The Postcolonial Theory Of Third Cinema - 4380 Words

One of the most popular and important film theory s that it still around today is Third Cinema also known as the Postcolonial theory. Third cinema emerged in early 1960 through the 1970 s in Latin America and was seen as a militant tool leading to freedom and a revolution. Third cinema was not only about films rather it was about literature and artwork as well as political manifestos written by filmmakers. The whole idea behind third cinema is that it â€Å"refers to the colonized, neo-colonized, or decolonized nations and â€Å"minorities† of the world whose economic and political structures have been shaped and deformed within the colonial process† (Stam, 93). Third Cinema had emerged mainly from the Cuban Revolution during the 1950’s but was influenced by different movements including Italian neorealism and direct cinema and different tools and techniques that the world had not been exposed to yet. Third cinema rejected the normal conventions of Hollywood as t hese films were being produced in second and third world countries. For these filmmakers, it was all about guerilla filmmaking, which meant that they would often be creating low budget films using a handheld camera with smaller film crews than usual. These films would often use montage as well as different combinations of sounds and images in order to get audiences to think about the film and what messages it was trying to relay. Since it was all about politics, these filmmakers were not aiming to get rich or gain fameShow MoreRelatedKarl Marx View on Shame as a Social Emotion1312 Words   |  5 PagesMarx, shame is thus a social emotion. For the purposes of this essay I will investigate how ‘shame’ as defined by Marx here, is a rather pertinent alternative to the notion of guilt, especially concerning postcolonial discourses. I will also recognise the problematic ways in which postcolonial shame can operate as articulated by Sara Ahmed in Declarations of Whiteness, where she argues that the utterance of shame or guilt is non-performative. The recognition of shame – or shame as a form of recognitionRead MoreIr The Iranian Identity3660 Words   |  15 PagesIranian youth struggles with identity construction in regards to the international and national influences. I will analyze Iranian society, with reference to postcolonial theories employing different approaches. First, I will explain the general idea behind postcolonial theory, specifically orientalism, as it is one major approach in postcolonial studies. Then I will look at some historical aspects of Iranian identity development, discussing various events that have affected the psyche of Iranians asRead MoreThe Idea of Orientalism Portrayed in James Camerons Avatar3778 Words   |  16 Pagesexaggerated â€Å"other† (Roberts 4). There is another specific form of othering called Orientalism. The term of Orientalism appears in the book with the same title Orientalism written by Edward Said, a preeminent scholar and an important figure in postcolonial studies who is also known as an activist n Middle Eastern politics. Orientalism purpose is to produce a positive national self-definition for Western nations by contrast with Eastern nations on which the West projects all the negative characteristicsRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesand opportunities that fueled both migration and trade. As part of these transformations, the new migrations were notably freer than those of the previous three hundred years. This was especially the case in the Atlantic and western Eurasia. Two-thirds of the westward and eastward migrations out of Europe from 1500 to 1820 were coerced in some form (serfs, indentured servants, military conscripts, and convicts).10 Coercion was more complete for the 1–3 million Poles, Ukrainians, and Russians

As Of 2015, The Average Amount Of Student Loan Debt In

As of 2015, the average amount of student loan debt in America alone was 1.2 trillion dollars and the average balance for each of the roughly 40 million borrowers still paying back loans was $29,000 (Holland 2015). John Oliver of â€Å"Last Week Tonight† makes a point that student loan debt exceeds that of both credit card and auto loans. However, despite the negative financial effects, achieving a college degree is vital to the National Economy and the job market. According to studies by the Hamilton Project, â€Å"The cost of not going to college is rising just as much as the cost of going,† (Greenstone Looney, 2012). This is because employers are increasing the credentials of future employees which, in turn poses two issues. First, it is†¦show more content†¦They discovered that the return of the investment of college education is decreasing. Over a 30 year period, the price of college increased by nearly 50%. Since tuition rates are increasing, student loa ns are becoming something that is simply a part of becoming a college student. It is almost expected that going to college means having an unimaginable amount of student loans. The reason that this stereotype exists is because it seems to be true. Between 2005 and 2011, the amount of federal student loans for private school students increased by 84.3 billion dollars. The other issue with increasing prices pushing for the acceptance of more loans can be said to be derived from ignorance. The Consumer Financial Protection Bureau says that, in 2012, many students most likely lacked the understanding necessary for deciphering the difference between private student loans and government loans and that â€Å"default rates on private student loans have spiked significantly† since our 2008 recession. Not only are debts from student loans making it difficult for graduates to get onto their feet in the short-term sense, but in the long-term as well. Long-term does not mean that by age 4 0, people are paying off debts. Long-term means that as of 2015, more than 2.8 million Americans over age 60 still had student debts to pay off. This is not entirely due to the debts of the people personally, but also the loans taken out forShow MoreRelatedEssay on Student Loan Debt Should be Forgiven1256 Words   |  6 Pages Does the amount of student loan debt have an effect on the economy? If so would forgiving student loan debt help lower the national debt or would it just increase it? According to Mary Claire Fischer, a writer for Kiplinger’s Personal Finance magazine, â€Å"two-thirds of students who receive bachelor’s degrees leave college with an average debt of twenty-six thousand dollars† (Fischer). This means that the average student debt has doubled since 2007 (Ross 24). The total student loan debt is $1.2 trillionRead MoreStudent Loan Debt Is A Burden1467 Words   |  6 PagesHave you ever heard of debt? Most people in today’s society hav e, but what about student loan debt? For too many Americans, student loan debt is a burden; there may be too much interest, not enough income, and a struggle to handle previous bills while staying on time with college payments. According to the Consumer Finance Protection Bureau in the United States, the total amount of student debt amounts to over $1 trillion. In the article â€Å"Here’s Your Crisis: Student Loan Debt Isn’t a Myth† (2013) ChrisRead MoreThe Is Not Like The Fast Food Workers1383 Words   |  6 Pagesabout business and finances. They give a definition for student debt, â€Å"money owed on a loan taken out to pay for educational expenses.† With how fast the cost of tuition is increasing each semester student loans are just about the only way for a student to afford to go to college. With the interest rates being ridiculously high, the student cannot afford to pay the loans along with other bills and end up with an insurmountable amount of d ebt. When an individual goes across the stage to get their diplomaRead MoreStudent Loan Debt Of The United States1746 Words   |  7 Pagesor would like to win that amount in the lottery. What was bought with this $80,000? Not a car or two, not a house or even a home equity to improve one’s house, and not having a child. This $80,000 is the amount paid for tuition for one’s college degree(s). Compared to other countries, student loan debt in the United States is skyrocketing due to over-inflated tuition costs, dismal grant/scholarships availability and lack of beneficial repayment programs. Body Student loans are becoming an increasinglyRead MoreHigher Education And The Consequences Of The Rising Student Loan Debt1280 Words   |  6 Pagesour country is the rising student loan debt (Josuweit, 2015). Some refer to it as a â€Å"generational time-bomb ticking with adults under age 35 disproportionately bearing the brunt of escalating inequality† (Collins, 2015). Today’s college graduates are entering an economy with stagnant wages and a government that can no longer afford to provide a safety net. This paper will examine the economic benefits of higher education and the consequences of the rising student loan debt to the nation as a wholeRead MoreStudent Loan Debt Has Become A Major Issue On The Campaign901 Words   |  4 Pagessubject of student loan debt has become a major issue on the campaign trail. The national amount of student loan debt is 1.08 trillion dollars, with 11.5% of that amount in default or in 90+ day delinquent. To put that in perspective, to tal consumer debt at the end of 2013 was 11.52 trillion .(Forbes, 2014) According to an in class poll, only 7 students out of 169 students were completely confident in their knowledge of student loans. However, if we had lower tuition and expenses students wouldn’tRead MoreThe Ethics Of College Debt1299 Words   |  6 Pagesto get higher sources of education. Many high school students dream of attending college in order to attain more knowledge, yet so many people fail to realize the cost of college. Attending college, currently, is nearly impossible to do without being in some sort of financial debt or seeking out government help. According to the American Association of University Professors, â€Å"two-thirds of American college students graduate with substantial debt, averaging nearly $30,000 (if one includes charge cards)Read MoreIncreasing Tuition Rates Cause Students1131 Words   |  5 Pagescause students to borrow more money which will impact their financial future should they have difficulty obtain a job in their chosen career field. Tutition costs began their rise in 1970s but it wasn’t until the 1980s that government funding began to decline and the tuition rates began their steady climb regularly outstripping the median family income. (Ehrenberg) The average cost of tuition at a four year pubic institution increased from to $2,387 per year in 1975-1976 to $9,410 in 2015-2016.Read MoreCredit Card Companies Use Gift Tactics990 Words   |  4 Pagescompanies assertively targets college students because they are expected to have a higher than average power for earning, which make them a perfect targeted market. Credit card companies use gift tactics by offering the latest iPod, an exotic vacation, a computer, frequent flyer miles or an initial low to zero percent interest rate and even cash to entice college students to apply for credit cards. In fact, many students only get a credit card initially because of these incentives, but soon becomeRead MoreStudent Loan Debt1074 Words   |  5 PagesThe Insufficient Amount of Financial Literacy Available in Regard to Student Loan Debt This personal finance paper will concentrate on the insufficient amount of guidance that is available concerning student loans. The purpose of this paper is to illustrate how prospective and current college students are ill prepared in their education and understanding of student loans. Three major issues that will be outlined in this paper include the large majority of college students are no longer able to pay

