Why Do I Exist

Name: Jay Nelson Peters year & sec. : IBIS-B â€Å"Why do I exist†Ã¢â‚¬ ¦. ‘What is the purpose of my lifer†¦. ‘Why does God created me? † There are probably millions of people ask these question every day. In fact, all of us tend to forget the answer of these question because of different problems we are facing today. We exist because we have different purpose in our life and it's important to know the purpose why God created us. Life is very meaningful whether we want it to be or not.Even though we are living n a world where we are all sinners, indeed life gives us meaning and beauty why we are still standing in this midst society. Life does not have a question mark hanging over it, it is always have, it's always end up with period our life is the starting point and ending point of every reality. We are all connected with each other. We shared one world. All we can do is embrace it, live a good life in a meaningful situation and try to make it better a s we can. What is my purpose in life is a question frequently asked by many people as they ponder the reason for their existence.Life is simple and simply the reason why we are still gaining knowledge, learning new things and passing it to others. One very good example of our existence is a seed, when planted in the garden, it grows into step by step process to the fulfillment of its reason for existing. We exist because we had our purpose in life. Every one of us is expected to play a role in making other happy. . Why do I exist? What is the purpose of my life? Why God does created me? For me, there are many answer to this question.There is no definite one. But here's what I truly believe: I exist to gain knowledge and learn, and pass it to others, anyone who seeks knowledge. When God created us, I believe that He gave us such knowledge and idea in which we should nurture it for us to help others. I live to help and love others. To give them my knowledge and learning Just to make t hem happy. Being happy is not having what you want in life but by fulfilling and appreciating what we have. Another reason why do I exist is that to survive, we are all living because we ad a reason for existing.Sometimes, if we make things with faith to God, we can succeed and survive. We are all living in society where things sometimes are complicated, people are all racing for their existence. Some believe that they are existing because for some reason, but for me I always believe that behind all this reasons, I exist and God created me to know exactly what is the purpose of my living in this world. From the time that my mother gave birth to me, a brought happiness to them. And up to now. Knowledge and making other people happy.Whenever I read the bible, Psalm 139:13-15 it always took my attention because it states there that â€Å"you are not an accident. He formed you in your mother's womb, and he has a wonderful plan for you†. Some people know that they are existing bec ause they give happiness to other but beyond all these reason, I exist because God created me to give back the love that He gave to us from the time He made us. To love, to help other people, to share my knowledge, to give them happiness and to serve God- this are all the reason for my existence.Despite of many struggles in life, I am living not Just for myself but for the sake of other people. Everyone should be reminded that, we are not living Just to enjoy life but we are existing because God created us for a reason and it's up to us on how we can find that reason. Dalai Lama said that â€Å"Our prime purpose in this life is to help others. And if you can't help them, at least don't hurt them†. God created us to enjoy all the things that he created. We are all existing because we living foe a reasons. Every one of us has TTS own purpose in life.Sometimes we find our life's purpose when we are down, but it is Just a test by god on how we can handle our life. Everything happ ens for a reason, we are all created by God because He loves us and God also wants us to love others. We are not all perfect, but at least we can try our self to be perfect to serve God. We are living for a reason, for a purpose. And at the end of our Journey, God will reveal to us the reason why does He created us. At the end of the day, we will know the purpose in this battle called â€Å"LIFE†.

Farenheit 451 Essay

While Clarisse and Mildred are both very different people, they work together to help Montag see the truth behind his unhappiness in the society. Clarisse believes in sitting and taking time to watch the world go by. She takes time to see the world and all of its beauty. On the other hand, Mildred lives a fast life letting the world pass her by. She always has a purpose for doing something. For example, she doesn’t just go for walks or looks at things for fun. Clarisse and Mildred are both opposite but, help show Montag the truth about the society. Clarisse is a non-conformist who helps show Montag true happiness in life. Clarisse does not conform to the society. She doesn’t believe in the fast life they live. Clarisse pays attention to little things and has a personal interest in Montag. Clarisse symbolizes the hope for the future of society. Finally, Clarisse’s life centers on the little things that make life worthwhile. For example, she says â€Å"I rarely watch the parlor walls or go to races or fun parks. So I’ve lots of time for crazy thoughts† (Bradbury 9). The quote shows how she is different from the people in the society. She would rather go walking around looking at the beauty of nature than participate in the mind-numbing and barbaric rituals the society participates in. Next, Clarisse also plays a role in the development of Montag. In the beginning Montag meets Clarisse walking home from work. She asks him many questions that make him think about his life. In the end she asks him if he is happy. At first he blows off the question stating of course he is happy but the more he thinks about it he realizes his unhappiness in the society and in his marriage. Clarisse helps jump start his transgression and helps him find his true fate. Mildred is a conformist whose cold and lifeless ways show Montag the truth behind his unhappiness. Mildred is a very important character and plays a major role in the story. First, Mildred symbolizes how the rest of the society acts. Even though Montag and Mildred are married they have a special bond that most married couples share. Mildred is very cold to Montag and does not open up. For example, Montag says â€Å"He felt his way towards his open, separate, and therefore cold bed† (Bradbury 12). The quote means that even though Montag and Mildred are married they have no meaningful connection to each other. Mildred does not open up to Montag to share personal feelings or let him open up to her. Mildred acts this way because she does not like to think. For example, when Mildred goes to bed she has to listen to music so her mind is occupied. If she’s not occupied then she might actually find out how unhappy she is. Mildred helps show Montag how unhappy he really is. Whenever Montag would try and talk to Mildred she would always ignore him and dodge the questions. She would make him feel like their relationship was built on lies and that they really did not love each other. Finally, neither of them could remember where they meet. One of the most important things in a relationship and Mildred nor Montag could remember it. This Furthers Montag’s reasoning that he is not happy. Mildred’s distant ways help show Montag how unhappy he really is. Clarisse and Mildred are both opposite but, help show Montag the truth about the society. Clarisse likes to talk to people and have conversations with them. Also, she takes time to see the world and all of its beauty. On the other hand, all Mildred does is watch the parlor walls. If she does do something it is for a reason not just for fun. While Clarisse and Mildred are both very different people, they work together to help Montag see the truth behind his unhappiness in the society.

