Should Abortion Be Legal - 1320 Words

Abortion, as you all may know, is a really popular topic. There have long been many debates between the two groups, pro-life and pro-choice. People who are pro-life believe that part of the government’s job is to protect all forms of human life. Those who are pro-choice believe that every individual should have control over their own reproductive systems. Pro-life supporters strongly believe that even an undeveloped fetus has life; it is still growing and it needs to be protected. And this sounds reasonable. However, after doing more research on this topic, I believe abortion should remain legal. In this speech I will be explaining how making abortion illegal could lead to emotional instability, illegal abortions, and how it could violate a women’s right to choose. Making abortion illegal could leave victims of rape to become emotionally unstable if they were to become pregnant. According to the U.S. Department of Justice’s National Crime Victimization Survey, every two minutes someone is sexually assaulted in the United States and in 2007, there were 248,300 victims of rape. In 2004-2005, 64,080 women were raped. Of those 64,080 women, it was estimated by RAINN (the Rape, Abuse Incest National Network), that there were 3,204 results of pregnancies during that period. Victims of sexual assault are likely to suffer from depression, post-traumatic stress disorder, alcohol and drug abuse, and they are more likely to attempt suicide. Most of these rape victims who have such aShow MoreRelatedAbortion Should Not Be Legal1647 Words   |  7 PagesOne of the most highly debated topics is abortion and whether or not it should be legal. People who oppose abortion, meaning they are pro-life claim that abortion should be completely illegal with no aspects of it whatsoever; it can be a murder for the people standing against it. The other side of the argument, meaning people who are pro-choice, defend it by believing it to be a right been given to the women. They also claim even if abortion was to be illegal, it would still be practiced. EveryRead MoreAbortion Should Not Be Legal920 Words   |  4 Pagesworld has struggled with for ages and one thing that people are advocating around the world for is abortion. Abortion is either a procedure or pill that stops a fetus s heart. Abortion should not be legal because life beings at creation, abortions are a direct violation of the 14th amendment, and thousands of people would love to adopt a child: handicapped or otherwise. Abortion should not be legal because life begins at creation. What is creation? Some people say conception, but it actually isRead MoreShould Abortion Be Legal?1217 Words   |  5 PagesNovember 2015 Should Abortion be Legal Among all the issues that have been fought for or against in the United States, abortion may be one of the most popular issues that Americans are passionate about. Abortion is defined as the removal of the embryo or fetus from the uterus in order to end a pregnancy. Thousands of abortions take place every single day, and yet public opinion remains at a standstill as to whether or not abortion is ethical. Everyone holds different opinions on abortion. The proponentsRead MoreAbortion Should Not Be Legal Essay1596 Words   |  7 Pages Abortions have been performed on women for thousands of years. Abortion is the deliberate termination of a human pregnancy. Most often it is performed during the first 20 weeks of being pregnant. The controversy over whether or not abortion should be legal continues to divide Americans till this day. An important landmark case was the Roe v. Wade case, where the Court argued that the zone of privacy was broad enough to encompass a woman s decision whether or not to terminateRead MoreShould Abortion Be Legal? Essay1089 Words   |  5 PagesWhen the word abortion is heard, it is always associated with many negative things such as murder and inhumanity. However not legalizing abortion creates a huge problem for women around the world. Having a child takes consideration, planning and preparation and if pregnancy happens without any of this, why bother to have it at all? The reasons why abortion should be legal is that it supports the fundamental human rights for women by giving them a choice, it reduces crime by reducing the number ofRead MoreShould Abortion Be Legal?1135 Words   |  5 PagesKelsi Hodgkin Composition 1 Professor Chipps 19 October 2015 Should Abortion Be Legal A common debate in the world today involves abortion, the deliberate end of human pregnancy, and whether or not it should be legalized. â€Å"Every year in the world there are an estimated 40-50 million abortions. This corresponds to approximately 125,000 abortions per day† (â€Å"Abortions Worldwide this Year†). On one side of the argument, people are not disturbed by this grotesque number, and on theRead MoreShould Abortion Be Legal?963 Words   |  4 PagesLegal or Illegal? Which would you prefer? Not many are willing to discuss such a gut wrenching topic, but this needs to be addressed. It is a very controversial topic with having to do