Personal Value Reconciliation Free Essays

Personal Value Reconciliation Michael Piers March 1, 2010 CMGT 350 I. T. Organization Behavior Mark Paxton The process of changing our thoughts, behavior, values and ethics in a global setting is how we reconcile and as a result, conform to a socially accepted standard. We will write a custom essay sample on Personal Value Reconciliation or any similar topic only for you Order Now This is often called normative behavior; we act according to the appropriateness of conduct deemed satisfactory to a particular group. The rules of acceptable conduct are dependent on the setting; what is right and wrong or socially acceptable depends greatly on the values of the people (and their respective culture) involved. As a result, the reconciliation of personal values is merely becoming consistent with the actions, thoughts, behavior, values and ethics of our peers, parents, teachers, etc. The intent of this paper is to discuss the aforementioned compliance of personal values as they are adapted to a particular setting. According to the Concise Corsini Encyclopedia of Psychology and Behavioral Science, behavioral modeling plays a large role in our learning; the difference between what is or is not accepted is learned through modeling. Much human learning occurs from sitting and watching, or from just happening to notice what someone else is doing. Indeed, more social learning occurs from observing others than from physically or verbally interacting and experiencing positive or negative outcomes. Observation provides information about what may be learned (alternative behaviors, potential consequences, etc. ). When observation occurs under the right circumstances, it can result in immediate changes to learning or performance. Modeling consists of an illustrator and an observer, in which the observer has been influenced by the illustrator. The encyclopedia states that this type of learning has been widely applied, across numerous areas, resulting in learning or performance modification. Therefore, as thinking and reasoning beings, we learn vicariously whether our behaviors are acceptable or not; through written or unspoken consensus, we conform. In 1971, Philip Zimbardo a Stanford University psychology professor conducted a very telling experiment in the basement of the psychology department. According to Zimbardo, â€Å"The purpose was to understand the development of norms and the effects of roles, labels, and social expectations in a simulated prison environment. † What Zimbardo discovered, among other results, was that the students who acted as guards demonstrated (through their assumed roles) a mildly sadistic shift in behavior. Further that the guards exacerbated and encouraged such behavior. In the aforementioned example, the behavior of the guards is likened to mob behavior – a type of herd mentality in which a group acts in unison sometimes losing sight of their understood correctness of behavior. Oxford Psychologist Henri Tajfel coined â€Å"groupness† for â€Å"tendency of various animals, including humans, to form in-groups†¦and to protect their group from outsides and from outside influences. † Often group mentality, in which majority opinion rules, can force compliance through the desire to avoid conflict. As a result, there are numerous examples of failures in judgment because of this mind-set: religious wars, Salem witch trials, the space shuttle disasters, police brutality, etc. According to Tony Robbins, pain and pleasure are the two major motivators that incite people to action. Therefore, to stimulate a desired change, one merely needs to assign more of one motivator than the other. In the preceding circumstance, if the avoidance of conflict outweighs the need to be accepted in a group, then the obvious inclination results in an action avoiding conflict. In a physiological sense, many organisms involuntarily adapt to changes in their environment: the chameleon changes color, plants track the sun across the sky to gain photosynthesis efficiencies and many creatures living within the various ecosystems on earth modify their behaviors as a survival technique. As humans, the means to a compatible coexistence is our ability to adapt. This ability or trait provides for the success of humans in a group setting. We reconcile our values and ethics as a survival technique. We model others, learning vicariously, act as a herd following or succumbing to consensus, and are guided by fear. In religion we are taught to obey the rules or suffer the damnation. Therefore, we learn to adapt or become an outcast to society. ? Works Cited Behavioral Modeling. (2004). In The Concise Corsini Encyclopedia of Psychology and Behavioral Science. Retrieved from http://www. credoreference. com/entry/wileypsych/behavioral_modeling Gonzales, L. (2008, October). Mob Mentality. National Geographic Adventure, p. 28. Retrieved from MasterFILE Premier database. STANFORD PRISON EXPERIMENT. (2007). In Dictionary of Prisons and Punishment. Retrieved from http://www. credoreference. com/entry/willandpp/stanford_prison_experiment How to cite Personal Value Reconciliation, Papers

Richard Duke Of Yorke A monologue from the play by Christopher Marlowe Essay Example For Students

Richard Duke Of Yorke A monologue from the play by Christopher Marlowe Essay A monologue from the play by Christopher Marlowe NOTE: This monologue is reprinted from The Works. Christopher Marlowe. Oxford: Clarendon Press, 1910. GLOSTER: I, Edward, will use women honourably, Would he were wasted marrow, bones and all, That from his loins no issue might succeed To hinder me from the golden time I look for, For I am not yet looked on in the world. First is there Edward, Clarence, and Henry And his son, and all thy looked for issue Of their loins ere I can plant my self, A cold premeditation for my purpose, What other pleasure is there in the world beside? I will go clad my body in gay ornaments, And lull my self within a ladys lap, And witch sweet Ladies with my words and looks. Oh monstrous man, to harbour such a thought! Why love did scorn me in my mothers womb, And for I should not deal in her affairs, She did corrupt frail nature in the flesh, And plaste an envious mountain on my back, Where sits deformity to mock my body, To dry mine arm up like a withered shrimp. To make my legs of an unequal size, And am I then a man to be belovd? Easier for me to compass twenty crowns. Tut I can smile, and murder when I smile, I cry content, to that that grieves me most. I can add colours to the chameleon, And for a need change shapes with Protheus, And set the aspiring Catalin to school. Can I do this, and cannot get the crown? Tush were it ten times higher, Ill pull it down.

Technology and Life Standard

The American Immigration Law Foundation

The American Immigration Law Foundation Free Online Research Papers The reason why I choice the NGO to be The American Immigration Law Foundation that was established in 1987.It is an IRS- designated, nonprofit, educational, charitable organization dedicated to increase public understanding of Immigration law and policy and the immigration to American society. It works to expand the knowledge of public service and excellence while clarifying immigration law. This NGO relies on tax deductible voluntary donations and grants to support our mission. One of the supporting groups is the Network for Good. This group focuses on anti-immigrant groups that close the American doors to future immigrants, making the point that America is a nation of immigrants. They are working closely with leading immigration experts through the country and with Congress and the Administration to help change our immigration system so that it can be more proactive to the needs of our economy and society. They have four main program centers: The legal action center it was create d in 1990 to promote fundamental fairness for immigrants, their families and their employers. They do work among the Immigration law advocates and it’s run by immigration practitioners and litigators. They have filed a suit against the INS and also hold briefings in the federal courts. The Immigration Policy Center dedicated to research and analysis about the contributions made to America by immigrants, The Public Education Program develops resources for teachers and students in the classroom who are exploring our nations immigrant heritage; and The Exchange Visitor Program allows small to midsize businesses to understand and participate in the global economy, training exchanges, designated by the U.S. State Department. Section 2: Introduction of Issue One major issue that keeps increasing is that for almost a decade now, there has been an increase in the number of deaths each year among unauthorized border-crossers in the deserts and mountains of southern Arizona. The official statistics compiled by the U.S. Border Patrol undercount the actual number of deaths in Arizona and elsewhere along the U.S.-Mexico border. But various academic and government studies estimate that the bodies of between 2,000 and 3,000 men, women, and children have been found along the entire southwest border since 1995, including at least 1,000 that end up in the hospital of southern Arizona. Experts, including the U.S. Government Accountability Office (GAO), now explain this crisis as a direct consequence of U.S. immigration-control policies instituted in the mid- 1990’s. The results of the BMI study, which are confirmed by comparable research, show that there has been a dramatic increase in the number of UBC recovered bodies in the Tucson Sector from 1990 to 2005, thereby creating a major public health and humanitarian crisis in the deserts of Arizona. Instead of controlling migration we are seeing a growing human rights crisis which raises questions of equality, equity, fairness and justice in a globalized world. Studies show that immigrants pay more in taxes than what they cost in medical expenses and in education. Two different categories of debate exist. People say that they take advantage of welfare and public services, Other’s state that they are the ones filling the gaps in the labor market pertaining to the low skilled sector. My NGO explores these issues; we introduce policies and help immigrants gain the experience they need to make a better home when they go back to their country. We also help by teaching about immigrants to US citizens so they can learn and help make a difference, to lower the death of these people who are just seeking a better life. Some US citizens are against immigrants rights. In recent years, there has been controversy over the efforts of some banks to offer financial services to individuals without Social Security numbers, many whom are undocumented immigrants. More and more banks now allow people to open checking and savings accounts and to apply for credit cards and home mortgages using an Individual Taxpayer Identification Number issued by the Internal Revenue Service or an identification card issued by a foreign consulate in the United States, The public viewed it as a giveaway to undocumented immigrants and viewed the mortgage program as criminal, stating they are applauding the undocumented migration. Section 3: Position statement The important fact that we seem to forget is that we are all human beings and that as human beings, we have rights. Yet we seem to be ignoring those rights. This is a very important issue that is going to be a great debate in the upcoming elections. If we get together to put The American Immigration Foundation: policy to work I believe we have a chance to save many lives and give the opportunity of a better live to others who want to live in a place where they can make a better life for them selves an they children. The American Immigration Foundation proposes that we give the opportunity to the immigrants who are already in the U.S to apply for a visa and have it renewed one time until they have achieved the years they need to become a permanent US citizen. This would allow immigrants to receive the same treatment and opportunities the US citizens now hold. This could be done with the condition that we keep track of their behaviors and contributions to society. If they are productive and can maintain a healthy living style, we would grant them US citizenship and allow them to go back to their home town to expand their knowledge and help to eliminate poverty. The people who are not in the United States should also be granted the opportunity to come to the U.S with the condition that they are going to be there to make a difference and come back to their home land with the opportunity to help out and make a difference. If this policy is put into practice it will help more people expand their educ ation and allow them to make a difference to eliminate the migration caused by their economic status. The American Immigration Law foundation has many programs that already put this into practice. We take professional, educated people or people who want to be educated, give them the opportunity to learn how the companies in the us work and take the knowledge they learn back to there home town. There they can help Eliminate poverty. We wish we could do more and that’s where this policy comes into place. Currently we mainly work with Hispanics, but we open our arms to all immigrants who qualify for our exchange program, and hope that tomorrow we can expand the criteria for the exchange program. Our accomplishments for the ending year of 2002 include publication of four major reports which was quoted in the Wall Street Journal. Fought Justice Department usage in deportation procedure and sponsored over 200n international trainees as part of an exchange visitor program. And these are some of many accomplishments and I know that if this policy is put to practice we will be able to accomplish a lot more. Bibliography Bellamy, C (2007) Serving the Under Served Banking for Undocumented Immigrants. Retrieved on 3/20/2007 from www.ailf.org/ipc/2007 .shtml. Tienda, M (2006).Unraveling a public health enigma. Why do immigrants experience superior prenatal health outcomes? (335-388) Retrieved on 3/20/2007. Duarte, M (1990). The Funnel Effect and Recovered Bodies of Unauthorized Migrants. Binational Immigration (1-97) retrieved on 3/21/2007. Bacon,D(2007) Colecion de Derechos Humanos. The Real Political purpose of Ice raids, retrieved on 3/20/2007 from www.derechoshumanosaz.net/ Sapkota,E(2006).Unauthorized border crossing and immigration death. Arizona N. Mexico, and El Paso Texas, (2002-2003) retrieved on 3/32/2007 from American Journal of Public Heatlth96 (1-7). Stangold, J(2001)Rights Groups urge change in border policy, â€Å" The New York Times (5/26/2007)retrieved on 3/20/2007 Neto,B(2006) CRS report for congress border security: Barnes along the U.S International Border(1-45) retrieved 3/16.2007 from spotlight CRS web. Schneider, W( 2006). Political Pulse- Spotlight on Center Stage. National Journal Group, Inc. Retrieved November 8, 2006. (http://nationaljournal.com.floyd.lib.umn.edu/pubs/nj/extra/search.htm) Massey,D(2005) Five Myth About Immigration: Common Misconceptions underlying U.S Border-enforcement Policy. Immigration Policy Focus. retrieved Presentation migrationinformation.org/Feature/display.cfm?ID=136 Research Papers on The American Immigration Law FoundationThe Effects of Illegal ImmigrationNever Been Kicked Out of a Place This NicePETSTEL analysis of India19 Century Society: A Deeply Divided EraQuebec and CanadaInfluences of Socio-Economic Status of Married MalesStandardized TestingThe Relationship Between Delinquency and Drug UseTwilight of the UAWEffects of Television Violence on Children