Four Circles Model Essay

The Stages of Systemic Change by Beverly L. Anderson By analyzing where they are an the continuum of educational change, stakeholders can see where they still may need to go. At first I didn’t see the magnitude of the change. I thought if we just did better what we had always done, we would be OK. Then I realized we had to do something totally different, but I didn’t know what. Gradually we began trying some new approaches. One change led to another and another and another like dominos. I started to see what people meant by systemic change. A new energy and excitement surged among its as hope grew and the cloudy vision of what we wanted became clearer and clearer. -Principal of a restructuring high school Administrators across the United States are recognizing that the education system needs fundamental changes to keep pace with an increasingly complex global society. Yet, the deeper we get into the process of change, the more confused we can become. We need some sense of what to expect and what direction to take. Seeing the patterns of change can be difficult; stakeholders in a system tend to see change primarily from their own perspective. Often teachers may not understand what is seen by administrators and parents, nor do administrators or parents see change from a teacher’s perspective, or from each other’s. To give stakeholders an aerial view of the shifts occurring in educational systems, the matrix â€Å"A Continuum of Systemic Change† defines six developmental stages and six key elements of change (see fig. 1). A composite of experiences in systemic change from across the United States and at all levels of education, the matrix provides stakeholders with a common vantage point for communicating and making decisions about change. Stages of Systemic Change Six stages of change characterize the shift from a traditional educational system to one that emphasizes interconnectedness, active learning, shared decision making and higher levels of achievement for all students. Although Figure 1 displays the six developmental stages as linear and distinct, change is unlikely to follow a linear path. An education system will seldom be clearly at one of these stages but will usually experience â€Å"Brownian motion,† going back and forth from one stage to another on the path toward an ideal situation. The six stages are: Maintenance of the Old System: Educators focus on maintaining the system as originally designed. They do not recognize that the system is fundamentally out of sync with the conditions of today’s world. New knowledge about teaching, learning, and organizational structures has not been incorporated into the present structure. Awareness: Multiple stakeholders become aware that the current system is not working, as well as it should, but they are unclear about what is needed instead. Exploration: Educators and policymakers study and visit places that are trying new approaches. They try new ways of teaching and managing, generally in low-risk situations. Transition: The scales tip toward the new system; a critical number of opinion leaders and groups commit themselves to the new system and take more risks to make changes in crucial places. Emergence of New Infrastructure: Some elements of the system are operated in keeping with the desired new system. These new ways are generally accepted. Predominance of the New System: The more powerful elements of the system operate as defined by the new system. Key leaders begin envision even better systems. Key Elements to Change As schools. districts. and states move through the six developmental stages. six elements of the education system seem to be particularly important. Monitoring these six elements can help us understand an education system’s progress. Vision: The vision that people have of an education system and what it should accomplish must change in order for the system to change. Through the stages of development, the number of people from different groups who agree on the shape and purpose of the new system increases. Public and Political Support: As the vision develops and is translated into practice, the support of the public and of the political leadership at all levels of the system must grow. Such support involves a deepening understanding of the what and why of the changes needed. The inclusion of diverse populations appears to be critical in building support. Networking: Building networks that study, pilot, and support the new vision of the education system is essential in establishing lasting systemic change. These networks typically do not rely on the existing bureaucratic structure. They frequently use computers, newsletters, conferences, and personal communications to link people of similar roles across existing organizational lines. Teaching and Learning Changes: Teaching and learning based on the best available research on how people learn is at the core of the new system. Closely related is the perspective that all students need and can learn the higher-level skills of understanding, communication, problem solving. decision making, and teamwork. If changes do not occur in teaching and learning, all the other changes have little value. Administrative Roles and Responsibilities: To achieve change in the classroom, administrative roles and responsibilities need to shift at the school, district, and state levels from a hierarchical structure of control to one of support and shared decision making. Policy Alignment: State and local policy need to be aligned around the beliefs and practices of the new system, particularly in areas related to curriculum frameworks, instructional methods and materials, student assessment practices, resource allocation, and the inclusion of all types of students. Making simultaneous changes in all six elements requires conscious planning. The process is akin to remodeling a building while people are still using it; redesign and reconfiguration need to be carefully staged to keep the building functional. Using the Matrix The matrix â€Å"A Continuum of Systemic Change† is proving particularly valuable in three ways. Educators are using it to: 1. Develop a common language and conceptual picture of the processes and goals of change among diverse stakeholders. Once stakeholders can see the issues and perspectives of the others. hey are better positioned to take actions that will support and enhance others’ specific situations. One of the nation’s earliest and largest restructuring efforts, Re:Learning, used frameworks similar to this matrix to develop common understandings and to engage multiple stakeholders in discussions about the goals and strategies of systemic change. 2. Develop a strategic plan for moving forward on systemic change. Once systemic change is under way, people often feel overwhelmed by the magnitude of the task. A matrix such as this one can be used to specify what steps to take next. For example, state mathematics and science curriculum directors used the matrix at a national conference to analyze their own state’s progress on systemic change. Many found that they were moving along reasonably well with the vision, the policy realignment, and the shifts in administrative roles, but changes in classroom teaching were small, and public support was lagging. They realized these areas needed special attention if the full system was to change. 3. Develop an ongoing assessment process to support and encourage deep, quality change. The matrix can provide the basis for deciding the focus of an evaluation, the type of data to collect, and the modes of analysis and reporting. An organization funding changes in science instruction based its evaluation tool on the matrix. In another state, districts and communities used the matrix to evaluate their progress in redesigning arts education. For systemic change to occur, all aspects of the system must move forward. A physician doesn’t say, â€Å"Well, I guess I won’t worry too much about that heart problem. The rest of the body seems fine. † By adapting this matrix to their own systems, educators can help stakeholders rise above their singular viewpoints to a more comprehensive perspective of the changes occurring. By nurturing all aspects of the education system, we can bring about the systemic change that will transform education. Beverly L. Anderson is Executive Director of InSites, 1877 Broadway, Suite 405, Boulder, CO 80302. She formerly directed the Re:Learning systemic change initiative at the Education Commission of the States.

Under FSMA 2000, the Financial Services Authority has various Essay

Under FSMA 2000, the Financial Services Authority has various statutory objectives. Critically evaluate the progress they have made under each of these objectives - Essay Example This ensures that there is smooth functioning without any friction. The second point of consideration is its power to conduct regular supervision of the financial services industry. This means writing policies for wholesale, retail, banking, and other financial services including insurance, and ensuring their proper adherence to the policies. As a part of this, the Authority has developed a code of market conduct which ensures that the market abuse practices are properly dealt with. Also, it has its own investigation and enforcement policies and department that identify the misconducts, and bring the culprits to law. The benefit of FSMA Act is that Section 165 allowed FSA to collect information and documents from firms as necessary. This power can be utilised in two ways. Either it can be used to require the provision of particular information, or it can be used to require the production of a particular document. According to Section 167, the Authority has the power to appoint investigators to conduct general investigations into firms (Alexander, 2002). Another vital point that deserves attention is the possibility of conducting investigations in support of overseas regulators. When there is violation of the policies, the Authority has the power to issue a public statement of misconduct or penalty as it finds appropriate, and the quantum of penalty is based on the risk of loss caused to consumers and other market users. Yet another important measure that enhances market confidence is the Financial Services Compensation Scheme. The next point is ensuring public awareness. Admittedly, Financial Service Authority has such a policy that is open to all consumers. To illustrate, there is the FSA library, FSA handbook, and FSA register. The FSA handbook gives one an idea about all the rules, regulations, and policies of FSA. In addition, there are handbooks called tailored handbooks available on various

Commercial transaction law and practice Essay Example | Topics and Well Written Essays - 4000 words

Commercial transaction law and practice - Essay Example The company should have been also the one who did the vetting of the delivered to make sure that he was believable and trustworthy enough to run such errands. Instead, the company hired someone who would later be identified as a gang member after BB failed to receive the goods. When entering into a contract regarding the selling and buying of a product, there should be certain terms that are to be reached by the two parties that are involved. There are two major ways through which this issue can be resolved. First of all, the two parties are supposed to agree on the time range that will be given for the delivery of the goods. There should also be an agreement about the prices of the products that are being traded. Finally, and just as important, the two parties should agree about who of them is supposed to be responsible for the delivery of the goods. If the supplier is the one to deliver the goods, he is supposed to take charge of the entire process up until the time that the recipient will be able to acknowledge, in signing that he has received the goods from the supplier and that now he takes full responsibility for them. Should anything happen to the goods at this point, then the recipient is the one who is to suffer the damages. The second option that is present in such agreements is that once the goods are ready, it is the consumer who is supposed to take charge of the delivery of the goods to where he wants them. In this case, he may either come for them or organize for how the goods will reach him. Therefore, in this case, once the goods leave the premises of the supplier, they are supposed to sign and agree that now the consumer is taking liability for all the goods and that if anything should occur to them, he will be entirely responsible (Hyland and Patterson, 1999). In the case that is present, the supplier, PSL is the one that is in charge of making sure that the products have reached his client. This means that unless the

Assigment Assignment Example | Topics and Well Written Essays - 500 words - 2

Assigment - Assignment Example (Sahih Muslim) Humor is a great way to diffuse a bad situation, or ease an uncomfortable one but it must be use appropriately. Just as a knife is vital and essential in preparation food but it can also cause one to bleed. Likewise, some humor has sarcasm and rage thinly hidden in it. Islam is a religion that promotes engagement in this life while keeping the hereafter in notice. Accordingly, Islam permits a Muslim to entertain himself so that they could relax through permissible activities and sports. Nevertheless, the pursuit of such relaxation and the pleasure should not take one away or neglect his religious and other obligatory duties. One must not even joke in an inappropriate manner. As long as ones follow the given parameters, humor and joking becomes permissible in Islam. To get the exact idea of permissibility one should look at the word of Quran and way of Prophet. Verily the best word is the word of Holy Quran and the best way is the way of Prophet. It is clear that humor or jokes are permissible but one should understand the people and the situation before cracking jokes or playing pranks. Such as we learn from the way of Prophet, who never use to kid around with all his acquaintances. Moreover, it is important that one apologize if his joke has offended someone. Humor indeed is an excellent way to diffuse worry, uneasiness or bad circumstances but even at such situations one must care that his words do not harm someone’s

Establish the topic from the paper Essay Example | Topics and Well Written Essays - 500 words

Establish the topic from the paper - Essay Example This reflects cowardice on the behalf of the chosen figures since no one has the courage to take responsibility for their actions. The author places a fraction of the blame on the media since they have the power to change the views and even desires of the masses. They go to the extent of digging up black patches from the history of the individuals who fall on their agenda of getting defamed, while the figures who are favored by them (for some reason) are linked with the hopes and happiness of the nation. The representatives of the parliament are equipped with the power to give their opinions on every matter that is raised in the respective decision making body. The author rightly raises the issue that the intellect and expertise of these individuals is naturally limited to a few fields of life. They might not be familiar with the technicalities of many fields of life but they are granted the right to make a decision about it. This threatens the stability and progress of the bodies fo r which the decision is being taken for. Matters are discussed as if they are a part of a game or race, whereas they should be dealt with productive discussions about the details and repercussions of the solution.

