Achebe and Post-Colonialism in Anthills of the Savannah Essay Example

Achebe and Post-Colonialism in Anthills of the Savannah Paper In this line, Aba agrees that Is classified as a social realist?C,? (11). This Is not surprising, considering the fact the basic theory underlying post-colonialism Is sociology and culture as testified to by Shish in his statement that post-colonialism concerned with the study the coming together of two or more cultures and languages?C,-1?0 (4). Post-colonial authors use language and culture as tools for distinguishing their works and showing Its uniqueness. The importance of language is fundamental to post-colonial writings as Noggin states in his landmark book Decontrolling the Mind: The Politics of Language In African Literature. He explains that language carries culture, and culture carries particularly through orate and literature, the entire body of values by which we come to perceive our place In the (16). In the achievement of using language, there is the argument of whether to use a local language or to use the language of the imperials that is far reaching. This forms the crux of the debate between Achebe and Noggin. Noggin argues that the use of the English language would enrich It to the detriment of local languages. Achebe on the other hand argues for the use of English for Its several benefits. He says that the African writer aim at fashioning out an English which is at once universal and able to carry out his peculiar experience?C,-1? (Morning Yet on Creation Day 61). It Is In this light that he makes a summary of the use of English saying that he feels the English language will be able to carry the weight experience. We will write a custom essay sample on Achebe and Post-Colonialism in Anthills of the Savannah specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Achebe and Post-Colonialism in Anthills of the Savannah specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Achebe and Post-Colonialism in Anthills of the Savannah specifically for you FOR ONLY $16.38 $13.9/page Hire Writer But it will have to be a new English, still in full OFF communion Walt Its ancestral none out altered to soul t Its new Attract surroundings C,-1?0 (62). In this fashioning, other post-colonial writers make use of such linguistic strategies as the use of local untranslatable words (diplomacy), abrogation and appropriation. Abrogation refers to the denial of a set norm or standard (Imperial) language while appropriation refers to a seizure of the language, a remolding that localizes it. In this way, the language is made local either through the of the privilege of which involves a rejection of the metropolitan power over the means of communication [abrogation]? C,-1?0 (Empire Writes Back 38) or the seizure of the language which it under the influence of a vernacular tongue, the complex of speech habits which characterize the local language?C,-1?0 (Empire Writes Back 39). Post-colonial writers also use cultural tools such as affiliation and hybrid to in the achievement of their target. Affiliation, as the term suggests, is a derivative of Affiliation refers to a certain history pedigree, or ancestry. This is better explained by Edward Said who defines affiliation as or ancestry, as in a child being bonded to her/his [sic] parent by blood, body and soul?C,-1?0 (CTD in Aba 43). This shows literature to be connected afflictively to the discourse of (Key Concepts 106). Affiliation is a disclaimer of this norm and is the direct opposite of affiliation. Ashcroft, Griffith and Tiffin give a summary of this difference saying that affiliation refers to lines f descent in nature, affiliation refers to a process of identification through send the critical gaze beyond the narrow confines of the European and canonically literary into this cultural text can now be seen to be affiliated with the network of history, culture and society within which it comes into being and is read Key Concepts Hybrid refers to the combination of two or more elements. In post-colonial discourse, it shows the complex of the colonized who are a mixture of two worlds; that of the colonizers and that of theirs. To Ashcroft, Garret and Tiffin, it involves interaction of English writing with the older traditions of orate or literature in post-colonial societies, and the emergence of a writing which has a major aim, the assertion of social and cultural difference? (Key Concepts 118). Finally, the writers implore their personal voices as a tool for the reclamation of their literature. Authorial voice here, to borrow from Susan Lenses is presence and attitude of a textual voice [and the] stylistic, philosophic centre of a novel?C,-1?0 (CTD in Aba 13).

