set a precedent for those who followed him years after. I. During the 1920s a type of soft- focus style was extremely popular. A. Adam’s earlier photographs portrayed this style, as at this time he was just getting started on his photography career. B. Photos that Adams produced in the 1920s would only cost his fans a small fee of only one dollar. C. Black and white photography at this time was also not considered an art but Adams soon changed that retrospective. II. As Ansel was just getting his start during this time he had many accomplishments in years to follow. A. He was born in San Francisco in 1902 to a wealthy family and dreamed of becoming a concert pianist. His dream soon changed when he was taken on a family trip to Yosemite and experienced the intensity of photography. B. By 1930 Adams had met Paul Strand who helped him develop his well known crisp photography. Adams self taught himself the zone system which helped him capture fresh pictures through developing a spectrum of 12 shades of black to white. C. Adams along with Edward Wesson and Imogen Cunningham founded f/64, a group that developed technically flawless pictures. He also assisted in finding the Department of Photography at the Museum of Modern Arts. As a photomuralist for the Department of Interior during World War II he produced pictures of Japanese American internment camps. Ansel Adams also helped establish the 1st photography academic department at The California School of Fine arts in San Francisco, now known as the San Francisco Art Institute. D. In 1984 Adams passed away because of a heart failure due to a form of cancer. After his death his name still lived on when the U.S. Congress dedicated an Ansel Adams wilderness center. In Yosemite National Park standing tall, Mount Ansel Adams and now an Ansel Adams center in San Francisco to celebrate his past wo... Free Essays on Adams Free Essays on Adams Ansel Adams: An American Icon Ansel Adams was a monumental photographer who set a precedent for those who followed him years after. I. During the 1920s a type of soft- focus style was extremely popular. A. Adam’s earlier photographs portrayed this style, as at this time he was just getting started on his photography career. B. Photos that Adams produced in the 1920s would only cost his fans a small fee of only one dollar. C. Black and white photography at this time was also not considered an art but Adams soon changed that retrospective. II. As Ansel was just getting his start during this time he had many accomplishments in years to follow. A. He was born in San Francisco in 1902 to a wealthy family and dreamed of becoming a concert pianist. His dream soon changed when he was taken on a family trip to Yosemite and experienced the intensity of photography. B. By 1930 Adams had met Paul Strand who helped him develop his well known crisp photography. Adams self taught himself the zone system which helped him capture fresh pictures through developing a spectrum of 12 shades of black to white. C. Adams along with Edward Wesson and Imogen Cunningham founded f/64, a group that developed technically flawless pictures. He also assisted in finding the Department of Photography at the Museum of Modern Arts. As a photomuralist for the Department of Interior during World War II he produced pictures of Japanese American internment camps. Ansel Adams also helped establish the 1st photography academic department at The California School of Fine arts in San Francisco, now known as the San Francisco Art Institute. D. In 1984 Adams passed away because of a heart failure due to a form of cancer. After his death his name still lived on when the U.S. Congress dedicated an Ansel Adams wilderness center. In Yosemite National Park standing tall, Mount Ansel Adams and now an Ansel Adams center in San Francisco to celebrate his past wo...

Quality Management Five Components of Service Management

Quality Management Five Components of Service Management Service management is usually defined as the point in a supply chain that connects sales and customers, but in recent years the concept has morphed from a fairly narrow aspect of overall management and strategy to a broad management orientation that addresses all facets of an enterprise, particularly in service industries. Beginning in the early 1980’s, Christian Grà ¶nroos of the Hanken School of Economics in Finland started developing a â€Å"framework of values† for service management, a set of principles which, if integrating correctly into the company’s strategy and operations, leads to good service delivery. There are five parts to the framework of values for service management: An overall management perspective This requires a shift in the broad priorities of the firm from an internal focus on process efficiencies, economies of scale, and cost management to an external focus on customers’ perspectives on core product quality and total firm performance. Grà ¶nroos’ entire thesis is that the classical scientific management handed down to us by the likes of Adam Smith emphasizes division of labor, which can and often does result in separate parts of the enterprise working at cross-purposes. The service management perspective, by comparison, establishes customer service as the overall goal throughout the organization so that even if the efficiencies of the division  of labor are employed, they are necessarily done so in the context of their impact on the broader objective. At first blush, this particular part of the framework might sound like a vague motherhood statement, but it is actually important because it establishes the basis for the other parts of the framework of value s. Customer- or market-driven performance measures The big difference between a ‘service management’ orientation and the best practices suggested by classical scientific management is that performance measurement must have an external perspective, rather than being based on goals related to internal efficiencies. Well-known performance management and planning tools such as CSFs and KPIs still work very well from a service management perspective, but only if the success factors and performance indicators down to the level of the individual employee are expressed in terms of what each segment or position in the organization contributes to customer service. In essence, every role within the organization in some way becomes a customer service position. You can also be interested in: Management or Leadership? Stock Markets and Seasonal Effects in Them Management and Exchange Rates Management Essay Quality management is not segregated from ‘normal’ management functions This part of the framework is perhaps more applicable to manufacturing or other production firms where a distinct quality control process is required, but otherwise, the concept of integrating quality control functions into normal workflow simply reinforces the perspective of the first two parts of the framework. This aspect of the service management perspective is also perhaps more familiar than most; we see it in practice quite often through ideas such as Total Quality Management.   The biggest change it requires from the organization lies in operational planning, because quality control functions – where distinct procedures are required – must be broken down and smoothly fit into a unified, overall process. Internal development of personnel This concept has become almost canonical in human resources management  and relates to service management in two critical ways. First, it is the primary means by which customer service perspectives and goals can be properly spread throughout the entire organization, and is a key link in the service-profit value chain (discussed in greater detail in another article). Higher levels of employee experience, skill, and satisfaction lead to greater efficiency and employee loyalty, which positively affect service quality in a number of ways. Second, it is virtually impossible to effectively implement quality management functions as described above into an enterprise-wide process without using internal human resources; the best people for the job in any organization are the ones the organization already has. Just as with quality management, personnel development requires the integration of HRM functions that are usually treated separately into mainstream processes, at least at the planning level. Flat organizational design The service management framework emphasizes cross-functional abilities, internal collaboration, and lateral communication, and as a result,  tends to discredit the effectiveness of hierarchical organizations for achieving customer service quality. This presents a significant management challenge in organizations where the scientific management perspective of specialization and division of labor is an unavoidable necessity, such as in businesses where core functions require highly skilled workers who have intensive specialized training. Cross-functional training at an airline, for example, can only go so far;   it would be ridiculous to consider putting ticket counter  personnel behind the controls of a jet airliner just â€Å"to get a feel for what others’ job roles are like†. But on the other hand, there is little to prevent a highly-skilled airline pilot from spending a few days behind the counter to experience a different side of customer service. Some criticisms of the service management framework of values One implication of the service management perspective is that it greatly increases the complexity of planning and strategy in an organization; many of the boundaries between different departments or functions disappear entirely, and everything initiative from the level of individual employees upward must be complementary. This is the underlying reason why the framework has never been modeled in any great deal; an effective model would require consideration of a very large number of variables, and might be too unwieldy to be useful. And without a model, the framework is just another qualitative concept that does not give much direction for practical application. Another reason the framework has not received as much academic or practical attention as it deserves is somewhat unfair; Professor Grà ¶nroos’ discipline is marketing, not management, and in his various writings, he tends to stay in his comfort zone when seeks examples to illustrate the points he is making. Management scholars seem to have a bias that relegates marketing to a niche within the broad realm of business studies, and so have possibly overlooked the greater application of the ideas developed by â€Å"a marketing teacher.† Which, if nothing else, is a good reminder for business students not to impose limits on their explorations of knowledge – just as the framework of values suggests, one’s own effectiveness can be greatly increased by cross-training. Read more about service management: Grà ¶nroos, C. (1994). From Scientific Management to Service Management. International Journal of Service Industry Management, 1(5).