Privacy and Employer Access to Employee Social Media Account Research Paper

Privacy and Employer Access to Employee Social Media Account - Research Paper Example The access of the employee personal account by the employer is wrong and should not be encouraged because it is a violation of personal right and privacy. Consequently, the challenge of using social media on and off the job has led to the challenge facing employees which led to the demand by some employers for the employees to give their passwords or usernames for their personal account (Poerio and Bain). However, according to Mark Zuckerberg, the approach is not correct because they say it is not the right thing to be done. The intrusion of the employers into the privacy of individuals is a true violation of personal right even though it is a threat to the organization. It is similar to the police checking one’s residence without a search warrant. Regardless of the different prepositions held by employers, privacy is key to the issue of personal safety and issues. One case reported is an employee was a friend of the employer. After a badmouthing by the employee, on one of the social media platform, the employer decided to fire the employee because he read the posts by the employee. Such incidence can become common if employers are allowed to access the personal accounts of the employees. In order to maintain respect between the two in a workplace, respect of privacy must be adhered to strictly. The employer should give guidelines to what constitutes a violation of the company policy and can lead to termination of contracts. In addition, the moral issues associated with the use of social media that may affect organization performance must be communicated to the employee (National Conference of State Legislators). The development of guidelines on what the employee is allowed to share in the social media platform will encourage the development of standards of operation in social media.  

Problem Solving Essay Example | Topics and Well Written Essays - 250 words

Problem Solving - Essay Example Two rooms needed painting; I had problems with the kitchen plumbing and had electrical issues with the lighting in two rooms. A contractor came by and gave me an estimated of $3000 for all three jobs. I needed to find some ideas. A way to save money was to paint the rooms myself with the help of some of my friends. I could look in the yellow pages for the names of some handymen that might give me a lower estimate for the two remaining jobs. In order to raise money to pay the contractor or the handyman I could have a garage sale. I talked to three handymen and one of them gave me an estimate of $1,150. I decided on a date for the garage sale. I raised $650 in the garage sale. I spend $400 on the paint and paint tools. I call my three friends and separated two weekends to paint the rooms. I took out $500 from my savings account. I called the handyman and set a date for the repair work. Instead of $3000 I ended up spending $900 out of pocket expenses and the $650 from the garage sale. R eferences Mindtools.com (2011). The Simplex Process. Retrieved April 29, 2011 from http://www.mindtools.com/pages/article/newCT_10.htm

Macbeth Essay Example for Free

Macbeth Essay The first recurrent image is the dark or darkness. Dark represents evil and hell. All of our fears rise in the dark. We can see that most of the mains scenes happen in a dark place or during the night. In fact, all the murders and treasons are done in darkness as if the dark could cover and hide the horrible deeds. For example, in act I scene V l. 53 to 56, Lady Macbeth says: â€Å"Come thick night, And pall thee in the dunnest smoke of hell, that my keen knife see not the wound it makes, Nor heaven peep through the blanket of the dark, To cry, Hold! Hold! In this passage, Lady Macbeth is thinking about Duncan’s murder, and she wants to act in darkness so she will not see the murder. In that way darkness blinds out all of the terrible things that could be done. Then, the scene of Macbeth’s vision of the dagger happens in the complete darkness so the vision of his future murder comes to Macbeth only at night when no light can bring him back to goodness. Banquo’s murder also happens in the dark. Such evil deeds could only be done in the dark. Then during Lady Macbeth’s sleep walking, the only source of light comes from the candle that she keeps by her at night. In fact, Lady Macbeth is very afraid of darkness because it makes her remember of all the deeds that happened during the night. (Here, light has a positive reassuring role. ) In this scene, she reveals all the crimes that her husband committed with her support. In conclusion, darkness intensifies the horrible deeds and murders and brings a very fearful ambiance to the play. The second image is the one of the sleep that is kind of related to the one of the dark because dark and sleep comes together. Firstly, we can see that Duncan is killed during his sleep. This fact is even mentioned by Lady Macbeth in act II scene 2 l. 15 to 16: â€Å"Had he not resembled My father as he slept, I had done’t. † Then, in the same scene, Macbeth says l. 46 to 47: â€Å"Sleep no more! Macbeth does murder sleep! † Ironically, he’s going to lose his sleep as well as Lady Macbeth who will become a sleep walker. Then, Lady Macbeth relates sleep with death, when she says in act II scene 2 l. 67 to 70: â€Å"The sleeping and the dead Are but as pictures: ‘tis the eye of childhood That fears a painted evil. † The second reference to sleep in relation to death is present in act II scene 3 l. 9 to 80: â€Å"Shake off this downy sleep, death’s counterfeilt, And look on death itself! † The third image that appears in the book is the image of the light. Light in opposite of the theme of darkness is representative of purity, God, goodness, heaven etc. Light is for Macbeth a disadvantage because all his actions consist on killing people, committing deeds and crimes and he doesn’t want any light to lighten his awful actions. For example, in act I, he says: â€Å"Stars, hide your fires; Let not loight see my black and deep desires: The eye wink at the hand; yet let that be, Which the eye fears, when it done, to see. Here, we understand that his desires are so terrible that he can’t even stand the thin light of the stars that shine on them; he doesn’t even want to look at them himself probably because he feels ashamed. We can also say that through his words, Macbeth constructs a bridge between light and morality. Within the whole drama, the sun seems to shine only twice. First, in the beautiful but ironical passage in which Duncan sees the swallows flirting around the castle of death (it’s Macbeth’s ca stle when he’s going to be murdered). The second time, when at the close of the army (who wants to take revenge) gathers to rid the earth of its shame. Therefore, the reader can conclude that Shakespeare portrays darkness to establish the evil parts of the play, we can say that he employs daylight to define victory or goodness (as it said before) in the play. The fourth and last theme is the animal. We found a lot of comparaison between the characters and the animals in this play, for example: â€Å"Raven himself is hoarse† said by Lady Macbeth in act I scene V. Raven represents death. Looks like the innocent flower but be the serpent under it. † Also said by Lady Macbeth in act I scene V. She says that his husband must look nice and calm on the outside but evil inside. â€Å"We have scorched the snake not killed it. † Said by Macbeth in act III scene II, this quote means that snake represents everything that prevents Macbeth from enjoying his kingship. â€Å"And Duncan’s horses, beauteous and swift, the minions of their race, turned wild in nature, broke their stalls, flung out, contending ‘gainst obedience, as they would make war with mankind† said by Ross in act II scene IV. Here, Ross says that Duncan’s horses were acting strange. They broke out of their stalls and started to attack anyone who came in their way. Another image appear in act III scene IV, said by Macbeth : â€Å"Approach thou like the rugged Russian bear. † Here, Macbeth is describing how the ghost of Banquo is hauting him by coming closer to him like a bear. These imageries of animals which symbolizes the different character of the play, helps to make the play’s atmosphere from supernatural nature. Shakespeare uses animal imagery to characterize, to show emotions and also to foreshadow.