A Look At Judaism Religion Essay Example

A Look At Judaism Religion Essay Example A Look At Judaism Religion Essay A Look At Judaism Religion Essay Hebraism is one of oldest faiths in being today. Judaism s resiliency is singular sing some of the struggles that they had to face. Judaism has evolved over clip and continues to to turn. The survey of Judaism can be split into three distinguishable stages: scriptural, rabbinical, and modern. The 2nd stage of Judaism is rabbinical Judaism. Judaism experienced many of import alterations during this stage. This stage began with the devastation of First Temple and the expatriate of a big portion of the Judaic population from Jerusalem to Babylonia ( Molloy 308 ) . Up until this point, the Judaic people had ever worshiped in a temple. While in expatriate, the Judaic people maintained their focal point on a strong community, but they adapted to their state of affairs in many ways. They began to concentrate on Bibles and created a Sabbath service where they worship. They realized that all of the facets of their faith needed to be recorded so that Judaism would digest the trial of clip ( Molloy 310 ) . The Judaic people were besides affected by Babylonian civilization. The common linguistic communication of the Judaic people changed from Hebrew to Aramaic ( Molloy 310 ) . The expatriate was a hard and drab test for the Judaic people. When the Persian imperium conquered Babylonia , they allowed the Judaic people to return to their fatherland ( Molloy 310 ) . After returning to their fatherland, the Judaic people constructed the Second Temple. The Judaic people had to contend to maintain the Second Temple sacred. The Seleucid swayer, Antiochus IV, took over the temple, but the a household of Judaic people rebelled and took back control ( Molloy 311 ) . There was tenseness between Jewish and Grecian civilization because of all of the rigorous Torahs that the Judaic people observed. Examples of this tenseness are the Circumcision of all Judaic males and the Sabbath ( Molloy 312 ) . The turning popularity and laterality of the Grecian civilization caused a division between the Judaic people. There were four chief groups that emerged because of this division. These groups were as follows: the Sadducees, the Pharisees, the Zealots, and the Essenes. The Sadducees were the most traditional group. Most of them lived in Jerusalem and focused on activities in the templ e ( Molloy 312 ) . The Pharisees were traditional, but they focused on spiritual Torahs and patterns ( Molloy 312 ) . The Zealots were the most violent group. They opposed any foreign influence and were hostile towards the Romans ( Molloy 312 ) . The Essenes were the most cryptic group. They were the smallest group and had many unusual rites. There is still controversy over the Dead Sea Scrolls which were believed to be written by the Essenes. Judaism began to travel off from centralized temple worship and concentrate on community worship. The communities studied the Bibles and followed the patterns of the Pharisees ( Molloy 313 ) . After the Romans took over most of Jerusalem, the Jews tried to arise, but they failed. As penalty, the Romans destroyed the Second Temple and some of Jerusalem ( Molloy 314 ) . The devastation of the Second Temple efficaciously ended the temple rites and priesthood of Judaism. Community worship became the most common signifier of Judaism. The abrasivene ss of the Romans besides caused many of the Jews to migrate to different states. This migration really helped Judaism to turn because the Judaic people were able to transport their Bibles with them. When the Bibles were wholly finished, the Judaic people began to compose the Talmud ( Molloy 314 ) . The Talmud is a aggregation of written readings of the Judaic Bibles. Rabbis and spiritual bookmans of different ages and backgrounds would construe each of the Bibles. The Kabbalah is another reading of the Judaic Bibles. It focuses the mysterious properties of God such as His angels and the miracles He performs. One of the most of import constructs that is presented in the Kabbalah is that some scriptural Bibles should be read symbolically non literally ( Molloy 316 ) . Modern Judaism can be split into two groups, the conservativists and the progressives. The two chief signifiers of conservative Judaism are Orthodox and Conservative. The two chief signifiers of broad Judaism are Reform and Reconstructionist. Orthodox Judaism is the most traditional signifier. There is a batch of division between Orthodox Jewish people. They disagree on community interaction, secular instruction, and support for the province of Israel ( Molloy 333 ) . Some illustrations of their spiritual patterns are as follows: Orthodox temples separate males and females ; services are conducted wholly in Hebrew and lead by male rabbis ; there are rigorous societal functions, work forces are the breadwinners while adult females run the family ( Molloy 333 ) . Conservative Hebraism is non every bit rigorous as Orthodox Judaism, but it is more rigorous than the broad signifiers of Judaism. Alterations to the spiritual patterns or rites are discussed exhaustively before they are chang ed. Reform Judaism was to a great extent influenced by the Enlightenment. Many of the traditions and patterns have been altered. Some of the patterns were changed to advance equality, and some of them were changed for convenience. Examples of these alterations are as follows: adult females and work forces can sit together for the spiritual services ; adult females can go rabbis ; the Bibles are read in in the native linguistic communications and in Hebrew ; and there is non a formal dress-code ( Molloy 335 ) . Reconstructionist Judaism is the most extremist signifier of Judaism. It encourages its followings to believe separately. Its followings view Judaism non merely as a faith but besides as an germinating cultural force. Hebraism is a complex and historic faith. It is difficult to hold on the existent consequence that Judaism has had on the universe. Throughout history, the Judaic people have been persecuted. They have been used as whipping boies for jobs they did non do. Their lands have been stolen from them for no ground. They have been tortured and exterminated merely for being born. They have endured the worst that the universe could set them through, but they are still here. What is even more amazing is that they continue to idolize their God. The committedness that they show to their God is more than admirable, it is amazing. No 1 knows precisely what the hereafter holds, but Judaism will decidedly be portion of that hereafter.

Back-to-School After Hurricane Katrina

Back-to-School After Hurricane Katrina Contributed by Associate Writer Nicole Harms It has been a year since the devastation of Hurricane Katrina. As children around the country are out buying their school supplies, what will the children affected by Katrina be doing? How did Hurricane Katrina affect the schools of New Orleans and the other areas that were affected? As a result of Hurricane Katrina in New Orleans alone, 110 out of 126 public schools were completely destroyed. The children who survived the storm were displaced to other states for the rest of the school year. It is estimated that close to 400,000 students from Katrina-ravaged areas had to move in order to attend school. Around the country, school children, churches, PTAs, and other organizations have had school supply drives to help replenish the schools and students who were affected by Katrina. The Federal government has donated a substantial amount of money specifically for the cause of rebuilding post-Katrina schools. After a year, efforts have begun to rebuild in New Orleans and the other surrounding areas, but significant struggles face these schools. First, many of the students who were displaced have not returned, so there are fewer students to teach. The same goes for the staff of these schools. Many people had their homes completely destroyed, and have no intention of returning to the area. There is light at the end of the proverbial tunnel, though. On Monday, August 7, eight public schools in New Orleans opened. The city is attempting to transform the traditionally poor public schools in this area as they rebuild. With those eight schools, 4,000 students can now return to class in their hometown. There are forty schools scheduled to open in September, which will provide for 30,000 more students. The school district had 60,000 students before Hurricane Katrina hit. What will school be like for these kids? New buildings and materials may serve to make the schools better than they were before the storm, but no doubt children will be reminded every day of the devastation they just lived through. As they go to school without friends who are no longer in the city due to the effects of the storm, they will always be reminded of the horrors of Hurricane Katrina. The schools have had trouble finding enough teachers for the classrooms. Not only were students displaced by the storm, but most of the teachers were evacuated as well. Many of these have chosen not to return, finding jobs elsewhere. The lack of qualified teachers puts the re-opening date for some schools in limbo. Students who have returned to New Orleans after Hurricane Katrina can attend any school they choose, no matter where they are living. This is part of an effort to improve the district. By giving parents the chance to choose schools, officials believe they will force all schools to improve in order to draw post-Katrina students. Teachers and staff of these post-Katrina schools will not only be teaching academics to their students but also dealing with the continuing emotional trauma these students are facing. Nearly all of their students have lost someone they knew and loved as a result of Hurricane Katrina. This creates a unique atmosphere for these teachers. This year for New Orleans schools will be a year of catching up. Students who missed large portions of last years school year will need remedial instruction. All educational records were lost to Katrina, so officials will have to begin new records for every student. While the road ahead for post-Katrina schools is a long one, the officials and staff of the newly opened schools are optimistic. They have made great strides in one years time, and have proven the depth of the human spirit. As children continue to return to New Orleans and the surrounding areas, there will be schools with open doors ready for them!