Epistemology versus Ontology in Philosophy Essay

Epistemology versus Ontology in Philosophy - Essay Example Therefore, it may be said that this paper has been written on the assumption that epistemology is better suited than ontology for research design in philosophy. To begin with, one has to understand research design in context of philosophy as a style of writing or expressing ideas. This has a nexus with positivism as well as interpretivism in understanding how knowledge is gathered and used. Johnson et al's text (2000) starts with a study of innate notions. This portion of the book is a study of the elements that lead to speculation and a subsequent formation of perspective. This points to positivism. Throughout this part, the authors have managed to hook the reader on to the idea that speculation is an element that must be used in very discreet doses as more of it can damage the practical side of things in one's mind. (Johnson et al, 2000) As a philosophical notion, this is an ideal that is true to writing. In writing, it is imperative to stick to a certain balance between factual information and a small amount of speculation. This holds on to people's imagination and memories. Therefore, in this part of the book, the authors have merely de scribed a style of writing that has to do with organising ideas and information or interpretivism. This sets the stage for understanding and differentiating between epistemology and ontology. Further into the book, one will find ideals that are connected with principles in the mind. The mind is an organ that churns out thoughts and expressions of the same. These expressions are a part of the basic mental setup of the person concerned. This quality, in turn, springs from an ability to form a successful marriage between imagination and the overall truth surrounding a person. Therefore, these principles work towards defining a certain kind of writing and research design that can be applied by any person for means of appropriate self expression. (Johnson et al, 2000) The second part of the book is about Ideas. Writing is a field where ideation is an important phase before one begins to actually put the ideas down on pen and paper. Where does this ideation happen It happens during one's life experiences. These life experiences revolve around the garnering of values and ideals in life. One's writing often depicts the state of one's belief system. Thus, in describing ideas, Locke has managed to show what a person's preliminary research in writing is based on. This preliminary research comes from what is within oneself. (Locke, 2007) Analysis To begin with, let us define the concepts of epistemology and ontology, individually. Epistemology: This is a field of study that is closely related to philosophy. Epistemology, through the definition of theories and concepts, seeks to study a body of knowledge by applying the relevant definitions. This points towards subjectivism and the use of a positive attitude in deducing and understanding knowledge. In this way, it shares some similarity with ontology. It is a field of stu

PERSONAL ETHICS ACTION PLAN Assignment Example | Topics and Well Written Essays - 2000 words - 3

PERSONAL ETHICS ACTION PLAN - Assignment Example I will never compromise my integrity based on the opinions of others and I will remain true to my purpose and myself. I will remain ethical, motivate and enthusiastic at all times in both my personal and professional duties. While working in groups, I will ensure that my personal life reflects my character of respect, ethics and integrity and maintain the same standards throughout my career. I will lead by example and demonstrate how hard work and integrity pays off both in personal and professional life. I have learned that ethics comprise of the values, norms, beliefs and basic principles that govern interactions of individuals in the society. Sound ethical principles enable and individual to differentiate what is wrong and what is right. From my research, personal ethics provides the moral background that people build their live and assists in decision-making. Ethics will entail the core values that individuals will reflect on while solving day to day problems. I have also learned that ethics differ from one individual to the other and entails the ‘inner voice’ and intuitions that drive an individual in identifying what they consider as right or wrong in decision making. I believe ethics is demonstrated how an individual treats others with respect and dignity. Some of the virtues that guide individual ethical virtues that I have identified through research and course reading include integrity, competence, generosity and respect for other individuals’ lives and dignity. I have noticed that ethical norms are performed through consistent practice of the character traits that individual wishes to portray as the personal identity in the society. Ethics not only requires an individual to comply with the law but also the generally accepted norms in the society. From my discussions with classmates, the best way to understand your ethics is to begin questioning your beliefs, norms and attitudes of the human

Analysis of the Film Dilwale Dulhaniya Le Jayenge Essay

Analysis of the Film Dilwale Dulhaniya Le Jayenge - Essay Example The mother who is well aware that the father is set in his views and is unlikely to change his mind encourages the young lovers to elope. This is the stage where the story deviates from the general trend because the young man is determined that he will only marry the girl he loves with the approval of both her parents, irrespective of the cost and irrespective of how long the process takes. He then embarks on a persistent campaign to win the father’s approval and at the end of a period of sustained suffering, he is able to finally achieve the desired objective. One of the important aspects to be considered in film analysis is the historical context within which the film story is set. For instance, as Hogan states, an essay that examines a film like Mildred Pierce should of necessity, analyse the changing sociological position of women which occurred during the post world war period, because the historical events of the war resulted in women being forced to participate more act ively in jobs that were formerly restricted to men only but were falling vacant because they were being drafted into the armed forces to fight the war (Corrigan,88). Similarly, DDLJ is a significant film when assessed using a historical perspective. This film can be compared to another Hindi film titled Bobby that was produced and marketed in the 70s. In this film, the spoilt young son of a rich man falls in love with a poor girl belonging to a different religion. i.e., Christianity. The young lovers solve the problems arising from the rich-poor chasm existing in Indian society by eloping. This film reflects the prevailing mood in Indian society during that period when a love marriage was viewed as a near impossibility since arranged marriages were the norm and viewed as the ideal condition for marriage and one which was also socially acceptable.

Langston Hughes On The Harlem Renaissance English Literature Essay

Langston Hughes On The Harlem Renaissance English Literature Essay The Harlem Renaissance began in 1925 and ended in1935.The Harlem Renaissance was once referred to as the Negro Renaissance. It began in this time period because of the financial and educational problems throughout this period. The movement was centered in the ghetto of Harlem, in New York City. During this postwar ease many of the black writers tried to involve the younger generations. A fresh generation of writers emerged, although a few were born in Harlem and the movement was accelerated by grants and scholarships and supported by white writers. Langston Hughes was often labeled the Poet Laureate of Harlem, particularly because his poetry retained the rhythm, idiosyncrasy, and dialect of his culture a fact that often saw him slandered by those who viewed his honest expression as underscoring all the elements of black existence they feared and hated. Langston Hughes had an impact on black literature that cannot be overstated, from his simple, direct but brutally honest poetry and influence in forming the Harlem Renaissance to his career as a journalist of human rights. Hughes was very talented and versatile, and he was able to write in any genre with equal ease and skill. Hughes was an inspiration to other young black men, particularly the young writers because of his unique character. He also served as both an inspiration and a mentor for these younger writers. With his sweet poetic voice, nurturing generosity, abundant humor, and abiding love of his people, Langston Hughes was one of the most dominant voices in American literature for this time period, and perhaps the single most influential black poet ever. Hughes continued writing through the 1930s and the 1940s, speaking for the poor and the homeless black people who suffered during the Great Depression. He wrote of their daily lives in American cities, of their anger and th eir loves. Black people loved reading his works and hearing him read his poems at public presentations all over the country. To them he was Harlems Poem. When Hughes died in 1967, a jazz band played at his funeral. The Harlem Renaissance was a very influential time period of literary and creativity because of the many talented artists that contributed their hard work that went on to earn many different awards. Among these hardworking artists is a man named Countee Cullen who without knowing it had a major impact on this time period although his ideas usually differed with others. Countee Cullen and many of the other artists during the Harlem Renaissance differed because he thought of art as race-less and customary. While most others believed that race was not portrayed through their form of artistic expression, Cullens differences caused people to respect the fact that he chose not to express race through his poetry. Despite what Cullen admitted to Langston Hughes about wanting to be recognized as a poet, not a Negro poet, he spent most of his life proving that a black poet could surely singand sing in a black voice. In fact, five of the seven volumes of poetry that bear Cullens name have, in t heir very titles, a basis for racial themes that is borne out in the poetry itself. Yet, Cullens poetry reveals a man who was torn between allegiances to his blackness and his vocation as a race-less poet. Langston Hughes was one of the most important writers and thinkers of the Harlem Renaissance, which was the African American artistic movement in the 1920s that celebrated black life and culture. Hughess creative genius was influenced by his life in Harlem, New York. His literary works helped shape American literature and politics. Hughes, like others active in the Harlem Renaissance, had a strong sense of racial pride. Through his poetry, novels, plays, essays, and childrens books, he promoted equality, condemned racism and injustice, and celebrated African American culture, humor, and spirituality. In many ways Hughes always remained loyal to the principles he had laid down for the younger black writers in 1926. His art was firmly rooted in race pride and race feeling even as he cherished his freedom as an artist. He was both nationalist and international. As a radical democrat, he believed that art should be accessible to as many people as possible. Unlike other notable black poet s of the period-Claude McKay, Jean Toomer, and Countee Cullen-Hughes refused to differentiate between his personal experience and the common experience of black America. He wanted to tell the stories of his people in ways that reflected their actual culture, including both their suffering and their love of music, laughter, and language itself. He was perhaps the most original of African American poets and, in the breadth and variety of his work, assuredly the most representative of African American writers. The Harlem Renaissance was an explosion of African-American arts, with middle and upper-class blacks as the dominant leaders. Poetry has never celebrated pride in African-American culture more than that period in the 20s. The reasons behind the outburst of artists, ways in which the written word was expressed, and the artists lasting effect on today show how much the Harlem Renaissance was one of the most brilliant artistic movements in history. His works conveyed life as he saw it. His collection of works called Color, printed in 1925, put the Harlem Renaissance to a new height because of its ability to show social realities. Cullen was awarded the Witter Bynner Undergraduate Poetry Prize from New York University. Cullen was criticized for being conventional, for using the British romantic poets as his models, and for insisting that poetry in general should be free of racial and political matters. The Harlem that Hughes loved and where he lived most of his life was an exciting place. This newly developed suburb of New York City was planned, laid out, and built almost too fast; the bottom dropped out of the real estate market in 1904-1905. Harlem had broad boulevards, beautiful town houses, and exclusive apartment buildings-but no residents. Desperate to rent to anyone, many developers began to open Harlem to blacks, and by 1914 Harlem was a black city. Its population almost exploded during the years of the First World War as blacks from the South moved north in search of better jobs and fuller citizenshipthe beginning of what came to be known as the Great Migration. Langston Hughes was often labeled the Poet Laureate of Harlem, particularly because his poetry retained the rhythm, idiosyncrasy, and dialect of his culture a fact that often saw him slandered by those who viewed his honest expression as underscoring all the elements of black existence they feared and hated. Â  Cu ltural developments do reflect American society as much as government policies or maybe more. Much of the literature, art, and music emerging during the first half of the twentieth century came from African Americans, but people of all races and cultures were involved. Films also reflected society a lot during this time. Â   The Harlem Renaissance was a movement that gave black people a cultural uniqueness though literature and art. Most of the literature focused on realistically portraying black life, life in the ghetto, and other black issues. Langston Hughes was one of the major black writers to emerge from this movement. Hughes was a great writer with much diversity in his types of writings. He wrote plays, novels, poems, essays, short stories, and much more. Most of his writings were of the realities of black life, racism, ghetto and slum life, no jobs for black man and much more.