The Main Causes of World War I. (Militarism, Alliances Imperialism and Research Paper

The Main Causes of World War I. (Militarism, Alliances Imperialism and Nationalism) - Research Paper Example The street celebrations that accompanied the war declaration between French and British gave historians the impression that the move was really popular. Politicians, known to follow the popular side were in support of this move. Historians yet believe that the assassination of Archduke Ferdinand, the heir of the Serbian empire sparked war between the Austria-Hungary, which prompted the allied nations to join. The First World War having started in Central Europe, begun in 1914 and ended in 1918. During its progression time, it rapidly spread to other parts of the world and involved many countries. The war that had devastating effects is believed to have been caused by a number of reasons according to historians. However, they anonymously agree on the four major causes of the war which include Militarism, Alliances, Imperialism and Nationalism. This paper will look at these four as the major causes of World War I and their effects to the fighting nations. Imperialism Various scholars a ttribute the start of World War 1 to imperialism that was sparked in the European continent. Since countries such as United Kingdom had accumulated a lot of wealth in the late 19th century and early 20th century from the control of foreign resources and markets, territories and people, other empires too started gaining hopes of economically benefiting from acquiring empires such as Germany, Austria-Hungary, Italy and Russia1. However, this totally flopped as things did not turn out to their expectations leading to a lot of frustrations that increased the levels of anxiety and rivalry among powers. Increasingly, the natural resources in the European continent were diminishing at a fast rate, negatively impacting on trade balance. This development made it necessary for companies to seek for new raw materials elsewhere, thus settling for Africa and Asian continents. Vested economic interests by various European nations were the major contributors of the Anglo-German rivalry when the sc ramble for Africa intensified. This scene created the sharpest conflict between German and British interests that had been in a heated competition. The rivalry was however not based on colonies alone. Colonial trade and trade routes was also part of the major issues that caused the outbreak of the war as experts observe. Different emerging economic powers and the incumbent of great economic powers in the African continent saw an increased rise in the broader disputes2. From the 1980s, the rivalry among great powers due to colonial territories intensified and kept growing. Hatred between conflicting powers was evident, while war was imminent. This period witnessed the acquisition of both the African and the Asian continents by the European powers. However, the increased conflicts that arose between the various powers of the European origin saw the spark of the war. The scramble for African and Asian continents increased the tensions between Anglo-French and Anglo-Russian powers, as w ell as the crises that had sought to prevent British alliances with either of the two until the wake of the twentieth century. Not only was the overseas empire a problem to some countries such as Germany, she was also faced with yet another predicament. Otto von Bismarck was not in favour of overseas empire building, and more so acquisitions of Africa. His only support for the African scramble and colonization was that to him, it served as a bite which diverted the attention of governments away from Europe

Moral development of Huckleberry Finn in book Adventures of Huck Finn Essay

Moral development of Huckleberry Finn in book Adventures of Huck Finn - Essay Example In comparison with the book 'The Adventures of Tom Sawyer" we see the other Huck, the boy who has become older. "His moral development is sharply contrasted to the character of Tom Sawyer1". Huck takes his life much more seriously than Tom does. The great difference between Huck and Tom lays in the fact that Tom continue to be a boy, who does not know any hardship in his life, whereas Huck grows up beneath our very eyes, overcomes a lot of difficulties, and gets his own experience. "The gradual development of Huck's ironic struggle to free himself form the moral hypocrisy, romantic conventions, and racial stereotypes of nineteenth-century America reveals a serious, essential satiric thematic purpose.2" On reading the book one may observe the contention of conflicting movements in the main character's spirit. On the one hand is the habitual for the people of that time attitude towards slavery and violence, and on the other hand is an instinctive desire to bid defiance to injustice of society. The author displays this contention with a great expressiveness and psychological persuasiveness. The first great changes happen with Huck when he realizes that his has nobody to care and to protect him. His own father, his only parent, has been constantly drinking. The only time he has really taken an interest in Huck is when he has decided to lay his hands on Huck's wealth. So, there is nothing strange that under such circumstances, Huck grows up very quickly. It is just impossible to remain a naive child, when you have to save yourself from your own father. "By and by he rolled out and jumped up on his feet looking wild, and he see me and went for me. He chased me round and round the place with a claspknife, calling me the Angel of Death, and saying he would kill me, and then I couldn't come for him no more. I begged, and told him I was only Huck; but he laughed SUCH a screechy laugh, and roared and cussed, and kept on chasing me up. Once when I turned short and dodged under his arm he made a grab and got me by the jacket between my shoulders, and I thought I was gone; but I slid out of the jacket quick as lightning, and saved myself." (Chapter VI)3On his wandering Jim and Huck meet two hoodlums, one of which masquerades as a King, and the other one plays role of Duck. Jim has had rather romanticized idea of what the nobility is, but Huck ruins his illusion:"Don't it s'prise you de way dem kings carries on, Huck" "No," I says, "it don't." "Why don't it, Huck" "Well, it don't, because it's in the breed. I reckon they're all alike," "But, Huck, dese kings o' ourn is reglar rapscallions; dat's jist what dey is; dey's reglar rapscallions." "Well, that's what I'm a-saying; all kings is mostly rapscallions, as fur as I can make out." "Is dat so" "You read about them once-you'll see. Look at Henry the Eight; this 'n 's a Sunday-school Superintendent to HIM. And look at Charles Second, and Louis Fourteen, and Louis Fifteen,