Questions on Hans Selye's Stress Theory Essay Example | Topics and Well Written Essays - 3500 words

Questions on Hans Selye's Stress Theory - Essay Example If situations are supposed by the human being as traumatic, then this assessment will set in action a chain of stress-impacts mechanisms comprised of integrated behavioral and physiological, hard work to get used to the environmental hassle (Van, 2004). Stress is the unpleasant response people have to extreme pressures or other types of challenge located on them. There is an apparent dissimilarity between stress, which can generate a buzz and be an inspiring issue, and stress, which can happen when this stress becomes extreme (Unamaka, 1995). Causes of stress According to Hans Selye's Stress Theory, workplace stress is tough to pact with at the optimum of era, but when joblessness is elevated, redundancies are ordinary and struggle for promotions is so ferocious it’s terrifying, workplace stress steps go all the way through the roof. The difficulty with workplace stress is that it is habitually tough to recognize other than a universal emotion of stressful life at work (Taffinder, 2006). Being Overworked This is possibly the most clear of all the stress factors. If one has too a good deal work to do, scarce time to do it in, and awkward stress on one to meet those deadlines, yet the most competent worker is going to sense the intensity. Being Underworked Not common as a clear stress feature, but in the existing situation where redundancies are still being completed, no one needs to be viewed to be shaking their thumbs and being paid to do zilch on the organization moment. This is particularly solid if you have no jurisdiction over your workflow (Stankard, 2002). Job Security Situations have been hazy for more than 50 years and job safety does not really survive any longer. Although, in an economic recession when workers are laid off and hiring are not, the stress of not getting job safety can be gravely overstated. Job Succession There is nobody who wishes to linger constant position, on equal salary for an unlimited time, however, numerous skills are at the present stifled by bazaar in which there exist no employment or endorsement is being completed. Even though, you might have a occupation, not being capable to obtain to your subsequently phase can make you deem bored and fascinated, which can be stressful. The Incorrect Job When one discovers that he is in an occupation that you have inadequate skills to deal with, you will feel like one who is plummeting from the start.   When you cannot ask for guidance since one does not desire to confess one is not the right candidate for the job the stress increases to open up (Ralph, 1981). Guilt Traditions The unlucky result of a being short of job safety is that no one needs to attach their head above the ramparts and confess to mistakes in a situation that it can cost them their work. Unluckily, in this type of traditions, if one cannot confess to mistakes that one is improbable to evolution and be trained. In addition, when it comes to indicative the reason of issues that have arisen can create an ambiance of terror and wariness that is extremely stressful to job in everyday situations. Bad Management Being deficient in durable and successful organization can make a team wandering and persons in a situation of muddle puzzlement that is awfully stressful. On the contrary, over-management and small administration are claustrophobically stressful for personnel and put down no space for originality or enlargement. Harassment One might believe that when you leave suddenly the playing field bullying becomes a thing of the

Has the Obama Health Care Law Affected Floridians For the Better or Essay

Has the Obama Health Care Law Affected Floridians For the Better or the Worst - Essay Example Under the PPAC, the American health insurance sector became a mandatory and dictatorial part of each and every person's life. Health care is no longer optional and anyone who dares to defy the law will be duly punished. The law has been viewed by many to be unconstitutional and a violation of basic human rights. That is why state legislative houses across the country have been doing their best to repeal the law on the state level. One of the states that has been trying to repeal the PPAC because of the far reaching negative effects that it has on the overall population of the state is Florida, under the able leadership of Gov. Rick Scott. In Florida, a state which houses a large number of retirees, 80 % of the retiree population will be looking at higher insurance coverage costs as Obama-care as the PPAC has come to be known, forces the Floridians to purchase health insurance coverage that they either do not need or does not totally apply to their medical needs according to Rajasekhar (2010). The main problem with Obama-care is that even though the legislators had the best intention of the people at heart, they neglected to take the individual needs of every state in their drafting of the law. Most of Florida's population is comprised of retirees who rely mostly on Medicare and Medicaid for their health insurance coverage. Obama-care promised to provide cost savings to the Floridians. However, Rajasekhar (2010) explains that what happened instead is that the law carved out $529 Medicare savings that instead got funneled into other, more expensive health care projects. Such a move cannot serve to benefit the poor Floridians who will be forced to take on Medicaid coverage instead.

Ethnic groups were portrayed in the media Essay Example for Free

Ethnic groups were portrayed in the media Essay During the course of looking at education, and ethnicity issues I became interested in how ethnic groups were portrayed in the media. Although I havent studied this before, I wanted to do something different, but still apply the fundamental theories which I have studied. I have noticed how there seems to be a trend with all areas involving ethnicity, and personally feel there is racism and under-representation of ethnic groups on television, and definitely inequalities in the press. The media has a huge effect on our perception of life and self-concepts, and reinforce stereotypical ideals, and it seems that ethnic minorities tend to be characterised as uneducated, illiterate and bad role-models. Therefore the aim of this research is to see how people feel about the way the media represents all ethnic groups, and whether they think they are stereotypical. My first concept is the cultural effects model which sees the media as a very powerful influence, but also sees it as very diverse, and one type of audiences response may vary to another. However, there is an anticipated response, known as the preferred reading. Those who lack experience in cultural diversity are more likely to accept what is shown and therefore make generalisations from what they see to what they think. Therefore we make generalisations or stereotypical views of different members of society. This is my second concept. A stereotype is a conventional image of a person or group. Stereotypes generally conform to a pattern of dress or behaviour. A BBC news article entitled How entertainment changed: the media and multicultural Britain addressing how the media has changed over time and gives statistics from a recent survey to the public, to their (ethnic minorities) opinions on how they are represented in the media, and also how the overall public view the medias representations. The results were promising inasmuch as the public suggested there was improvement. However, there is apparently, still a lingering feeling that Britain has a long way to go before its multiculturalism is represented properly and effectively in the media. This is relevant to the point of research since it discusses how society is responding to what the media is involving, and if it is improving or not. Since there is such a dynamic response, it suggests that stereotypes do exist, and that there has been negative representation of ethnic groups. It also gives evidence to suggest that this representation has caused a problem it has effected audience perception of sub-cultures in society. We come to expect certain behaviour or values without looking at the bigger picture, through which the media tends to overlook. The third concept is racism. The belief that race accounts for differences in human character or ability and that a particular race is superior to others is racism. The contextual research included in this is; Racism and the press by Van Dijk in 1991. Here he analyses the reporting of ethnic issues in 1985 1989, in which the press, (especially the tabloids) portrayed black people as a problem and a threat to mainstream society. The collected findings of both pieces of research generally give a depressing reading. Under-representation and stereotypical characterisation within entertainment genres and negative, problem-orientated portrayal within factuality and news forms, and a tendency to ignore structural inequalities are recurring research findings when looking into the media.