with women rights and activists. Since there are two sides to every argument, there is one side such as to make abortion legal and the opposing side to keep abortions illegal. In my opinion making abortion illegal can regulate the amount of women who do get pregnant. I believe that making abortions legal will let womenRead MoreShould Abortion Be Legal?867 Words   |  4 PagesABORTION Abortion is a deliberate termination of a human pregnancy, most often performed the first 20 weeks of pregnancy. There are series of legal, moral and ethical issues which may arise about abortion. Most arguments about abortion are often focused on political insinuations and the legal aspect of such actions. Some frequently asked questions’ regarding the issue is if the practice should be outlawed and regarded as murder or should women have the right to practice it. For example, prior toRead MoreShould Abortions Be Legal?939 Words   |  4 PagesShould abortions be legal? Abortions have been a big issue since the Roe v Wade case. There have been a lot of disagreements between the Pro-life supporters and the pro-choice supporters. Pro-life supporters feel like abortions deter murder, while pro-choice supporters believe that the women should be able to make their own decisions. I am a part of the pro-life supporters because I feel like abortions are wrong for several of reasons. Why should women get an abortion if there are other choices forRead MoreShould Abortion Be Legal?1052 Words   |  5 PagesAbortion is a personal matter and is a very sacred and sensitive topic. The deliberate termination of a human pregnancy is what we know of as an abortion. Although abortion is considered to be immorally wrong to some people, it should be a fundamental right for women to control their own bodies. Abortions are one of the many things that everyone has an opinion on. It is one of the most controversial topics anyone will not agree upon. When abortion is discussed, people tend to assume one of two positions:

Critically assess Thomas Aquinas’ approach to the problem of evil Free Essays

string(144) " is God who created everything to have a certain nature and if something falls short of this God given nature then it is suffering a privation\." Introduction St Thomas Aquinas was one of the most influential theologians to date and his influence on the Catholic faith and understanding of ethics is both vast and undeniable. As a theologian he took great influence from the work of St. Augustine who in turn took influence from the Greek philosopher Aristotle. We will write a custom essay sample on Critically assess Thomas Aquinas’ approach to the problem of evil or any similar topic only for you Order Now To understand Aquinas’ approach to the problem of evil it is important to first examine the influence he took St. Augustine. I will also look at another approach to the problem of evil given by the modern British theologian John Hick. I will see if this accounts for anything which Aquinas’ account does not. St. Augustine’s work on the problem of evil came as a reaction to the Manicheans’ who believed in a type of ‘cosmic dualism’. Their belief was that there were two opposed forces in the universe; the force of good and the force of evil. The force of evil was responsible for all evil that occurred in the world; be it the death of a relative or a very poor yield of crops. These forces, according to the Manicheans’, were in a constant cosmic battle against each other. This view of the forces of good and evil can be seen in modern literature and film and a good example of this is the book Lord of the rings. In the lord of the rings Frodo and the other members of fellowship can be seen to represent the force of good and Sauron and his dark army can be seen to represent the forces of evil. The Manicheans supported their dualist claim that there were both evil and good forces in the world through quotations found in the book of revelations which state that S t Michael and some angels went into battle with the devil and his angels (the similarity between this and the battles in the lord of the rings is very apparent). St Augustine did not accept the Manicheans account as he did not believe it was a Christian position; believing that there was a separate force of evil was not a defensible position for a devout Christian. Many religions, including Christianity, Judaism and Islam, state that there is only one God and that one God created the universe and everything within it. From this we can take the position that there can be absolutely no independent or separate power of evil due to the fact that everything that exists was created by an all powerful and completely good God. But how then does one account for evil being present in some form within the worldSurely one must either accept that evil does not exist at all or that the God of which we speak is not utterly good or that god is not omnipotent. Cleverly St. Augustine managed to avoid this problem by introducing some of the philosophy of Aristotle; namely that of his work on absence. Aristotle believed that many things we