Meaning of Education Essay Example for Free

Meaning of Education Essay Recently, a university professor wrote a letter to the editor of the local newspaper. He commented that people shouldnt put too much weight on the recently released trends in SRA scores of the states high school students. The professor went on to describe some of the unanswered questions about the nature and value of assessment. He mentioned that one of the problems with assessment was the ongoing disagreement on the very purpose of education. A few days later, a scathing response was printed from a community member who questioned whether the University really wanted someone on their staff who didnt even know the purpose of education. Clearly, this person assumed that his definition of education was shared by all. What is the meaning of education? Webster defines education as the process of educating or teaching (now thats really useful, isnt it? ) Educate is further defined as to develop the knowledge, skill, or character of Thus, from these definitions, we might assume that the purpose of education is to develop the knowledge, skill, or character of students. Unfortunately, this definition offers little unless we further define words such as develop, knowledge, and character. What is meant by knowledge? Is it a body of information that exists out there—apart from the human thought processes that developed it? If we look at the standards and benchmarks that have been developed by many states—or at E. D. Hirschs list of information needed for Cultural Literacy (1), we might assume this to be the definition of knowledge. However, there is considerable research leading others to believe that knowledge arises in the mind of an individual when that person interacts with an idea or experience. This is hardly a new argument. In ancient Greece, Socrates argued that education was about drawing out what was already within the student. (As many of you know, the word education comes from the Latin e-ducere meaning to lead out. ) At the same time, the Sophists, a group of itinerant teachers, promised to give students the necessary knowledge and skills to gain positions with the city-state. There is a dangerous tendency to assume that when people use the same words, they perceive a situation in the same way. This is rarely the case. Once one gets beyond a dictionary definition—a meaning that is often of little practical value—the meaning we assign to a word is a belief, not an absolute fact. Here are a couple of examples. â€Å"The central task of education is to implant a will and facility for learning; it should produce not learned but learning people. The truly human society is a learning society, where grandparents, parents, and children are students together. † ~Eric Hoffer â€Å"No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure. † ~Emma Goldman â€Å"The only purpose of education is to teach a student how to live his life-by developing his mind and equipping him to deal with reality. The training he needs is theoretical, i. e. , conceptual. He has to be taught to think, to understand, to integrate, to prove. He has to be taught the essentials of the knowledge discovered in the past-and he has to be equipped to acquire further knowledge by his own effort. † ~Ayn Rand â€Å"The aim of education should be to teach us rather how to think, than what to think—rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with the thoughts of other men. † ~Bill Beattie â€Å"The one real object of education is to leave a man in the condition of continually asking questions. † ~Bishop Creighton â€Å"The central job of schools is to maximize the capacity of each student. † ~Carol Ann Tomlinson These quotations demonstrate the diversity of beliefs about the purpose of education. How would you complete the statement, The purpose of education is ? If you ask five of your fellow teachers to complete that sentence, it is likely that youll have five different statements. Some will place the focus on knowledge, some on the teacher, and others on the student. Yet peoples beliefs in the purpose of education lie at the heart of their teaching behaviors. Despite what the letter writer might have wished, there is no definition of education that is agreed upon by all, or even most, educators. The meanings they attach to the word are complex beliefs arising from their own values and experiences. To the extent that those beliefs differ, the experience of students in todays classrooms can never be the same. Worse, many educators have never been asked to state their beliefs—or even to reflect on what they believe. At the very least, teachers owe it to their students to bring their definitions into consciousness and examine them for validity. Purposes and Functions. To make matters more complicated, theorists have made a distinction between the purpose of education and the functions of education. (2) A purpose is the fundamental goal of the process—an end to be achieved. Functions are other outcomes that may occur as a natural result of the process— byproducts or consequences of schooling. For example, some teachers believe that the transmission of knowledge is the primary purpose of education, while the transfer of knowledge from school to the real world is something that happens naturally as a consequence of possessing that knowledge—a function of education. Because a purpose is an expressed goal, more effort is put into attaining it. Functions are assumed to occur without directed effort. For this reason its valuable to figure out which outcomes you consider a fundamental purpose of education. Which of the following do you actually include in your planning? Acquisition of information about the past and present: includes traditional disciplines such as literature, history, science, mathematics Formation of healthy social and/or formal relationships among and between students, teachers, others Capacity/ability to evaluate information and to predict future outcomes (decision-making) Capacity/ability to seek out alternative solutions and evaluate them (problem solving) Development of mental and physical skills: motor, thinking, communication, social, aesthetic Knowledge of moral practices and ethical standards acceptable by society/culture Capacity/ability to recognize and evaluate different points of view Respect: giving and receiving recognition as human beings Indoctrination into the culture Capacity/ability to live a fulfilling life Capacity/ability to earn a living: career education Sense of well-being: mental and physical health. Capacity/ability to be a good citizen Capacity/ability to think creatively Cultural appreciation: art, music, humanities Understanding of human relations and motivations Acquisition/clarification of values related to the physical environment Acquisition/clarification of personal values Self-realization/self-reflection: awareness of one’s abilities and goals Self-esteem/self-efficacy As Tom Peters reminds us, What gets measured, gets done. Regardless of the high sounding rhetoric about the development of the total child, it is the content of assessments that largely drives education. How is the capacity/ability to think creatively assessed in todays schools? To what extent is the typical student recognized and given respect? How often are students given the opportunity to recognize and evaluate different points of view when multiple choice tests require a single correct answer? Teachers who hold a more humanistic view of the purpose of education often experience stress because the meaning they assign to education differs greatly from the meaning assigned by society or their institution. It is clear in listening to the language of education that its primary focus is on knowledge and teaching rather than on the learner. Students are expected to conform to schools rather than schools serving the needs of students. Stopping to identify and agree upon a fundamental purpose or purposes of education is rare. One sees nebulous statements in school mission statements, but they are often of the â€Å"Mom, baseball, and apple pie† variety that offer little substance on which to build a school culture. Creating meaningful and lasting change in education is unlikely without revisiting this basic definition. At the very least, educators must be challenged to identify and reexamine their beliefs in the light of present knowledge. It is time for the focus of education to shift from whats out there—the curriculum, assessments, classroom arrangement, books, computers—to the fundamental assumptions about and definitions of education held by educators and policymakers. NASA did not send men to the moon by building on the chassis of a model T. In the same way, education cannot hope to move beyond its present state on the chassis of 18th century education.

Charles Perraults Puss in Boots Essay examples -- Charles Perrault Pu

Charles Perrault's Puss in Boots Charles Perrault's version "Puss in Boots" is a simple enough tale, in which the cleverness of the small prevails over the merits of size and strength and the lowly thirdborn son of a miller transcends his own expectations to achieve personal success. A major part of the tale is the archetypes used within, those easily recognisable symbols of common association and subconscious significance. Among these are symbols standing for the boy's transformation into self-determined adulthood, others associated with the miller's son's growth and achievement, and Puss himself, by whose characteristics and machinations the boy achieves his success. Like so many other fairy tales, "Puss in Boots" recounts the progression from one stage of life to another, in this case from a child's dependence on his parents for shelter and guidance to a separate existence as a self-sufficient adult away from the childhood home. This development is reflected in the archetypes found in the story, which at points draw attention to and accentuate the changes the miller's son undergoes. To begin with, the very identity of the hero's father - a miller - is an indication of where the boy starts out. Millers grind flour to be made into bread, bread being a common symbol of childhood, and the son has no need to begin his progression toward independence until his father dies, effectively cutting off his source of that childhood standby. This lack of bread means, from another perspective, that he cannot eat and as the act of eating is an archetype indicating transformation, it's notable in its absence - he is not yet ready for that next stage of life. So, the miller's son turns to the cat to form a whole new relationship of ... ...tainment value, if nothing else. It is all these aspects which the boy must be able to draw on to succeed, all neatly condensed into a small, furry body. Though "Puss in Boots" is about the miller's son's movement from childhood to a mature, adult societal role, it is Puss who steals the spotlight. The boy is pushed into the background in favour of his more flamboyant and active servant, and though he achieves his transformation, it cannot happen without the cat's use and manipulation of what is already present inside him. As such, Puss embodies what the miller's son needs most following his loss of adult shelter to push into the adult world himself, becoming the principal archetype of all used within the tale. Perrault, Charles. "Puss in Boots." Folk & Fairy Tales Comp. Martin Hallett and Barbara Karasek. 2nd ed. Peterborough, Ontario: Broadview, 1996. 94-97.