The Boondoggle of Vouchers and School Choice :: Argumentative Persuasive Topics

The Boondoggle of School Choice The summer before my freshman year of high school, my suburban school district decided to implement a new school choice program developed for the state of Massachusetts. It is a program-limited choice similar to many others around the country. Schools offer a certain number of spaces in each class for "choice students," that is, students from other towns who wish to attend the school. Students apply and enter a random lottery system. If they are chosen, they become legally-enrolled students at the new school. The costs of the program are covered by the child's hometown or subsidized by the state. The logic of the program (and all other choice programs) is that it offers students the ability to attend better schools than those in their hometowns. School choice is lauded as the great white hope of American education. "Let's give those kids a chance!" "Let's take control of our children's education!" Supporters claim that school choice will not only save our students, but it will also save our schools. Schools will be forced to improve their programs to remain competitive. Soon, all students will be attending the schools they want to, and all schools will be worthy of their students. School choice is the panacea for the problems of American education. Or at least that's what the proponents of the program tell us. Unfortunately, they leave out a few crucial points. School choice will not be the saving of the American mind. It is a desperate attempt to patch up the problems of our system by offering a few students a new option and calling it salvation. One is reminded of a great juggling act, where if a few students are shuffled around, we may not notice the others falling to the ground. Pay no attention to the man behind the curtain . . . Let me stress that I am not speaking as a bitter product of the system who feels that school choice has hurt her educational experience. When it was first installed in our school, a number of parents, students and community members were outraged. They took a "not in my backyard" approach to the situation, bemoaning the influx of students from "bad schools." They thought that the innocence of our town would be lost, as students who were different from our sheltered community were admitted.

