An Analysis of American †Chinese Movie ‘Saving Face” by...

An analysis of American – Chinese movie ‘Saving face† by using Face Negotiation Theory Table of contents Face Negotiation Theory 2 An application of face-negotiation theory in the movie â€Å"Saving face† (2004) 3 Advantages and disadvantages of face theory 6 Conclusion 7 References 8 The term â€Å"face-negotiation theory† was first introduced by Stella Ting-Toomey, a Professor of Human Communication Studies at California State University, in 1988 based on amazing works of Goffman in 1955 and Levinson and Brown in 1987 (Oetzel amp; Ting-Toomey 2003). According to Griffin (2005), the main idea of this theory is to clarify people coming from dissimilar cultures will have different ways in managing conflicts as well as communication.†¦show more content†¦At the end, both Gao and Wil decide to protect their love. According to Hofstede (1980), American and China are significant example for the disparities in culture, one is a low-context culture with the individualistic society and another is a high-context culture with the collectivistic society respectively. In this movie, there is a scene that Gao’s father – Mr. Wai Gung was extremely angry when he fought out that his daughter got pregnant and Gao tried to keep the secret about the father of this baby. Gao thought that getting pregnant without a husband was not a bad thing and when her father said â€Å"She is no longer a part of this family†, she said that â€Å"Father, please don’t feel shamed†. He responded that â€Å"How can I not feel shame? My own rotten flesh has gotten pregnant without a husband. You don’t think people will laugh at me? The professor speaks big words but can’t control his daughter?†. â€Å"She can throw her reputation away, but it still comes back to this family. Get out of this house. Don’t come back until you have a husband† he said. In this situation, it supports the idea that collectivists in general and Chinese in particular often choose avoiding style as well as try to save a mutual-face and other-face more than different groups (Griffin 2005). Although they lived in American for a long time but they are the first generation so they still belong to collectivistic group (Samovar, Porter amp;Show MoreRelatedIntercultural Communication21031 Words   |  85 Pagesworld into a global system: a. The development of technology has enabled a constant flow of information and ideas across boundaries. Communication is faster and more available than ever. The development of transportation as well, has increased face-to-face contact with people from different cultural backgrounds immensely b. These developments have affected the world economy. The business world is becoming more international and interrelated. c. 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Overt Sexual Desires By Alfred Tennyson s Idylls Of The...

Overt sexual desires. A quick temper. Manipulative tendencies. These are just a few of the character flaws that a â€Å"bad boy† protagonist in literature often can demonstrate and still be upheld as the narrative’s hero. Yet if a female character exhibits these traits, she is condemned, even vitriolically so. Arthurian literature is not immune to this misconception, as seen in Alfred Tennyson’s Idylls of the King and Thomas Malory’s Le Morte D’Arthur. Although Tennyson demonizes Vivien as maliciously manipulative and refuses to give her human complexity or realistic motivations, Malory chooses to combat the double standard by characterizing Nimue as opportunistic and shrewd, but still a character aligned with good. Tennyson presents Vivien with little, if any, complexity; in Idylls of the King, she is an spiteful vixen who targets Merlin and flirts with him as a cruel game. He describes Vivien as being â€Å"born from death† (Tennyson, line 44) and skillfully concealing her â€Å"bare-grinning skeleton of death† (Tennyson, 50). She plots to capture â€Å"the hearts of all this Order in mine hand† (Tennyson, 56) but after being rejected by Arthur, turns her sights to Merlin in order to ensnare him forever through his own spell, â€Å"fancying that her glory would be great / According to his greatness whom she quenched† (Tennyson, 217-18). Quite simply, she is hungry for the power for the sake of power; she has no personal grudge against Arthur’s court, no humanizing element behind her vendetta,