Education, not punishment Essay

People have always asked how one can discipline a child in an effective way. For discipline to be considered effective, it must have certain elements. One, an environment of learning that is positive and has good relationships and secondly, it must aim at strengthening positive behaviors and weakening the undesired ones. The most common discipline approach in doing away with undesired behaviors is what is called punishment and which involves using of negative stimulus to eliminate unwanted behaviors. One can punish in two ways; by inflicting physical pain and reprimanding verbally (American Academy of Pediatrics, 1998). Some have argued that punishment creates an environment of fear and anxiety and thus making learning process difficult, impacting negatively on the students’ performance (Human Rights Watch, 2010). Schools are the institutions where teachers have personal relationships with their students; knowing them personally and are likely to care so much for them than any one else other than their parents. Punishments from this point of view can be considered to be playing a major role in educating the students. When punishing these students, the teacher would be telling them in other words that, punishment can be imposed by anybody including the state and not by parents or loved ones only (Benator,2001). Some have claimed that corporal punishment equals physical abuse of the students but there is very insufficient evidence to conclude that. Though some teachers and some parents use physical punishment on children that does not allow people to generalize on the issue and rule out physical punishment completely. Some people have also argued that, physical punishment leads to degradation of students making them become ashamed of themselves. When talking about the element of shame; children have less capacity to be ashamed (Benator, 2001). Physical punishment has also been associated with some negative psychological effects, for example anxiety and fear. Although there is some evidence to prove this, they have not been able to prove that corporal or physical punishment that is not used frequently has the same effects. All what these researches claimed to have been done are not conclusive and are not based on experiments but reports given by people (Benator, 2001). One of the main reasons for objections to physical punishment and any other form of punishment is that it compromises the relationships between teachers and students and as a result, students will tend to fear their teachers. It has also been claimed that learning cannot take place in such an environment since students are being subjected to a kind of tyrannical authority where they have to accept the authority without questioning it (Benator, 2001). This is not the case; learning would be more effective since students are not allowed to challenge the views of the teachers and what they are taught. When they are beaten into accepting the authority of the teachers, it will be very unlikely for them to challenge their authority. Moreover it depends on what grounds a child is punished. If a student is punished wrongly, their relationship with the teacher will suffer serious consequences, but if one is punished for a genuine wrong doing, for example stealing or bullying, the punishment will be received positively for it will be sending a message that, whatever the student was doing was not right and thus a child will be able to distinguish between what is right and what is wrong (Benator, 2001). Despite all these arguments, critics have come out very strongly against punishment and they still maintain that, an environment full of fear and anxiety is not good for learning. So many researches have been done on the issue and it has emerged that, punishments actually inflict fear on students. They will develop fear of loosing their possessions which may be taken from them, fear of their privileges being withheld, fear for their safety among others. After being punished, some of them do not usually understand why they are being punished or how they wronged the authority. Sometimes these punishments send a message to children that, one is allowed to inflict pain on others (Kid’s Development Website, 2010). It doesn’t matter what kind of punishment one subjects a child to. The main message that it sends is that, when one breaks rules, he or she will have to put up with some unpleasant consequences. They do not teach the offenders why the rules are there and their significance and why they should follow them to the letter. Another short coming of punishments is that, they do not make the children learn how to be responsible or pay attention to what others feel or think (Kid’s Development Website, 2010). Sometimes, these punishments, even though they are aimed at the well being of the child, some are usually administered wrongly, losing their effectiveness. It has been discovered that some of them are usually used indiscriminately. Some verbal reprimands are usually used when the time is not appropriate and at the end of the day, they are used to slander the character of the offender instead of correcting, which is the main objective (American Academy for Pediatrics, 1998). Some punishments such as the physical ones range from severe ones, for example slapping, beating, and burning among others all which may amount to physical abuse. Physical punishment has always been considered to be ineffective especially when used more frequently. Some of them have also led to physical injury. These kinds of punishments are also said to increase agitation and aggressiveness among students. It has also been found that, the use of physical punishment affect the children even after reaching adult hood because they tend to develop into angry adults (American Academy for Pediatrics, 1998). Many people use punishments believing in the theory that young people must go through some kind of pain in order to be responsible. When punishments are used like this, they force submission but not commitment. In other words, they do the opposite of what they were intended for. Some people think that punishments do work since the bad behaviors tend to stop immediately one is subjected to punishment; this is not the case especially when the offender does not understand why he is being punished (Marvin Marshal, nd). Another thing that has proven that punishments do not work is that in so many schools, more punishments are being prescribed the moment they fail and as a result, the offender ends up not caring anymore after being through so many lectures, being thrown out of class all the time, sent away from school, suspended or expelled. Fear and anxiety produced by punishment do not have positive long term effects on the student. Threatening students with punishment will only make them to comply for a short time but only when the threat is present and this does not change the person in a positive way (Marvin Marshal, nd). Some of these threats on students in class are not relevant especially when they are outside the class with other students. Moreover, the punishments are not consistent in that, what one teacher considers as an offence, does not apply to the other teachers. Those feelings associated with punishment such as fear, are not helpful when it comes to the learning process. Sometimes, the student will do something to see how the teacher will react, a fact that discourages one to learn (Marvin Marshal, nd). In addition, they tend to make students learn what their teachers want, and a student will do exactly that in order to please them. Other students develop feelings of low self esteem. These punishments do not make any one learn how to modify their behaviors in that, the students will always focus on how to defend their behaviors when it comes to punishment and sometimes try to look for ways on how to cover their mistakes. The truth of the matter is that, the one who gets satisfied after punishment is the punisher and he or she mostly uses punishment to show his or her authority, not to discipline (Marvin Marshal, nd). Punishment also impacts negatively to the learning environment. It has been observed that, the states which still encourage corporal or physical punishment in their schools perform poorly academically compared to those which have banned them. Those students who have been subjected to those kinds of punishment have reported cases of anger and depression and as a result, they tend to withdraw themselves from school activities. These punishments make students to have difficulties in concentrating in class, making them perform poorly. It has also made them develop negative attitude towards school (Human Rights Watch, 2010). Sometimes, these punishments put parents and teachers in awkward positions whereby, they have to decide between the students well being and their advancement academically. Some teachers who find themselves in schools that encourage physical punishment sometimes hesitate to send misbehaving students out of class because they fear that they will be beaten up. Physical punishment does not only affect those who are punished but also those who are not. The moment these kinds of physical punishments are used in schools, they create a threatening atmosphere that affects all students negatively especially on their performances. Victims of these punishments will sometimes be violent and even disruptive and at the end, they will disturb the learning of other students, including heir own, making learning process difficult in the long run (Human rights watch, 2010). Spanking as a form of punishment is also known to affect intelligence as it reduces it. Fear and anxiety are known to slow the cognitive development of the child making the presence of neurons in the brain to be very few (Pytel, 2009). In conclusion, it has emerged that, even though punishment is aimed at righting the wrongs, sometimes, it is not the case and it may end up worsening the situation especially of the individuals facing the punitive measures. The fear and anxiety that is usually elicited by these punishments are not good for the learning process, irrespective of the kind of punishments that are used . So long as they produce these kinds of feelings then; they are not good for students. Teachers should be more concerned on educating the children, not punishing them. References American Academy of Pediatrics. (1998). Guidance for effective discipline. Retrieved from http://aappolicy. aappublications. org/cgi/content/full/pediatrics;101/4/723 Benator, D. (2001). Corporal punishment. Retrieved from http://www. corpun. com/benatar. htm Human Rights Watch. (2010). Corporal punishment in schools and its effects on academic success. Retrieved from http://www. hrw. org/en/news/2010/04/14/corporal-punishment-schools-and-its-effect-academic-success-joint-hrwaclu-statement Kids Development Website. (2010). Effects of punishment on children. Retrieved from http://www. kidsdevelopment. co. uk/EffectsOfPunishmentOnChildren. html Marvin Marshal. (nd). Discipline need not be stressful, discipline need not be negative. Retrieved from http://www. aboutdiscipline. com/ Pytel, B. (2009). Spanking has negative effects on intelligence. Retrieved from http://educationalissues. suite101. com/article. cfm/spanking_has_negative_effect_on_intelligence