Perelmans Argumentation Theory And International Relations Philosophy Essay

Perelmans Argumentation Theory And International Relations Philosophy Essay The purpose of this essay is to outline the main notions of Chaim Perelmans philosophy as presented in The Realm of Rhetoric. Let it be mentioned here that Perelman never intended his book to be a methodological study book, but a concise work on what justification of values looks like in practical discourse. Still, his works have been widely applied as a methodological tool in the field of international relations. From outlining Perelmans philosophy I will proceed onto how it has been applied in international relations research. In the last part of my essay, I will study how to use Perelmans work in my own research. 2. BACKGROUND Initially, the Polish-born philosopher Chaim Perelman carried his research in law and philosophy along the lines of logical positivism. In 1944, Perelman completed an empiricist study on justice, De La Justice  [1]  . In his research he concluded that the applications of the law always involve value judgments, and as values cannot be subjected to the rules of logic, the foundations of justice must be arbitrary. Perelman found his own conclusions untenable since value judgments are an integral part of all practical reasoning and decision-making. To deny the value judgments would mean denying the rational foundations of philosophy, politics, law and ethics. As a result of his own empiricist study, Perelman rejected his positivism, absorbing influences from the philosophies that provided a rationale for value judgments  [2]  . According to him, the usefulness of logical positivism was limited to the applications of pure science  [3]  . Regressive philosophies that provide a rationale for value judgments were just as untenable for him because metaphysics self-evident axioms only one perceived error would cause the metaphysical construction and its claims for universal truths to collapse  [4]  . Prevalent alternatives, especially the existentialism of Jean-Paul Sartre, do not elicit any sympathy from Perelman either: Perelman says that Sartre merely replaces absolutes of metaphysicism with absolute skepticism  [5]  . In 1948 Perelman met with Madame Lucie Olbrechts-Tyteca, with whom he set on a collaboration project, the purpose of which was to develop a philosophy that avoided the absolutes of both positivism and radical relativism. Their basic question can be expressed as: What does justification of values look like in actual, verbal discourse?  [6]  In other words, they set on to research non-formal arguments. Together with Olbrechts-Tytega, Perelman created a theory of rhetoric and argumentation, based upon Greco-Latin rhetoric, as the foundation for a logic of value judgments. Their multidisciplinary study, Traità ¨ de largumentation la nouvelle rhà ©torique was published in French in 1958  [7]  . This work, where Perelman and Olbrechts-Tytega create their theory of rhetoric and argumentation, is the basis of Perelmans The Realm of Rhetoric, where he broadens the original work further. Relying heavily on the works of Aristotle, Perelman concludes that instead of aspiring to universal truths, philosophy in reality is more concerned with persuading specific audiences to accept its claims. For Perelman, a functioning philosophy (which would induce action and essential aspects of being) should be constructed on probabilities, not universal truths, and it should also be able to carry propositions of values stemming from its reception by particular audiences.  [8]   3. THE NEW RHETORIC AND THEORY OF ARGUMENTATION Rhetoric and theory of argumentation form the central core of Perelmans thought. Perelmans study of argumentation is the study of discursive techniques that induce or increase the minds adherence to the theses presented for its assent  [9]  . As Arnold  [10]  proposes, Perelmans realm of rhetoric is the entire universe of argumentative discourse. Perelmans rhetoric is based on the idea that since argumentation aims at securing the adherence of those to whom it is addressed, argumentation is relative to the audience to be influenced  [11]  . Thus, rhetoric is an art of persuasion. 3.1. Audience and the premises of argumentation Argumentation is a person-centered activity it is personal because it starts with the premises that the audience accepts  [12]  . As for the audience, Perelman sticks to the twin concepts of a particular audience and a universal audience; while every argument is directed to a specific individual or a group, it is up to the speaker to decide what information and data will win the greatest adherence according to an ideal audience  [13]  . The aim of all argumentation is to move an audience from an agreement on the premises to an agreement about some conclusion, to modify an audiences convictions through discourse, gain a meeting of minds instead of imposing its will through constraint or conditioning  [14]  . Thus, all argumentation must begin from bases of agreement adequately accepted by the audience prior to the argument. Perelman differentiates between two categories of bases of agreement: the first category consist of facts and truths, the second of the values and hie rarchies  [15]  . Facts and truths here can be understood as supposedly having been accepted by the universal audience, whereas the second category, the values, which can be concrete and abstract, are not universal  [16]  . Establishing values as a starting point of argumentation is important as they may influence action and define good behavior. Values are usually arranged in hierarchies, for instance the superiority of the just over the useful; as a starting point for argumentation an audience may value both but in argument set a preference between the two  [17]  . The last argument starting point, to draw the attention of the audience, is creating a presence. Perelman refers to creating and evoking presence as a technique belonging uniquely in the realm of rhetoric, reaching beyond space and time; convincing an audience through their imagination.  [18]   3.2. Techniques of argumentation As the non-formal argument depends on the adherence of an audience, the orator must see to it that his successive elements of an argument will be accepted or adhered to by the audience. Perelman offers two basic techniques to achieve this: firstly, the association through quasi-logical arguments, and appeals to reality; secondly responding to incompatible opinions through dissociation of concepts.  [19]   Quasi-logical arguments resemble logical, mathematical thinking. However, a quasi-logical argument always presupposes adherence to non-formal theses which alone allow the application of the argument  [20]  . An example of this would be a parlamentarian presenting budget figures in the Parliament, with the aim of initiating an additional rescue package for banks. He/she presents actual figures but purports them in a certain way in his argumentation, in order to convince his/her audience. Association through appealing to reality, on the other hand, refers to affirming of a causal tie between phenomena. From this vantage point argumentation can be directed toward the search for causes, the determination of effects, and the evaluation of a fact by its consequences, which in some cases leads to further inquiries  [21]  . A simple example of this could be a discovery of a corpse and the consequences that follow this particular action. Other ways of argumentation by appealing to reality include examples, illustrations, models and analogy  [22]  . The second technique dissociation of concepts the orator uses when the tenets of an argument are incompatible with accepted opinion. Perelmans view is that when faced with the incompatibilities that ordinary thought encounters, a person tries to resolve it in a theoretically satisfying manner by reestablishing a coherent vision of reality by dissociating the ideas accepted in the start. An example of this dissociation to an appearance vs. reality, a practice found directly or indirectly in all dissociations, could be an oar plunged into the water it appears broken but when we touch it, it is straight. Accordingly, appearances have an equivocal status some of them correspond to reality but sometimes they are only a source of an illusion.  [23]   4. PERELMANS ARGUMENTATION THEORY AND INTERNATIONAL RELATIONS First and foremost, Perelman was a philosopher, not a theoretician in the field of international relations. Secondly, as far as I have understood it, he never aimed his project on rhetoric and argumentation theory, neither his book The Realm of Rhetoric, to be used as a book of methodology in any academic discipline per se. Anyway, during the past two decades there has been a lot of research in the field of international relations that focus on the impact of the politics of talk, or linguistic practices on world politics. Rhetoric and argumentation theory have been used extensively as a method. However, in my opinion, different scholarly communities seem to be pursuing different agendas on different forums, and despite the overlaps, complementarities and possible unification of how language matters in politics, seems to be beyond reach. The different forms of talk bargaining, rhetoric, commonplaces, legal argument, verbal fighting take place in different forums in the sectarian field of international relations. The different forums vary in the degree to which they are public, or rule-governed/institutionalized. The talk of politics also exerts its effects through different mechanisms legitimization, representational force, grafting, framing, persuasion, coercion. The political effects of talk are manifold: the resolution or the escalation of the conflict, the acceptance of or resistance to authority and domination, the construction and transformation of identities and narratives, etc.  [24]   What I would conclude about Perelmans rhetoric and theory of argumentation in the realm of international relations, is that as a method it is extremely adaptable and flexible, and it has thus been used extensively. An itemized listing of using Perlmans philosophy as a method in the different studies in international relations, apart from on the general level, as in the previous chapter, would run tens of pages. When trying to find examples of studies in the field of international relations, where Perelmans philosophy had been applied as a method, the most interesting one I stumbled upon was a study by the Viennese researcher Markus Kornprobst, called International Relations as Rhetorical Discipline. Kornprobst proposes that the irreconcilable differences and debates inside the fragmented discipline of international relations are not that irreconcilable and immeasurable at all if we understand the discipline in Perelmanian terms. He proposes, borrowing from Bakhtin and Gadamer that we should understand international relations as a field of overlapping paradigms, which are not hermetically sealed and sectarian. Speechlessness, non-communication inside the discipline can be overcome by uncovering overlaps. Secondly, he argues that this can be applied even to the most irreconcilable epistemological differences (positivism/postpositivism) inside the discipline. His heuristic vehicle for uncover ing overlaps is a classification of epistemological stances in Ancient Greece, which in Kornprobsts study starts from the thesis that international relations is a rhetorical discipline; based on its Aristotelian truth claims, the modes of reasoning and its manner of disseminating what is taken to be knowledge. Thus, the epistemological differences inside the discipline are actually not irreconcilable at all. Dialogue can develop out of the overlap of the horizons and (re)produce the shared language across horizons on which a scholarly community depends.  [25]   5. PERELMAN AND MY OWN RESEARCH I have planned to write my Masters thesis on Thailands democratization process and the national identity of Thainess. I am still at the early stages in my thesis. However, I am planning to use an interdisciplinary theoretical framework in my thesis, along the lines of the political thought of Robert J.Cox, Antonio Gramsci, Karl Polanyi and Gianbattista Vico. Let it be mentioned here that I am only beginning to outline the theoretical framework of my thesis, so the method I am going to use is still open. However, my intention is to study how the Western concept of democracy has been implemented in the local Thai context so that the concept of democracy has been assimilated to the strong nation state by the local competing elites. In this process, the local elites have used the concept of democracy as an instrument of order and discipline. This elite liberal democracy has been used to create Western-style projects, of which creating a national identity of Thai-ness -project is a prime example to suppress diverse segments of population. Thus, the liberal democracy is a kind of ideological tool to secure hegemony to control and discipline the population. An important part of the hegemonic process is immersing for instance the civil society, various peoples movements and democracy it into creating obedient citizens, who will act as guardians to the elite and their interest. In the centre of the national identity project in Thailands particular case is the monarchy. My emphasis would be on the socio-cultural interplay between rulers and ruled within state struggles over hegemony leading to different ways along which domination and resistance can be studied. Initially, I thought my emphasis would not be on economics and on the economical analysis, however during the research process my research is directing me more and more towards the international political economy and critical geography.  [26]   When it comes to the applicability of Perelmans rhetoric and argumentation theory to my thesis as a method, the argumentative approach would be easily applicable. As footnote here: Gramsci offers a very elastic frame of thinking, which calls for interdisciplinarity and open-mindedness just like Perelmans philosophy does  [27]  . A good starting point to use Perelman in my own research would be the central notion in Gramscis thinking, namely hegemony. Hegemony is a multilayered concept; it operates within the duality force/consent and violence/persuasion that to Gramsci characterizes the nature of power. It acquires concrete structure and specific content particularly during those periods in history in which the people or the masses either form the ground for political action or become a force in politics  [28]  . According to Gramsci, capitalism maintains control not only through political and economic coercion and force but also ideologically, through a hegemonic culture  [29]  . Any class that wishes to dominate in a society, has to move beyond economic-corporate interests, to exert moral and intellectual influence and to make alliances and compromises with different social forces to create a counter-hegemonic historic bloc  [30]  . Applying Perelmans rhetoric and theory of argumentation in analyzing Gramscis notion of hegemony would mean analyzing everyday argumentative discourse in public policy, in my thesis it would involve the dichotomy between the struggle of the subaltern classes versus the dominant elites. What is the dominant discourse in holding onto power of the different elites and how is it used to solidify the sovereignty of the authoritarian state over different segments of society struggling for power? What are the aspects of the dominant discourse, political, economical and cultural? As Gramsci sees the society as an organic process, much like the modern physics, he also sees the prevailing hegemony as a process on many levels, including the struggle between the authoritarian state and subaltern classes. Thus, the history of the subaltern classes and counterhegemonical forces is bound to be sporadic, depending on the political space that the subaltern classes manage to create for themselves at certain periods of history. What is the public discourse and the argumentative discourse of the subaltern classes like, and what are its implications when the space the subaltern forces create for themselves at these historical periods? How to interpret the talk of politics in my own research? In many respects, Perelmans rhetoric and theory of argumentation offers an extremely interesting and fruitful tool for my own research. However, as I am still writing my own research plan and doing the background research, I will leave the option of which method to use, open. 6. CONCLUSIONS In this essay, I have tried to outline Chaim Perelmans sometimes obscure philosophy on rhetoric and theory of argumentation. Perelmans theory has been widely applied as a methodological tool in the overlapping fields of research in the academic discipline of international relations. When it comes down to my own research, I find that Perelmans rhetoric and theory of argumentation is definitely one possible option I can as a methodological tool. 7. SOURCES OF REFERENCE: Agnew, J. (2001): The New Global Economy. Time-Space Compression, Geopolitics and Uneven Development. Journal of World Systems Research VII, 2, Fall 2001, 133- 154. . Accessed 15/12/2010. Arnold, C.C. (2008): Introduction. In Perelman, Ch. : The Realm of Rhetoric. Notre Dame, IN: UND Press, vii-xx. Cox, R. (1987): Production, Power and World Order: Social Forces In Making the World History. New York: Columbia University Press. Fontana, B. (2005): The Democratic Philosopher. Rhetoric as Hegemony in Gramsci. Italian Culture 23 (2005), 97-123. Accessed 15/12/2010. Gramsci, A. (2007): Selections from the Prison Notebooks. Edited and translated by Q. Hoare and G.N. Smith. London: Lawrence and Wishart. Gross, A.J. R.D. Dearin (2003): Chaim Perelman. Albany, N.Y.: SUNY Press. Kornprobst, M. (2009): International Relations as Rhetorical Discipline. International Studies Review 11(1), 1-22. . Accessed 14/12/2010. Perelman, Ch. (2008): The Realm of Rhetoric. Notre Dame, IN: UND Press. Perelman, Ch. L. Olbrechts-Tytega (1969): The Treatise on New Rhetoric and Argumentation. Notre Dame, IN: UND Press. The Politics of Talk in International Relations. A Workshop at the Research Centre Transformations of the State.University of Bremen 27-28 July 2010. . Accessed 14.12.2010.