Analysis of the Twelfth Planet Free Essays

string(78) " the Mesopotamian divine council and its other eleven \(upper tier\) members\." The Myth of a 12th Planet: A Brief Analysis of Cylinder Seal VA 243 Michael S. Heiser Ph. D. We will write a custom essay sample on Analysis of the Twelfth Planet or any similar topic only for you Order Now candidate, Hebrew Bible and Ancient Semitic Languages University of Wisconsin-Madison Introduction Readers of Zecharia Sitchin’s books, particularly The 12th Planet, will recognize the above seal, VA 243 (so named because it is number 243 in the collection of the Vorderasiatische Museum in Berlin). This seal is the centerpiece of Sitchin’s theory that the Sumerians had advanced astronomical knowledge of the planetary bodies in our solar system. This knowledge was allegedly given to the Sumerians by extraterrestrials, whom Sitchin identifies as the Anunnaki gods of Sumero-Mesopotamian mythology. In the upper left-hand corner of the seal, Sitchin argues, one sees the sun surrounded by eleven globes. Since ancient peoples (including the Sumerians according to Sitchin) held the sun and moon to be â€Å"planets,† these eleven globes plus the sun add up to twelve planets. Of course, since we now know of nine planets plus our sun and moon, part of Sitchin’s argument is that the Sumerians knew of an extra planet beyond Pluto. This extra planet is considered by Sitchin to be Nibiru, an astronomical body mentioned in Mesopotamian texts. Sitchin’s works detail his contention that Nibiru passes through our solar system every 3600 years, and so some believers in Sitchin’s theory contend that Nibiru will return soon. Some followers of Sitchin’s ideas also refer to Nibiru as â€Å"Planet X†. Is Sitchin correct – in whole or in part? Is Nibiru a 12th planet that will soon return? Does VA243 prove his thesis? Unfortunately for Sitchin and his followers, the answer to each of these questions is no. This paper will focus on the heart of his theory, VA243. Nibiru is the subject of another paper on my website. Method and Approach The study of cylinder seals is actually a very specialized sub-discipline within Sumerology and Assyriology. a It is possible to determine, through the efforts of cylinder seal specialists of the recent past and current experts, to decisively say that Sitchin’s interpretation of this seal is deeply flawed and lacks scholarly merit. In short, his theory is false and is unsupported by the seal itself. In the discussion that follows, I will demonstrate that VA243 in no way supports Sitchin’s ideas. My reasons / lines of argument for this are: 1) The inscription on the seal (left hand and right hand sides – which are not discussed by Sitchin) says nothing about planets or any element of astronomy. Rather than offering an independent translation, I will defer to authorities on Sumerian seal inscriptions in this regard to avoid any charge of bias. 2) The alleged â€Å"sun† symbol on the seal is not the sun. We know this because it does not conform to the consistent depiction of the sun in hundreds of other cylinder seals and examples of Sumero-Mesopotamian artwork. I will describe the typical depiction (determined with certainty because it appears with texts about the sun god [Shamash Akkadian, known as Utu in Sumerian]) and provide image examples. Sources are provided for readers to check for themselves. The â€Å"sun† symbol is actually a star (which in Mesopotamian art could have six or, more commonly, eight points). Lest the modern reader retort that â€Å"well, the sun is a star,† I offer several images where the star symbol and the sun symbol (which again, is not that in VA243) are side-by-side and distinct from one another. The Sumerians and Mesopotamians distinguished the sun from stars by using different symbols – and associating each symbol with the sun god and other gods, respectively. There is simply no ancient Sumero-Akkadian evidence to support Sitchin’s identification. 3) If the â€Å"sun† is not the sun, then what are the dots? The dots are also stars, as is best illustrated by the Sumerian-Mesopotamian depiction of the Pleaides (seven dots together with reasonable astronomical accuracy since they are visible to the naked eye). b The Pleaides are actually one of the most frequently depicted astronomical features in SumeroMesopotamian art. As Sitchin points out (and this is corroborated by actual scholars in the field – it’s common knowledge), stars were associated with or considered to be heavenly beings – gods. In Sumero-Mesopotamian artwork, a star represents either a god or an astronomical body. The same can be said of the sun – it can either reference the literal sun or the sun god. There are three possibilities as to what VA243 is depicting: (A) It is singling out a deity or special star and associating it with other stars in some sort of zodiacal representation. I don’t consider this likely because there are other far clearer representations of zodiacal constellations. Unless there are clear zodiacal connotations, a star was symbolic of a deity, which brings us to the second option. (B) More probable is the idea that the central star stands for a deity that has some association with fertility (as in crops) since the inscription describes an offering made by a worshipper (who is named) to a seated god who is associated in the seal with fertile harvest. Since there are two other figures in the seal in addition to the seated god, and one is the offerer, the remaining figure is likely a deity also associated with the offering. In favor of this possibility are the â€Å"implements† a An excellent general introduction is Dominique Collon, Cylinder Seals. I am not saying the star is depicted amid the Pleiades, only that the artistic depiction of the Pleiades provides an excellent example of â€Å"dots† = stars. The Pleiadean depiction is always seven dots/stars. b shown on the seal with respect to these two figures facing the seated god and the figure’s headdress. Also in its favor is the fact that there are literally hundreds of such â€Å"offering seals,† and many have a star in upper proximity to the figures’ heads, signifying the figure is a deity (see the example). C) Since the star is surrounded by eleven other stars (dots), the artistic depiction could stand for the lead god of the Mesopotamian divine council and its other eleven (upper tier) members. You read "Analysis of the Twelfth Planet" in category "Essay examples" Recall that (as Sitchin again points out) the Mesopotamian council had 12 members. I have noted before that the 12 member council isn’t always consistent in Mesopotamian religion (at times eight gods are considered the council), but 12 is the more prevalent number. This thesis is attractive, but I can’t say there is much to commend it over option B. The reader might be thinking at this point, â€Å"Well, isn’t the sun god the leader of the pantheon – so if this symbology points to the divine council the center symbol could still be the sun? † This would be an erroneous line of thought since in SumeroMesopotamian religion the sun god is NOT the high god; the high god is Anu (later, Marduk), not Shamash. These options are admittedly subjective, but one thing is certain – the â€Å"sun† symbol does not conform to the abundantly frequent symbol for the sun in SumeroMesopotamian art. We are not dealing with a depiction of the solar system. Astronomer Tom van Flandern pointed this out years ago anyway, since the sizes of the â€Å"planets† around the alleged sun do not conform to the correct sizes of the planets and there distances from the pseudo-sun are not depicted in such a way as to depict elliptical (or at least varying) orbits. The link to van Flandern’s critique is on my website. 4) There is not a single text in the entire corpus of Sumerian or Mesopotamian tablets in the world that tells us the Sumerians (or later inhabitants of Mesopotamia) knew there were more than five planets. This is quite a claim, but is demonstrable through the work of scholars who specialize in cuneiform astronomy. Below I list all the major works on cuneiform astronomy (catalogues of texts, dissertations / books) and invite readers to check them out of a library and look for themselves. Literally every cuneiform text that has any astronomical comment (even with respect to astrology and omens) has been translated, catalogued, indexed, and discussed in the available academic literature. The tablets are often quite detailed, even discussing mathematical calculations of the appearance of planetary bodies in the sky, on the horizon, and in relation to other stars. The field is by no means new, and is considerably developed. All of the above facets of the discussion are now offered in more detail with bibliography. I. The Inscriptions on VA 243 VA243 has three lines of text (â€Å"line 1† is actually repeated on both sides of the seal): The seal is transliterated (the Sumero-Akkadian signs in English letters) and translated in the principal publication of the Berlin Vorderasiatische Museum’s publication of its seal collection, Vorderasiatische Rollsiegel (â€Å"West Asian Cylinder Seals†; 1940) by Mesopotamian scholar Anton Moortgat on page 101. This book is in German, so I offer the German and an English translation: Line 1 = dub-si-ga â€Å"Dubsiga† [a personal name of an apparently powerful personc] Line 2 = ili-il-la-at â€Å"Ili-illat† [another personal name, this time of the seal’s owner] â€Å"dein Knecht† [German for â€Å"your servant†d] Line 3 = ir3-su So the full (rather boring) inscription of VA243 reads: â€Å"Dubsiga, Ili-illat, your/his servant. † Nothing in the inscription suggests anything remotely to do with astronomy or planets. In an email correspondence with Dr. Rudi Mayr, whose dissertation was on cylinder seals, Dr. Mayr commented on the inscriptions and the seal [and I interject a few comments in blue]: â€Å"The seated figure is a god; the ‘flounced’ garment is normal for deities (though kings start wearing them a little later); deities also have the distinctive headdress. Most scholars call it a ‘horned’ headdress, but I’ve always thought it looked more like flames than horns. Ancient texts often refer to deities having a bright, shining, brilliant aspect [this is true across the ancient near east – witness the â€Å"shining one† terminology I discuss in The Facade and in several papers on my website]; they don’t mention horns . . . The introducing figure also has the ‘horns’ of divinity† [this is a strong contextual argument that the symbol – again, it’s not the â€Å"sun† – to the upper left of the introducing figure is a star. Precisely because they SHINE, stars were associated with deities. Shamash, the sun god, had his own symbol of the sun. See below for what it looked like]. c Personal email communication on Dubsiga with Dr. Rudi Mayr, whose dissertation was on cylinder seals. Dr. Mayr is also the source of the comment on the second line, which conforms to typical cylinder seal patterns. d Dr. Mayr noted to me in an email that the third line might also read â€Å"his servant†, which was his preference. II. The â€Å"Sun† Symbol This is perhaps the biggest problem with Sitchin’s interpretation of VA243 signifying the solar system. Simply put, if the central symbol in his solar system isn’t the sun, the interpretation collapses completely. There’s actually a good deal of evidence to demonstrate decisively that Sitchin is wrong here. Toward offering that evidence, we’ll first introduce a few general comments on Sumero-Akkadian symbols and move to the specifics. A. General Comments Like all ancient religions, Sumero-Mesopotamian religion had a great concern with heavenly bodies that could be observed with the naked eye. In particular, the sun, moon, and Venus were important focus points because of their ease of visibility, and each was artistically symbolized and stood for a deity. In Sumer-Mesopotamian religion, the sun god symbology was very clear: Sun god = Shamash (Utu in the Sumerian languagee) The symbol of the sun god in Sumero-Mesopotamian religion was a central circle with four extended â€Å"arms† with wavy lines in between each â€Å"arm† (most common), or a circle with only wavy lines. The entire symbol was itself nearly always [I don’t know any exceptions, but there may be one – just being cautious here] inside a circle, as below:f The reader should note immediately that this is NOT the symbol on VA243. VA 243’s â€Å"pseudo-sun† lacks the wavy lines and is not set inside a circle. This sun symbol is ubiquitous in Sumero-Mesopotamian religious artwork. The other common symbol for the sun god was the god in flight upon a set of wings (a depiction akin to the winged disc in Egyptian religion). e See Jeremy Black, Gods, Demons, and Symbols of Ancient Mesopotamia: An Illustrated Dictionary (University of Texas Press, in conjunction with the British Museum, 1992): 168. This is an excellent reference source. Dr. Black is a well known Sumerian scholar. He was formerly the Director of the British School of Archaeology in Iraq and is now university lecturer in Akkadian and Sumerian at Wolfson College, Oxford. f See above source, p. 168. The above classic solar disk iconography in Sumero-Mesopotamian religion is contrasted with the star symbol, used to symbolize either stars in constellations, any deity (the star is either over the deity’s head or above it to the left of right), or Ishtar (Sumerian Inana), who stood for Venus, the most visible object in the sky aside from the sun and moon:g Note that this example has eight points. This is the most frequently attested style in Sumero-Mesopotamian religious art. The star also is found with six (like VA 243) or seven points, and the points even vary within the same seal or stela carving. It wasn’t consistent in points, but what the symbol stood for was consistent – either a star, planet, or deity – but NOT the sun. The star symbol is either set within a circle or, far more often, not within a circle. It is clearly distinct from the sun symbol. How do I know that the symbol of VA 243 is a star and not the sun disk? Other than the obvious noted above – that VA 243 does not have the wavy lines between the â€Å"arms† of the symbol and is not set within a circle – Sumero-Mesopotamian religion often grouped the symbols for the sun god with that of the moon god (Akkadian = Sin; Sumerian = Nanna) and Ishtar (Sumerian = Inana). This isn’t surprising since they were so readily viewed. In short, they didn’t confuse the symbols and neither should we. This grouped threesome is very prevalent in Sumero-Mesopotamian art, and compels the observation that the sun symbol and star symbol were distinguished from each other: Source: Ursula Seidl, Die Babylonischen Kudurru Reliefs, Tafel 11, Zweite Gruppe, stela â€Å"a† = The Babylonian Kudurru Reliefs, Plate 11, 2nd Group, stela â€Å"a†. Note the wavy lines and encircled sun symbol on the right. Ursula Seidl, Die Babylonischen Kudurru Reliefs, Tafel 19, Vierte Gruppe, stela â€Å"b† = The Babylonian Kudurru Reliefs, Plate 19, 4th Group, relief â€Å"b†. Note the wavy lines and encircled sun symbol on the lower right. g See Black, 143. The symbols for sun and star/planet are also distinguished clearly in zodiacal artwork from Mesopotamia: The sun symbol (Left) and star symbol (Right) are next to each other under the snake (Draco). Note the wavy lines of the sun symbol Source: Ursula Seidl, Die Babylonischen Kudurru Reliefs, p. 47 = The Babylonian Kudurru Reliefs, p. 47 Here is a close-up of the sun (L) and star (R) symbol above. Note that the star in this case has eight points: A second zodiac example: The sun symbol (center) and star symbol (R of center) are next to each other under the snake’s tail. Note the wavy lines of the sun symbol Source: Ursula Seidl, Die Babylonischen Kudurru Reliefs, p. 0 = The Babylonian Kudurru Reliefs, p. 60 In the above example, note that: (1) the star has seven points, and (b) the stars below it have six points. Note also that these smaller stars also LACK points – they are just dots. This seven dot/circle arrangement is one of the most common motifs in Mesopotamian art, and denote the Pleiades. The point here is that dots = stars in Mesopotamian art when in an astronomic al context (or a context where a deity is identified with a star). This is important for our consideration of VA 243. Again, here is a close-up: A third zodiac example: Note that the star symbol here has six points as does the VA 243 star. Source: Ursula Seidl, Die Babylonischen Kudurru Reliefs, p. 23 = The Babylonian Kudurru Reliefs, p. 23 Some commentary on this last example is in order. The previous two examples clearly are in zodiac context, as is this one. Those previous two examples clearly have the sun symbol drawn in a manner consistent with expected Sumero-Mesopotamian features (wavy lines, encircled) that unmistakably distinguishes the sun from the star symbol. The star symbol signifies the same astronomical body in each case, yet the number of points varies. This means that the number of points is unimportant for identifying the star symbol as a STAR or planet, NOT the sun. Hence one cannot say, â€Å"well the star symbol usually has eight points, and the Sitchin seal has six, therefore it’s not a star but the sun. † This is erroneous because these examples demonstrate clearly that a star symbol can have 6, 7, or 8 pts. , and LACKS wavy lines. The symbol on Sitchin’s VA 243 is NOT the sun. It is a star, and thus denotes a star, a god, or a single planet. This isn’t my opinion, it’s the Sumero-Mesopotamian art convention. Let’s move on to some cylinder seal examples of star symbols. As noted above, the star was designed to signify a deity or literal star or planet. Here’s an example of a cylinder seal with Ishtar signaled as the deity by a star: Source: Henri Frankfort, Cylinder Seals: A Documentary Essay on the Art and Religion of the Ancient Near East (London: MacMillan and Co. , 1939): Plate XXVI-seal L In this example, the obvious star symbol has eight points, and is very similar in design to the star symbol of VA 243. We know it’s a star and not the sun because the goddess depicted is Ishtar. Another star symbol of very similar design to VA 243 is shown below:i The upper left-hand side of this seal contains the winged sun disk above the head of what scholars refer to as a â€Å"scorpion man† (note his tail). Just to the right of the winged disk is our star symbol. This time the star has seven points, and is quite similar to VA 243. Note as well h See the discussion in Frankfort (pp. 177-178, 236, 254) and Black, p. 168. See also the magisterial survey: E. Douglas van Buren, Symbols of the Gods in Mesopotamian Art, Analecta Orientalia 23 (Pontificum Institutum Biblicum, 1945): 8485. Frankfort, Plate XXXIII – seal b. the far upper right corner – the seven stars grouped together are the Pleiades (to which we will return in our discussion). Below are several examples of seals with six pointed stars: (Frankfort, Plate XXXIII – seal d): Comments: Note the six-pointed stars in the upper left and upper right corners. In both cases, note the presence of accompanying â€Å"dots† in groups of seven – again, the Pleiades (the â€Å"extra dot† over the head of the smaller standing figure denotes a deity as it is a star). The seven dots = the seven stars of the Pleiades (the dots were interchangeable with pointed stars to denote stars). As E. Douglas van Buren, an expert on Sumerian and Mesopotamian art comments: â€Å"In the earliest representations of the 7 dots as yet known it can be seen that . . . they formed a ring or rosette around a central dot . . . [From] the early Babylonian period onwards it is increasingly common to find the 7 dots arranged like stars in the constellation of the Pleiades, and in the last quarter of the second millennium the dots are shaped for the first time as stars. j This observation is important because it demonstrates that the â€Å"pointed star + Pleiades† pattern does not require a certain number of points on the stars. Recall that the same situation was true with the zodiac – it does not matter how many points a star symbol has – it’s a star, not the sun. Another example: j E. Douglas van Buren, â€Å"The Seven Dots in Mesopotamian Ar t and Their Meaning,† Archiv fur Orientforschung XIII (1941): 277; see also E. Douglas van Buren, Symbols of the Gods in Mesopotamian Art, 74ff. and E. Douglas van Buren, â€Å"The Rosette in Mesopotamian Art,† Zeitschrift fur Assyriologie and vorderasiatische Archaeologie, new series, vol. 11 (1939, vol. 45 from old series): 104ff. (Frankfort, Plate XXXV – seal h): In this seal the star has six points surrounding a central dot. Note again the Pleiades symbol (see below under the next point on the â€Å"dots† in VA 243). Before leaving the discussion of the star symbol, take note of the close similarity in style between the star on VA 243 that Sitchin says is the sun and the star symbols we have noted above: Frankfort XXXIII-b VA 243 Ishtar star Now compare these with the actual sun symbol: III. The Surrounding â€Å"Dots† As I asked in the introduction to this paper, if Sitchin’s â€Å"sun† is not a sun, then what are the dots? The most apparent answer, based on the examples above, is that they too are stars. We have already seen that dots were used to depict the stars of the Pleiades, and showed that the seven dots = the seven star symbols elsewhere used for the same constellation. We also saw above in the seal of Frankfort Plate XXXIII-d that a single pointed star can be associated with dots which are also stars. It is almost that the â€Å"star + seven dots† symbology is saying, â€Å"constellation = Pleiades. † There is therefore abundant precedent for asserting that these dots in VA243 are stars. It could be that this seal is â€Å"saying†: â€Å"Constellation = the one with 11 stars†. Since I don’t know astronomy well, I’ll let the reader ponder that one. The introduction also noted that the symbology of the seal could just point to a deity and perhaps the divine council. Enough said on that. IV. On Sumerian or Mesopotamian Astronomical Knowledge In this regard I offer the reader an opportunity to challenge my assertion above (and I am just quoting specialists in cuneiform astronomical tablets) that there is not a single text in the entire corpus of Sumerian or Mesopotamian tablets in the world that says the Sumerians or Mesopotamians knew of more than five planets. Below are bibliographical references that anyone can access (the scholarly, dissertation level materials that one needs some knowledge of semitic languages and/or cuneiform, as well as a background in mathematics or astronomy, to really use are noted in their own category). In my paper on Nibiru (available on my website), I’ll briefly go into what the Sumerians and Mesopotamians knew about the planets. For now, though, giving the reader these sources will suffice. General Sources: Francesca Rochberg, â€Å"Astronomy and Calendars in Ancient Mesopotamia,† Civilizations of the Ancient Near East, vol. III, pp. 1925-1940 (ed. , Jack Sasson, 2000) Bartel L. van der Waerden, Science Awakening, vol. 2: The Birth of Astronomy (1974) Technical but Still Readable Wayne Horowitz, Mesopotamian Cosmic Geography (1998) N. M. Swerdlow, Ancient Astronomy and Celestial Divination (2000) Scholarly (Technical) Resources: Otto Neugebauer, The Exact Sciences in Antiquity (1953) Otto Neugebauer, Astronomical Cuneiform Texts (1955) Erica Reiner and David Pingree, Enuma Elish Enlil Tablet 63, The Venus Tablet of Ammisaduqa (1975) Hermann Hunger and David Pingree, MUL. APIN: An Astronomical Compendium in Cuneiform (1989) Hermann Hunger and David Pingree, Astral Sciences in Mesopotamia (1999) N. Swerdlow, The Babylonian Theory of the Planets (1998) David Brown, Mesopotamian Planetary Astronomy-Astrology (2000) How to cite Analysis of the Twelfth Planet, Essay examples