could view as being a negative force or thing could actually be explained in terms of the absence of something good. Where we may view sickness as being the introduction of a virus or a parasite into somebody’s previously healthy body Aristotle would have viewed it as a ‘lack of health’. So where health is not present there is sickness. Another good example is ‘where there is darkness there is an absence of light’. So, for Aristotle, many negative things can be seen as an absence of something positive. To further illustrate this point Aristotle gave the example of a ship being wrecked. If the pilot of a ship is not on the bridge and the ship crashes into rocks and becomes wrecked it is due to the absence of a pilot. The pilot himself did no wrong; he was not inattentive or inebriated during duty; he merely was not there. It was the absence of the pilot which caused the ship to crash. This illustrates that negativ e things occur when there is an absence of some good which should have been there. St. Augustine took Aristotle’s work on absence and applied it to his own work on the problem of evil, and the idea that something negative was the absence of something positive became a central theme in his theology. Augustine did make some changes to the idea of evil being an absence of good as he believed that not every single absence is an evil; he did this by stating the difference between a privation and an absence. The distinction he made is this; an absence exists when some good is not present that should not be present in the first place whereas a privation (privatio bonni (a privation of good)) exists when some good is not present that should have been there in the first place. To illustrate this a few examples are useful. If a stone does not have eyes then there is an absence of some good but the stone is not intended to have eyes so this seen as an absence not a privation. If a person does not have wings then there is an absence of some good, but the person is not i ntended to have wings so this is seen as an absence and not a privation. Now if we look at privation then the difference should be clear. If a person does not have eyes then this is a privation and not an absence as a person is intended to have eyes, there is something missing which should be there. If a giraffe does not have a neck then this is seen as a privation and not an absence as there is something missing which should be there. In other words; if something falls short of what it is supposed to be then it has suffered a privation. Who decides the way something is supposed to be is God. It is God who created everything to have a certain nature and if something falls short of this God given nature then it is suffering a privation. You read "Critically assess Thomas Aquinas’ approach to the problem of evil" in category "Essay examples" Furthermore; if something falls short of its God given nature then it is not as God intended it to be, thus, it is to an extent evil. So t he person without eyes is suffering, to a certain extent, from an evil (a privation of good). It is important to note here that these privations do not occur from free choice; they are existent because of some ‘natural evil’ which occurred; for example a birth defect. No choice was made by the person to have no eyes; it was not because of a choice they made. So if these types of privation are seen as natural evil then what is moral evilHow does moral evil occur? St. Augustine believed that human beings and angels were different to the rest of God’s creations. What they had, which God’s other creations did not, was free will. Where all of God’s other creations were susceptible only to natural evil (they had no choice over the privations which they may have suffered) humans and angels had the ability to choose whether or not they wanted to fall short of God’s intended nature for them. A human being has the choice to be good, to help those who need help or to act in a godly manner and the choice to not be good, the choice to fall short of God’s intended nature. They have freedom; the freedom to act in the right way or in the wrong way. They can choose to act in a manner that makes them fall short of God’s intended nature (as in the story of Adam and Eve). So in other words; moral evil occurs when humans use their freedom to fall short of God’s intended plans for them. Because humans have this fre e choice where all of God’s other creations do not it is humans which are responsible for all moral evil. Augustine also believed that there was a mysterious connection between human’s free choice to fall short of Gods intentions and the occurrence of natural evil; he thought there was a link between choosing to act in the wrong way and the occurrence of natural disasters. He took the biblical account of creation totally literally and from that he assumed that God created the world without any ‘natural evil’ whatsoever. There would have been no earthquakes, there would have been no tsunamis and there would have been no volcanic explosions (in fact there would have been no volcanos at all). He believed