Allegory in Edward Albees The American Dream Essay -- Edward Albee Am

Allegory in Edward Albee's The American Dream Our understanding of Edward Albee's achievement in The American Dream (1960) has come a long way since 1961 when Martin Esslin hailed it as a "brilliant first example of an American contribution to the Theatre of the Absurd"1 and 1966 when Nicholas Canaday, Jr. labeled it America's "best example of what has come to be known as 'the theatre of the absurd.'"2 The shrewdest assessment of absurdism in Albee is by Brian Way, who shows convincingly that, although Albee has successfully mastered the techniques of theatrical absurdism, he has nevertheless shied away from embracing the metaphysics that the style implies.3 That is, Albee knows that Theatre of the Absurd is "an absorption-in-art of certain existentialist and post-existentialist philosophical concepts having to do, in the main, with man's attempts to make sense for himself out of his senseless position in a world which makes no sense."4 But Albee nevertheless "believes in the validity of reason--that things can be proved, or that events can be shown to have definite meanings."5 Structurally, the chief evidence for this claim is that Albee's plays, including The American Dream, move toward resolution, denouement and completion rather than the circularity or open-endedness typical of Theatre of the Absurd.6 In regard to content, Way's point may be extended by contrasting the implications of the titles of The American Dream and Eugene Ionesco's The Bald Soprano, an absurdist drawing room comedy to which Albee's play seems indebted in many ways. Ionesco's title derives from the Fireman's passing reference to the woman who "always wears her hair in the same style."7 She is not a character in the play, nor is she ever referre... ...ampshire, where Wilder was a mentor and Albee was an aspiring poet. Richard E. Amacher implies that this comment was important in Albee's turning to playwriting. (Edward Albee (New York: Twayne, 1969), p. 19) Although Wilder is referred to negatively in Albee's Fam and Yam (along with Miller, Williams and Inge), that may be because he represents the dramatic establishment that a new playwright like Albee must challenge, rather than because Albee dislikes him or his drama. The intellectual and dramaturgical relationships between Albee and Wilder would make an interesting study. 24. Michael E. Rutenberg, Edward Albee: Playwright in Protest (New York: Drama Book Specialists, 1969), pp. 230, 232. Albee adds, "There might be an allegory to be drawn, and have the fantasy child the revolutionary principles of this country that we haven't lived up to yet." Ibid., p. 230.

Contraversy in Play Doubt Essay

In an immoral place such as that presented in John Patrick Shanleys’ award- winning playwright Doubt, it would be unwise to assume the architect of the play would honor and comfort us with a greater and certain ending of the masterpiece. This brings us to the obvious question of what is certainty and how we can be certain of anything. According to Stanford Encyclopedia of Philosophy, â€Å"There are various kinds of certainty. A belief is psychologically certain when the subject who has it is supremely convinced of its truth. Certainty in this sense is similar to incorrigibility, which is the property a belief has of being such that the subject is incapable of giving it up. † If we are directed and instructed by this statement, a reader cannot have a firm grasp on whether Father Flynn did in fact physically abuse the vulnerable, colored character of Donald Muller, living in 1964, surrounded by a rising discontent of the white privileged working class society (also responsible of the death of Martin Luther King Jr. that same year). However I  afforded to be unwise, biased, and by my best judgment, decide (without evidence) Father Flynn did in fact harass Donald. This decision was obvious to me by three subliminal pieces of evidences awarded by the author. The first evidence is the suspicion and the accusations attacking Father Flynn of giving young Donald Muller wine when called to the rectory. Now, of course Flynn defends himself by disputing Donald drank the wine by himself because of the nerves of being a lonely black boy in 60’s Bronx. However, when confronted with this exclamation  by Sister Aloysius, Flynn immediately contracted into a cornered cat, with a sharp, witty defense strategy. â€Å"I don’t wish to continue this conversation at all further,† said Father Flynn upon exiting. Father Flynn says he covered for the boy because he cared, yet the story is immediately made unconvincing when Sister Aloysius grabs a more delicate and experienced grasp on the situation. The symbol of the wine portrays this once glorified saint as a perverse and twisted character. The logic inserted in the context is the  following: if Father Flynn could be corrupted enough to pollute a young, innocent child, he could also be able to take advantage of this boy. The second evidence is the shady character Father Flynn becomes through out the strategic play. In various examples, Father Flynn is slightly shadier of what it would have been expected. The first example of this is seen in metaphorical examples and that is Father Flynns’ noticeably long fingernail. These are first portrayed to the young boys when Flynn is disgusted by the dirtiness in the boys’ fingernails. This shows Flynn as a man who goes against the culture and the morale of society. The second example is portrayed when Father Flynn outreaches his hand for a young boy named William London and the boy flinches, as if disgusted or terrified. The last example is involving a black crow outside a window that hadn’t stopped snapping all day. Finally, Father Flynn has enough and roars viciously to this bird being shown as an ill-tempered man who masks his emotions to the people. Sister Aloysius made an intelligent and constructed  remark, â€Å"you’re controlling the expression on your face right now. † Towards the end of the play, Sister Aloysius becomes consistent on her accusation towards Father Flynn. She framed each sentence perfectly charging forwards and creating significant pressure on Father Flynn. She rammed with exclamations such as, â€Å"I will not stop! † and â€Å"I will find the truth! † By the end, Flynn had resigned to his post and was expected to take a discreet leave. This, along with his response to the accusations, provoke a clear assumption Flynn is guilty and he knows his days of being  considered an innocent, kind man were drawing to an end. By the end of the play, doubt plays a clear role in the mind of the curious reader. Of course, there is more than one possibility of what might have gone on between the priest and the altar boy. If we were to have a completely objective thought, we would be puzzled and disturbed by the fact that neither one nor the other choice is correct or clear. My personal impression is the one mentioned earlier, yet I am not the omnipresent author of this magnificent story. ? Work on grammar and spelling.

Jake Drake Bully Buster Chapter Book About Bullying

Jake Drake Bully Buster Chapter Book About Bullying Jake Drake Bully Buster: Summary In Jake Drake Bully Buster, author Andrew Clements focuses on a problem too many kids have to cope with: bullies and bullying. What do you do if youre a bully-magnet? Thats Jakes problem in the chapter book Jake Drake Bully Buster. Fourth grader Jake Drake tells the story of how he went from being a bully-magnet starting in preschool to becoming a bully buster in second grade. Jakes experiences not only make an entertaining story for 7-10 year olds, they also provide a lot of food for thought. Why Jake Was a Bully-Magnet Jake begins his story with tales of all of the bullies who bullied him before second grade, starting when he was a 3-year-old and continuing through preschool, kindergarten and first grade. Jake figures he has these bully-magnet characteristics: Hes small but not so small that he doesnt represent a challenge, he doesn’t have an older brother or sister to defend him, he’s not the type to complain, and he looks â€Å"brainy.† Interestingly, these dont change as Jake goes from being a bully-magnet to a bully buster. Instead, Jakes experiences in second grade change him. Jake and the Grade A, SuperBully Jakes says he didn’t become a bully buster until second grade and then, only after â€Å"being picked on by a Certified, Grade A Super Bully.† Second grade starts out wonderfully. Jake likes his teacher, Mrs. Brattle. There are no bullies in his class, although he still has to watch out for bullies on the playground and in the lunchroom. However, when a new student, Link Baxter, whom Jakes quickly learns is â€Å"a Certified, Grade A Super Bully,† joins the class. Link continually picks on Jake at school and on the school bus. The first time it happens, Jake is so upset that when he gets home he bullies his little sister until his mother stops him, saying, â€Å"What’s gotten into you!?† Jake realizes that â€Å"It was Link. Link had gotten into me! I was being like Link. I had caught BULLYITIS!† When he apologizes to his little sister, she tell him that Link’s sister is in her class, and she is a bully like her brother. Jakes Attempts to End the Bullying Jake decides to try acting like Link’s bullying doesn’t bother him. When Link makes fun of him on the bus, Jake acts like it’s a joke. All day, Jake tries to act cook when Link bothers him, but this only makes Link bully him more. Finally, Link splashes water on Jake so it looks like Jake wet him pants and proceeds to mock him, â€Å"Wook, wook! Wittle Jakey had an accident!† Jake get very mad and can tell Link is pleased about that. Jake is so mad that he hits Link, who acts like he has a terrible injury. Link gets sent to the nurse’s office for ice and sympathy and Jake was sent to the principal’s office. Afterwards, when he and Link meet in the hallway, Jake asks Link why he bullies him and Link doesn’t have an answer. Jake decides, â€Å"†¦if I could figure out that reason – or if I could give him a reason NOT to be a bully – then Link Baxter, SuperBully, would become Link Baxter, Ex-SuperBully.† From Bad to Worse Leads to New Insights Things go from bad to worse when Jake’s teacher decides that everyone in the class has to work in pairs on a Thanksgiving project, and she assigns Jake and Link to work together. Their assignment is to do a project about how Native Americans lived. Jake is appalled, but Link thinks it’s funny and tells Jake that he’s going to have to do all the work. Jake prepares the report but keeps hoping Link will help so they have something to show the class. When the day before the project is due Link tells Jake to do that also, Jake is so mad that he refuses. Link tells him to come over to his house after school so they can make something. At Link’s house, Jake learns two surprising things about Link: Link is skilled at creating models and dioramas and his older sister bullies him. He also learns that when Link is involved in model making, it’s like he’s one of the kids instead of a SuperBully. In fact, according to Jake, â€Å"When he forgot I was there, he had a different face from his bully face, Not mean. Almost nice.† The visit to Link’s house gives Jake a lot to think about, but he’s still not sure how to make Link stop bullying him. Everything Changes With Jakes Good Choices Everything changes again when it is time for Jake and Link to give their project report. Jake finds out that Link has stage fright about doing the presentation. Rather than pay Link back for all Link has done to Jake by humiliating Link in front of his classmates, Jake covers for him. He tells Link he will give the report and Link can point out things in the diorama he made. Their project is a big success, but the best outcome is that Link no longer bullies Jake and Jake realizes that by getting to know the real person â€Å"behind those mean eyes and that bully-face,† he can be a bully buster rather than a bully-magnet. Throughout the book, Jake reacts to the bullying in different ways, not all of them appropriate. He quickly learns that bullying others, being mean, and hitting the bully are all not the responses he wants to, or should, make. As time passes and he learns more and more about the bully, Jake begins to make better decisions: standing up to Link and refusing to finish the project by himself, covering for Link when it’s time for their presentation and acknowledging Link’s model-building skills in front of the class. Its the fact that Jake is essentially a good kid who is willing to take the time and thought to look beyond the bully-face to the person within that enables him to become a bully buster. Jake Drake Bully Buster: Guide Recommendation I recommend Jake Drake Bully Buster for independent readers in grades 2-4. It is also an excellent classroom or family read aloud. At under 90 pages, it is a quick and enjoyable read, but it also has some substance and can easily and effectively be used as a bullying discussion prompt. The Jake Drake series includes a total of four books about the fourth graders experiences st school, and I recommend them all. (Atheneum Books for Young Readers, Simon Schuster, 2007 reprint edition. ISBN: 9781416939337) Additional Resources About Bullies and Bullying From About.com Dr. Vincent Iannelli, the About.com Pediatrics Expert, provides statistics about bullying and some of the signs of bullying parents should look for in his article Bullying and Bullies. For information about cyberbullying, see A Parents Guide to Cyberbullying. For picture books about bullies and bullying, see my reviews of Each Kindness, Oliver Button Is a Sissy and The Bully Blockers Club. For a list of books about bullying for older kids, see Bullies and Bullying in Books for Kids to Teens.