Band of Brothers Book Review free essay sample

It is written by Stephen Ambrose, a distinguished history professor at the University of New Orleans and noted American historian and biographer. Easy company was involved in almost every major airborne campaign in the European conflicts of World War II, Even so the book heavily covers the training of the men who were from the very beginning pushed much farther than most airborne soldiers from Camp Toccoa where the men were trained.Although later removed from his position from his lack of ability to navigate troops in combat, Captain Sobel is much responsible for physical nature of the men who were in far superior shape. It is also discussed that the strong bond which is a major theme of the book was created during these times in an effort to rise against their subpar leader. From training Easy Company participated in the midnight drops behind the beaches of Normandy, where the next morning then Captain Richard Winters was called on to take out German artillery guns in the battle of Brecourt Manor. This battle commanded by Captain Winters and Captain Speirs became a textbook example of the use of a small forced against fixed gun positions and is still a widely taught strategy at West Point today. This however was just the first of many notable things the 506 parachute infantry became known for, for they soon found themselves involved with the taking of Carentan, Operation Market Garden, the Battle of the Buldge and the encirclement of the 101st during the freezing winter in Bastogne, and the eventual liberation of concentration camps and taking of Hitler’s Eagles Nest.Before reading this book it is very important for the reader to understand the author, Stephen Ambrose and his writing and investigation methods. Stephen Ambrose is a very thorough and methodical writer who goes through great extents to make sure he writes the most accurate and descriptive scenario possible and has shown this through some of his earlier writings such as his highly acclaimed biographies on R ichard Nixon and Dwight Eisenhower as well as his historical writings on the American Civil War.In order to prep for writing Band of Brothers, Stephen Ambrose sifted through thousands of World War II era files and combat reports and eyewitness accounts, but more importantly personally interviewed almost every living soldier from Easy Company among others and got their full detailed first hand versions of the stories he was publishing. If you combine this kind of research with Stephen Ambrose’s attention to even the smallest detail you are not only left with one of the most accurate pieces of historical writing I have ever read, but a writing so precise it almost reads like a play.This first becomes evident during the assault on Brecourt Manor when Ambrose is describing the line drive grenade thrown by Lt. Buck Compton. It is described so perfectly you can almost see it happening, and it goes on like this throughout every chapter. It is hard to think that anyone who hasn’t already seen the HBO miniseries version of this book could possibly be picturing anything else, to the point where it is questionable whether the actors from the miniseries had a scripts or if they simply carries a version of this book in their back pocket.However it’s not just a book on military tactics but its main recurring theme is the bond that men create during the time of war. Often throughout the book especially during times of non combat the focus turns more onto the friendships amongst the men or between officers and men. A major focus is growing friendships between Captain Winters and Lt. Nixon as well as Sgt. Guarnere, Lt. Buck Compton and Joe Toye and the sometimes tragic ends to these friendships during battle.Even during times of combat it is always refreshed in your mind about the trust and emotions between the men as almost a entire chapter is clustered around the troops being surrounded by German forces in Bastogne and the constant talking about and levels of distrust in their replacement leader Lt. Dyke. The one argument one might make against the book cannot even be blamed on anything and that is the fact that sometimes you get too connected to the characters.Reading this book you might find yourself loving Sgt. Guarnere and Lt. Winters and hating Lt. Dyke simply on the descriptions of the person and their relationships with other people in the book. This might be a little unfair because it may cause the reader to pass judgment on a character who in any other situation might not be the same person. However this is not so much a complaint as much it is a afterthought of a extremely descriptive writing style.It’s a shame that this book is more widely known because of its cinematic counterpart but it’s also a very good thing because it can open up more people to the idea of reading it. Everyone has probably run into somebody who has seen Band of Brothers on HBO, some might even rave about it since it is indeed a excellent program in itself, but the percentage of those people who also read this book is probably significantly low.This is why I must say for anyone that has seen Band of Brothers must pick up this book for several reasons. Not only does the book include some areas of combat and training previously uncovered in the HBO miniseries, but it also goes into lengthy descriptions of the men after the war which might be important with Stephen Ambrose not only leaving you feeling like you know the character, but actually loving them.If you are new to the Band of Brothers story then this should be a even better read for you since you might find yourself seeing the miniseries in your head with the vivid descriptions of battle and troop movements even down to the tiniest step, and eventually open seeing the miniseries after reading the book you will be amazed at the literal translation from writing to screen which is becoming a rarer and rarer thing in the cinematography business.In conclusion this book is a must read for anybody. The descriptive writing practices of Stephen Ambrose will give your imagination a run for its money and it’s so detailed you might find yourself acting it out with your friends in the backyard. The characters in the book will leave you thinking they are your best friend and the story is one must be known in order to understand the mindset, brotherhood and sacrifice that went along with combat in World War II.