that all of these features of the world were brought about by humans and angels using their free choice to rebel against God. So now the background to Aquinas’ theology has been established we can look at Aquinas’ work in some detail. St. Thomas Aquinas’ approach to the problem of evil took much from Aristotle and Augustine. Like Aristotle he saw that many negative things can be seen to be an absence of something else, i.e. darkness being an absence of light. He also saw the need to make a distinction between absence and privation, for he too believed that it was not evil for a stone to not have eyes. He took these ideas and expanded on them to create a much more detailed view of what evil can be seen to be. He states ‘For evil is the absence of the good, which is natural and due to a thing’. He stated that pure evil is totally impossible and this is due to two reasons. If pure evil was possible then it would imply that there was a separate force of evil, opposed to that of good. If this were the case then it would mean that God was either not utterly good, or it would mean that God was not omnipotent. It would also negate the idea that evil is an absence of good. The other reason that Aquinas stated that pure evil was impossible is that for something to be purely evil, by definition, it would have to fall short of its God given nature by 100%. As God created everything that exists then something that fell short of its God given nature by 100% would not exist. Even Satan, according to Aquinas, cannot be seen to be totally evil. Satan was created by God and is evil because he chose to rebel against his God given nature but he is good in the fact that he exists and is one of Gods creations. Another example would be that of Chairman Mao. Chairman Mao was good to the extent that he existed but was bad because he failed to live up to God’s intended nature for him (because he killed around 10 million people). So, for Aquinas as for Augustine, pure evil does not exist. Another feature that Aquinas added to Augustine’s work was the differentiation between evil suffered and evil done. It is evil done that creates moral evil. It is not evil to have a thief steal your wallet; there is evil in the crime and the person who has been robbed has suffered from evil but they have committed no evil themselves, they have done nothing morally wrong and they have created no moral evil. It is the thief who has done something wrong; he has committed an evil act and has created some moral evil. So far it appears that Aquinas’ and Augustine’s approach to the problem of evil are the same (if not for a few revised definitions and differentiations). Where Aquinas really made a difference was with his work on the idea of natural evil. Unlike Augustine Aquinas effectively denied that natural evil exists. He did not believe that volcanoes and tsunamis were brought about by the free choices of angels and humans. Furthermore he did not believe that the world was created without things such as volcanoes and tsunamis, flesh eating tigers and fatal illnesses. He believed that all of things have always existed from the moment of creation and all of these things were created by God for a reason. The things which we may view as evil are only evil from a homocentric perspective; we only see tsunami’s as being evil because they kill other humans. We only see flesh eating tigers as evil because they are a threat to us. These things which we view as evil are only seen as evil from our perspective. Aquinas’s approach does not look at the world from a homocentric perspective; instead he looks at the world from the perspective of god (a theocentric perspective). When the world is looked at from God’s perspective what is seen as evil changes vastly. When a tiger eats a human or even a baby this not evil. The tiger is fulfilling its God given nature perfectly when it kills other beings to eat them. God designed the tiger to eat meat to sustain its own life; if it did not eat meat to sustain its own life then it would not be fulfilling its God given nature and then it would be succumbing to evil (it would be falling short of God’s intentions for it). Even the recent tsunami in Japan, according to Aquinas, cannot be seen as a natural evil. He would say that the tsunami was good in that it was fulfilling its God given nature to the fullest extent. The tsunami did what it was intended to do. It was being a good Tsunami. All of God’s creations are seen to be good if they fulfil their God given nature, if they do what God intended them to do. A volcano that erupts is a good volcano, a sheep that eats grass is a good sheep, and a fox which eats chickens is a good fox and so on. Obviously from the chicken’s perspective it is a bad thing that the fox eats it but from God’s perspective the fox is being a good fox because it is acting as God intended it to act. If the chickens were not killed by foxes or any other animal there could be a situation where there were too many chickens and this could lead to other problems such as chickens eating all the food and leaving none for other