Invariable Adjectives in Spanish

Invariable Adjectives in Spanish It is sometimes said that Spanish adjectives that are nouns, such as naranja and rosa, are invariable, and that you should say, e.g. coches naranja, pantalones rosa, or otherwise coches color naranja, pantalones color rosa, etc. However, some native native speakers find it quite acceptable to use phrases such as coches naranjas. As one correspondent wrote to this site: Are they wrong, or is it a regional thing, or has it now become acceptable? I teach Spanish, I love the Spanish language, and I find grammar fascinating - I want to make sure I am teaching my pupils correct usage. The Basics of Invariable Adjectives The short answer is that there is a variety of ways of saying orange cars, and that both coches naranjas and coches naranja are among them. In traditionally correct usage, naranja or rosa as an adjective of color should remain unchanged, even when modifying a plural noun. However, Spanish (like all living languages) is changing, and in some areas, especially in Latin America, a construction such as los coches rosas would be perfectly acceptable and even preferable. But the rule stated above is correct: Invariable adjectives (usually a noun being used as an adjective) dont change form regardless of whether theyre describing something that is singular or plural. There arent many such adjectives, the most common being macho (male) and hembra (female), so it is possible to talk about, for example, las jirafas macho, the male giraffes, and las jirafas hembra, the female giraffes. Generally, the invariable adjectives are that way because they are thought of as nouns (as are la hembra and el macho), and they include the colors that come from names of things; esmeralda (emerald), mostaza (mustard), naranja (orange), paja (straw), rosa (rose), and turquesa (turquoise) are among them. In fact, as in English, almost anything can become a color if it makes sense to do so. So cafà © (coffee) and chocolate can be colors, as can oro (gold) and cereza (cherry). In some areas, even the expression color de hormiga (ant-colored) can be used as a way to say something is ugly. There is a variety of ways these nouns can be used as colors. Probably the most common, as you said, is along the lines of la bicicleta color cereza for the cherry-colored bicycle. Thats short for la bicicleta de color de cereza. Saying la bicicleta cereza is a way of shortening it even more. So the logic of saying las bicicletas cereza for the cherry-colored bicycles is that were using a shortened form of las bicicletas de color de cereza. Or at least that might be an easier way to think about it than thinking about cereza as an invariable adjective. In other words, los coches naranja would be entirely proper, although some variation of los coches (de) color (de) naranja might be more common in actual usage, again depending on the area. What can happen over time, however, is that a noun used in this way can come to be thought of as an adjective, and once its thought of as an adjective it probably will change form for plurals (and possibly gender). In Latin America, especially, some of these words (particularly naranja, rosa and violeta) are treated as typical adjectives that change in number. So referring to los coches naranjas would also be correct. (It should be noted that in some areas the adjective anaranjado also is frequently used for orange). Proper Names Often Used as Invariable Adjectives As indicated above, macho and hembra are probably the common traditionally invariable adjectives (although you will often hear them made plural, perhaps more often than not). Others of more recent use include monstruo (monster) and modelo (model). Almost all of the other invariable adjectives youll come across are either proper names (such as Wright in los hermanos Wright, the Wright brothers, or Burger King in los restaurantes Burger King) or adjectives borrowed from foreign languages. Examples of the latter include web as in las pginas web for the web pages and sport as in los coches sport for the sports cars. Key Takeaways Invariable adjectives, of which there are few in Spanish, are adjectives that dont change form in feminine and plural forms.Traditionally, the names of many colors are the most common invariable adjectives, although in modern usage they are often treated as regular adjectives.Invariable adjectives added to the language in recent years include brand names and words imported from English.

Why have there been so many wars in the Middle-East since 1945 Essay

Why have there been so many wars in the Middle-East since 1945 - Essay Example Moreover, what scholars suggest the reason for Middle Eastern Muslim decline after 1945 escorts to their inefficiency in making clear choice between war and other formal types of capital formation. This paper will analyse the causes that act as catalyst in initiating Middle Eastern wars since 1945. Analysis will revolve around the concern over factors that led to wars including the legacy of colonialism and superpower rivalry and will examine the contribution of the West in enhancing these factors in the region. Nevertheless, the paper will assess the most common perception that dominates the West by prejudicial images of Arabs. These images were not a brand new creation and were present even before the fall of the Ottoman Empire. The paper will answer the demanding explanation of what factors were present that exaggerated the root cause of continuous wars. â€Å"Four large-scale modern wars during the past two decades has what lead the Middle East towards chronicle instability† (Richards 1995). These are the words of one of many scholar professors that dig deeper into the root causes behind this regions fallacy. The people of the Middle East have been the victims of some of the most aggressive and predatory policies outside powers. Though they have remained undaunted to take part in the rivalries but have suffered through the alliances conducted by the superpowers, like the USSR and United States. Such rivalry turned out to be a conflict which manifested in many ways and have been the reason for suffering through a continuity of wars. Sufferance was due to actual warfare witnessing extreme political violence and factors that rise due to consequences like low-intensity conflict, perceived failure of diplomacy, deadly propaganda, political and economic boycotts, disputes over land and water, resistance to occupation and deeply in grained cultures of antagonism (Milton & Hinchcliffe 2004, p. 2). As Milton & Hinchcliffe (2004, p. 2)

The Product Life Cycle of BMW Brands Essay Example | Topics and Well Written Essays - 750 words

The Product Life Cycle of BMW Brands - Essay Example In this case, new features that would characterize the development of existing products would be introduced in between the stages that would keep on revitalizing the product. As explained in detail below, this strategy is highly recommended as it has a lot of benefits and advantages over other competitors. models over time such that the whole model range is not changed but only changing another model range. Basically, it strives to keep its products in the introduction and growth stages by introducing new models in each of its product lines as well as continually improving its existing products. This strategy is advantageous in that the organization is able to realize its profits every time as a business would be growing every time by way of introducing a range of other models. It can be noted that the product lifecycle shown of other automobile manufactures contrasts drastically with that of BMW. These manufacturers would introduce a model then leave it unchanged over a long period of time until the sales begin to show a decline after reaching the maturity stage which is the peak occasion of sales of a product it can reach before they begin to decline. The product life cycles of other manufactures differ from BMW in that there are mainly characterized by four stages which are introduction, growth, maturity and decline. Indeed, BMW’s product lifecycle is constantly growing by virtue of introducing new models in its product lines. However, the main similarity between these product life cycles is that both of them have a similar introduction and growth stages. The introductory phases are concerned with brand establishment with the main aim of encouraging the use of the product by emphasizing its unique attributes. Both stages show an upward trend in sales of their products. Basically, a marketing strategy is defined as the means by which marketing objectives will be achieved. It encompasses the instruments used in marketing which involve planning, organizing, leading and controlling. The most important part of the marketing strategy is the implementation part. Â  

Consensual Relationship Agreements Research Paper - 1

Consensual Relationship Agreements - Research Paper Example Establishing a baseline of individual freedom means that adults must be allowed to enter into consensual relationships with other adults (Eichner). States must not delegitimize relationships among consenting adults and relationships should be recognized. Sexual harassment litigation fears means more and more companies are scrambling to create appropriate policies to consider, define, and somehow regulate the demonstration of these relationships in the workplace (Powers, p. 20). Consensual Relationship Contracts Anywhere from 33% to as high as 70% of company employees have at one time or another admitted to being involved in an office relationship. Work provides opportunities for socialization among men and women that would not be possible anywhere else. Togetherness occurs naturally in a comfortable and mutual environment and the mutual grounding of close friendship will frequently develop into romance. Employees often rush easily into these relationships despite factors, such as the possibility the relationship may not work out, the organizational environment may prove to be too rigid or the affair would invoke the criticism of fellow employees. Workplace romance trends have been increasing for several reasons, namely, increased demands on free time, more women in the workplace and in management positions, and an increase in positions requiring travel and team projects. Guidelines should be implemented which accept the inevitable realities of on the job romance while also providing the organization with protection from the problems of relationship fall-outs. One half of all work place relationships are estimated to end in marriage, studies show that environments where peers are likeminded in respect to education, life experience, and work ability are more likely to be compatible and have lasting relationships. Relationships that break down and are not resolved amicably can leave employers facing a variety of possible claims. Issues, such as a failed transfer o f one employee after a relationship, could lead to litigation claims. Homosexual relationships could lead to sexual orientation discrimination claims if the individuals are not treated equally. Some employers choose to ban relationships among employees in order to avoid these issues through non-fraternization policies (Reeves, p. 20). Bans, such as this, run the risk of breeching human rights policy and are not likely to be effective considering the amount of relationships that now begin in the work place. Some employers are using contacts or consensual relationship agreements which require disclosure of a relationship, thus, giving the employer the opportunity to relocate one employee or the other to avoid conflict. These contracts have an uncertain legal status and enforceability has been tested numerous times in legal tribunals and lawsuits. Consensual relationship contracts are used in order to avoid sexual harassment and retaliation lawsuits, especially when relationships invol ve employees who are on different levels of authority. The majority of companies do not have policies in place regarding consensual

Descartes vs Locke Essay Example for Free

Descartes vs Locke Essay Socrates once said, â€Å"As for me, all I know is that I know nothing. † Several philosophers contradicted Socrates’ outlook and believed that true knowledge was in fact attainable. This epistemological view however had several stances to it, as philosophers held different beliefs in regards to the derivation of true knowledge. Rationalists believed that the mind was the source of true knowledge, while in Empiricism, true knowledge derived from the senses. Rene Descartes, a rationalist, and John Locke, an empiricist, were prime examples of epistemologists who were seen to differentiate greatly within each of their philosophies. However, although Descartes and Locke’s ideas did contrast in that sense, they both shared common concepts that helped mould the basis of their ideas. Descartes and Locke both agreed that there were things in life that exist that we can be certain of. For Descartes, human experiences did not provide sufficient proof of existence. He indicated that through his Dream Conjecture and his Evil-Demon Theory (Paquette 205). Descartes stated that we cannot be certain if reality is a dream or not, thus questioning our existence (Paquette 205). In his Evil-Demon Theory, Descartes claimed that for all he knew, an evil demon could be putting thoughts into his head, making him think that reality was true when it was in fact false (Paquette 205). Ultimately, all this thinking resulted in Descartes coming to the conclusion that the one thing we could be sure of existing is the mind (Newman 2010). This can be seen through his most famous quote, â€Å"I think therefore I am (Kaplan 2008). † Descartes claimed that since he was able to doubt and think using his mind, his mind must exist (Paquette 205). Similarly, Locke was also sure of existence. He believed that every object was made up of primary qualities as well as secondary qualities (Paquette 212). Secondary qualities rely on how a person senses the object subjectively, and is experienced differently depending on the individual (Paquette 212). Examples of secondary qualities include colour, taste, and sound (Paquette 212). Primary qualities, however, are objective and include aspects such as an object’s height and weight (Paquette 212). Through this, Locke claimed that the existence of objects can be made certain due to the primary qualities it possesses (Paquette 212). Similar to Descartes, Locke believed in a sense of existence. However, in his view, the facts from the primary qualities proved the object exists because the object exists within itself (Paquette 212). Descartes and Locke also believed in some sense of the external world. Descartes claimed that there is in fact an external world, however it does not exist outside people’s minds (Paquette 206). Since Descartes was a rationalist, he believed that the only method to acquire true knowledge was solely through the mind (Moore 2002). Through the process of doubting existence, Descartes realized that the mind exists (Paquette 205). He went further into thought and concluded that since he, an imperfect person, has knowledge of perfection, something perfect has to exist to have put that knowledge in his mind. From there he claimed the existence of God (Newman 2010). Descartes then stated that a perfect god would not deceive his people, indicating that the material world exists (Newman 2010). Therefore through this thinking process, Descartes came to the conclusion that the real world is of the mind, and the external world is everything else that falls into the material world made by god (Newman 2010). Like Descartes, Locke also believed in an external world. As an empiricist, Locke relied heavily on the senses to provide true knowledge (Moore 2002). He shared Aristotle’s belief that the mind is a blank slate, also known as tabula rasa, at birth (Paquette 211). Our sense experiences thereafter provide us with knowledge to fill in those slates (Paquette 211). In Locke’s â€Å"Representative Theory of Perception,† also known as Epistemological Dualism, he stated that material objects exist and are separate entities from human beings (Paquette 227). However, he also believed that objects exist in the mind as psychological entities (Paquette 227). Locke concluded that people can taste, smell, touch, and see the external world which, in turn, becomes impressions in our minds (Paquette 227). Descartes and Locke are thus seen to be similar in the sense that they both believed in an external world. Descartes and Locke both had a process for understanding knowledge as well. As a rationalist, Descartes believed in innate ideas; that all humans were born with some knowledge (Paquette 206). This differentiates from the empirical view that the mind is a blank slate at birth (Paquette 211). Descartes also used intuition and deduction to establish truth (Kaplan 2008). He believed that intuition is direct knowledge which can be known without ever sensing or experiencing it (Paquette 206). Deduction however, is where you start with a premise, or a statement you believe to be true, and then determine more truths based on that origin (Paquette 206). As shown, Descartes focused on the thinker and the thinking process when determining true knowledge (Paquette 206). Rather than a thinking process, Locke believed that understanding knowledge came from a process based on our senses (Paquette 211). He believed that when the external world triggers any of our five senses, those experiences turn into sensations (Paquette 211). Those sensations then turn into impressions in our mind, thus adding knowledge onto the slate in our mind which was once blank (Paquette 211). He claimed that our mind reflects on the impressions we received from our sensations (Paquette 211). Locke then stated that those reflections turn into an idea which can be either simple, or made up of a bundle of simple ideas called complex ideas (Paquette 211). Like Descartes, Locke is seen to use a process for finding knowledge as well. There are many aspects to Rene Descartes and John Locke’s philosophies that are clearly distinct from one another. However, it is essentially incorrect to claim that rationalist Descartes and empiricist Locke bear no similarities. The two epistemologists are seen to share a similar base within each of their philosophical ideas. Through the many differences between Descartes and Locke, their basic concepts of existence, the external world, and the process for obtaining knowledge are quite similar to each other. This connexion illustrates that although the ideologies people possess on life vary to a great extent, there can always be some sense of a common ground that brings us all together. Works Cited Kaplan, R. Philosophy In our time. BBC Homepage. BBC News. , 2008. Web. 12 Nov. 2011. †¦Ã¢â‚¬ ¦http://www. bbc. co. uk/radio4/history/ Moore, B. Philosophy | Glossary. Online Learning Centre. McGraw-Hill Higher Education, †¦Ã¢â‚¬ ¦2002. Web. 12 Nov. 2011. http://highered. mcgraw-†¦Ã¢â‚¬ ¦hill. com/sites/076742011x/student_view0/chapter6/glossary. html. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Newman, L. Descartes epistemology.