Nation Building an Example of the Topic Economics Essays by

Nation Building by Expert Suzzane | 15 Dec 2016 The aspect of nation-building has been an important component of creating stable states in a liberal democratic environment. With this, there are several ways and methods that a particular state may use to enhance and develop its objectives. In the end, as states try to incorporate a particular method of nation building, there are positive outcomes and negative implications that need to be taken into consideration. It is through this that the process of determining a states own values, traditions and ideals are put into practiced and applied. Need essay sample on "Nation Building" topic? We will write a custom essay sample specifically for you Proceed Seeing this, there are two models in which the paper shall look and consider. The first one revolves around the way Russia has created and developed nation building mechanisms. On the other hand, the other part of the paper looks at Turkish nation building strategies. In the end, there shall be an elaboration of its relevant strengths and weaknesses exhibited by both states. It is through these categories that both states shall be compared and contrasted. Students Frequently Tell EssayLab support: How much do I have to pay someone to make my assignment online? Our Propose: Custom Essays - Easy And Quickly With Essaylab.Com Essay Helper Online Cheap Custom Writing Service How to do an Assignment Buy College Papers Nation building Russia After the collapse and fall of the USSR in 1991, Russia became the dominant states that took over what was left behind by its predecessor. Though there have been man states that took the opportunity to secede and form their own governments, Russia still maintained control over half of what the USSR controlled during the Cold War. Contrary to its predecessor, Russian nation building is similar with the overall structure of USSR the practice of ethno federalism. What distinguishes the mechanism applied by Russia to USSR is the elements circumscribed the tenet of ethno federalism. Hale argues that the critical distinction between the USSR and Russia lies in the design of ethno federal institutions (p.56) It is through here that we see a USSR whose core ethnic region is concentrated on one state (Russia) which in turn remains to be problematic on the side of a particular federation. Hale mentions that core ethnic regions tend to promote state breakup because they facilitate dual sovereignty, exacerbate the security fears of minority-group regions, and promote the imagining of core-group identifications independent of the federation. (p.56) The collapse of the USSR became a catalyst for Russia to learn from its predecessor and apply an appropriate setup suitable for the region Ethno federalism. Hale mentions that ethno federalism, a federal political system in which component regions are intentionally associated with specific ethnic categories. (p.55) This process enables the state to maintain and promote democracy while at the same time protecting and safeguarding ethnic differences among different sub-states. However, contrary to the USSR, Russia applied ethno federalism without a core ethnic region. Hale points out that the Russian Federation lacks a core ethnic region; instead it consists of 32 minority ethnic regions (republics, autonomous districts, and autonomous regions) together with its 57 Russian-dominated oblasts. (p.61) This is why, the government continues to survive, grow and develop for years. Benefits The practice of ethno federalism by Russia has in turn created many positive outcomes for the country. The nation building mechanism employed and used by the state may have been an important component for not repeating the mistakes of the USSR. One important benefit of the ethno federal setup without the core ethnic region is that Russian leaders would find it difficult to control and maintain stability in regions that are ethnically perse. Hale argues that without Russias institutional pision of the core into many regions, Russias presidents would have found it much more difficult to employ accommodative tactics toward key minority regions and pide-and-conquer methods vis--vis oblasts so as to address potentially threatening minority-region security concerns. (p.62) Then there is the issue of creating a sense of community among members of the Russian occupied territories. The oblasts play an important part in the overall success of the Russian federation. Hale mentions that with a core ethnic religion in place of Russias 57 oblasts, Russia would have been much more likely to experience a challenge to the vision of territorial Russian identity. (p.62) Such action can lead to drastic effects in the way identification is made and categorized. Challenges One impediment in such mechanism is the capability of it to undermine the equal distribution of power among minorities. Such can lead to a scenario wherein one minority is dominant over the other. Hale further points out that one ethnic region can be considered clearly dominant in population if it contains at least 20 percent more than the unionwide population than the next largest region or makes up an outright majority of the countrys population. (p.64) Such can lead to the formation of core ethnic regions which would be problematic for Russia if it continues. Another problem of such setup is that there is a tendency to have challenges from secessionist states. Hale mentions that some ethno federal states without core ethnic regions have avoided state breakup but continue to experience isolated secessionist challenges. (p.65) Nation Building Turkey The idea of Turkish nation building revolves around the tenet of embracing and incorporating their ideals, culture and values without the consideration of minorities and their relevant practices. The Islamic framework of government seems to overshadow the real fundamentals of nation building. Van Bruinessen argues that the dominant view among Turkish policymakers has been, however, that it was possible for the non-Turkish ethnic groups to adopt Turkish culture and that forced assimilation was feasible. (p.4) This became the initial foundation of Turkeys secular government. However, there had been continued changes in the Turkish government as they begin to democratize and open up into the world. There have been efforts for the state to apply important components of a liberal nation building schemes. It eliminated the previous defunct system and began to progress forward. Ciddi et al. argues that against the background of gross economic mismanagement, political scandals of corruption and negligence of the 1990s, the 2002 general elections impressed upon any desiring government party a number of tangible objectives to address. (p.1) In addition, the process of liberalizing and democratizing the state has been a successful trait exhibited by Turkey. Ciddi et al. mentions that this process, dubbed as conservative democratic by Erdoan, defines democracy as an ideal to construct a pluralist interpretation of democracy which is not limited to a mechanical interpretation reduced to a few institutions and elections but one which is organic and has spread to all societal and political arenas (p.1) Positive Outcomes There are indeed important positive outcomes that the initiative of Turkey provided. First is that it slowly begins to recognize and balance domestic and international issues as far as respect of sovereignty is concerned. This specifically applies in the issue of Cyprus. Kymlicka mentions that liberal principles will also insist that any national group engaged in a project of national building must respect the right of other nations within its jurisdiction to protect and build their own national institutions (p.189) Another important positive outcome is the capability of the state to practice fair and just treatment of minorities in a particular area. Contrary to the original initiative of assimilation, with liberal tenets, nation building shall constitute better opportunities for minorities to actively voice out their concerns and welfare in the state. Kymlicka argues that liberal principles will preclude any attempts at ethnic cleansing, or stripping people of their citizenship, or the violation of human rights. (p.189) Implications One important and notable challenge for Turkey is creating a scenario and balancing tradition with modernity. Nation building on one hand entails a liberal approach in the establishment of reforms. However, practices among conservatives continue to apply. Social standards remain to be rooted in Islamic laws as well as traditions. This in turn leaves minorities in a state of confusion as the reality starts to manifest itself. Thus, minorities are still forced to abide to old standards though the process of liberalization has already been in place. Conclusion: Comparison and Contrast Seeing this, there are indeed different methods that a state can use to appropriate the proper nation building mechanism. One difference between the two states is the approach used by each one to promote nation-building. For Russia, it used an ethno federal approach while on the other hand; Turkey used the Western liberal method. This in turn creates different approaches and scenarios wherein nation building can be enhanced and developed. Also, there is an immediate concern with the facilitation of nation building among minorities. Since they are part of the overall union of the state, the question of assimilation or absorption remains to be an integral part of the nation building strategy. Thus, the process of nation building is indeed a complex one and it caters to different benefits and challenges depending on the method used or advocated by a particular state. Works Cited Ciddi, Sinan et. al. Religious and Cultural Perceptions of the Other: in Greek-Turkish Relations. n.d. accessed 29 April 2008 Hale, Henry E. The Makeup and Breakup of Ethno Federal States: Why Russia Survives Where the USSR Fell. 2005 3 no.1 accessed 29 April 29, 2008 pp. 55-70 Kymlicka, Will. Nation-building and minority rights: comparing West and East in Journal of Ethnic and Migration Studies. 2000 26 no.2 accessed 29 April 2008 pp. 183-212 van Bruinessen, Martin. Race, culture, nation and identity politics in Turkey: some comments. 1997

Barbarous Mexico essays

Barbarous Mexico essays Barbarous Mexico is a book which fully explains the Mexican revolution of 1910. The author John Kenneth Turner travelled to Mexico during the end of Porfirio Diazs rule. Turner gives a shocking portrayl of the abusive planatations were mass amounts of indians lost their lves. Diazs flow of power was downward. This created a dictatorship that allowed Diaz to control every aspect of the peoples lives. The main objection of Barbarous Mexico is to expose the total authoritarian rule Diaz posseses. During the rule of Diaz the people were left behind. They would enivitabley revolt against oppression and try to liberate themselves. Turner has three main parts to this mexican story. First is the slave life on the plantations, the second is the elite society of the Diaz adminstation, and last is foriegn countries. The first chapter sets the tone for the book. The author gives us grim look into the life of the plantation slave. Probaly the worst job in the mexican labor system. The chance of living more than ten years is near immpossible. There is no hope on the plantations. The platations Turner witnessed first hand were in the Yuctan and Valle Nacional. ...