animals. In the same way if there were no disasters such as tsunamis then there could be too many humans in the world and this would leave no food for God’s other creatures. The same applies to things such as the AIDS virus. Although we see it is a very bad thing, in God’s eyes it may be seen as necessary to keep the population at a certain level without overcrowding. Because the AIDS virus was created by God it is not evil if it fulfils its God given nature. It is only from a human perspective that the A IDS virus is seen as a bad thing. This is a philosophically interesting and attractive position to take on the problem of evil. Aquinas’ approach not only deals with moral evil in an effective manner but also explains what Augustine would call ‘natural evil’ in a much more logical way. Aquinas’ decision to look at the world from a theocentric perspective allowed him to explain things such as tsunami’s and AIDS without turning to mysterious effects of moral evils. In effect Aquinas took Aristotle’s conception of a ‘good man’ or a ‘good carpenter’ and extended it to encompass all of God’s creations and in doing so created a much more philosophically sound approach to the problem of evil. One problem with Aquinas’ approach to the problem of evil is that he does not explain what use evil has. Why is evil allowed to be prevalent in the worldWhy does God allow so much suffering to occurAlthough Aquinas states that evil is not ‘something’, it is an absence of good he does not explain why God allows man to fall so short of our intended nature and thus allow evil to exist (even if its existence can only be explained in terms of a lack of good). One theologian who does manage to explain why evil exists is John Hick. Hick rejects much of the traditional Christian approach to the problem of evil and states that the ideas which underlie much of traditional Christian theology are false and effectively outdated. It is now useful to look at Hick’s approach to the problem of evil to see how it differs from Aquinas’ approach and to see whether it manages to successfully account for why evil is allowed to exist in the world. John Hick is a British philosopher and theologian who effectively denies much of traditional Christian beliefs. For example he denies that the humans were ever perfect and in doing so he denies the story of ‘the fall’. He does this by looking at scientific research and using this to show that it is very improbable that humans were ever perfect, improbable that the Garden of Eden existed. This is radically opposed to Aquinas’ view as Aquinas was a firm believer in the story of ‘the fall’, from which stemmed all evil. Hick took much inspiration from St Ireneus who believed that human kind was created in God’s image. We were created to look like God but it was our responsibility to become like God. It is our responsibility to grow morally through our own free choices. We must choose to live a way of life that reflects the ‘divine’ way of life, we must choose to act in the way that God would. But how can we do thisHow can we grow to become more like GodHick believes that we can grow to become like God through our own free choices. Through our choice to act in the right way and not commit evil acts or give in to our weaknesses we can grow morally and spiritually to become more like God. Hick goes on to state that the evil which exists in the world is part of God’s creation. The evil which we find all too easy to give into was created by God as a gift. It is through this evil that we can grow into God’s likeness. We can choose not to give in to our base desires and do the wrong thing. We can choose not to remain in our animal state and accept that ‘we are only human’. We can choose to adopt the features of God such as kindness, compassion and love and if we do we grow spiritually and grow away from our animal state. So Hick believed that evil was put into the world to allow us to make free choices; choices between right and wrong, good and evil. He developed this line of reasoning in an attempt to prove that a belief in an all powerful, all good and all loving God was not an irrational belief. But this still begs the question; if God wants us to believe in him and act in the right way why does he not prove his existence to usWhy doesn’t he show himself to usIt would seem like the sensible thing to do, it would stop all speculation over whether God exists or not and it would be very likely that people would stop acting in an evil way. Hick claims that God does not show himself to us in order to protect human free will. God chooses to remain hidden to preserve our freedom. This allows us the make our own choices and to choose to act how we want. It is this freedom, according to Hick, which allows us to grow morally and spiritually and thus grow into God’s likeness. If God did show hi mself then this would destroy our free choices and thus stunt our moral and spiritual development. So; God cannot show himself as it would destroy human freedom, it would destroy our freedom to act in whichever way we please. Without this freedom we