Abraham Lincoln: Civil War President Essay

â€Å"I am naturally anti-slavery. If slavery is not wrong, nothing is wrong.† Abraham Lincoln What seems to be very superficial about the nature and character of Abraham Lincoln proves to be quite profound after an extensive investigation of his life. Mystifying his contemporaries and modern historians alike, the numerous volumes of scholarly research over the past 150 years is evidence of the challenges incidental to unraveling the complexities of the man many refer to as the â€Å"great emancipator.† Richard Carwadine’s Lincoln: A Life of Purpose and Power and William Gienapp’s Abraham Lincoln and Civil War America present excellent biographical research that contrast and compliment their subject and describe the extenuating circumstances that only adds to Lincoln’s complexity. Carwadine’s research â€Å"covers familiar ground but sets itself apart by focusing closely on questions about Lincoln’s political ambition and agenda and his exercise of power.† See more: The stages of consumer buying decision process essay The American public is quick to judge their presidents while assessing their achievements critically and without reserve. Carwadine argues that Lincoln’s â€Å"great achievement was to set ambitious but realizable political goals; to fathom the thinking of ordinary citizens and to reach out to them with uncommon assurance; and to hone his impressive skills as a manager of the often unstable and fractious elements that made up the political parties to which he belonged.† [2] Gienapp’s â€Å"primary ambition is to show how the green, upstart president handled the four years of crisis†¦and how he became such an extraordinary war leader.†[3] The transformation from his humble origins as a rail-splitter to masterful politician and leader of the nation appears to simply defy explanation. However, Lincoln remains and enigma for many people. He is confusing, difficult to understand, and by many accounts, appears to be incapable of executing the simplest of tasks. Yet, this is the wonder of Lincoln’s character and what makes him appealing to so many. â€Å"His ambition—and particularly his hunger for public recognition—had been evident from his young manhood in the early 1830s.† [4] Obviously, in order to develop a greater understanding of who Abraham Lincoln was, one must take a brief look into his childhood. Modern psychologists might suggest that Lincoln’s family was very dysfunctional. His father’s constant relocation of the family and never seeming to be satisfied to become more than a simple farmer, only contributed to the strained relationship between Lincoln and his father. Most prominent people throughout history have often cited a parent, sibling, or other close relative or friend as having been a great influence on their life. Not so for Lincoln who upon losing his mother to milk sickness, went on to form a constructive and enduring bond with his stepmother. A remarkable woman, Sarah Bush Lincoln exerted an enormous influence on Abraham†¦who he called â€Å"Mama.† He later said that â€Å"she had been his best Friend in this world and that no Son could love a Mother more than he loved her.† [5] The same cannot be said of Lincoln’s relationship with his father, which at best was superficial and distant. When Lincoln received word of his father’s failing health and was requested to return home at once, Lincoln declined to come to his father’s side. When his father passed on, Lincoln did not attend the funeral. It was a testament to his feelings toward his father. And, if Lincoln had ever harbored any ill will or inner hatred about his father, he never let it be known. Lincoln seldom discussed his relationship with his father, let alone his family, and his reticence was quite characteristic of the man who would someday maintain the same trait as president. I would argue that their troubled relationship was the primary reason that â€Å"throughout his life, Abraham Lincoln keenly regretted the lack of educational opportunities in his youth.† [6] Lacking the stability of a consistent family life, Lincoln was not afforded the type of educational opportunities that most of his contemporaries enjoyed. On the upside, Lincoln possessed the strong individualistic spirit that was epitomized by the frontier that served to enhance his image. Most would consider his constant reading as idleness, or simply being down right lazy. But for Lincoln, spending time in his books not only gave him time alone, which he craved, it also provided him the opportunity to learn and instill the all important characteristic of self-improvement. Not being one to hold grudges, â€Å"Lincoln’s own experience of getting on in life tended to sharpen rather than to blur his meritocratic vision, though the process was complex.† [7] This philosophy would become the foundation for Lincoln’s outlook on life and would eventually transcend his presidency. Many of Lincoln’s contemporaries, and modern historians, have suggested his views of self have contributed to his melancholic approach to life in general and the fatalistic view that pervades his thought process. Lincoln believed â€Å"there was no freedom of will, that men had no free choice.† [8] Perhaps this explains Lincoln’s indifference toward his father and family. It may even further explain his apparent negativism and melancholy perspective on life’s events. Contrary to popular belief, however, â€Å"fatalism†¦did not always show itself negatively in Lincoln, since it sometimes seems to have given him the assurance he needed to persist in whatever course of action he believed had been thus ordained.† [9] While some scholars might determine Lincoln’s fatalist outlook would be a detriment to his abilities to lead the nation, especially during the Civil War, I would argue to the contrary; I believe it forced Lincoln to become more aware, more conscious, of his own ambitions and how he might individually impact society. Lincoln could become easily frustrated and moody, I believe, because of his strong desire to surpass his father’s legacy. Not only was he a man of convictions, Lincoln would continually strive to become someone of significance. Politics would become the avenue by which he could do just that. Gienapp argues â€Å"Lincoln’s greatest ambition had always been to serve in the Senate.† [10] He possessed a strong desire to serve humankind and had the fortune to establish himself as a politician. It was during his time in the Illinois legislature, and later, through his debates with Stephen Douglas over the extension of slavery, that Lincoln developed his political ideals that would aid him during the tumultuous times in the White House. Lincoln seemed to possess an innate sense for the understanding of his constituency and direction of public opinion. With the repeal of the Missouri Compromise, he sensed a new moral outrage that existed not only in his home state of Illinois, but also throughout much of the northern United States. Although Lincoln had always maintained his distaste for the institution of slavery, â€Å"his moral passion now ran deeper as he shifted his primary focus from economic issues to slavery.† [11] The adoption of the Kansas-Nebraska Act in 1854 would give rise to the formation of a new anti-slavery party that would eventually become the Republican Party. When discussion over the repeal of the Missouri Compromise surfaced, Lincoln â€Å"avoided any discussion in his speeches of nativism, prohibition, or even economic issues†¦instead, he focused exclusively on the Kansas-Nebraska Act.† [12] It was at this time in his career that Lincoln was becoming a well-known and popular orator among the Illinois populace and was often invited to speak outside his congressional district. Lincoln used these opportunities to begin to formulate and promote his thoughts on slavery. Although much of his argument was based on earlier anti-slavery leaders, such as Salmon P. Chase, Lincoln presented them in an unusually effective manner. [13] I believe it was during this time period that Lincoln also began to sense that he was destined to accomplish something great for mankind. I do not, however, believe he had intentions of becoming president, or ending slavery outright, but there seems to have existed a spark that ignited a unique passion within Lincoln that had not existed previously. I believe he began to formulate his most inward thoughts and outwardly transform them to conform to public opinion. I must point out, however, that this did not mean Lincoln simply told the public what they wanted to hear, rather he possessed a unique skill in knowing when to reveal his opinions to the public and present them in a way that appealed to their common senses. Although not a charismatic speaker, Lincoln was enchanting and knew how to move a crowd. â€Å"It was at this point in his career that the Declaration of Independence became a significant component of Lincoln’s thought. Hailing it as the first precept of our ancient faith, he henceforth designated it (rather than the Constitution) as the nation’s founding charter.† [14] This change of direction would become instrumental in Lincoln’s upward advancement through the American political process and explain the reasons why, as president, he would expand the constitutional powers of the presidency through the justification that his actions were out of necessity for the preservation of the Union. Just how did Lincoln become president? For many students of history Lincoln is an enigma. By modern standards, his humble background, gangly physical features (altogether homely as described by some), and irritating speech would hardly present the kind of credentials necessary to win a party nomination, yet alone, presidential election. However, in 1860, presidents were normally selected based on their potential to govern. A candidate’s skills and abilities along with previous governmental experience were paramount to winning the party’s nomination, and hopefully, national election. Supporters were drawn to Lincoln’s nomination for the Republican Party as president. Lincoln was not a front-runner by any means. Yet his national notoriety and speeches on slavery, the 1858 Senatorial debates with Douglas, and pragmatic and humble nature manifest itself a grass-roots appeal among the party’s delegates that would help to propel him to the presidency. â€Å"America’s new mass democratic forms had put a premium on the electable, or available, candidate. A sequence of nominations in every presidential race since 1840 had shown that national political standing and proven executive ability came in a poor second to supposed electoral availability.† [15] There are several avenues of research to follow regarding Lincoln’s presidency. I will conclude my paper by looking at the constitutional issues surrounding his decision to emancipate the slaves in 1863. â€Å"One of Lincoln’s strengths as a war leader was that he always kept his focus on the larger questions, rather than becoming embroiled in personal disputes.