From the Perspective of the Priest Child Abuser Essay

The article â€Å"A Priest Child Abuser Speaks† from the book Slayer of the Soul was contributed by a priest who wishes to remain anonymous. He is a self-confessed child abuser during his priesthood, and by writing this, he wishes to share his experiences and his gradual climb back into society. He also believes that writing this article would provide a lesson for both the victimizers and their victims, and hopes that the victimizers would avoid committing such hideous wrongs towards their victims. In the article, the priest shares his journey of self-realization as he slowly vaporized the demon that was poisoning his soul and coercing him to do such crimes against children. The priest recalls that he was convicted for abusing children — sexually, psychologically, and emotionally — in the 1980s, and sentenced to 14 months in a minimum security facility. He believes that he was lucky, knowing that a similar child-abusing priest was sentenced for 20 years of hard labor. The priest mentions that life was tough for him both inside and outside of prison. He felt that a lot of people resented him for what he did to children, and believed that what happened was just a lie, no matter how true it was. Some officers, notably a lieutenant who hated him, bullied and toyed with him. Other prisoners were disgusted at his presence, refused to befriend him, or intimidated him often. For his size, he thought that he would not stand a chance, and he saw that avoiding conflict was the best solution. However, not all of these people resented him or was afraid of him. He recalls making some friends while in prison, ranging from guards to cell mates. They supported him and were sympathetic of him, especially at the time when the lieutenant’s abusive nature went a bit overboard. While in prison, he fought for the system to give him therapy for the â€Å"sickness† he believes that he was carrying. He won that appeal, and the court sent him to therapy twice a week. The Sex and Love Addicts Anonymous (SLAA) provided the opportunity for him to realize the root from which this sickness stemmed. While trying to heal himself, he also experienced rejection from close friends and acquaintances. Life was certainly difficult for him who was branded as a â€Å"child abuser,† which is why he wanted to reform himself in order to reenter society. During his SLAA therapies, he recalled his childhood which was filled with fear, anxiety, misfortune, and harassment. It was at that time when he idolized his parish scoutmaster and weirdly fell in love with him, prompting him into having a sexual relationship with him. It was a very traumatic experience that he knew he had to pull out from. He deducted that this might be the root of his â€Å"sickness† all along, as it was reinforced by an authority figure that it was â€Å"okay† to do it. He was also searching for a father figure, since his real father abandoned him and his family, and his mother declared him as the head of the household. When he entered the parish, he wished to help the children who had no father figure and had an emotionally miserable life. Things boiled over, and pretty soon, he was sexually involved with these young boys. One boy told his parents, and this made him realize his mistake. He mustered the strength to tell their parents that they need immediate therapy, but was arrested in the process when one therapist told the police about him. When he finally got out of prison, he wanted to mend the ties with his family and clear things up with them. However, they failed to â€Å"hear him out,† which was the reason that drove him into an unstable state in the first place. He confronted his scoutmaster and felt betrayed by his insights on the issue involving child abuse, telling him that it was wrong while he was regretting the fact that he believed in his scoutmaster. The damage has been done to him, and he believes that he needs to accept the consequences of his actions and just move on. He mentions that it left a black hole in his life, upon which he was initially placing things to fill that void. However, he realized that it was not the right course of action as he was building his life around that hole, completely avoiding it. Thus, he wished to enter the ministry again in order to help others that are trapped in the same dark cell in which he broke out from, although not completely. The priest mentions that gradually, he was able to recover his life and reform himself into the person that everyone knew before the incident. He was also able to reenter society as himself once again. Hence, he wishes to share his experiences to the world through this article in order to let people know that victims could become victimizers themselves one day, if they are not treated immediately. References A priest child abuser speaks. (1990). In S. J. Rossetti (Ed. ), Slayer of the Soul: Child Abuse and the Catholic Church (pp. 99-111). Mystic, CT: Twenty-Third Publications.

Woodlands Essay Example

Woodlands Essay Example Woodlands Essay Woodlands Essay When woodlands are set ablaze by man or nature made fires, it takes extreme effort on the part of local authorities and communities to put the fires out. In the woods, wildfires can happen naturally on an almost daily basis. In each incident of wild fire, getting to the heart of the flames to snuff it out involves heavy machinery and brave firefighters. There are instances when the fire is too out of control and driving a truck through the wood to put it out simply just won’t do. There are cases when helicopters that could douse the flames from up high cannot fly chose enough due to the treacherous smoke that could engulf them whole, denying the pilot of needed vision top steer clear of potential hazards. In these cases, we smokejumpers zoom in to save the day.Smokejumpers are wildland firefighters who specialize in parachuting into the wild to put out dangerous fires. We are trained with the use of two forest terrain type chutes namely the round and ram-air types which are em ployed by the Forest Service and the Bureau of Land management respectively. We make jumps from high flying air planes that are faster than any chopper and drop onto the ground to reach a wild fire several times sooner than it would take any engine crew travelling on rough forest terrain. Given remote circumstances, we can outfit no more than typical hand tools like shovels, chainsaws and pulaskis or portable pumps to put the fire out. In most cases, the remote conditions leave us to improvise as much as we can in order to get the job done.There are several bases as to why I chose smoke jumping as my profession and stayed in it for seven years running, but the one major reason is because I believe that wildfires are truly a hazard that should be taken seriously. When I was younger, living in Montana exposed me to local news regarding how rampant the incidents could get. I’ve seen my share of sad stories regarding people trapped in wildfires with no one able to help them. Thes e early experiences caused the awakening of my perception towards the issue of keeping the wild safe from fires. Because of my initial interest, I sought for means through which I could obtain more information about my newfound interest. Luckily, my father’s friend happened to be a smoke jumper.Whenever he would visit, he would show me pictures of him in his jumps, landing on soft earth with nothing but a shovel and an axe. The pictures gave me the impression of how exciting and dangerous fighting fires in the wild could be. They also showed me that in the isolated areas where wildfires usually begin, urgency is at utmost important concern. If smoke jumpers weren’t there to prevent early fires from spreading, consequences could be disastrous. My reflections regarding my father’s friend’s experiences, the events that I’ve observed in the news about how bad wildfires could get, and other readings that I’ve made regarding what a smoke jumper do es inspired me altogether to sign up to be one. I took up several classes in fire technical specializations and eventually qualified to be a smoke jumper.Smoke jumping has turned out to be a very rewarding profession. I have always wanted to travel. Smoke jumping fulfills that dream of mine in two ways. Firstly, since smokejumpers are widely used in the United States for wildfire containment and there are not as many people brave enough to take the job as there are fires to put out, I usually get to travel from state to state. Secondly, being a smoke jumper necessarily makes parachuting a common event. This means that smoke jumping gives me the opportunity to jump from planes and into fires on a regular basis. Another reason why smoke jumping is very rewarding is that it lets me stay in shape. One cannot continue to be a smoke jumper if one is not in the best physical shape, mental, and psychological shape.Under the extreme conditions that smoke jumping puts upon me, I have to be ab le to handle physically challenging situations effectively, I have to stay on my wits and most importantly, I have to keep my nerves steady. These pre-requisites have led me to train hard every day and as a result maintain a healthy body, mind and lifestyle. While my younger experiences made me aware of the problem of wildfires, the courses that I took in preparing me for smoke jumping training made me understand the wildfire problem both in theory and practice. Thus, smoke jumping has taught me a great deal about how nature works and the management of fauna that it takes to restore or preserve our native ecosystems.Smoke jumping takes a great effort to pursue as a full time profession. The physical toll is enormous. Many smoke jumpers hang their chutes by the time they are 30. This is because the years of extreme exertions could wear out one’s limbs to make further exertions lethal. Another factor is that smoke jumping virtually takes out your social life. The intensive trai ning and maintenance needed for the job hardly leaves me any time to go out on dates! However despite of these factors, smoke jumping is still the job that I was born to do, and I will do it for as long as I possibly can.