The Communist Manifesto by Karl Marx :: Communist Manifesto Essays

The Communist Manifesto by Karl Marx    Karl Marx (1818-1883) has been established (post-mortem of course, like almost all greats, it seems) as one of the most influential thinkers and writers of modern times. The Communist Manifesto published in 1848, lays down his theories on socialism. This manifesto was used to establish Communist Russia. Although that "experiment" failed, there are still points in his work that I find relevant in today's society.    One of Marx's arguments is that the society created by the bourgeois is so powerful and out of control that it can no longer be controlled. The modern bourgeois society, he explains "a society that has conjured up such gigantic means of production and of exchange, [it] is like the sorcerer, who is no longer able to control the powers of the nether world when he has called up by his spells" (217). His remedy for this situation was an overthrow of the ruling bourgeois society and the beginning of the proletariat society. This can be loosely compared with the current situation with Microsoft and the monopoly argument. Bill Gates has brought a problem with our free market system to the attention of the American public. However, how answer will not be to overthrow the current government, but rather more regulations. Another argument that Marx brings out that is relevant in today's society is the distinct class differences. He mentions how 10% of the people have virtually all the property. This is extremely relevant. However, in today's society, wealth is not so much measured by property but by total addition of all one's assets. In the United States today, 20% of the population has 85% of the wealth. This is evidence of the enormous class differences that we experience in today's society, which are comparable to the stratification that Marx emphasizes.    Although Karl Marx is able to make some relevant points in his The Communist Manifesto, he also makes some points that are just not applicable today, and in my view in any time period. On page 230, he mentions that top-ten list of measures that will be applicable in communist countries. Number 9 is just plain lunacy. "Combination of agriculture and manufacturing industries; gradual abolition of the distinction between town and country by a more equitable distribution of the population over the country" (230). The reason the so-called "country" is less populated is because there has to be room for the crops to grow. The Communist Manifesto by Karl Marx :: Communist Manifesto Essays The Communist Manifesto by Karl Marx    Karl Marx (1818-1883) has been established (post-mortem of course, like almost all greats, it seems) as one of the most influential thinkers and writers of modern times. The Communist Manifesto published in 1848, lays down his theories on socialism. This manifesto was used to establish Communist Russia. Although that "experiment" failed, there are still points in his work that I find relevant in today's society.    One of Marx's arguments is that the society created by the bourgeois is so powerful and out of control that it can no longer be controlled. The modern bourgeois society, he explains "a society that has conjured up such gigantic means of production and of exchange, [it] is like the sorcerer, who is no longer able to control the powers of the nether world when he has called up by his spells" (217). His remedy for this situation was an overthrow of the ruling bourgeois society and the beginning of the proletariat society. This can be loosely compared with the current situation with Microsoft and the monopoly argument. Bill Gates has brought a problem with our free market system to the attention of the American public. However, how answer will not be to overthrow the current government, but rather more regulations. Another argument that Marx brings out that is relevant in today's society is the distinct class differences. He mentions how 10% of the people have virtually all the property. This is extremely relevant. However, in today's society, wealth is not so much measured by property but by total addition of all one's assets. In the United States today, 20% of the population has 85% of the wealth. This is evidence of the enormous class differences that we experience in today's society, which are comparable to the stratification that Marx emphasizes.    Although Karl Marx is able to make some relevant points in his The Communist Manifesto, he also makes some points that are just not applicable today, and in my view in any time period. On page 230, he mentions that top-ten list of measures that will be applicable in communist countries. Number 9 is just plain lunacy. "Combination of agriculture and manufacturing industries; gradual abolition of the distinction between town and country by a more equitable distribution of the population over the country" (230). The reason the so-called "country" is less populated is because there has to be room for the crops to grow.