Euthanasia and Christian Beliefs Essay -- Euthanasia Mercy Death Healt

Euthanasia Euthanasia is defined in the Chamber’s English Dictionary as â€Å" the act or practice of putting someone painlessly, or as gently as possible, to death†. There are various forms of Euthanasia, which I must explain before referring to the teachings of the different Christian denominations. The most common of them is Voluntary Euthanasia, where the patient decides for themselves, that they would prefer to be dead. They might decide at the time, or perhaps they might have written a ‘living will’ instructing doctors to kill them if they are ever in a situation where they will never be conscious again. There is also In-voluntary Euthanasia, were someone else decides against the patient’s wishes that would be better off dead, and enforces it in the act of killing them. Therefore it is often out-classed as Euthanasia, because it is not ‘gentle’. Non-voluntary Euthanasia takes place in a situation where the patient cannot be asked, or more correctly, cannot answer. This may be because the victim is a baby and can’t speak yet, or perhaps the victim is in a coma and is unable to respond to people around h im, but in this case a relative or doctor will decide for the person. It is also important to distinguish the difference between killing someone (Active), and letting them die (Passive). Killing a person is expressed in an action. An example of this, would be a doctor injecting his patient with a poison. Whereas letting someone die, is expressed in not performing an action. An example of this would be a doctor not supplying his patient with drugs that would save his life, and as a result the patient’s life is shortened. I will set, discuss, and finally evaluate a debate about Voluntary Euthanasia using contexts from both the Roman Catholic Church, and the Church of England. Some of the key influences I will refer to are Natural Law, Situation Ethics, Doctrine of Double Effect, The Golden Rule, Church documents, and the Bible. Ignoring all religious views, an argument for Voluntary Euthanasia performed by someone other than the patient, is that it is simply ‘mercy killing’. This would, under general Christian views, be just because it was an act of love, and after all that is what Christianity revolves around. One question, that must be answered is, ‘Is there a difference between killing and letting someone die, when it comes to an argu... ...f the family would suffer as a result of his death, then he should not die in an unnatural way. But, it is more likely that they will be suffering with him, and will feel the relief if he does not, and they do not have to watch him, live any longer in his painful condition. If this is the case, then they should back his feelings, and give him their support. It has been said that although the earth does not belong to the people, God did create humans to make their own decisions on it. Therefore in the case of voluntary euthanasia, there is no doubt that the end decision must be made by the patient, and not the doctor. If the patient is in a persistent vegetative state, then the appeal for his death, falls into the non-voluntary category, and is of no complication to my conclusion. As I have said already, the fifth commandment is addressing the point of murdering innocent people. Murder is when one person intentionally kills another without legal justification or excuse. If euthanasia was legalised, then it would not officially be murder. In such a case, a Christian would not be violating the fifth commandment, and there would be no reason why he could not be a supporter.

A Feminist Perspective of Atwoods Surfacing Essay -- Feminism Feminis

A Feminist Perspective of Surfacing  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚   Often referred to as a "feminist / ecological treatise" by critics, Margaret Atwood's Surfacing reflects the politics and issues of the postmodern society (Hutcheon 145). The narrator of the story (who remains nameless) returns to the undeveloped island that she grew up on to search for her missing father; in the process, she unmasks the dualities and inconsistencies in both her personal life and her patriarchal society. Through the struggle to reclaim her identity and roots, the Surfacer begins a psychological journey that leads her directly into the natural world. Like the journey itself, the language, events, and characters in Atwood's novel reflect a world that oppresses and dominates both femininity and nature. Strong and unmistakable in Surfacing, the ecofeminist theory establishes itself in three specific ways: through the references to patriarchal reasoned dualities between the masculine and feminine world; through the domination and oppression of the feminine an d natural world, and through the Surfacer's own internal struggle and re-embracement of nature. Since "the voices of ecofeminism are diverse," it requires definition (Zabinski 315). A postmodern movement that "abandons the hardheaded scientific approach . . . in favor of a more spiritual consciousness," ecofeminist theory links the oppression of women with the oppression of nature (Salleh 339). More specifically, "ecological feminism is the position that there are important connections -- historical, experiential, symbolic, theoretical -- between the domination of women and the domination of nature, an understanding which is crucial to both feminism and environmental ethics" (Warren, The Power and the P... ... Ecology." Healing the Wounds: The Promise of Ecofeminism. Ed. Judith Plant. Philedelphia: New Society Publishers, 1989: 18-28. Legleer, Gretchen T. "Ecofeminism Literary Criticism." Warren, Ecofeminism 227-238. Salleh, Ariel. "Deeper than Deep Ecology: The Eco-feminist Connection." Environmental Ethics. Vol.6. 339-345. Warren, Karen, ed. Ecofeminism: Women, Culture, and Nature. Bloomington: Indiana UP, 1997. ---. "Taking Empirical Data Seriously: An Ecofeminist Philosophical Perspective." Warren, Ecofeminism 3-20. ---. "The Power and the Promise of Ecological Feminism." Environmental Ethics: 125-146. Zabinski, Catherine. "Scientific Ecology and the Ecological Feminism: The Potential for Dialougue." Warren, Ecofeminism 314-322. Zimmerman, Michael. "Feminism, Deep Ecology, and Environmental Ethics." Environmental Ethics. Vol. 9, 22-44.   

Personal Action Plan Essay

As soon as I graduate from high school I plan on contacting my closest Navy Recruiter and getting on the preliminary work done that is needed. After the preliminary work is done, I plan on enlisting for four year under the â€Å"EOD Challenge Program†. It’s going to be a huge decision that’s going to affect my entire life. The program itself will challenge me on all aspects of the spectrum. This is exactly what I expected when I decided to pursue a job in the military, but that does not distract from the milestone in my life that this will represent. After enlistment, I will then be assigned a ship out date where I will begin the Navy recruit training. If I complete the training I will be put into a physical screening test and will be interviewed by an EOD motivator. If I pass both of those, I must then pass a diving physical. Now I plan on passing because in the mean time before I even enlist I will be in great physical shape, which should be my only hurdle in this part of the process. Once I have passed all of these requirements, I then start EOD Schooling. EOD Schooling is broken down into three schools and one course. All which must be completed in order to be an EOD. These consist of an EOD Dive school, an EOD Technician school, a Basic Airborne school, and an EOD Tactical Training course. Each class is rigorous and will teach me a different skill needed for the specialty job of being an EOD. Once I have finished all schooling, I am then assigned to an operational EOD mobile unit which I will be expected to report to for active duty. Now if all these steps are fulfilled and I do become and active duty EOD in the Navy, then I will finish out my tour, and get back to my family. I plan on taking a short hiatus before re-enlisting and starting another tour. After the second tour I plan on joining the Army Reserves, so that I am able to have a military retirement in later years to come. This will allow me to have gained immense amounts of life experience and incredible amounts of knowledge. This will also give me amazing benefits and pay, while setting me up for military retirement. I will then be able to live my life. Now if this plan does somehow fail. I will be attending either Sierra College or Butte College in order to get my remedial done and get my solar panel certification. After two years I will be able to install solar panels and I will then switch to either UNR or Chico State. There are several majors I had in mind. Two of the biggest majors I had in mind being in either Political Science, or Economics. I am no worried about what will happen only because I have a back up plan like I have explained. This piece of paper holds my hopes and dreams, and this is my personal action plan.