Questions And Answers Concerning Theory Assignment

Questions And Answers Concerning Theory - Assignment Example The meaning of the purpose of the study refers to the objective or expected outcome of the study and what the researcher hopes to achieve from conducting the research. A nurse leader can use descriptive statistics as a baseboard by which to form the justification for the proposed course of action. Properly interpreted, descriptive statistics can be very convincing in their portrayal of the efficacy of a proposed solution to a problem or implications of the use of a specific method. Through practice, I have used and experienced the use of descriptive statistics in support of specific evaluative procedures or changes in procedural methods used to treat patients. The interpretation of a well-researched article or series of articles detailing successful application of the procedural methods on patients with the same or similar afflictions can serve as a justification for trial procedures within the institution or demonstrative research to determine if this method would be effective in yo ur facility. Class 1: Question 2 Confidence intervals are used in research to assess the reliability of the results obtained (Confidence Intervals, 1999). The confidence interval is defined as the area within a measurement which determines the precision of the measurement (Confidence Intervals, 1999). However, this measurement performs a higher function than to simply tell the researcher the range of the variables around the estimate (Confidence Intervals, 1999). The confidence interval also tells the researcher how constant the assessment is (Confidence Intervals, 1999). A stable estimate shows stability within the research and the method conducted so that when the research is repeated, the same values would reappear or come relatively close to the values obtained within the model (Confidence Intervals, 1999). If the confidence interval is unstable, concurrent research will produce notable variances and the wider the confidence intervals are in relation to the estimate, the more un stable the research results are, meaning the determinations made within the research findings may be inaccurate as well (Confidence Intervals, 1999). A major controversy surrounding the question of the significance of statistical research versus clinical research is that, in statistical research, the sample selected may not be wholly representative of the population in question (Beyea & Nicoll, 1997). If the sample size does not accurately reflect the nature of the population being analyzed, the data collected can not be relied upon to make relevant inferences regarding the populace in question (Beyea & Nicoll, 1997). If the data collected for analysis within a statistical test, the results of the analysis will be equally flawed (Beyea & Nicoll, 1997). Clinical trials do not rely on statistical data, but on the actual raw data from examination of the elements within the circumstances under question. For this reason, clinical analysis is purported to be more accurate because there is less likelihood that the data will be flawed, although the chance remains that the sample group will not be wholly representative of the populace. I also think clinical trials are more accurate for this reason. Class 2: Question 1: The mid range theory selected was Advancing Technology, Caring, and Nursing, which was

Providing Shelter For AIDS Orphans Case Study Example | Topics and Well Written Essays - 1250 words

Providing Shelter For AIDS Orphans - Case Study Example An 'orphan' is defined by the United Nations as a child who has 'lost one or both parents'. Around 14.8 million of these children live in sub-Saharan Africa. Out of this number, UNICEF reports that â€Å"almost a million children in Zimbabwe have lost one or both parents to AIDS†. These children go through thorny conditions to survive. This is so because Zimbabwe as a country has a serious economic problem. According to the World Bank, The government of Zimbabwe faces a wide variety of difficult economic problems as it struggles with an unsustainable fiscal deficit, an overvalued official exchange rate, hyperinflation, and bare store shelves. In such a poor country where able-working adults even find it difficult to make earns meet, one can image what happens with innocent AIDS orphans, who are orphans by no fault of theirs. As regional bodies like UNICEF and World Food Program try to go to the aid of AIDS orphans in Zimbabwe with food relief, one area that still remains distr essed is the program of accommodation for AIDS orphans in Zimbabwe. In Kenya and Tanzania, the African Development Foundation has funded farm projects, secondary education and housing for AIDS-affected families. Perhaps, it is time for AIDS orphans in Zimbabwe to have such a relief with the provision of shelter. This project seeks to lay emphasis on AIDS orphans in the rural areas in the South West of Zimbabwe. About two-thousand AIDS orphans will be provided with decent shelter across twenty communities in South West Zimbabwe. ... About two-thousand (2000) AIDS orphans will be provided with decent shelter across twenty (20) communities in South West Zimbabwe. The Logical Framework Document Narrative Summary Objectively Verifiable Indicators - OVIs Means of Verification   -MOVs External Factors (Assumptions) Development Objective To provide shelter for 5000 AIDS orphans in South West Zimbabwe When the over 3000 AIDS orphans are reunited with their families and 2000 AIDS orphans admitted into orphanages to be built Information on progress of work shall be resourced from project managers who will keep project progress log Immediate Objective AIDS orphans in South West Zimbabwe will be protected from open air whether with the provision of shelter directly constructed by the organization and by reunion of orphans with their extended When the living conditions of over 5000 AIDS orphans become improved with the provision of decent shelter through family reunion or admission into orphanages to be established. Inform ation on progress of work shall be resourced from project managers who will keep project progress log AIDS orphans in Zimbabwe are prone to health problems and are de-motivated to go to school because they do not have access to good shelter. Outputs (Results) 1. Provide 20 communities in South West Zimbabwe with decent accommodation 2. Re-unite over 3000 AIDS orphans in South West Zimbabwe with their extended families 3. Provide shelter for 2000 AIDS orphans in rural communities in Zimbabwe 1. Establish through new construction and rehabilitation of existing structures, 40 orphanages across 20 communities in South West Zimbabwe 2. Identify extended families of over 3000 AIDS orphans who are homeless and talk over the families to reunite with

Propaganda in World War I and why the US entered the war Essay

Propaganda in World War I and why the US entered the war - Essay Example This research will begin with the statement that the Great War (World War I) that erupted in 1914 pitted the allied powers (Great Britain, France, Russia against the central powers (Germany, Austria, Turkey). These European powers often engaged in fights for status and territory thus the Great War was no exception except that it attracted the whole world into the conflict. Not even the United States which had vowed to maintain its isolationist or non-interventionist policy was spared. Of most importance is that the US depended much on trade from both powers with trade from allied forces accounting for more than $ 800 million and from central powers $170 million. Further, trade from Britain and France depended on loans from American banks. No wonder the US was unable to sustain its to a non-interventionist stance. This was bound to be difficult for US thus the formation of the Creel committee to devise propaganda that would shape public opinion towards war support. There are various f actors that led the US to enter the war. First, it was the economic ties with Europe. The war would have jeopardized US trade thus it was reasonable to intervene. Secondly, it is the strong ethnic ties of US to the old world. America comprised of many immigrants from war torn areas hence it was bound to get involved in the war. Furthermore, President Wilson always held great admiration for British form of government hence sympathetic to its plight. Another important reason is that US was caught in the middle of commercial warfare with Britain blockade on one side and German blockade on the other.