The Sign Of The Beaver :: essays research papers

The Sign of the Beaver   Ã‚  Ã‚  Ã‚  Ã‚  This story took place on the frontier, in the summer of 1768, in Maine's woods. Matt Hallowell and his father stake a claim in Maine territory. Once they find the perfect place, they build a new cabin. There were many trees around and a river close by where they could get water and food. There was even enough room to plant corn. There weren't any other settlers there. After Matt and his father got the place ready, they both decided that Matt would stay to guard the new cabin while his dad went back to Massachusetts to get the rest of the family including Matt's mother who was going to have a baby and his sister. Matt is only twelve years old and he has to stay by himself in the wilderness. He is scared but knows he can do it. Matt Hallowell is twelve years old and is very smart. He does not have experience in being in the wilderness alone but he knew that he had to prove to his family that he was old enough to take care of himself and the new cabin. He learned really fast how to take care of the crop, fish and do housework. Matt is very trusting. He left the door to the cabin unlocked all the time until a man named Ben entered the cabin when Matt was away and stole his food and father's gun. He had to learn to be more careful and protect his things. Matt's family was proud of him because he had learned how to survive and become friends with the Indians. Attean's grandfather liked Matt because he taught Attean how to read. In the beginning of the story Attean did not like Matt but by the end of the story they became friends. Attean is a young Penobscot Indian. He is tall and has very long, black hair. He lives in the area that Matt and his father have claimed for their land. Because of how the white men treated them, he did not know whether he could trust him. At first, Attean is very mad and does not want to learn to read from Matt. His grandfather makes him go back to Matt's cabin to read. Attean started to trust Matt and even became his friend after Matt taught him how to read Robinson Caruso. The main thing Attean thinks about is becoming a man and a hunter.

Market Research :: essays research papers

Many businesses are Product Orientated. This means that they design and make a product, and then try and convince consumers to buy it. Business can also be â€Å"Market Orientated†. This is where they try to find out what consumers want before making the final product. Finding out about what consumers want and need, and what makes them buy, is called â€Å"Market Research†. Businesses which are mainly product orientated risk spending a large amount of resources launching a product which proves to be a failure. Researching the market helps reduce this risk. It should focus research and design effort onto products which have a chance of success in the market place. When the product is launched, a carefully researched product stands less chance of failing. Market research attempts to find the answers to questions a business might have about its market. A market researcher must then decide what information might help answer the question brought forward. The market researcher then decider how best to collect this information. There are two ways of doing this, desk research and field research. The information is then collected and analysed. Finally, the business has to make a decision about what to do in the light of the information formed. Desk research involves the use of secondary Data. This is information which is already available, both within and outside the business. Information within the business is information collected routinely. Invoices, for instance, will tell them how much they selland who they are selling to. Accounts will give information about the value of sales and costs of production. Businesses can also collect information which is available from sources outside the business e.g. Government, the media, Trade associations etc. The results of that research are given in a table. Field research involves the collection of Primary Data information which no one has yet collected. It is collected specially for the particular piece of research. Primary data is collected through direct investigation, usually in one of three ways-observation, survey and expreriment. Observation is looking at and recording what people do and how they behave can be important. Surveys usually involves asking questions of Respondents- people or organisations who reply to the questions asked. There are different ways of conducting surveys. A postal survey, where questionaires are sent through the post, or a newspaper survey, where readers are invited to fill in and return a questionnaire in a newspaper, are cheap. Telephone surveys, personal interviews and consumer’s panels are more expensive because an interviewer has to be employed to interview customers.

Police Discretion Essay

Discretion is one of the tools used by police officers discretion that allows them to adapt to changing conditions in society. This vital aspect of his position helps the officer to fairly and equitably apply and enforce the laws he has sworn to uphold. Using Discretion At some point in their lives, everyone uses discretion at one time or another. In the case of the police officer, however, discretion is an invaluable skill used in the performance of every aspect of his job function. When an officer detains a person for any reason, he must be able to qualify and justify his reasoning for the stop. If he is unable to do so, he may find himself not only in an awkward situation legally, but potentially a life-threatening one. Officers use professional discretion in a myriad of ways, from the more mundane; pulling a vehicle over because an officer observed a motorist demonstrating suspicious behavior to entering a home without a warrant due to exigent circumstances. Either way, there must be a policy in effect to control arbitrary discretion. Discretion under Control Controlling discretion should start long before the hiring process begins. The most suitable method would be a double-pronged test. The first examination would be a formal, standardized, psychological test followed up with an oral review of specific situations that an officer might run across on a daily basis. Once a candidate is hired, role-playing would be the next logical avenue to follow to hone and maintain an officer’s abilities to handle a wide variety of situations. Another alternative for controlling discretion would be an agency’s use of mechanical devices to monitor common areas and generate automated enforcement documents. Photo radar, red light cameras and generalized video surveillance are three examples of such measures. This may be a viable option for satisfying the community and making sure that all laws are enforced free of bias or opinion. Using these methods, all applicable laws and policies are followed and discrimination is kept to a minimum. Full Enforcement: Smoke and Mirrors Society is under the impression that police officers are in compliance with the complete, unilateral enforcement of all laws. This mythical aspect of policing does more harm than good in most situations since this false impression can lead to feelings of discrimination or persecution. The reality of the situation is that police officers have considerable, although unofficial, latitude in their decision-making process for day-to-day operations. â€Å"Officers are paid to make specialized decisions through a prism of their training, experience and totality of the circumstances. (Petrocelli, 2007) Police officers are allowed to diverge from full enforcement for numerous reasons and in a wide variety of different manners. However, the law and departmental policy must set limits on the amount and extent of discretion on the part of the officers. To that end, a number of different scenarios can be examined and the implications of an officer’s judgment can be seen. Actions and Reactions Here are some examples of actions and reactions that can affect, or are the result, of an officer’s exercise of his discretion. When it comes to the use of force, the police must exercise caution. For instance, when an officer finds himself with a suspect that he is absolutely certain knows the whereabouts of a kidnapped child. After a bit of hard core interrogation the suspect is still unwilling to give the location of the child. In order to obtain a confession, the officer might feel he is justified in using a considerable amount of force in acquiring this information. However, case law states that this would be an unreasonable method of obtaining a confession, even if a child’s life was at stake. On the other hand, when exigent circumstances occur, a police officer is forced to use his discretion on the spot. A dispatched officer arrives at the scene of a homicide of a well-known resident. Repeated failed attempts to contact the victim’s spouse at his residence have created a sense of urgency among the officers to prevent any further unnecessary loss of life. In this case, entry into the residence without a warrant is justified. (Dempsey & Forst, 2005) This scenario leads us to another area of discretionary action: reasonable suspicion. If an officer observes a person who appears to be carrying a concealed weapon, he is completely within his authority to conduct a stop and frisk. However, the officer must have more than just a â€Å"gut feeling†, he must actually have some reason to believe that the person has a weapon (e. g. a large bulge in the back of the shirt, the grip of a pistol protruding from a belt, etc). The officer cannot just randomly stop a passer-by on the street and frisk them simply because he thinks he might have a weapon. One common misconception is that all arrests by police officers require that the suspect be advised of his or her Miranda rights. However, ‘Mirandizing’ a suspect is not always a mandatory procedure. For example, if a suspect has been arrested and charged with a crime but not read his Miranda rights, the only complication this causes for the police is that it precludes them from using anything the suspect says as evidence against him or her in court. It is conceivable that an officer has more than enough evidence to prove his case against the offender and it is reasonable for an officer to refrain from advising him or her of his rights in such a case. (Nolo, n. . ) However, should the police act on the information from non-Miranda statements or confession, any evidence found, is considered ‘fruit of the poisonous tree’ and is inadmissible in court. Lastly, the police can face the issue of denial of counsel. During a custodial detention interrogation, a suspect requests an attorney and the police inform the suspect that one will be provided. If the officer continues an adversarial conversation without the suspect’s legal counsel present, any information obtained in not admissible in court.  Furthermore, once a suspect has requested an attorney, the officer must immediately cease the interrogation or they are in violation of the suspect’s civil rights. Conclusion As we can see, the use of discretion on the part of the police is an integral part of their job. Without discretion, the police would have no choice but to enact a policy of full enforcement, which is likely to result in considerable distress among the communities. Control of discretionary behavior is vital, however, to ensure that discrimination is minimized and the law is appropriately enforced.