Family Interview Essays

Family Interview Essays Family Interview Essay Family Interview Essay It is my pleasure to introduce you to the Dixon and Campbell families. Within this extended, two earner household, there are two pairs of married couples and two adolescents. James and Charlene are the owners of the home and are also the parents of Christine. Christine and Jim live In the house with their two children. Each of the four adults work outside of the home and the girls attend school. I have had the opportunity to become parallelized with this family by working with Christine in the past. I chose them because they were gracious enough to allow me to interview them and use what we discussed to write my family essay. This middle lass Christian family is made up of Caucasians. James and Charlene have been married for thirty-nine years and have two daughters, one of which is Christine. Jim and Christine have been married for thirteen years and have two daughters, Alias; twelve and Emmanuel; nine. Each of the adults has full time occupations and the girls are full time students, as well as, their participation in sports and other extra- curricular activities. The family shows cohesion by attending church together on Sunday mornings and eating lunch together after church. This is one of the few days every week that the adults are able to be off of work at the same time. Throughout the rest of the week they all coordinate schedules so that Alias and Emmanuel has child care without having to have anyone from outside to tend to them. The girls have never had a babysitter separate of their immediate household. This may sound strange and to most people, it is, however Charlene had a good reason to ask her daughter and son-in-law to stay with her husband and her not long after Christine and Jim were married. : The younger couple lived in a mobile home as their first residence together and became pregnant Just a few months after they tied the knot. However, one morning, into Christinas first trimester, the trailer caught on fire and was badly damaged. Christine and the baby were able to get out safely, while Jim was at work. This is what prompted the newlyweds to move Into the parents home. They did not expect that they would be there more than a few months. Almost thirteen years later, everyone In this family seems very content with the current arrangements. Over time the family has had Its ups and downs. They each explained to me about a time when miscommunication or lack thereof caused issues to arise amongst them. This would be expected in a double couple household, not to mention being that they are parents and adult children under the same roof. Through trial and error, they all agreed that, they are able to work problems out by sitting down to discuss what the situation is and come to a fair and equitable compromise to fix it. When I asked the family about what specific struggles that they had faced, they all appeared to be perplexed. It took some time but Charlene finally came up with the struggle of how outsiders view her family. She explained that because the living arrangement that they live In Is not common, many people view It as strange and some view It as wrong. She and the other adults have had to defend their choices In how they all live together, at least one time, to someone outside of their household. Alias and Emmanuel also mentioned that they had been teased at school occasionally as well. The older of the two girls told me it was because the everyone pays their part of the living expenses and contributes to household supplies and groceries. Christine and Jim are primary financial providers of Alias and Emmanuel. Charlene and James treat the girls as normal grandparents would and buys them gifts and treats occasionally so as not to overdo it or spoil the encounters. There is an obvious concerted cultivation practiced in this family, as all of the adults encourage and praise the talents and abilities of the children. The parenting styles of each adult made the impression to me to be that mainly of the authoritative style. While listening to some of the stories talked about of Christinas upbringing, her father could have been labeled more authoritarian and her mother, more permissive while she was growing up. She told me that she thinks that over the years, her parents opposite styles meshed together quite nicely to create their more costive grand parenting style that they presently possess. Christine is thankful for her parents and the Alias and Emmanuel could not love their Grandma and Grandpa any more. Roles in this family are shared, Just like they share the care of the children. Christine and Charlene do most of the deep house cleaning; likewise James and Jim do the heavier yard work and handy man type chores around the house. However, all of them take part in cooking and preparing meals, doing laundry, and basic yard and house work. Alias and Emmanuel have daily chores; they are required to help with after meal clean up and taking care of their own rooms. The girls enjoy helping dad and grandpa with guy stuff and are encouraged to learn how to be as self-sufficient as possible. When writing this paper I am reminded of the television show Modern Family. For those who have not had the opportunity to be versed on how the stereo typical American family has evolved over the years, it is definitely no longer the Cleavers world out there! The Dixon and Campbell families would be a good addition to the television show, so that this type of extended family could be portrayed as normal amongst the other diverse families that are in existence nowadays.

Definition of Instructional Words Used on Tests

Definition of Instructional Words Used on Tests Instructional words are very important, but they are often overlooked and misunderstood by students during exams and tests. It is important to know what is expected of you when you encounter words such as â€Å"analyze† or â€Å"discuss† on an exam. Valuable points can be earned or lost, depending on your understanding of instructional words shown here. Analyze: Take apart a concept or a process, and explain it step by step. You could encounter analysis questions in any discipline, from science to history. An analysis question is usually a long essay question.Comment: If a test question prompts you to comment on a fact or statement, you will need to explain the relevance of the fact or statement. For example, you could be prompted to comment on a particular amendment quoted in a government exam or comment on a passage that is quoted on a literature exam.Compare: Show likenesses and differences when you compare two events, theories, or processes.Contrast: Used for showing differences between two processes or theories, a contrast question could appear on a literature exam, a history exam, a science exam, and more.Define: Provide a definition of a key term you’ve covered in class. This is usually a short essay type of question.Demonstrate: If you are asked to demonstrate, you must provide proof of your answer by using an example . A demonstration could be a physical action, a visual illustration, or a written statement. Diagram: Demonstrate your answer by drawing a chart or other visual element to illustrate your points.Discuss: When a teacher instructs you to â€Å"discuss† a topic, he or she is trying to determine whether you understand both sides of an issue. You will need to demonstrate that you know the strengths and weaknesses of both sides. You should pretend that you are having a conversation with a friend and voicing both sides.Enumerate: Enumerating is providing a list in a particular order. When you enumerate a list of items, you may need to specify why items go in a particular order.Examine: If you are prompted to examine a topic, you will use your own judgment to explore (in writing) a topic and comment on significant elements, events, or acts. Provide your opinion and explain how or why you came to your conclusions.Explain: Provide an answer that gives a â€Å"why† response. Provide a complete overview of the problem and solution for a particular issue or process. This is a typical form of question used in science exams. Illustrate: If you are expected to illustrate a topic, you should use examples to show or explain a topic. Depending on the subject matter, you might use words, drawings, diagrams, or behavior to illustrate an answer.Interpret: Interpretation of a subject calls for the ability to read between the lines and draw conclusions. You will be expected to explain the meaning of an act, action, or passage in an interpretation.Justify: If you are asked to justify something, you will be expected to use examples or evidence to show why (in your opinion) it is correct. You must provide reasons for your conclusions and opinions.List: Lists are used in every discipline. In list questions, you must provide a series of answers. If you are expected to memorize a certain number of items for an exam, be sure to remember how many there are in total.  Outline: Provide an explanation with headings and subheadings. This is a common instruction word found on literature exams.Order: Provide a chronological or value-based answer by listing several items (terms or events) in the correct placement. You could be asked to place events in a certain order on a history exam, or you could be asked to put a scientific process in the correct order.   Prove: To prove an answer, you must use evidence (this could be numbers) or reasoning to solve a problem. Tests that require proof normally appear on science or math exams.Relate: Relate could mean a few different things on an exam: 1) You could be asked to show a relationship between two events or items by discussing their similarities, or 2) You could be required to provide a written account of something (as in literature).Review: If a test question prompts you to review a process or event, you should recall and repeat all the most important elements or facts that you learned about a specific topic in essay form.Trace: To trace an event or process, go over it in detail and explain it step by step. You could trace an event that occurred in history or you could trace a process in science.