Second Chances for High School Dropouts

Second Chances for High School Dropouts Just because your child dropped out of high school doesnt mean his life is over. In fact, 75 percent of high school dropouts eventually finish. Finding the time and motivation to get a GED program completed can be complicated by real-life responsibilities and issues. Dont let those obstacles stop your young adult from completing his high school education. Here are  ways your high school dropout can earn his diploma or a GED.   What Is a GED? Anyone 16 or older who hasnt earned a high school diploma may take the GED tests. There are 5 subject area tests to take to pass the GED: Language Arts/Writing, Language Arts/Reading, Social Studies, Science, and Mathematics. The GED tests are available in Spanish, French, large print, audiocassette and Braille, in addition to English. Fortunately, many government institutions and universities consider the GED just as they would a high school diploma in regards to admissions and qualifications.   Community College: Most community colleges offer programs to help students complete their high school diplomas and/or earn a GED. Some of these classes are offered on community college campuses, while others are held at night on high school grounds. Call your local community college for details. Many community colleges now offer online programs as well.Adult Education Programs: Most adult ed programs offer courses to help students prepare for the GED. Adult ed schools are typically run by high school districts, community colleges or a collaboration between the two, with funding provided by the state. Call your local adult education school for information.Gateway to College: Founded in 2000 by Oregons Portland Community College, this program bridges the gap for students ages 16-21 who have dropped out of high school but want to finish their coursework and go to college. Gateways program, which combines high school and college coursework, is available on 27 community college campuses i n 16 states, and the Bill Melinda Gates Foundation is using it as a model for part of the foundations Early College High School efforts. For details, visit the Gateway to College website. YouthBuild: This 20-year-old program for high school dropouts ages 16-24 from low-income families, combines community service, vocational training, and leadership skills with a GED program. Students, many of whom have been in the foster care or juvenile justice systems, divide their days between high school and GED prep classes and projects building or renovating homes for low-income families. Kids participate in a 30-hour per week program that also offers job training, helping them to find work that will facilitate the start of their careers while building their communities as well. The program began in 1990 in New York City and has grown to include 273 YouthBuild programs in 45 states. This, too, is supported by the Gates Foundation. For more information, visit the YouthBuild site.National Guard Youth ChalleGNe Academy: For 16- to 18-year-olds, Sunburst Youth Academy gives kids a chance to turn their lives around. The program is run by the National Guard, and there are 35 Youth Cha lleNGe Academies around the U.S., an outgrowth of the  Congressional mandate in 1993 to deal with the countrys high school dropout crisis. Therapeutic Boarding Schools: Programs at these schools help troubled teens identify the underlying cause of their issues. Various approaches combine academics and psychotherapy so teens can better understand and control their actions and behaviors. With insight and oversight from professionals, teens can begin to modify their behavior, stop acting out, and get back on a path to pursue their high school diploma. While some therapeutic schools can be unaffordable to many,  local school districts and some insurance plans can help offset the costs.Online Programs: For those students who have challenges with either time or location - for example, a parent who works full time or an ill homebound young adult - online GED programs are a great option. Most programs will allow students to access classwork, tests and more on their own schedule, giving them the flexibility to keep working or managing their health problems. Online GED programs, for the most part, should not be confused with homeschooling - they are specifically designed for online learning.

Theories of Marketing Development Essay Example | Topics and Well Written Essays - 750 words

Theories of Marketing Development - Essay Example This theory applies to Sony considerably given that the organization spends heavily in R&D across all the product lines. As per statement released in 2003 by Nobuyuki Idei, Chairman & CEO of Sony Corporation, the organization planned to spend 500 billion Yens (about 5.1 billion US Dollars as per current rate) in three years to develop competitive key electronic devices through internal innovations although the organization invested 502 billion Yens (about 5.12 billion US Dollars) in 2005 itself. [Sony Corporation, 2003; Sony Corporation, 2005] Sony has been practicing creative destruction by forcing the old available products towards obsolescence by virtue of their innovations. One excellent example is the â€Å"style† innovation of Sony latest Pocket Style VAIO P that is expected to yet again create a new niche segment for Sony that may force laptops to obsolescence especially in applications like Internet usage, word processing, multi-media & entertainment, messaging, Internet-based telephony, etc. [Prokaza, Julian. 2009] Sony practices the strategy of Differentiation Strategy thus targeting niche markets where products are unique and sold at premium rates. They tend to develop unique market segments where there aren’t any competitions and the pricing strategies are totally in their own control. Walkman, Play Station, and now the Pocket Style Vaio P are examples of product uniqueness that Sony brings to the market. In these markets, Sony is not bogged down by competition that practice Cost Leadership strategy. Sony practices product uniqueness (differentiation) and achieves the same by virtue of huge investments in Innovation and R&D.

Research Critique - Dapagliflozin Trials Paper Example | Topics and Well Written Essays - 1000 words

Critique - Dapagliflozin Trials - Research Paper Example This paper reviews various aspects of a medical trial study carried out in Japan. The critique evaluates issues of human protection, data collection, analyses and management as well as the final findings. The study by Boulton et al. (2011) highlights the comparative use of dapagliflozin on two treatment groups consisting of diabetics with type II diabetes (T2DM) and healthy subjects. The research paper was published in the fourth issue of the Diabetes, Obesity and Metabolism Journal in 2011. The main objective of the research was to investigate the tolerability and safety of dapagliflozin in the Japanese participants. Evaluated aspects included the pharmacodynamics (PD) and pharmacokinetics (PK) of the drug on both treatment groups. Protection of Human Participants The implicitly implied benefits of this research included the ability to determine the tolerability and safety of the drug for Japanese subjects, and thus offer a reliable, non-insulin dependent therapeutic option for T2DM management. This would be beneficial because it would save patients with T2DM from regular insulin injections and costs if it would be established as an efficient mono-therapy option or improving add-on to other diabetic therapies. The authors of the research recognized drug allergy as a potential risk and possible aggravation of cardiovascular and diabetic ketoacidocis. As such, precautionary measures were taken to exclude subjects with such conditions or a history of such conditions. In addition to the highlighted benefits, the researchers failed to note that dapagliflozin’s effectiveness does not depend on the dysfunction severity of beta cells. Unlike most other therapies, its effectiveness will not decrease with beta cell failure advancement or with higher severity of insulin resistance. This would be a major benefit in the T2DM therapy. Additionally, they also failed to identify other risks such as possible aggravation of polyuria, which may results from the diuretic e ffect of dapagliflozin. The research was conducted after acquisition of informed consent from subjects as stated within the material and methods section, and as such it is expected that all participants consented to participation after full information. The research process and procedures adhered to GCP (â€Å"Good Clinical Practice†), and â€Å"Japanese Pharmaceutical Affairs Law† both of which define standards of clinical pharmaceutical trials (Boulton et al. 2011). The adherence to these standards as asserted within the paper implies that indeed the participants must have voluntarily accepted participation in the study. This is because voluntary participation is one of the stipulations under these standards, and adherence confirms willing participation. As part of ensuring adherence the researchers also sought approval from the local ethics committee/ IRB (â€Å"Institutional Review Board†). From these facts it can be inferred that ethical, procedural adheren ce was upheld as required in any drug trial cases. Data Collection Data collection in the study was done through the bio-analytical