† [16] From the onset, Lincoln made it clear that his intentions toward the Confederacy were to not interfere with slavery where it existed. He consistently maintained his opposition to the extension of slavery into the Western Territories. Despite his claims, eleven Southern states would secede from the Union and form the Confederacy. The question now before the president was what course of action is required to end the state of rebellion that existed in the Southern part of the United States. â€Å"The steps that Lincoln took during the early stages of the war showed an impressive and instinctive grasp of strategic essentials. He had three main objectives. He must nourish and sustain northern political support†¦do all in his power to strengthen the Unionist elements in the upper tier of slave states†¦prevent the war from becoming an international conflict.† [17] The slave question was the most difficult issue before the president. â€Å"Because he had no constitutional power to interfere with slavery in the states, and because he needed to retain the support of Border States and Democrats, Lincoln†¦repeatedly defined his policy as restoration of the Union—which of course meant a Union with slavery.† [18] The issues over emancipation were complex. The Confederacy was already using slaves as laborers in their war effort. If Lincoln were to emancipate escaped slaves that reached Union lines, they too could be used for service in the Union army and navy. However, Lincoln was reluctant to adopt such a policy for fear of losing the Border States. Secessionist movements already existed in Maryland and in the war’s early months, threatened to envelop Washington, D.C. and thus separate the nation’s capitol from the North. But as the war became a prolonged affair, Lincoln began referring to the term â€Å"indispensable means† to preserve the Union. [19] Determining what exactly this meant was left to Lincoln’s interpretation that his actions, or â€Å"means that under normal conditions would be deemed unnecessary, even extraconstitutional, might in extremis become an indispensable necessity to achieve a lawful end† [20] and as â€Å"field hands and military laborers, slaves gave the Confederates formidable strength. Extraordinary measures—emancipation by proclamation—had become the indispensable means to preserve the national existence.† [21] Unfortunately for Lincoln, the issuance of the proclamation was also political. Without any major Union victory on the battlefield, emancipation might appear to be a last-ditch effort at winning the war. By mid-1862, when Lincoln first formed the basis of the proclamation, the Union army had yet to win a decisive battle against the Rebels in the Eastern Theater. The president would appear to have no real backing for issuing the emancipation proclamation until a decisive victory had been won. That opportunity came in mid-September when Lee’s army was forced to retreat from Maryland after the battle of Antietam. Lincoln then took advantage of the Union â€Å"victory† and formally announced the proclamation on September 22, 1862. The emancipation proclamation would go into effect on January 1, 1863 and would only affect those slaves residing in Southern states that remained in rebellion. â€Å"With a stroke of the pen, Lincoln had changed the nature of the war. Both sides understood that the war had been fundamentally transformed, that the Union was no longer fighting to restore the old Union but to create a new one.† [22] Gienapp and Cawardine hold similar viewpoints in their overall assessment of Abraham Lincoln, however, their focus varies. In the scope of the Civil War, Gienapp concludes that Lincoln â€Å"became an accomplished and extraordinary president†¦had a sure sense of timing, knew when to stand firm and when to compromise, and displayed an absolute genius for getting individuals of diverse viewpoints to work together.† [23] There is nothing profound about his assessment and accurately represents the humble nature of Lincoln. Cawardine’s conclusion transcends Lincoln’s death that is embraced by what Henry Ward Beecher described as â€Å"a new impulse of patriotism.† [24] Furthermore, he â€Å"bequeathed an enhanced and ambitious nationalism to his successors†¦whose†¦practical policy grew from a strong sense of moral purpose and his course as president was shaped not by impulsive, self-aggrandizing action or self-righteousness, but by deep thought, breadth of vision, careful concern for consequences, and a remarkable lack of pride.† [25] Even though Lincoln may remain an enigma to modern historians, one is hard pressed to fail to recognize the fortitude and courage of a man so humble, so simple, so unqualified to be president, but to recognize he truly arrived at his life’s ambition—to be a humble servant of his fellow man. What a powerful testament and legacy Lincoln left for posterity. [1] Rasmussen, R. Kent. Library Journal. Vol. 131, Issue 20 (Dec., 2006), p. 181. [2] Carwardine, Richard. Lincoln: A Life of Purpose and Power. (New York: Knopf Publishing), 2003, p. x. [3] Gienapp, William. Abraham Lincoln and Civil War America. (New York: Oxford University Press), 2002, p. xi. [4] Carwardine, p. 3. [5] Gienapp, pp. 4-5. [6] Ibid., p. 5. [7] Carwardine, p. 19. [8] Guelzo, Allen. â€Å"Abraham Lincoln and the Doctrine of Necessity†. The Journal of Abraham Lincoln Association. Vol. 18, No. 1 (Winter, 1997), p. 57. [9] Ibid., p. 58. [10] Gienapp, p. 53. [11] Ibid. p. 50. [12] Ibid. [13] Ibid., p. 51 [14] Ibid. [15] Carwardine, p. 111. [16] Gienapp, p. 97. [17] Carwardine, p. 164. [18] McPherson, James. â€Å"How President Lincoln Decided to Issue the Emancipation Proclamation†. The Journal of Blacks in Higher Education. No. 37 (Autumn, 2002), p. 108. [19] Carwardine, p. 198. [20] Ibid. [21] Ibid., p. 207. [22] Gienapp, p. 125. [23] Ibid., p. 192. [24] Carwardine, p. 321. [25] Ibid. BIBLIOGRAPHY The journal articles and essays listed below provided a deeper understanding of Abraham Lincoln and were complimentary to the primary research materials for my paper. Each reading provided additional insight on Lincoln and served to enhance my completed paper. I’ve only cited direct quotes and ideas from individual articles while inferring generalizations from the complete works listed below. The following essays provide critical analysis of Lincoln’s overall approach to the political process through the examination of his personal views and attitudes to the political climate during the antebellum and Civil War years. Carwardine, Richard. â€Å"Lincoln, Evangelical Religion, and American Political Culture in the Era of the Civil War†. Journal of the Abraham Lincoln Association. Vol. 18, No. 1 (Winter, 1997), pp. 27-55. Rawley, James. â€Å"The Nationalism of Abraham Lincoln Revisited†. Journal of the Abraham Lincoln Association. Vol. 22, No. 1 (Winter, 2001), pp. 33-88. Siemers, David. â€Å"Principles Pragmatism: Abraham Lincoln’s Method of Political Analysis†, Presidential Studies Quarterly, Vol. 34, No. 4 (Dec. 2004), pp. 804-827. The following essays offer a concise overview of Lincoln’s handling of emancipation and the issue of civil liberties for blacks; and the complications associated in dealing with the abolitionist movement and retention of Border States during his tenure in office. Berwanger, Eugene. â€Å"Lincoln’s Constitutional Dilemma: Emancipation and Black Suffrage. Papers of the Abraham Lincoln Association. Vol. 5 (1983), pp. 25-38. Gienapp, William. â€Å"Abraham Lincoln and the Border States†, Journal of the Abraham Lincoln Association. Vol. 13 (1992), pp. 13-46. Guelzo, Allen. â€Å"Lincoln and the Abolitionists†, The Wilson Quarterly (1976-), Vol. 24, No. 4 (Autumn, 2000), pp. 58-70. McPherson, James. â€Å"How President Lincoln Decided to Issue the Emancipation Proclamation†, The Journal of Blacks in Higher Education, No. 37 (Autumn, 2002), pp. 108-109. An in-depth examination of Lincoln’s alternative to the law of war is masterfully presented in Burrus Carnahan’s Act of Justice: Lincoln’s Emancipation Proclamation and the Law of War. (Lexington: University Press of Kentucky), 2007. Although there exists a great deal of scholarship on the question of constitutional authority and executive power, these listed below offered a succinct overview of the manner in which Lincoln answered his critics and charges of extending executive power beyond what was historically granted the president and its impact on the modern executive. Balz, Herman. â€Å"Abraham Lincoln and American Constitutionalism†, The Review of Politics. Vol. 50, No. 2 (Spring, 1988), pp. 169-197. Fehrenbacher, Don and Tudor, Jacob. â€Å"Lincoln’s Wartime Leadership: The First Hundred Days†, Journal of the Abraham Lincoln Association. Vol. 9 (1987), pp. 1-18. Guelzo, Allen. â€Å"Abraham Lincoln and the Doctrine of Necessity†, Journal of the Abraham Lincoln Association. Vol. 18, No. 1 (Winter, 1997), pp. 57-81. Hyman, H. M. â€Å"Abraham Lincoln, Legal Positivism, and Constitutional History†, Journal of the Abraham Lincoln Association. Vol. 13 (1992), pp. 1-11. Kleinerman, Benjamin. â€Å"Lincoln’s Example: Executive Power and the Survival of Constitutionalism†, Perspectives on Politics. Vol. 3, No. 4 (Dec., 2005), pp. 801-816. McLaughlin, Andrew. â€Å"Lincoln, the Constitution, and Democracy†, International Journal of Ethics. Vol. 47, No. 1 (Oct., 1936), pp. 1-24. Underwood, James. â€Å"Lincoln: A Weberian Politician Meets the Constitution†, Presidential Studies Quarterly. Vol. 34, No. 2 (Jun., 2004), pp. 341-365. Obviously, no study on Lincoln would be complete without the investigation into the conduct of the Civil War itself. The works listed below presented valuable insight into the challenges facing the newly elected president, the issues surrounding the restoration and Reconstruction of the nation, the origins of the development of the Union policy of total war, and lastly, the unique perspective of the manner in which the Southern soldier fought during the war. Donald, David. â€Å"The Confederate as a Fighting Man†, The Journal of Southern History. Vol. 25, No. 2 (May, 1959), pp. 178-193. Kaczorowski, Robert. â€Å"To Begin the Nation Anew: Congress, Citizenship, and Civil Rights after the Civil War†, The American Historical Review. Vol. 92, No. 1 (Feb., 1987), pp. 45-68. Ramsdell, Charles. â€Å"Lincoln and Fort Sumter†, The Journal of Southern History. Vol. 3, No. 3 (Aug., 1937), pp. 259-288. Sutherland, Daniel. â€Å"Abraham Lincoln, John Pope, and the Origins of Total War†, The Journal of Military History, Vol. 56, No. 4 (Oct., 1992), pp. 567-586. Scholarly research on the life and political career of Abraham Lincoln is nothing new. For my paper, the primary books selected for my research are not extraordinary, but serve to compliment the volumes of works dedicated to our nation’s sixteenth president. A well-known Civil War historian wrote one of my selected books while a non-American authored the second. I thought this would enhance my research that might present two varying biographical perspectives on Lincoln. I can honestly state that I was not disappointed by either work. Gienapp, William. Abraham Lincoln and Civil War. (New York: Oxford University Press), 2002. Carwardine, Richard. Lincoln: A Life of Purpose and Power. (New York: Knopf Publishing), 2003.