Attaining The Good Life Philosophy Essay

Attaining The Good Life Philosophy Essay Everyone should want to live the good life. Along with attaining the good life there are many definitions and interpretations of how to get there. People all around the world strive to live the good life each day. What may seem ordinary and boring to someone could be a dream or fantasy for someone who is less fortunate. There are two great days in a persons life- the day he is born and the day he discovers why he was born. In other words, when he discovers what he was meant to do with his life. There are plenty of people who have a desire to live the good life and really make the most of the fun available to them. People who have lived the good life by my definition which is one that has a balanced lifestyle, accomplished goals and dreams which are beneficial to a person and their loved ones, an education, and last but not least having stability through relationships, work, health, and money include Aristotle and Plato. Plato and Aristotle each had ideas on how to proceed with improv ing the society in which they were part of during their lifetime. It is necessary therefore to analyze their different theoretical approaches regarding their philosophical perspectives. A child in the less-developed parts Africa could only dream of living the life we live. They would see the good life as having an education, a safe place to live, clean food and water, and a more promising future. These things are given to us and should be implemented into our lives. Instead, we often find ourselves complaining about not having brand name clothes, or not going out to eat, or having to do homework. Many attempts have been made throughout history to better define the word happiness, and the two best-known philosophers in history, Plato and Aristotle, spent much of their studies on the subject. A good and happy life is one in which pleasures outweigh the pains overall. Many questions have been asked about the good life and happiness. People always answer those questions with their lives, and we see many different ideas of the good life and happiness playing out in the strivings of humanity to live well and be happy. Both Plato and Aristotle felt that happiness was an important factor of life. Platos notion of happiness was significantly different from those with normal views. He spent as much time undermining the traditional understanding of the good life as to describing his own conception. Plato considered happiness as a state of flawlessness that is hard to apprehend because it is based on metaphysical presuppositions that appear unclear for ordinary understanding. Aristotle s peaks of the good life as the happy life; he does not mean that the good life is merely one of feeling happy or amused. Rather, as the good life for a person is the active life of functioning well in those ways that are essential and unique to humans. Aristotles idea of the good life is very similar to mine because my definition the good life is merely one with a balanced lifestyle, accomplished goals and dreams, receiving an education, and stability in all aspects of life. These similarities and differences can be observed by exploring what Aristotle and Plato taught. Both Aristotle and Plato see the good life as the state in which a person exhibits total virtue. A virtue is total moral excellence. However, these philosophers disagree on the definition of virtue, and its relevance to happiness. Virtue is an essential component of the good life according to Aristotle.  The good life cannot be identified with virtue because being virtuous is consistent with leading an inactive domicile or with suffering greatly. As Plato reasoned, total virtue shows only when his desires have been extinguished. Aristotle argues that the good life is different for each individual because each person will have different virtues. Plato sees the good life as being achieved through the perfect love and lack of desire, while Aristotle believes that the good life is achieved through a perfect state that causes its citizens to act upon their virtues Aristotles ideas seem more practical and easier to follow whereas Platos works seem more complicated. Many people are unhappy because they fail to set or attempt to achieve goals. One must set new goals for themselves and do something each day towards its accomplishment. Being true to oneself is a must when setting goals. One must also keep in mind in order to live the good life the goals made should be positive so once they are achieved, only good things will come out of it. The worst thing in life is to live by what others say. Plato said, Apply yourself both now and in the next life. Without effort, you cannot be prosperous. Though the land be good, You cannot have an abundant crop without cultivation. One should live life on ones own terms and should always keep in mind that it is possible to live ones dreams. Aristotle said, Everyone who can live according to his own choice should adopt some goal for the good life be it honor or reputation or wealth or culture-a goal that he will keep in view in all his actionsà ¢Ã¢â€š ¬Ã‚ ¦ (Mintoff 159). Ultimate happiness occurs when a perso ns actions and goals which are virtuous. The effects of lack of motivation have a negative impact on people. One will miss the sense of accomplishment and the satisfaction that comes with succeeding on a big scale. He will also lose the respect of his peers and will be excluded from the winners circle. He will no longer feel in control of his own destiny and in fact be a victim of circumstance. He will tend to earn far less than people of lesser intelligence and ability. One will also worry about the future because they fear they may not be able to deal with things. In 2006, the movie, The Pursuit of Happiness, was released. This movie was based on the true story of Christopher Gardners life. Gardner was a bright and talented employed salesman. He continued to struggle making ends meet, Gardner found himself and his five-year-old son evicted from their San Francisco apartment with nowhere to go. He and his son endured many hardships, including living in shelters and in public restrooms. In pursuit of his dream of a better life for the two of them, Gardner landed an internship at a prestigious stock brokerage firm. Although there was no salary, he accepted with the hope that he will end the program with a job and a promising future. He continued to honor his commitment as a loving and caring father, using the affection and trust his son has placed in him as an impetus to overcome the obstacles he faced. On the last day of the internship, he was called into an office. Chris was told him that he has been an excellent trainee. Aristotle took on a task similar in some respects to the one Plato conveyed out in the Republic. One of Platos main points is that it is a great advantage to set up a hierarchical ordering of the elements in ones soul, Unlike Aristotle, who would bring philosophy back to earth, Plato held that the unseen, heavenly, eternal things are more real that the things of our world, (Boyleston) and he shows how the traditional virtues can be interpreted to nurture or show the proper relation between reason and less rational elements of the psyche. Aristotles function argument shows in a general way that our good lies in the authority of reason, and the detailed studies of the particular virtues reveal how each of them involves the proper kind of ordering of the soul. Aristotles goal was to come to conclusions like Platos, but without relying upon the Platonic metaphysics that takes on a fundamental role in the argument of the Republic. The word metaphysics is defined as the study or theory of reality sometimes used more narrowly to refer to transcendent reality, that is, reality which lies beyond the physical world and cannot therefore be grasped by means of the senses. Plato believed in an inside out view of metaphysics which shows two realms to our reality the realm of changing, becoming things and a realm of fixed, and being forms, which are unchanging and that all things owe their reality. Aristotle saw in his outside in view, that there was only one level to our reality and that in it forms are found only within particular things, which have both form and matter. If there were not individual round things, there would be no such thing as the Form roundness. Forms do not exist separately or apart from particulars. Roundness, for example, has n o independent existence apart from particular round things. One cannot think the Form roundness without thinking of a particular round thing. The importance of education cannot be measured because it determines ones future. Its value is unmatchable. Without it, there will be ignorance, frustration, anger, and demise. With it, solutions, alternatives, and new ideas can be brought forth to further improve life itself. John Milton said, Nevertheless to write now the reforming of Education, though it be one of the greatest and noblest designs that can be thought on, and for the want whereof this Nation perishes . . .the knowledge and the use of which, cannot but be a great furtherance both to the enlargement of truth, and honest living, with much more peace. (Milton 96). We would not let uneducated officials run our country. As we learn from our mistakes, we are able to improve the next time around. Without education, improvement and progress would never be achieved. There is no greater purpose than using the mind to everyones best advantage because it is a gift given by God. Plato stated in the Republic, When the minds eye re sts on objects illuminated by truth and reality, it understands and comprehends them, and functions intelligently; but when it turns to the twilight world of change and decay, it can only form opinions, its vision is confused and its beliefs shifting, and it seems to lack intelligence (Plato). Both Plato and Aristotle concur that a good education is the way to attain virtue, but they disagree on how a person should be educated because of his differing views on the cause of virtue. By the means of education only ones potential can be used to maximum extent. Education teaches how to think, how to work properly, and how to make decisions. Through receiving an education, one can make a separate identity. Aristotle rejects the existence of Platos forms in general and the form of the good in particular; and he rejects the idea that in order to become fully virtuous one must study mathematics and the sciences, and see all branches of knowledge as a unified whole. Aristotle said, Education is an ornament in prosperity and a refuge in adversity. Aristotle believed that education should begin from birth and should involve changing the childs habits and forming his reason so that his nature, habits, and reason will align. Plato believed that virtue comes from an understanding of true beauty, which exists only in the higher plane of the world. Plato also believes that education should begin when the child is ready to love another. A valuable effect of education is creativity. Creativity can build a bridge in between seemingly different concepts of information or knowledge. People without morals will never do beneficial deeds in their life. A lack of morals in life is a huge problem. A person without morals is one who does not care to help others, who does not care to put themselves in others shoes, and who thinks he is better than everyone else. This is a common trait in wealthy people as well. However, not all wealthy people are like this. Those who are will never know what it is like to live a life a poor person lives, nor will they be concerned. They do not think it is necessary to give to the poor because they feel it is their own money. A person with a lack of morals cannot tell the difference between right and wrong. They have never been taught or never acknowledged true morals. He that has improved the virtue or advanced the happiness of one fellow-creature, he that has ascertained a single moral proposition, or added one useful experiment to natural knowledge, may be contented with his own performance, and, with respect to mortals like himself, may demand, like Augustus, to be dismissed at his departure with applause (Johnson 122). Lack of morals connects to the reasons why people make bad decisions in life. When people do drugs and drink uncontrollably, they see nothing wrong with it because no one told them it was wrong. If they were told, they ignored those who tried to save them from a life of failure. It is sad to see the amount of people who have addictions to certain things and rely on those things for survival. However, these addictions will never help, rather it will hurt them and effect he people around them as well. Lack of morals also leads to violence. Without evident morals people would just turn to violence in stressful situations. It is a proven fact that lack of morals leads to crime. Mary Wollstonecraft said, And, when you are examining your heart, if it would not be too much like mathematical drudgery, to which a fine imagination very reluctantly stoops, enquire further, how it is consistent with the vulgar notions of honesty, and the foundation of moralitytruth; for a man to boast of his vir tue and independence, when he cannot forget that he is at the moment enjoying the wages of falsehood; and that, in a skulking, unmanly way, he has secured himself a pension of fifteen hundred pounds per annum on the Irish establishment? (Wollstonecraft 129). It is morals that will make a person who they are. A balanced lifestyle is vital in living the good life. Ones lifestyle is made up of everything he does for example, work, school, social life, and of course personal time. A balanced lifestyle is a collection of all the activities and places that characterize who one is as a person. Ones lifestyle has an emotional impact on. If ones lifestyles net effect leaves him feeling bad about himself then changes in it are needed. Otherwise, it can lead to stress and depression. If one can accommodate all his activities and fit them in his schedule allowing time to relax and do things for himself, not only will he be happy but everyone around him will be as well. If ones lifestyle isnt balanced, he could find great stress-reduction benefits in taking a thorough inventory of his life and how he spends his time, and making changes. First, one must determine which areas were lacking, and then work on building up those areas. Stress is a normal physical response to events that make one feel threat ened or upset ones balance in some way. If one dwells over a stressful situation not only will they be able to see the good out of the situation but it could also lead to pain of any kind, heart disease, sleep problems, and depression. Keep in mind that there is always some good in every bad situation. In order to live the good life one must be able to handle stressful situations. Socializing with friends and family is also an important part of healthy living. Having a healthy social life means having a few close friends and confidants that one enjoys being with to share ideas, discuss important personal issues, and have a few good laughs. Being able to express oneself and sharing feelings will help one as he is going on with life because he will know that he has friends to talk to when times go bad. Bottling feelings inside will just hurt oneself more and will not be able to enjoy things he used to because of whatever burden he is going through. He will also withdraw themselves from all social happenings, which may give his friends the impression that something is being hidden. Keep in mind, not every detail has to be shared but being able to share thoughts and feelings help one feel more relieved and often helps with taking that extra load off ones back. For the purpose of living one has to assume that the personality is solid, and the self is an entity, and to ignore all contrary evidence. And since to ignore evidence is one of the characteristics of faith, I certainly can proclaim that I believe in personal relationships (Foster 182). Plato and Aristotle agree on the importance of interpersonal relationships in the quest for the good life. Both agree that interpersonal relationships account for the education of individuals, but Aristotle goes further because he sees attaining the good life as societal. By my definition of the good life, one must be positively stable in every aspect of his life. Being financially stable provides a healthy and safe way of living. Nevertheless, he will be able to support themselves and his family in the matter of food, water, and shelter. Money will always be a worry factor but if money is handled the right way then it is easy to remain stable. Good, stable health keeps ones mind sharp, doctor bills low, a longer lifespan in some cases, and lets one work more to make more money. Plato agreed with this and said, Lack of activity destroys the good condition of every human being, à ¢Ã¢â€š ¬Ã‚ ¨while movement and methodical physical exercise save it and preserve it. One must remain active because a sedentary lifestyle is not beneficial to ones health. The good life is simply success though stability, accomplished goals and dreams, and a balanced lifestyle. Peace comes with contentment. Harmony is achieved through balance. Stability revolves around rationalization. The good life with out either element; contentment, balanced rationalization cannot be achieved in its true essence. If we started to appreciate what is given to us we would truly see how easy it is to fully understand and live the good life. Lets make the best out of our life for those kids in Africa and other third world countries. Lets better ourselves so we can make a difference so those unprivileged people can live the good life as well. It is obvious that both Plato and Aristotle had a different concept of the good life, but their ideas behind living the good life support my opinion. Human happiness is the primary concern for both Plato and Aristotle in their works of literature. Since happiness is almost a universal emotion their conclusions on the cause of happiness are similar. However, Plato and Aristotle are completely different individuals, so the causes of their happiness are completely different. Achieving the good life was viewed by both philosophers as being a life-long task with several aspects to keep in mind. Their basic conceptions and appreciation of life were prominent throughout their studies of how to achieve the good life. Sometimes, big effects come from little causes. For example, when making bread one has to use flour and water and then he knead the dough. If he forgets to add just a little bit of yeast, he will end up with an unappetizing hockey puck. A big effect, like a healthier person, calls for a lot of big causes, like eating better and exercising more. Sometimes just a little change can make a big difference. To live the good life one must go through the whole process of trial and error.