Exposing Workers to Plutonium Case Study Example | Topics and Well Written Essays - 250 words

Exposing Workers to Plutonium - Case Study Example Workers who have occupations at a nuclear plant, which require that they be necessarily exposed to radiation like plutonium, are among workers who are at high risk in their health as well as their safety. A number of incidents have occurred stating plutonium spills exposing worker’s health to dangers. This substance was said to remain in vital organs of the body like lungs or may move to the bones, liver, or other body organs (ATSDR, 1). But generally, such substance stays in the body of affected person for decades and may evencontinue to expose the surrounding tissues to radiation (ATSDR, 1). As a result, a person may develop cancer in the lungs, bones, liver depending on how long it has remained in the person’s body. Despite laws and regulations on maintaining safe workplace and compensating employees for occupational illnes, the fact remains that there are incidents occurring that continually expose workers to danger in their safety and health. Hence, there is a need for greater protection to the health of workers, provide appropriate health care, address their other health concerns and have standards to prevent accidents or incidents in relation to exposure to such radiation (Silver, 3). Workplaces and establishments which expose workers to such radiation must therefore come up with standards to ensure safety of workers, provide protective devices, informing workers of adhering to such standards for their safety and other protective measures. This goes not only to government agencies but also business establishments engaged in nuclear radioactivity. In order to address this problem, there must be community based approaches as well as case studies of incidents regarding radiation to identify what other reforms as to occupational safety may be put in place not only to protect workers but the community as well.