would not be able to grow into God’s likeness. So it is evil which allows us to become more like God. It is evil which makes us more moral beings. This approach to the problem of evil does overcome some of the objections faced by Aquinas’ approach as it manages to explain why God permits evil to exist in the world. The approach devised by Hick’s manages to justify why belief in an all powerful, all good and all loving God is not irrational in the face of great evil. This is something which Aquinas fails to do. Aquinas does manage to explain how there is evil in the world but not why. To conclude I have found that Aquinas’ approach, despite it underpinning much of Catholic belief, fails to account for why God permits evil to exist in the world. Aquinas does manage to explain how it exists and blames this on the bad choices of humans but he fails to explain why it exists. He fails to give evil any purpose unlike Hick who explains why and how evil exists in the world. Hick states that God gave us evil as a gift which will bring about the highest good and he explains this point well. So, although Aquinas does give a fairly good account of how evil exists and makes a good point in stating that natural evil does not exist, he fails to justify or explain why evil is permitted in this world. Because of this I am inclined to reject Aquinas’ pre-scientific theory in favour of the better explained, more scientific and more plausible theory devised by Hick. Bibliography Herbert McCabe. God and Evil: in the theology of St. Thomas Aquinas. Continuum international publishing group. 2010 http://www.aquinasonline.com/Topics/probevil.html Peter Vardy. A thinker’s guide to evil. John Hunt Publishing. 2003 Peter Vardy. A thinkers guide to god. John Hunt publishing. 2003 How to cite Critically assess Thomas Aquinas’ approach to the problem of evil, Essay examples

Bibliography free essay sample

Works discusses this technological age and how the ever changing media is affecting human behavior. Bilton focuses on addressing this â€Å"technopocalypse† and reassures his reader that â€Å"the more things change the more they stay the same† giving an appeal to the older generations and making the younger generation feel less stupid. Throughout his book he touches on plenty of subjects but the one I focused on was his views and details about social networking sites and how they are becoming a source for â€Å"information overload† and communities that allows people with similar interest to â€Å"hang-out†. Bilton however, focuses on the positives of â€Å"information overload† and these virtual communities but does provide facts about how they can lead to a decrease in offline efforts to interact or attempts to create relationships with local human beings. I did agree with his positive points and can compare them to Professor Turkle’s negative views in my source Alone Together. Turkle, Sherry. Alone Together: Why We Expect More from Technology and Less from Each Other. 1. New York: Basic Books, 2011. Print. Professor Sherry Turkle teaches Social Studies of Science at MIT and is a licensed clinical psychologist. In Alone Together she compares the Internet to a ball and chain that keeps us tethered to the screens of our computers and cellphones. She summarizes her view in the statement â€Å"We expect more from technology and less from each other†. The first half of her book focuses on social robots and our relationships with these machines created to sweep our floors and provide us and our older family members a sense of companionship, one example she uses is a sex robot, that have now become a substitute for the difficulty of having to deal with other people. The next half of her book expresses her concern with online interaction and how it allows us to interact with one another despite being present in each other’s lives. Technological interaction such as email or text messaging also provides a great excuse for us to not have to speak in real time. It’s easy to say â€Å"I’ll get back to you later† instead of dealing with these social situations. This book is the perfect source for my thesis as it really cracks down on why technology affects our way of social interactions in a negative point of view. This relates to my previous source, I live in the Future and this is how it works, by providing a different viewpoint about technology and how it can affect our lives in a darker light. He specializes in the field of measurement and evaluation. He is a member of the Division of Educational Psychology and Methodology. In his examination he details his findings about the relationship between first-year college students and their use of social networking sites. He focused on two questions. Is there an impact of loneliness on Facebook intensity and motive for using Facebook among first-year college students and is there an impact on Facebook intensity and motive for using Facebook on loneliness. He collected his data from 340 first-year college students. He found no reciprocal relationship in his results. The results of the â€Å"Qualities of Peer Relations On Social Networking