Who do you think are the happiest: the citizens of Utopia, those of Bensalem, or those of Brave New World? :: essays research papers

Who do you think are the happiest: the citizens of Utopia, those   Ã‚  Ã‚  Ã‚  Ã‚  of Bensalem, or those of Brave New World?   Ã‚  Ã‚  Ã‚  Ã‚  The book definition of happiness is a state of well-being characterized by emotions ranging from contentment to intense joy. The true meaning of happiness varies from person to person. Everyone has a different definition of what happiness means to them and what can make one person happy, can make another person unhappy. For the citizens of Utopia, those of Bensalem, and those of Brave New World, they all claim to be very happy living in their own â€Å"utopias†. However, the real question is are they really happy with the way they are living or are they pretending to be happy because that is what they were taught to believe happiness really is. In this essay, I will be writing about the citizens of Utopia, Bensalem, and Brave New World and explaining which of these citizens I believe are the happiest and why.   Ã‚  Ã‚  Ã‚  Ã‚  In Utopia, Hythloday talks about living on the island of Utopia and how he was happy living there. He says he was happy living there because he liked the way the government was run there and how no one had to worry about money or private property. He believes in communal property because it reduces pride, greed, poverty, and the exploitation of the poor by the wealthy. Since Hythloday also believed that money was the root of all evil, that the unequal distribution of goods is unjust, and that money itself does not bring happiness, the island of Utopia was the perfect society for him. Besides the economic equality in Utopia, he also liked the learning, the studying time for the philosophic types (like himself), and the choice of what religion you wanted to be. Hythloday’s definition of happiness is the improvement of the mind.   Ã‚  Ã‚  Ã‚  Ã‚  As for the other citizens on the island of Utopia, I don’t think they were as happy as Hythloday was. They had to live on a set schedule that they had to follow every day. I would think it would get very boring after awhile doing the same thing day after day. Everything they did from the minute they woke up in the morning to the time they had to be sleeping at night was on a set schedule. They did have time set aside for free time, but even with that they didn’t have much of an option of what they could do.

Jinnikins Jeans Formative Assignment Essay

The Assignment will be arranged in a business report format in regards to the evaluation of provided voice level for the staff at Jinnikins Jeans. This report will be in a very brief and efficient frame. The Jinnikins Jeans evaluation will take place by using relevant theories and models that is being covered in the lectures as well as some independent research. This will be in the form of books, journals, and some online sources in order to support the theories. I intend to open this report with clarifying how important it is for employees to have a voice in organization in general as well as stressing the fact that how maintaining a good level of voice within the organization can influence positively for the employees and could lead to growth of the company. The next step would be a brief overview of the Jinnikins Jeans case study and discuss how much they are maintaining the level of voice for employees in their business. Despite the fact that At Jinnikins Jeans the two brothers are making the main decisions, the commitment cycle model has been chosen. Because it allows to assess the impact of employees freedom voice range to the overall company’s success by using its 5 parts in the cycle. The next step of this report will focuses in more details on the motivational aspect of the employees in Jennekins base on the fact that George and Trevor are the only one who is making the decisions at the company by using two different theories as they will allow different ways of evaluation to the topic. This will encompass Hertzberg analysis and Vroom expectancy theory. Vroom expectancy theory has been chosen as it allows to discuss about the requirement of completion of 3 elements of motivational forces in relation to give voice to the employees at jinnikins. The report will argue about the fact how the brothers can understand employees interests when they are not giving enough voice to them in order to relate their interest to their final out come of their performance results and keeping them motivated. The Hertzberg analysis has been chosen as it makes it possible to analyse how the brothers reward method in order to motivate their employees really affect to their motivational level. Furthermore, The report will evaluate how giving the voice to employees in Jinnikins Jeans has effected to the overall performance and their motivation by counting in using Hertzberg theory. Throughout the report, references of academic books will be present. These will include the core and recommended references provided in the module guide. Furthermore, journal article will act as vital point of reference in order to evaluate Jinnikins Jeans in more details. The report will be referenced using Harvard style.

Habits and Traits of the Ant Family

Habits and Traits of the Ant Family Ask any insect enthusiast how they became so interested in bugs, and hell probably mention childhood hours spent watching ants. Theres something fascinating about social insects, especially ones as diverse and evolved as the ants, the family Formicidae. Description Its easy to recognize ants, with narrow waists, bulbous abdomens, and elbowed antennae. In most cases, when you observe ants you are only seeing the workers, all of which are female. Ants live underground, in dead wood, or sometimes in plant cavities. Most ants are black, brown, tan, or red. All ants are social insects. With few exceptions, ant colonies divide labor between sterile workers, queens, and male reproductives, called alates. Winged queens and males fly in swarms to mate. Once mated, queens lose their wings and establish a new nest site; males die. Workers tend to the colonys offspring, even rescuing the pupae should the nest be disturbed. The all-female workforce also gathers food, constructs the nest, and keeps the colony clean. Ants perform important tasks in the ecosystems where they live. Formicids turn and aerate the soil, disperse seeds, and aid in pollination. Some ants defend their plant partners from attacks by herbivores. Classification Kingdom – AnimaliaPhylum – ArthropodaClass – InsectaOrder – HymenopteraFamily – Formicidae Diet Feeding habits vary in the ant family. Most ants prey on small insects or scavenge bits of dead organisms. Many also feed on nectar or honeydew, the sweet substance left behind by aphids. Some ants actually garden, using gathered leaf bits to grow fungus in their nests. Life Cycle The complete metamorphosis of an ant may take from 6 weeks to 2 months. Fertilized eggs always produce females, while unfertilized eggs yield males. The queen can control the sex of her offspring by selectively fertilizing the eggs with sperm, which she stores after a single mating period. White, legless larvae hatch from eggs, completely dependent on worker ants for their care. The workers feed the larvae with regurgitated food. In some species, pupae look like colorless, immobile adults. In others, pupae spin a cocoon. New adults may take several days to darken into their final color. Special Adaptions and Defenses Ants employ a fascinating variety of behaviors to communicate and defend their colonies. Leafcutter ants cultivate a bacteria with antibiotic properties to keep unwanted fungi from growing in their nests. Others tend aphids, milking them to harvest sweet honeydew. Some ants use a modified ovipositor to sting, like their wasp cousins. Some ants function as little chemical factories. Ants of the genus Formica use a special abdominal gland to produce formic acid, an irritating substance they can squirt as they bite. Bullet ants inject a strong nerve toxin when they sting. Many ants take advantage of other species. Slave-making ant queens invade colonies of other ant species, killing the resident queens and enslaving her workers. Thief ants raid neighbor colonies, stealing food and even young. Range and Distribution Ants thrive throughout the world, living everywhere except Antarctica, Greenland, Iceland, and a few isolated islands. Most ants live underground or in dead or decaying wood. Scientists describe nearly 9,000 unique species of Formicids; almost 500 ant species inhabit North America. Sources Insects: Their Natural History and Diversity, by Stephen A. MarshallAnt Information, University of ArizonaFormicidae: Information, Animal Diversity Web