Evaluation Of The Claim Rousseaus Social Contract Philosophy Essay

Evaluation Of The Claim Rousseaus Social Contract Philosophy Essay This essay will begin from the premise that, far from advocating a collectivist contract of society and sacrificing the individual to such state, Rousseaus Social Contract establishes protective measures for the individual through the conception of the general will. Firstly, an exploration of the content and main features of Rousseaus Social Contract will be undertaken, before a critical evaluation of its relation to the protection of the individual in society will be offered, principally through the notion of the general will. This essay will then reject opponents claims that this inevitably leads to individual freedom being sacrificed to the community, as will it reject the argument that Rousseaus contractarianism is either illiberal or totalitarian. It will conclude by defending the perception of Rousseaus Social Contract as an advocate an egalitarian liberal society. The will of the General Will The evaluation at hand presupposes that Rousseaus Social Contract champions collectivism, or communitarianism, and in doing so rejects liberalism which places at its heart the autonomy of the individual. The thesis of such an argument is that through various measures, society as a collective usurps the ability for an individual to maintain independence or free will in the social contract. Yet this examination disregards both the historical context of Rousseau and the underlying purpose of Rousseaus work, which was to provide an explanation of the conditions in which, man being individualist by nature and simultaneously wanting the protection and advantages of living in a civil society, both of these can be achieved without the need for a loss of liberty. Rejecting this collectivist position, which will be countered in greater depth later on in this essay, it is important to explore the content and main features of Rousseaus Social Contract, to remind us that a liberal political theory needs to concern itself not only with the identity of liberty, but also with identifying the conditions under which that liberty can be sustained (Hampsher-Monk 1995: 275). Thus, the Social Contracts central concern is to create a climate in which popular sovereignty is realisable, and Rousseaus lineage of work therein is logically concerned with strengthening the case for and to counter any potential challenges to it (V. Gourevitch 2003: xxiii). Popular sovereignty, for Rousseau, was the very basis for the protection of individuals: the Sovereign, being formed wholly of the individuals who compose it, neither has nor can have any interest contrary to theirs. (Social Contract I: 7.5) Inherent in Rousseaus conception of sovereignty is the general will, which governs the relations of all men, enforcing popular sovereignty and forming the foundation of Rousseaus theory: Each of us puts his person and all his power in common under the supreme direction of the general will, and, in our corporate capacity, we receive each member as an indivisible part of the whole. (Social Contract I: 6.9) Simply put, the general will is the common good of all men, and yet this concept is precisely what provides protection of the individual, since Rousseaus conception is such that the individual and the collective are so entwined that they cannot be separated without returning to the state of nature. Yet, Rousseau does concede that particular (or private) wills of the individual do exist in so far that each individual, as a man, may have a particular will contrary or dissimilar to the general will which he has as a citizen (SC I: 7.7). This presents a quandary: natural liberty and particular wills are one and the same by definition, but the very purpose of the Social Contract, to find a form of association which will defend and protect with the whole common force the person and goods of each associate, and in which each, united himself all, may still obey himself alone, and remain as free as before (SC I: 6.4) proposes that a solution to reconcile the two must necessarily be presented. This is presented two-fold: firstly, Rousseau claims that the general will be naturally discoverable, by taking away the pluses and minuses of particular wills, which innately cancel each other out, leaving only the general will as the sum of the differences (SC 2: 3.2); secondly, for whoever refuses to obey the general will shall be compelled to do so by the whole body. This means nothing less than that he will be forced to be free; for this is the condition which, by giving each citizen to his country, secures him against all personal dependence. (SC I: 7.8) The latter account has frequently been the origin of the so-called totalitarian thesis, a popular assessment of Rousseau but which has been convincingly rejected by recent study and will be similarly critiqued later in this essay. Thus, Rousseau acknowledges, by virtue of admitting that particular wills do exist, that in the social compact, man does sacrifice his natural, absolute liberty. Yet, as will be argued, rather than sacrificing individual freedom altogether, the social compact offers something that cannot be attained in the state of nature civil liberty; ultimately, this is far more favourable, and a truer, more secure, representation of individual autonomy. Rousseau outlines that self-love (amour de soi), reason and freedom are all fundamental features of human nature, and we have a basic interest in ensuring protection of our person and the goods we need to survive and live well (Cohen 2010: 11). Similar to other social contract theorists such as Hobbes and Locke, Rousseaus state of nature, that is to say the natural state of things before the social contract is conceived, offers absolute liberty on one hand, but no protection for rights on the other. Protection of rights offered in civil society, including the protection of property, is non-existent in this state; the social contract is Rousseaus response to those calling for the reconciliation of liberty and the protection of rights without sacrificing liberty of the individual, and here Rousseau differs from his contemporaries in that he advocates a different conception of sovereignty. Liberty in the social contract is exchanged, but this is not to say it is sacrificed, as Rawls states: We gain the same rights over others as they gain over us, and this we have done by agreeing to an exchange of rights for reasons rooted in our fundamental interests, including the interest in our freedom. (Rawls 2008: 221) Thus, the general will, being the will the community, appears at first to be antithetical to the interests of individuals. It is an abstract theory, but nevertheless exudes clarity of purpose, even if Rousseau does not definitively express how the general will is found. As has been touched upon, society, being inescapable without returning man back to his origins as a primitive being, is such that the community and the individual are permanently coexisting and interdependent. The general will the will of the community is thus to Rousseau a reflection of the common good, since all rational persons have in their very nature a concern for their self-preservation and freedom; they would thus be harming themselves to will something for the community (in which they are inextricably linked) that is distinctly separate from their own particular will. Consequently, the common good reflects an equal concern with the well-being of each person, and as a result an equal concern for individual a utonomy, since all people share the very same conception of the common good (Cohen 2010: 15); the public interest and common liberty are synonymous withpersonal interest and liberty.'(Boucher 2009: 278) The Legislator The Social Contract offers various measures through which the general will is made discoverable, or else enforced, as briefly mentioned above. Whilst forcing man to be free seems adversative to liberal political theory (which this essay argues that Rousseau follows), the institutions that Rousseau describes within The Social Contract are analogous to popular sovereignty and hence compatible with individual autonomy as we have seen. These include the institutions of a legislator, or law-giver, civil religion and censorship. Rousseau acknowledges that man does not necessarily know what he wants, or is best for him and so needs the guidance of wisdom and experience in the form of these institutions to aid the formation of the social contract. In particular, there is a need for a legislator to [lead] to the union of understanding and will in the social body (SC 2: 6.10). This legislator would do so by reason of his genius, [and]à ¢Ã¢â€š ¬Ã‚ ¦ no less by reason his office, which is neith er magistracy, nor Sovereignty (SC 2: 7.4). Thus Rousseau depicts a figure who is distinct from the sovereignty of the people and hence neither superior (a master) nor inferior to the community: he works in the interest of discovering the general will (by means of persuasion), and thus by deduction solely motivated by the protection of liberty and freedom of the individual. Of course, by separating the legislator from the people, Rousseau is opening himself to claims of elitism, which are potentially at odds with the egalitarian free community of equals (Cohen 2010: 10) that is the outcome of his conception of the general will. However, he counters these criticisms by making clear that he who holds command over laws ought notà ¢Ã¢â€š ¬Ã‚ ¦to have it over men; or else his laws would be the ministers of his passions and would often merely serve to perpetuate his injustices. (SC 2: 7.4) This Montesquieu-esque separation of powers (who, along with Diderot, preceded Rousseau in coining the term general will and who evidently influenced Rousseaus thought) safeguards the sovereignty of the people, and whilst the legislator is applicable to the community at large, Rousseau expresses its worth to individual autonomy rather than the collective authority: If we ask in what precisely consists the greatest good of all, which should be the end of every system of legislation, we shall find it reduce itself to two main objects, liberty and equality (SC 2: 11.1) Rousseaus civil concept of liberty It has been established that the social contract contrasts two necessities of human nature: the need for security and political authority (embodied in the social contract as the need for a political community) and the need for individual autonomy and liberty. Yet there must inevitably be a concession. One of the towering liberal philosophers of the twentieth century, Isaiah Berlin, famously drew a distinction between two concepts of liberty, those of positive and negative liberty (Berlin 1958), and this is pertinent in its applicability in Rousseaus Social Contract. Whilst negative (absolute) liberty allows the individual full autonomy in the absence of external forces (coercive or otherwise), Rousseau concedes that to reconcile the two necessities a different conception of liberty is needed, and this Berlin called positive liberty: the freedom to, as opposed to freedom from, act with individual autonomy, protected by certain measures acting as safeguards. This, to Rousseau, was civi l liberty: What man loses by the social contract is his natural liberty and an unlimited right to everything he tries to get and succeeds in getting; what he gains is civil liberty and the proprietorship of all he possesses. à ¢Ã¢â€š ¬Ã‚ ¦we must clearly distinguish natural liberty, which is bounded only by the strength of the individual, from civil liberty, which is limited by the general will; and possession, which is merely the effect of force or the right of the first occupier, from property, which can be founded only on a positive title. (SC 1: 8.2) This is an important distinction to make, but not one that this essay believes forces a dilution of liberty. Berlin (1958) draws these two distinct concepts to further his argument that the only true form of liberty is that in a negative sense. Nonetheless, liberalism to a modern scholar associates itself with the protection of individual rights, such as those of proprietorship; this has been engrained in liberal theory, which arguably finds its origin in Rousseaus Social Contract. To Rousseau, the liberty that is afforded to man in the state of nature (being the liberty that Berlin favours) is detrimental to the human condition. On the other hand, under the social contract, man gains an equivalent for everything he loses (SC 1: 6.8). From this we might take that liberty under the social contract is a zero-sum gain; liberty is exchanged, but not lost. However, the benefit of civil liberty is that man gains an increase in force for the preservation of what he has. (SC 1: 6.8). Roussea u develops upon this by commenting that the right of first occupier, which in the state of nature is so weak (SC 1: 9.2), is respected by individuals and the community alike: possessors, being regarded as depositaries of public property, and having their rights respected by all the members of the Stateà ¢Ã¢â€š ¬Ã‚ ¦, have, by a cession which benefits both the public and still more themselves, acquired, so to speak, all that they gave up. (SC 1: 9.6) We might, over and above all this add, to what man acquires in the civil state, moral liberty, which alone makes him truly the master of himself; for the mere impulse of appetite is slavery, while obedience to a law which we prescribe to ourselves is liberty (SC 1: 8.3). This is a striking statement, and of course not one that Berlin, among others, accepts. Berlin states that to coerce a man is to deprive him of freedom (Berlin 1958: 6). Yet Rousseaus social contract is not coercive in this sense. Man does not accept the general will through the persuasion of authority, but because it is rational to do so as the general will is equally a manifestation of ones own true will. Rousseau does not deprive the individual of free will: far from it, he expects that in the social contract man will choose the general will with this very same free will of the individual. By man developing his moral faculties through the conception of the civil state, Rousseau claims that justice triumphs over in stinct, intelligence over stupidity and irrationality (SC 1: 8.1). Thus, in forming a civil community (state), man develops an appreciation of the liberty of other individuals within that community, which is mutually protective; the moral intelligence that man formulates is of greater benefit to individual freedom and autonomy than his very same (absolute) liberty in the state of nature. Communitarianism and illiberalism It is clear to see that myriad critics, among them Berlin, reject Rousseaus contracts protection of liberty, instead arguing that his strong conception of political community intrinsically works to oppose this. Berlins extraordinary claim that Rousseau was one of the most sinister and formidable enemies of liberty in the whole history of modern thought (Berlin 2002: 4) certainly has great impact, a surprisingly ferocious attack on a theorist who had at his heart a desire to protect the freedom of human condition in society. Thus it is necessary to delve into Berlins criticism further to understand his reasoning. Berlin saw Rousseaus conjecture being particularly dangerous to liberty. In Berlins view, Rousseau had associated freedom with self-determination, yet self-determination with obedience to the general will. The notion of the general will, being quite separate from individual (particular) wills, went against Berlins conception of liberalism, for it alleged the existence of a common interest encompassing the interests of all men: an absolute, single set of rules for all, which Berlin saw as being a divergence from the pluralist tradition of liberalism. Rousseau also went some way to disguising mans true nature, as Berlin saw it, by conceiving man as a citizen being, rather than a lone, individual creature an unrealistic transformation of human interest. Furthermore, Rousseau was said to have changed the concept of mans will from what he actually desires empirically, to a will that he ought, or should, desire, but may not through the nature of the human condition (Berlin 2002). Emphasis ed by his strong Calvinist influence, we could also add to this Rousseaus deeply-rooted sense of morality, a sense of right and wrong, and what it means to live a good (and bad) life, which we can take Berlin to object to on the basis of its limitation on individual choice and self-determination.