Pondy’s view in the “process of conflict” Essay

Pondy views conflict as a process consists of 5 stages – latent conflict, perceived conflict, felt conflict, manifest conflict and conflict aftermath. Managers can use Pondy’s model to interpret and analyze a conflict situation and take action to resolve it. In latent conflict, there’s no outright conflict but there’s a potential for several sources of conflict, such as interdependence, differences in goals and priorities, bureaucratic factors, incompatible performance criteria and competition for resources. As organization differentiate, activities of different subunits are interdependent. Each subunit develops a desire for autonomy and begins to pursue goals and interests that it values over the goals of other subunits. Since the activities of the subunits are interdepedent, subunits’ desire for autonomy leads to conflict between groups. Differences in subunit orientation affect the way each division views the world and cause each subunit to pursue different goals that are often inconsistent or incompatible. The potential for conflict arises once their goals become incompatible. This is because the goals of one subunit may affect the ability of anothe to achieve its goals. Latent conflict may also arise by the way which task relationships develop in organizations. Conflict can occur because of status inconsistencies between different groups in the organization’s bureaucracy. One of the bureaucratic conflict occurs between staff and line functions. A line function is directly involved in the production of the organizaion’s outputs while staff functions advise and support the line function such as personnel and accounting. In most organizations, people in line functions view themselves as the critical organizational resource and people in staff functions as secondary players. Thus, they always uses its status a the producer of goods and services to justiry putting its interests ahead of the other function’s interests. This results in conflict. Sometimes goals incapability are not the souce of conflict. However, it is because of the way organization monitor, evaluate and rewards different subunits. The way an organization designs its structure to coordinate subunits can affect the potential for conflict as well. Other than thses, conflict may arise because of the limited resouces as well. When resources are limited, choices aobut the allocation of them have to be made and the subunits will have to compete for their share. Divisions will have to fight to increase their share of funding because the more funds they can obtain, the faster they can grow. Perceived conflict is the second stage of Pondy’s model. Perceived conflict begins when subunits perceives that its goals are being thwarted by the actions of another group. Each group searches for the origin of the conflict and constructs a scenario that accounts for the problems that it’s experiencing with other subunits. For example, the manufacturing function suddenly realize that the cause of many of its production problems is defective inputs. After some investigation, they found that the materials management always buys inputs from the lowest-cost sources of supply and makes no attempt to develop the kind of long-term relationships with suppliers that can raise the quality and reliability of inputs. So, the manufacturing will perceive the materials management as thwarting its goal and interests. In felt conflict stage, subunits in conflict quickly develop an emotional response toward each other. Cooperation between subunits and organizational effectiveness will fall if conflict arises. The conflict arises as the different subunits in conflict battle and argue their points of views. The real problem may be relatively minor, but it will turn into a big conflict which become more and more difficult to manage if we didn’t resolve it. It will quickly reach the fourth stage, which is the manifes conflict if the conflict is not resolved. In the manifest conflict stage, one subunits gets back at another subunits by  attempting to thwart its goals. Open aggression between people and groups is common. There are many stories and myths in organizations about board-room fights in which managers come to blows as they seek to promote their interests. Infighthing in the top-management team is very common as managers seek to promote their own careers at the expense of others. Once manifest conflict occur, organizaional effectiveness will suffer because the intefration and coordination between managers and subunits will break down. Managers have to avoid conflict from reaching this stage. If the sources of the conflict was not resoved, it will cause conflict to occur again, but may be in another context. Every stage of conflict leaves a conflict aftermath which affects they way the parties percieve conflict and react to future conflict stages. The aftermath will promote good future working relationships if a conflict is resolved before it gets to the manifest-conflict stage. However, if the conflict wasn’t resolved, the aftermath will be worse future working relationships.