Heart of Darkness Symbolic Analysis

In the novel Heart of Darkness the focus is mainly about the situation of imperialism in that time period. It describes the hypocrisy of imperialism, the madness as a result of imperialism, and the absurdity of evil. In reality the book is about much more than that. Marlow is the narrator and throughout the novel his visions and thoughts about himself change greatly as he endures the journey of self-discovery. In the beginning Marlow feels lost in his life; the main focus in life to him was being a sailor on the steamboat. Marlow is very naive and has not seen as much of life as he should be seeing in order to expand his overall knowledge of the world. Marlow describes the ship and the ocean as if it was the only thing he had ever seen in his whole life. (Part 1) The fact that the beginning starts with Marlow’s description of the sea, and the facts of imperialism do not start until later indicates that imperialism was not the only reason Joseph Conrad wrote the novel. Imperialism is the policy of extending authority of a nation over foreign countries. In this case Marlow is traveling up the river to the Inner station where he encounters cruelty and torture of the salvages. (Part 1) The men who work for the Company describe what they do as â€Å"trade,† and their treatment of native Africans is part of a benevolent project of â€Å"civilization. † In reality what they are doing is taking the ivory by force in command to the orders that Kurtz demands. Kurtz knows what he is doing but he makes the other men believe it is not out of cruelty or imperialism. Through all of this Marlow is stuck in the middle because he is blinded by the good that is said of Kurtz and he refers to him as a remarkable man (Part 3), which ends up hurting his relationship with the rest of the company because they know the truth and they strongly disagree. Marlow does not know until the end of the book exactly how mad and narcissistic Kurtz really is and the damage he is doing by trying to get everything his own way. All of the problems that accumulate because of the imperialistic actions of Kurtz make Marlow less close-minded and he finds within himself his own voice and opinion. Another reason why I feel that the book is not just about imperialism, but also about Marlow’s journey to self-discovery is that Kurtz is an unknown character to Marlow and he learns more about him as the story goes forth. â€Å"I had heard about some man named Kurtz who was ill but I did not know what exactly he did or how important he was,† (Part 1&2). At first, very little is known about Kurtz, the only description Marlow has of him was that he was an important person to the company. Kurtz was the way that the author incorporated the idea of imperialism into the novel because he was trying to rule an export from a foreign country which would eventually lead to the rule of the country itself. †You know Kurtz, he is very important and he is ill right now but he must get better,† (Part 2). The station manager states something like that to Marlow which tells him exactly how important Kurtz really is in the company. When Marlow finds two men conspiring (Part 3) it gives him more insight into how different reality was in comparison to his thoughts of how the world worked. Marlow changes a lot throughout the novel. At first he is very naive and inexperienced, but by the end he becomes very brave and strongly opinionated. Although the book seems to be mostly about the concept of imperialism it was actually something that Marlow had to endure in order for Marlow to grow intellectually. All the things that he saw on the journey to â€Å"civilization†, everything he encountered was a new experience that taught him a life lesson. The novel Heart of Darkness was not solely a book about the Congo and Imperialism. It was about a boy who became a man in the trials and tribulations of the attempt of his Company’s head man to rule a country under his command. By the end of the imperialistic battle, between all the hardships of life at sea, conspiracy against the boss, and the extremely cruel and controversial concept of imperialism, Marlow found his true identity.

Past Paper Questions

Principles Of Accounts May/June 2007 SECTION 1 Answer ALL questions in this section. 1. (a) List THREE distinguishing features of a partnership concern. (3 marks) (b) Skerritt and Cymbal are in Partnership sharing profits and losses in the ratio of their capital balances. The following balances were left over in their books after the preparation of the Trading and Profit and Loss Account on September 30, 2006. Capital Accounts: Skerritt $30 000 Cymbal $40 000 Current Accounts: Skerritt $(300) Cymbal $1 500 Drawings Skerritt $12 000 Cymbal $5 000Motor Vehicle at cost $43 000 Buildings at cost $232 000 Debtors $23 300 Creditors $17 000 Stock at September 30, 2006 $18 000 Cash at bank $27 000 Additional information to be taken into consideration: (1) The net profit for the year ended September 30, 2006 is $250 000. (2) Each partner earns an annual salary of $60 000. (3) Interest on capital is to be paid at the rate of 5% per annum. (4) Interest on drawings is to be charged at the rate o f 10% per annum. Skerritt drew cash on October 31, 2005 and Cymbal drew cash on March 31, 2006. 5) Accumulated depreciation on Motor Vehicles to September 30, 2006 is $8 600.Required: (i) Prepare the Profit and Loss Appropriation Account for Skerritt and Cymbal for the year ended September 30, 2006. (6 marks) (ii) Prepare the Current Accounts of Skerritt and Cymbal on September 30, 2006. ( 5 marks) (iii) Prepare the Balance Sheet of Skerritt and Cymbal as at September 30, 2006, showing the working capital. (Do not show details of the current accounts in the Balance Sheet. Transfer only the closing balances from the partner's current accounts. ) (6 marks)