The European Human Rights System

The European Human Rights System Introduction In an effort to shield themselves from the horrors of the World War II that had devastated most of Europe, the European countries established the European human rights system consisting of a series of intergovernmental organizations.Advertising We will write a custom essay sample on The European Human Rights System specifically for you for only $16.05 $11/page Learn More Among the organizations established is the Council of Europe (COE) â€Å"with the mandate of protecting and promoting human rights and the rule of law through education and enforcement of the regulations of European treaties† (Craig and de Burga 43). The other intergovernmental organizations established during the same period include the European Union (EU) and the Organization for Security and Cooperation in Europe (OSCE). The European Union is mandated with the responsibility of promoting economic stability and peace in the entire Europe but the institutions of the Unio n have formulated policies on human rights. Craig and de Burga add that, â€Å"the Organization for Security and Cooperation in Europe (OSCE) primarily deals with security issues but also addresses human rights in Europe† (44). These institutions mainly focus on ensuring that human rights in European countries meet the international human rights standards. The history and operations of these three organizations following the end of the World War II until the end of Cold War in 1990 is a clear illustration of Europe’s elaborate human rights system, which is also the most complex human rights system in the world currently (Craig and de Burga 49). These institutions have different levels of competencies, resources, and authority. In addition, the institutions embrace changes and adapt to current challenges pertaining to human rights in order to meet the international human rights standards. The intergovernmental organizations also differ greatly in their level of human ri ghts implementation and monitoring mechanisms with each having different regulations, conventions, and principles of human rights implementation and monitoring.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Statement of the problem There have been many concerns in majority of the European Union member states regarding human rights violations. Because of different socio-economic and political backgrounds of the member states, the implementation of the European human rights system often faces challenges. For example, the asylum system of Greece, which prevented migrants from other countries particularly from North Africa from entering the EU, violated the human rights of the migrants. The migrants allegedly faced inhumane treatment at the hands of the police following their arrest (Schimmelfennig and Scholtz189). However, the EU’s efforts of holding the Greece government accoun table for the violation of human rights involving the migrants and asylum seekers have not been fruitful and this indicates the intergovernmental organizations lack sufficient capacity to promote human rights and ensuring that states take full responsibility over human rights violations. In addition, the EU member states have different migration policies and asylum procedures, which the EU has failed to harmonize. One of the main tenets of the European human rights system is to protect individual’s rights to freedom of region and personal autonomy. However, governments of the EU member countries have failed to uphold this provision leading to interference into religion and private lives of citizens. For example, the French government passed legislation in September 2010 that restricts face-covering veils in public places by women (Drzemczewski 78). The legislation even made it an offence for any religion to coerce women to wear face-covering veils and further held that the ne w legislation was compatible with the French constitution. Other European countries have also followed suit including Belgium, Spain, and Germany. In a recap, the European system of human rights has failed to counter the discriminatory laws based on religion, age, disability, and sexual orientation raising many concerns over its effectiveness in the implementation and monitoring of the human rights records of the member states (Drzemczewski 108).Advertising We will write a custom essay sample on The European Human Rights System specifically for you for only $16.05 $11/page Learn More The aim of this paper is to establish the role played by the European human rights system in ensuring that states comply with the statutes laid down in the Intergovernmental organizations regarding human rights. Objectives In many European Union States, discriminatory laws enacted have contributed to abuse of human rights, which goes against the spirit of the European human rig hts system. The major objectives in this paper will be: To establish the role played by the European human rights system with regard to the protection of human rights To evaluate the efficiency of the European human rights system in relation to the international human rights standards To outline the specific examples that raise concerns over the Union’s participation in ensuring implementation of human rights by member states To illustrate examples of human rights violations by EU member states and the role played by the Union to mitigate this To provide recommendations on how the European human laws system would improve its efficiency in the wake of growing criticisms over its effectiveness Themes The observance of the human rights by the EU members varies depending on social, economic, and political factors. Despite the efforts of the European human rights system to establish a common system of legislation to guide the implementation of the human rights in all the member states, the specific laws of the states deter the full implementation of human rights (Drzemczewski 97). The major factors that influence the observance or violation of the human rights by the EU member states include: Discrimination Discrimination involves the act of creating a clear separation either through practices, policies or actions that are inappropriate based on the perceptions of the social group involved. Moreover, the social groups involved must be groups â€Å"important to the structure of social interactions across a wide range of social contexts† (Kirsch 1). Thus, the basis of discrimination can be race, gender or religion and the discriminated persons have an orientation towards one of these social groups. In addition, discriminatory conduct places the social group at a disadvantage compared to the other people. In Europe, discrimination and intolerance has become widespread with the minority groups experiencing it the most. The Roma, who are Europe’s largest minority group continue to face marginalization in most of the EU countries subjecting them to extreme poverty across the EU region (Kirsch 4). EU member countries, notably France, have continued to deport the Roma to Kosovo against the UNCHCR guidelines.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More France also targeted the Roma minority for deportation to Eastern Europe against the EU policies that protect the Roma against marginalization. Recently, the French began a spirited campaign to expel the Roma from France following riots over the shooting of a member of the French community (Kirsch 2). This resulted to the repatriation of over a thousand Roma to Romania and Bulgaria. The French government also undertook to dismantle illegal camps by specifically targeting the camps of the Roma minority showing a discriminatory intent. It took European Commission’s threats for France to apply the freedom of movement clause enshrined in the EU legislations. Another notable case of discrimination that is widespread in Europe concerns the legislations in many states that restrict face-covering veils. Despite the concerns that the legislations interfere with the freedom of religion, the French parliament passed a legislation that prohibits wearing of veils by women in public places . Germany and other EU member states also followed suit to restrict public wearing of face-covering veils (Nanz 141). Discrimination based on religion, sexual orientation, age and disability is rampant in most EU states including the Netherlands, which requires that transgender individuals must undergo a gender change to become either a male or a female. Italy on the other hand, lacks stringent laws that can guarantee protection of individuals against discrimination based on gender. Despite the EU’s efforts to enforce anti-discriminatory laws, national obstacles to ending discrimination are prevalent in most countries. Discrimination places the discriminated social group at a disadvantage, which affects the social lives and in turn affects their economic development (Offe 213). In addition, it goes against the international human rights provisions, which grants respect to human dignity and values of a social group and promotes tolerance with respect to minority groups to enha nce peaceful coexistence. However, most of the EU states fall short of these international human rights standards with regard to their handling of the marginalized groups. Democracy Democracy is a form of government, which encompasses equal participation of the people in the determination of the social, cultural, and economic aspects affecting their lives. The electorate participates in the development and implementation of legislations to ensure free and equal opportunities for all. The EU promotes democracy and human rights as the universal core values for effective conflict resolution and poverty reduction (Schimmelfennig and Scholtz 115). The Council of Europe promotes democracy and the rule of law as the fundamental constituents for the observance of human rights by the EU states. The council ensures fairness in elections and public acceptance of elections, which promotes democracy. The EU articulates various concepts of democracy including good governance, democratization and democratic governance in many EU and non-EU countries. The EU promotes democracy in non-EU countries particularly countries from Central Asia such as Uzbekistan, Kazakhstan, Kyrgyzstan through cooperation (Schimmelfennig and Scholtz 205). In addition, recent statistics point to the fact that many migrants from EU and non-EU countries have the freedom to participate in national elections of the host EU nation. Voting for the representatives to EU parliament also shows active participation of the citizens from EU member countries to promote the integration of EU into a common regional and economic bloc. The EU also promotes good governance and democracy in non-EU countries in Central Asia and African states through many democracy-building initiatives. However, the participation of the Union in non-EU countries faces challenges as regards to the intent of the democracy-building activities. According to Schimmelfennig and Scholtz, the EU’s â€Å"loft principles† concerning democracy and democratic governance often fails to meet expected goals, let alone taking any action to sanction the states violating the democratic principles (203). Additionally, the EU has been accused of being inconsistent in the application of its policies to promote democracy. Schimmelfennig and Scholtz attribute the inconsistency in the democracy promotion and democracy building to difference in political, social, and economic factors among the EU states (208). Moreover, disagreements that exist among the union member states, which attempt to protect their domestic interests, further contribute to the variations in foreign policy among the member states. In foreign countries, there exists no clear distinction between the policies of EU as an entity and individual member states regarding democratic governance. Despite the difficulty faced by EU in trying to forge a common position regarding foreign policy, the EU has achieved some success in promoting democracy particularly th rough allowing citizens within the EU to participate in national elections involving the host EU member state (Yuongs 892). Regarding foreign democratic policy, cooperation agreements with the governments of countries such as Uzbekistan from Central Asia have helped to promote democratic governance in those states. However, challenges arise, as it is often problematic for the EU to establish a common position (Nanz 133). Some member states first undertake to protect their domestic interests or the interests of their former colonies in the African continent, which affects the EU foreign policy. Besides, the implementation of democratic principles by nations is a voluntary decision and does not involve sanctions from the EU. Economic, social, and cultural rights The economic, social, and cultural rights are the major components of the human rights of individuals important in the realization of a universal social justice. The implementation of these rights acts as a prerequisite to the development of civil and political rights. For full enjoyment of social liberties, the economic, social, and cultural rights are fundamental. In this context, economic barriers such as poverty prevent people from enjoying their fundamental human rights (Eide, Krause, and Rosas 67). Therefore, when viewed in relation to human rights, poverty is an obstacle to full enjoyment of human rights. Social and cultural freedoms are also fundamental to the full enjoyment of the human rights. Internationally, organizations such as the United Nations International Convention on Economic and Social Rights, the World Health Organization and the International Labor Organization, play a significant role in ensuring that human rights are upheld. The European human rights system protects the economic, social, and cultural rights through the European Council’s Community Charter for the Fundamental Social rights of Workers and the European Social Charter. The EU implements policies to promote th ese rights based on the premise that the resources available in the world are enough for the realizations of the social and economic rights across all the nations of the world. By granting marginalized groups economic, social, and cultural freedom, they are able to engage in issues that affect their political life (Eide, Krause, and Rosas 118). The objectives of the European Charter of Fundamental Rights included protection of the fundamental human rights of the citizens of the European Union taking into account the technological and scientific advancement. The European Charter of Fundamental Rights includes the civil and political rights as part of the fundamental human rights in addition to the social and economic rights. However, the Charter is not legally binding but its provisions are usually incorporated into intergovernmental treaties making them legally binding (Majone 121). The Charter has also been an important tool in many European courts as it serves as a new case law im plying that, in future, the Charter has the potential to protect the economic and social rights of the EU citizens even in challenging technological and scientific developments such as cloning. According to Jacobs, the provisions of the Charter, which expands its covering to include future developments that affect the human rights, will allow the constitutional changes in EU member states in favor of expansion of social and economic rights (285). The Charter also has provisions that cater for social and economic rights of other non-EU nations in line with the EU’s mission of eastward expansion. Provisions in Article 5 prohibit international human trafficking. In this respect, these provisions protect the fundamental rights of non-EU citizens in countries that wish to become EU members. In addition, the inclusion of this provision into the Charter is a show of EU’s foreign policy with regard to social, economic, and cultural rights (Eide, Krause, and Rosas 121). The Cha rter is an important step in spreading the awareness of the various human rights even to non-EU states. However, the Charter is yet to be incorporated into the EU Treaty but is likely to influence greatly the way nations uphold human rights in Europe. In addition to the European Charter for Fundamental Rights, the European Social Charter is also part of the European system of human rights for the protection of social and economic rights. The European Social Charter falls under the Council of Europe and was adopted in 1961 to ensure that states conform to the international human rights standards (Jacobs 291). The Charter grants rights to work, collective bargaining social security, and medical protection to the EU citizens. In addition, the Charter provides for state legal and social assistance to migrant workers from EU and non-EU nations (Lister 281). The Charter specifically protects individuals under employment including better payment and employment benefits and recognizes the r ight to strike involving unsatisfied employees. Although the Charter provides an ideal way of catering for economic and social rights of the citizens, it has no legal obligation and states are not bound legally to conform to its provisions. The European convention also established the European Court of Human Rights (ECHR), which allows EU citizens to seek legal redress if they feel that any state party infringes their individual rights (De la Rochere Para. 6). The establishment of the court marks a milestone in the protection of human rights in Europe as it grants individuals an active role in the protection of their rights by a particular state. It allows any individual who feels that the state has violated his/her rights to file a case against any state organ in this court, which is a break from the traditional way where the states remain the main actors in the international arena. State parties can also file lawsuits against each other in the European Court of Human Rights. Howev er, much of these provisions including the lawsuits involving state parties are rarely used. It is evident that the European human rights system consists of many human rights tools that promote the social and economic rights. The states that ratify the provisions of these treaties must uphold the provisions of the various European Convention Charters to conform to the requirements. The ECHR, for example, provides the best channel through which EU citizens can force their governments to implement policies that could ensure the full enjoyment of their fundamental human rights (Craig and de Burga 49). New developments in science and technology are monitored by the European Charter of Fundamental Rights to protect the citizens. Arguments Participation in decision-making Although the European Union human rights system provides the most comprehensive and expatiate way of protecting the fundamental rights of citizens in the world, the involvement of the citizenry in major decision-making i s limited. In order to meet the demands of the over 731 million EU citizens with regard to human rights, active participation of the citizenry is important (Jacobs 65). Through public participation, the decision-making process particularly involving politics would be able to incorporate the views of the citizenry and allow public criticism regarding the form of governance in the EU member states. Public participation in decision-making has the potential to promote democratic governance in most European nations. In addition, allowing public deliberations of the issues that affect them would create an internationally acceptable agreement with regard to social, economic, and cultural rights. The dissatisfaction of the public with political events occurring in the EU member states is the major cause of the rejection of referenda on the European constitution. The citizens should be given a chance to express their views in matters such as constitution making to avoid such incidences (Jani s, Kay, and Bradley 116). The process of European integration is another latter day contentious issue that requires involvement of the EU citizenry in the implementation process. The current system only involves EU officials and the civil servants in a closed way of making decisions rather than an open transparent system that allows public participation in the decision making process in order to establish an acceptable outcome. In addition, following the recent economic crisis, the EU undertook to control the economic aspects of its citizenry. However, these steps did not involve public participation, which further affects democratic governance as supported by the European council. Although the EU states have the most advanced democracy in the world including transparent elections, the EU has not been quite successful in engaging the public in debating its political future and this has contributed to the decline of public confidence in political institutions in EU as a way of solvin g their economic and social problems (Offe 211). Challenges affecting the EU citizens in recent times including the environmental concerns in the wake of globalization and migration have not been fully addressed by the leadership of these countries giving way to institutions to undertake this role. This has contributed to increased strength and authority of the EU courts and intergovernmental institutions (Janis et al. 134). However, as these institutions take up roles that are more diverse, the democratic governance in the individual states is likely to suffer. To return the countries to democratic governance, an important tenet of the EU, empowering the citizenry through public participation is important. Self governance Self-governance entails the involvement of the citizens in leadership as way of ensuring a well-functioning democratic society. Self-governance allows citizens to articulate their views and exercise their rights while protecting them from infringement of these rig hts by the state (Jacobs 112). Although the EU has a developed system that protects the fundamental rights of individuals, the European Charter recognizes self-governance through the local government and encourages the respective states to respect the autonomy of the local authorities. Under the European Charter, the local authorities have the mandate to manage issues that affect public including public participation and legal issues of the citizens (Fung and Wright 29). Thus, the Charter provides guidelines on self-governance and requires the individual member states to obey them. However, this provision is often a challenge to the European Council because it is difficult to harmonize the local government legislations in the member states with the European international standards in order to expand the scope of public participation in the local affairs. In addition, the local government structures prove to be inadequate in promoting public participation in accordance with the Europ ean Council’s requirements. The Council should promote self-governance at the local level without imposing the requirements that the local authorities have to meet the international standards. Guarantees The European institutions including the Council of Europe (COE) and the European Union (EU) focus more specifically on human rights guarantees with respect to criminal law and violation of human rights. The legislations of these institutions should expand to include community rights and even rights of a given social group in the national or international arena (Majone 21). These legislations should then be anchored in the respective constitutions of the member states. However, Nanz observes that, the implementation process should allow public participation to ensure general acceptability of the new legislations (206). Additionally, the institutions should provide legal actions against countries that fail to respect the provisions pertaining to human rights. Conclusion The Eur opean human rights system promotes the observance of the human rights by the member countries through European institutions notably the European Union and the Council of Europe. However, challenges regarding the implementation of these laws are common particularly with regard to discriminatory laws in the member states. 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