Ferdinand Magellan

Ferdinand Magellan was the first man to ever travel around the world. His journey started on September 20, 1519. Five ships and 277 men set sail on what was to become the biggest voyage of all time. He was born around 1480. When Ferdinand was 12, he went to train as a page at the court of Leonor. Leonor was the Portuguese Queen. King John II was into exploration and trade. Portuguese who trained in page, were also taught astronomy, navigation, and map- making. Pages were watched over by the Kings brother Duke Manuel. He had some sort of hatred toward Magellan. In 1495, Magellan gave up all hope. King John II was killed and his brother Duke became king of Portugal. Ferdinand was finally able to navigate in 1505. He sailed with a military expedition to India. For seven Magellan worked hard and fought bravely. He visited the west coast of Africa, India, Malaya, and the Sprice Islands. He was the first European to visit the Philippines. In 1512, he returned to Portugal. One year later he fought against the Moors in Morocco. He had a permanent limp on his left leg that was caused by an injury while fighting. He was also accused of stealing some of the booty captured He was refused by King Manuel to try and explore the world. He decided to work out a plan to reach the Philippines and the Sprice Islands by sailing west instead of east. If King Manuel didnt want his services, perhaps Charles I of Spain would be interested in his proposal. In October 1517, He left Portugal for Spain. He was never to return. He then represented Spain. He died in 1522.

Hazardous Material Management and Hazard Communication Essay - 9

Hazardous Material Management and Hazard Communication - Essay Example In order to add a new chemical to HazCom program chemical inventory, one has to follow a well outlined guideline. Since it is done online, the employer needs to access the website then log in. after entering the name of the new chemical into the site, he should proceed to search for CAD then click on ‘Add chemical’ then generate for it a CAS number if it does not have one already. Thereafter, upload all the information regarding the new chemical’s regulatory information, NFPA ratings and physical properties. Finally, save and submit the details and wait for a review (Aldrich, 2009). HazCom program chemical inventory is stored online because having a computer data base is good. It is efficient and can be easily up dated and retrieved for use. Therefore, all employers who have harzadious chemicals should ensure that their information is captured in the HazCom program chemical inventory. It is recommended for optimal safety of the employees operating

Trace character vs. fate theme Essay Example | Topics and Well Written Essays - 1500 words

Trace character vs. fate theme - Essay Example Nevertheless ancient civilizations of Europe: Greece and Rome had presented new outlooks, new philosophies and ethics which were based on humanism and materialism. Ancient Greek philosophers and dramaturges had presented a new, liberal and unique idea of human's place in the universe. It was a human-centered philosophy, based on ration, sensualism and freedom of thought. Plato's Allegory of the Cave has become classical example which presents the world we live in: "Behold! Human beings living in an underground cave, which has a mouth open towards the light and reaching all along the cave; here they have been from their childhood, and have their legs and necks chained so that they cannot move, and can only see before them, being prevented by the chains from turning round their heads. Above and behind them a fire is blazing at a distance, and between the fire and the prisoners there is a raised way; and you will see, if you look, a low wall built along the way, like the screen which marionette players have in front of them, over which they show the puppets." (Plato, 2000, p.297) Allegory of the Cave is a symbolic name as it implies that human's world is not a world of darkness, where there is no way out, where everything is preplanned and where everyone has his own fate. The word "cave" means that there exists a way out, and this way is will power, confidence and knowledge based on rationalism of enquiring mind. There exists a sun at the end of cave, and sun of knowledge and reason shines for everyone and creates harmony, confidence and promotes social progress. The freedom-loving and democratic spirit of Plato's works and of Allegory of the Cave in particular case witnesses about original and new philosophy of human-centered universe, where the fate meant nothing but a cave or prison, as it was only a "prison" of human's will and mind. Plato stated that: "the man who truly worships the stars does not need to enquire what fate they weave for him, he is lifted above the reach of fate in his communion. By becoming one with the stars, he becomes one with his own fate." (Plato, 2000,p.194) Plato continues his discourses about human will, human nature, feelings and reason in his another work The Symposium which is written in the form of dialogue (like "the allegory") of several prominent citizens of Athens: dramaturges and philosophers. The theme of conversation is love, a very contradictory theme and very subjective. Nevertheless The Symposium remains to be a classical reference for study of this theme. As every participant in the dialogue presents his own point of view, presents his arguments, myths and discourses about love, we see the diverse ethic atmosphere in Ancient Greece, such triumph of human reason and ethical thought. Through logical and exhaustive discourses about love in the dialogue of famous Greeks we observe the power of subjective thinking and power of speech through arguments. It's a dialogue of people who are confident in their ethical principles and are confident that they are able to change something in the surrounding word. Their speeches do not contain elements of mysticism in the volume we can find in works of earlier authors such as Homer for example, their

Testing the relationship between the stock market and Time series Essay

Testing the relationship between the stock market and Time series model - Essay Example ionship between the stock market and Time series model† is aimed at explaining the volatility modelling used for stock market analysis, thus evaluating the performance of the ARCH and GARCH models. Data from four Asian stock market indices like Hang Seng index, Jakarta index, KLSE index and Stock exchange of Thailand index during 2000 to 2006 have been used in this study. The analysis helped to reach a conclusion that EGARCH is the best model among the GARCH family which helps in estimating the volatility of stock market to predict the stock market for future investment. By analysing recent developments in the stock exchanges gathered from newspaper reports, it is seen that a common question could be posed among the investors in stock. The question is â€Å"Is the stock market predictable?† It has become the main concern of many researchers for the last 20 years due to the up and down fluctuations leading to a large volatility. There are many stock market prediction tools contributed by different researchers which are helpful to both the public and institutions. There arises a question as to why a tool is required to predict the stock market due to the complexity of the stock market which is mainly influenced by economical, political, and monetary features. However, the fact is that markets’ reaction against each economic shock (i.e. bad news and good news) may vary from country to country due to their own macro economical and financial characteristics. For example, statistics show that Asian shares have fallen dramatically which is as follows: Tokyo by 11%, London Stock exchange by 5.7%, Hang Seng by 7.6%, India’s by 4%, Australia by 6.7% etc. (Wall Street shares yo-yo n.d.). For that reason, it is necessary to use several models to forecast volatility as well as evaluate them. It is seen that South Eastern stock exchanges have responded with lesser impact to the economic recession than European and American economies. The selected countries for this

Bruno - Boy in the Striped Pajamas Essay Example for Free

Bruno Boy in the Striped Pajamas Essay TALKATIVE Bruno is portrayed as talkative in the novel The Boy in the Striped Pajamas because when he went exploring he found a boy, named Shmuel on the other side of the fence he was not afraid to not only talk to him but, to have a bit of a conversation with Shmuel, although he had never met this boy before. Here is some of the conversation the two young boys carried on the first time they had met: â€Å"Hello,† said Bruno. â€Å"Hello,† said the boy. â€Å"I’ve been exploring,† he said. â€Å"Have you?† said the little boy. â€Å"Yes. For almost two hours now.† â€Å"Have you found anything?† asked the boy. â€Å"Very little.† â€Å"Nothing at all?† â€Å"Well, I found you,† said Bruno after a moment (page 106-107). CREATIVE Bruno is described as creative in this novel because when he let it slip to his sister that because of the rain he hadn’t been able to go and see Shmuel for a few days he was quickly able to make up an excuse that Shmuel was his imaginative friend: â€Å"I have a new friend,† he began. â€Å"A new friend that I go see everyday. And he’ll be waiting for me by now. But you cant tell anyone.† â€Å"Why Not?† â€Å"Because he’s an imaginary friend,† said Bruno trying his best to look embarrassed, just like Lieutenant Kotler had when he had became trapped in his story about his father in Switzerland. â€Å"We play together everyday† (page 155) CURIOUS In this novel Bruno is showed as curious because he loves to explore even though it is off limits at the new house, ‘Out-With’, Here is an example of a time when Bruno went exploring: ‘Before heading of in that direction, though, there was one final thing to investigate and that was the bench. All of these months he’d been looking at it and staring at the plaque from a distance and calling it ‘the bench with the plaque’, but he still had no idea what it said. Looking left and right to make sure that no one was coming, he ran over to it and squinted as he read the words. It was only a small bronze plaque and Bruno read it quietly to himself. ‘Presented on the occasion of the opening of†¦Ã¢â‚¬  He hesitated. ‘Out-With Camp,’ he continued, stumbling over the name as usual. ‘June nineteen forty’ (page102). CARING Bruno is defined as caring throughout the book because he doesn’t recognize the various barriers presented, between him and Shmuel, Bruno is also very caring as he treats Shmuel as an equal unlike the soilder’s and many people around him. ‘Perhaps you can come to dinner with us one evening,’ said Bruno, although he wasn’t sure it was a very good idea. ‘Perhaps,’ said Shmuel, although he didn’t sound convinced. ‘Or I could come to you,’ said Bruno. ‘Perhaps I could come and meet your friends,’ he added hopefully (page 132). This specific reference from the novel shows two different barriers between Shmuel and Bruno, one being the fence between them and the other being the families when they go to supper together.