La Llorona: Prologue

The story of La Llorona has a lot of different variations.   There are some common elements found in each variation though.   Each story would have a ghost of a woman crying for her children.   The variations rest with how her children died and the name of the woman and her place of origin.   Some say she’s from Mexico and some say she’s from New Mexico or even Texas. Her name also varies, from Maria to Hilda.   Whatever the case, she always ends up looking for her dead children. La Llorona: Part 1 Once there was a beautiful woman called Maria Magdalena.   She hails from the southern town of Sta. Rosa where tradition runs deep in the veins of all that live within its boundaries, and farther beyond. Maria Magdalena comes from a poor farming family who has worked for generations with the land baron of Sta. Rosa, named Don Manuel Esquivel.   Maria Magdalena’s family has been indebted to Don Manuel’s family for generations and her generation was no different.   The land that Maria Magdalena tills belonged to Don Manuel’s family for as long as everybody can remember. Don Manuel has one child by the name of Jeremiah.   He is a few years older than Maria but he was more kind hearted than his father.   He was a good friend to Maria Magdalena’s older brother Juancho, and played with them when they were growing up.   It was no surprise then when one day, Jeremiah and Maria Magdalena found themselves in love with each other.   Despite warnings from her parents and her brother Juancho, Maria went on with her secret tryst with Jeremiah, and unknown to Don Manuel, Maria Magdalena soon got pregnant and bore twins – a girl and a boy. Immediately after giving birth to the twins, Jeremiah had to travel to a far-away city to finish his studies.   Maria Magdalena begged for him not to go but Jeremiah promised to be back for her and their children as soon as he gets his diploma, and he could provide them a good income and source of living, even without the help of his father, Don Manuel.   Maria Magdalena believed him and all his promises.   She faced the anger of her parents and shame of being an unwed mother.   Besides her own family, nobody knows who was the father of her children.   They were much too afraid that they would be banished from the land, if Don Manuel knows of their secret. After four long years of waiting, Maria Magdalena heard the news that Jeremiah was coming back to Sta. Rosa, and that a big feast would be held for his homecoming and graduation.   The whole town was invited and Maria wore the best dress she could afford, and dressed the twins so they could meet their father. At long last, the day of the feast came and the whole town of Sta. Rosa was bedecked with bougainvilleas and other decorations much like that of a fiesta.   Everybody was there.   It was clear though that there is a distinct difference in the rows of table in front of the presidential table and the tables in the back.   Rich families and politicos (politicians) were all seated in the tables bedecked with specially adorned table cloths while the ones at the back were made of ordinary bamboo, for the people belonging to poorer side of the town. A specially set stage was also provided in front of the presidential table facing the crowd for entertainments and announcements from the family of Don Manuel.   Finally, the long awaited arrival of Jeremiah’s car came.   The Mercedes Benz was given way and Maria Magdalena’s kids were all excited.   Even her parents and brother was there to share her excitement.   All they want was for Maria Magdalena and Jeremiah to finally get married so the kids could finally be legitimated.   To their shock and horror though, Jeremiah got out of the car with a beautiful woman in tow. Juancho steadied Maria Magdalena who was almost faint with despair.   She cautioned her not to make a scene because there might still be a good explanation for what they just saw.   However, after Jeremiah hugged his parents, he introduced his lady companion and whispered something to Don Manuel’s ears.   Don Manuel was beaming with pride.   He went onstage and got everybody’s attention for a special announcement.   He went on to say that his son not only brought home a diploma but a fiancà ©e as well. He announced the betrothal and forthcoming wedding of the engaged couple a month from the day of the homecoming celebration and invited everybody to come again and celebrate his family’s twin blessings.   Not long after, while everybody was celebrating and enjoying themselves with the free flowing good food and wine, Maria Magdalena’s family silently went on their way without saying a word to the family of the celebrant. Maria Magdalena almost went insane with grief.   She waited four long years for Jeremiah to fulfill his promises and bore the insults that came her and her family’s way when she bore the twins.   For three weeks, Maria Magdalena could hardly get up or eat.   Then one day, she just stopped crying. There was something different in her demeanor.   She looks so calm and there was a kind of peace and resolve as she went to meet with the town’s witch doctor.   She didn’t tell her brother or her parents where she went. This was something she has to do on her own.   Her parents were so surprised when she said she and the children will be attending the wedding celebration for Jeremiah and his new bride.   She said she had accepted her fate and just wants the children to see their father one last time and they would go on their way to another town far from Sta. Rosa to begin a new life without Jeremiah.   Despite their objections, Maria Magdalena was too determined to do what she had planned, so they could do nothing but stay behind.   Maria Magdalena also borrowed her brother’s horse and carriage.   She wanted to go alone with the children. On the appointed day of the wedding, Maria Magdalena looked so serene in a long white gown – it almost looked like a wedding gown – only simpler but nevertheless there was something ethereal about her.   Her children were also dressed in white as a flower girl and a ring bearer.   They were both holding a small woven basket.   The wedding celebrant’s table was positioned just so everybody could come round and greet the newlyweds.   It was then that Maria Magdalena brought her twin children around and Jeremiah couldn’t look at her straight in the eye.   He did say that she was as beautiful and the kids are wonderful. She just looked at him and she kissed the bride on the cheek.   Before she turned to go, she told Jeremiah to look at the twins closely for this is the last time he would be seeing them.   Jeremiah followed Maria Magdalena and begged for her to meet with him later.   Maria Magdalena relented and they agreed to meet on their secret trysting place 30 minutes later.   Maria Magdalena then proceeded to go with a mysterious smile on her face. At the appointed time, Jeremiah sneaked out of the celebration and went on to their secret place by the hill.   Maria Magdalena was there and the kids were in the carriage seemingly asleep.   Jeremiah approached and he tried holding Maria Magdalena but she stopped him and said, â€Å"I was truthful when I said to look closely at your children, for it will be the last time you will see them†. Jeremiah replied â€Å"Can’t we talk this out? I know I have wronged you, but they are my kids too.   I can provide support to them and still be a good father.†Ã‚   Maria shook her head slowly, tears falling in her cheeks.   She boarded the carriage and said, â€Å"It’s too late Jeremiah.   When you failed to fulfill your promise, I vowed I will always make true what I tell you. And I was truthful when I said that it would be the last time you will see your kids.   Do you see them?   They lay down so peacefully. They will never come to know you or the other half of the blood that runs through their veins come from you and your deceitful race!   You see Jeremiah, that small basket they were holding on to contained the most potent potion one could ever have.   I gave it to them after they met their father for the first and last time.   They shouldn’t suffer anymore waiting for you to come and get us.   They are at last at peace! And you, you shall not come to know our twin angels.   You do not deserve to know them. Goodbye Jeremiah! May you come to know the grief I had suffered through while waiting for you!†Ã‚   Maria Magdalena then struck the horse and went on with her two dead children.  Ã‚   Jeremiah stood there, shaken by what had just transpired and went down on his knees upon realizing that his children died by the hands of their own mother.   He cried and shook violently.   As the sun sets and darkness surrounded the hill that was once a witness to their promise of an undying love. La Llorona Part 2: A Brief Analysis of the La Llorona version In re-writing the version of La Llorona, I closely followed the character of an almost similar story of love and betrayal in the character of Medea (Bates, p 192). I have encountered the story of Medea a lot earlier than Llorona but as I was going through the various versions accredited to the southern legend La Llorona, the similarities struck me.   Hence, I applied some similar character traits of Medea by Euripedes (Coleridge) by also naming the character of the legend La Llorona (Hayes), to a name common to all the legend’s version, Maria, and adding a namesake after Medea, Magdalena. One of the similarities of Maria Magdalena and Medea is that of their passionate and almost obsessive devotion to their lovers, no matter what the cost.   Medea betrayed her own father and caused Pelias’ death by his own daughter’s hands (Bates and Coleridge).   Meanwhile, Maria Magdalena has shamed herself and her own family by being an unwed mother in a conservative and religious town (Sta. Rosa). Another similarity in the thematic flow of both stories is that Maria Magdalena was promised by Jeremiah that they will get married when he got back, so did Jason pledged his love to Medea.   Both Medea. and Maria Magdalena bore their lovers two children; both have done so without the benefit or blessing of a solemnified marriage. Similarly, both Jason and Jeremiah betrayed their promises of marriage. Like Medea, Maria Magdalena killed her children in retribution to her lovers’ betrayal.   They also both carried their dead children away in a horse carriage without giving their lover the benefit of burying their own children. The emphasis I stated in their similarities was done so to evoke not just for thematic purposes or display but more so to point out some possibilities that these actions are not limited to legends alone.   Both women were betrayed and deeply hurt by their lovers despite all sacrifices for the man of the life.   Both have shunned tradition just so they could prove their love for their man.   This is a universal theme common in most tragic love stories, and not limited to Medea by Euripedes or to La Llorona. What was uncommon though, that adds an almost perverted dignity to their characters is the murder of their children by their own hands.   It is a well known fact that mothers would give their lives for their children, and Medea and Maria Magdalena murdering their children has a two-pronged purpose. One is to cause extreme grief to their lovers in an act of revenge and the other is extreme sacrifice of their own love for their children just so they would be safe from further external harm.   Both the mother in Medea and Maria Magdalena would rather that their children die by their own hands than have strangers touch their babies. The impact of the actions of both Medea and Maria Magdalena reaches the core of one’s being.   It is painful to think or to even fathom of such possibilities.  Ã‚   Then again, sometimes, truth and its possibilities can be a lot more bizarre and stranger than fiction. Works Cited: Archer, Carol. Living with Strangers in the U.S.A.: Communicating Beyond Culture. Englewoods Cliffs: Prentice Hall, 1991. Bates, Alfred. â€Å"Medea: An Analysis of the play by Euripedes†. The Drama: Its History, Literature and Influence on Civilization, vol. 1. London: Historical Publishing   Company, 1906.   192-196. Coleridge, E.P. (trans.). Euripedes. Medea. [email  protected], 2004. Cordeiro, Paula, Timothy Reagan, and Linda Martinez. Multiculturalism and TQE. Thousand Oaks: Corwin, 1994. Hayes, Joe. The Weeping Woman (La Llorona). Teaching from a Hispanic Perspective. A Handbook for non-Hispanic Adult Educators.   June 4, 2007.                  

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