Character analysis of Eddie Essays

Character analysis of Eddie Essays Character analysis of Eddie Paper Character analysis of Eddie Paper A View from the Bridge is a contemporary drama written by Arthur Miller in 1955, who was born in New York City and studied at the University of Michigan. The play takes place in Brooklyn around 1950’s.  Eddie is an inarticulate character and is powerless in the face of his tragic fate. He harbors a secret lust for his niece Catherine which causes eventually his destruction. Throughout the play, he is seen as the tragic hero or tragic protagonist, meaning he is the central character on whom the tragedy befalls. Eddie is uneducated and hardworking determined to do his duty of his family and maintain the respect of the neighbour, â€Å"He is forty- a husky, slightly overweight longshoreman †¦ where the open sea begins.† He has genuinely been a loving guardian to Catherine and when necessary he has gone looking for work in Hoboken, Staten Island and so on.  Eddie’s jealousy over his attractive young niece Catherine seems to be more powerful than his love for Beatrice and his sense of honor as a Sicilian American. Miller uses characterisation, symbolism and plot to show how Eddie’s dark side gradually causes his death. In the beginning of the play, Eddie’s relationship with Catherine is like a father and a daughter which will eventually change to a man and woman’s relationship. These stages are usually small incidents but each of them develops a new point to the relationship. In Act One, when Eddie enters the house, he finds Catherine all dressed up and in a new style. His eyes â€Å"enveloping† her tells Catherine that she looks pretty and looks â€Å"like one of them girls that went to college.† This suggests that his interest in her is more than paternal. He adds that the skirt is a bit too short â€Å"but you gotta sit down sometimes†. Catherine disagrees with him and finds the skirt perfectly fine. Eddie is the alpha male in the house and tries to be in control of Catherine â€Å"Catherine, I don’t want to be a pest, but I’m telling you, you’re walking wavy†. Catherine is trying to be like any other girl however Eddie is not willing to let her do this â€Å"you ain’t all the girls† and stops her from growing up into sexually attractive, independent adult. By repeating accusations of â€Å"walking wavy† and drawing men’s attention, Eddie describes his own feelings: she gives him â€Å"the willies† and â€Å"aggravates† him. He is being protective certainly, but it is something that disturbs him emotionally. He calls her â€Å"Madonna type†: trying to impose traditional values of chastity and modesty in a modern culture where short skirts and high heels are the style now and flaunting femininity and sexuality is not frowned upon. Eddie’s determination is fixated on an impossible and unrealistic goal: to keep Catherine in the role that he has envisioned for her as a â€Å"Madonna never counting on the fact that she† would ever grow up. Eddie reminds Catherine of the promise he has made to her mother on her deathbed. Eddie says, â€Å"Katie I promised your mother on her deathbed. I’m responsible for you. You’re a baby†.  Eddie still thinks of Catherine as a baby â€Å"You’re a baby† and this idea prevents Eddie from allowing Catherine to grow up. When Catherine tells Eddie that she was waving at Louis (Eddie’s friend), he gets overprotective and warns Catherine by telling her â€Å"Listen, I could tell you things about Louis which you wouldn’t wave at him no more†. He protects Catherine from marriage or any male relationship and wants her for himself. Before the arrival of Rodolpho and Marco, his absurdly overprotective attitude to Catherine and his non-existent sex life with Beatrice briefly surface as subjects for arguments. Later Eddie’s problem are summed up by Beatrice’s questions, â€Å"when am I gonna be a wife again?†, and (to Catherine) â€Å"was there ever any fella he liked for you?† .  When Catherine lights Eddie’s cigar in the living room, it gives him unusual pleasure. This possibly warm and affectionate act between niece and uncle has phallic suggestions. The arrival of Beatrice’s cousins, acts like catalyst, and fuel the rising action of this drama. When Beatrice’s cousins arrive Eddie attempts to be the man of the house and warns Beatrice and Catherine not to tell anyone about the two illegal immigrants, â€Å"It never comes out of your mouth who they are or what they’re doing here.† In addition he authorises an incident to Catherine about â€Å"Vinny† who snitched about his uncle who was an illegal immigrant to the immigration. He has been ousted by the communities ostracised for the rest of his life and regarded with scorn and contempt. A similar fate is inevitable for Eddie, who is prepared to give up his status in the community to make Rodolpho go back to Italy, as he sees that as the only option available to him. Once Eddie is aware that one of Beatrice’s cousins, Rodolpho, sings, cooks, makes dresses, he gets angry as for Eddie it is just bazaar behaviour for a man. Eddie is shocked of his feminine quality as it is completely against the concept of masculinity.  That’s first where he begins to niggle away at him and then he goes a little bit further where he thinks he is not a man at all, maybe he is homosexual and that he shouldn’t be with Catherine. He tries to show Catherine that Rodolpho is not the right guy for her as he notices that both of them are attracted to one another. Eddie kissing Rodolpho and then Catherine leads to a catastrophe. Eddie deludes himself into thinking that Rodolpho â€Å"Ain’t right† to justify his efforts to discredit him in front of Catherine and does not care about the effect this has on his marriage.

Analysis Of The Epic Of Gilgamesh Essay -- Epic of Gilgamesh, Epic p

Little did the world know before the mid-1800s that an expansive, detailed work of literature from the Third Dynasty of Ur was about to be discovered. Described as the world’s first great work of literature, The Epic of Gilgamesh is normally thought an applicable document to portray the first inklings of humanity. As history tells any careful reader, clearly this is not the case. The Epic of Gilgamesh and the characters within the epic poem are instead descriptive representations of a certain time period documented once for lore. This instance and the epic story brings forth many questions: what does it mean to be a god? A friend? Most importantly, what does it mean to be a man? I argue that the relationship between Enkidu and Gilgamesh defines masculinity to be a trait of willful action to control nature or those things considered â€Å"wild†. This is accomplished in the following ways. First, Gilgamesh’s taming of Enkidu is done very consciously, but w ith reflection later in the poem Gilgamesh tames his own harsh actions. Second, the physical monsters the two men face are vilified: both in their physical form and actions. The introduction of Enkidu is presented as a foil to Gilgamesh: a completely wild creature that can only match Gilgamesh for strength. In order to lessen the fear of that power being used for crude purposes, Gilgamesh enacts a civilizing campaign of Enkidu. The prostitute sent to seduce Enkidu is done with the intent that â€Å"the wild beasts that shared his life in the hills will reject him† (Gilgamesh 64). Though meaning the literal animals of the forest Enkidu originally lived with, this line may also serve a metaphorical purpose astation of the two working together could easily applied to the rest of society: the city had to otherize these supernatural beings in order to maintain their civilization and defend it from potential enemies. In the final analysis, masculinity is a specifically defined construct for the characters in The Epic of Gilgamesh. Masculinity, and masculine actions, are encompassed by taming whatever is considered to be â€Å"wild†. This is demonstrated with Gilgamesh’s physical taming of Enkidu and then his own personal introspective taming of actions. Additionally, non-human creatures are disparaged based on their appearance and actions. Though supernatural in style, this epic poem creates an important societal definition of what it means to be a man. For that time, the best men were the ones who happened to take actions to preserve the civilization: defense from the wild.

Arguments for and against Abortion Essay Example | Topics and Well Written Essays - 500 words

Arguments for and against Abortion - Essay Example According to her, killing a human being is wrong. However, a fetus does not qualify to be a human being because it does not have consciousness (Ford, 2002). She observes that to qualify as a human being, the concept of consciousness must be present. Therefore, since a fetus does not feel pain, it cannot be regarded a human being. Therefore, removing a fetus is not killing a human being. Thus, according to her, abortion is not wrong (Ford, 2002). Secondly, Mary Anne Warren argues that a human being must possess the capacity for reasoning and self-motivated activity (Ford, 2002). Therefore, a human being must be able to solve existing or new problems on their own. Additionally, a human being must be able to make independent decisions, without any genetic or external control (Ford, 2002). Thus, considering that a fetus does not have the capacity to solve problems on its own, and considering that a fetus does not have the ability to make independent decisions that are devoid of external control, then, it does not qualify to be a human being. Therefore, removing a fetus from the womb of a woman is not killing a human being (Ford, 2002).