Websites† focuses more on the relationships of social network users as opposed to this study that focuses on college students who wish to cure their loneliness. This study, â€Å"An Examination†¦Ã¢â‚¬ , however provides some information about other studies that argue about reduced interactions and neglect with family relationships and friendships due to Internet use. Their study examined teenagers, when they were thirteen, social relationships with their mothers and later, when they were twenty, their quality of social relationships with their peers online. What they concluded from their results was that poor quality relationships with their mothers at the younger age caused youths to prefer online communication and have poor relationship qualities with their online peers. They discuss their results and discuss the importance of family interactions at a young age and how it affects their future interactions with peers. This relates to â€Å"An Examination†¦Ã¢â‚¬  by researching a different aspect of social networking and in fact finding an adverse effect on social interactions of those users. Professor Turkle from Alone Together would probably be pleased with the findings of this research as it helps support her view that technology has put a dent in the quality of our conversations and relationships. The results of the study revealed that adults who as teens were more negative in their offline interactions were less likely to have a social network account as an adult as compared to teenagers who were more positive in their offline interactions would have most likely kept their social network account as adults. The findings in this study can be compared to the results from â€Å"Qualities†¦Ã¢â‚¬  because they both find that offline interactions affect online interactions. If you are a negative person offline you probably are a negative person online and would probably avoid social networking in the first place because you are so down in the dumps. If you are a positive person you want to share the happiness of your life as much as you can and social networking helps make it something you don’t necessarily have to leave your house to do. This can also be compared to â€Å"An Examination†¦Ã¢â‚¬  as both studies found no evidence that social networking will make a lonely person happier. I’ll probably change my thesis to social networking sites do not lead to lack of offline social skills after thoroughly reading through my chosen sources.

The Life and Music of John Coltrane free essay sample

Quintet, which included Red Garland, Paul Chambers and Philly Joe Jones. He came to national prominence as a member. Coloration moved to New York in 1956. New York was the home of not only many Jazz musicians including Miles Davis, but also record companies and recording studios. But disaster struck, Coloration was kicked out by Miles because of heroin addiction. Coloration was crushed and returned to Philadelphia once more in the spring of 1957 to kick his heroin habit and his alcoholism. With the support of his wife and his mother, he spent an entire week in solitude, eating nothing and drinking only water.He later described being ? Touched? By God during the time, and dedicated his next recording, ? A Love Supreme? , to his Lord. My goal, Coloration said as if (arising from the ashes) like a phoenix to preach his ? Revelation? , is to live the truly religious life, and express it through my music. We will write a custom essay sample on The Life and Music of John Coltrane or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page If you live it, when you play theres no problem because the music is part of the whole thing. To be a musician is really something. It goes very very deep. My music is the spiritual expression of what I am, my faith, my knowledge, my being. He would get rid of his addictions and rejoin the scene with Theologies Monk at New York? S Five Spot, which is know to many Jazz historians as a ? Legendary gig?. He eventually rejoined Miles, by January 958. From this point on, his tenor work displayed amazing fire and invention. His music used basic Jazz as a starting point, incorporated Eastern ideas and free-Jazz tendencies which included multiple or lengthy soloing with boundless energy. With Miles Davis, Chlorates big tone would help make that group one of the greatest Jazz Peg. Ensembles ever assembled. While with Miles he participated in such classic Davis sessions as Milestones and Kind Of Blue. In 1959, Coloration released Giant Steps, a groundbreaking album that firmly established him as a tenor master. His classic Giant Steps album contained the mighty tunes Giant Steps and Countdown?. In 1960, Coloration formed his own group. This group included McCoy Tuner, Elvin Jones and Jimmy Garrison. This group has be acknowledged as one of the greatest and most celebrated groups in the history of Jazz.They recorded and released a series of great albums including My Favorite Things, A Love Supreme, Coloration Live at Birdman, Transition, and others. Coloration later formed another innovative group, irking with his pianist wife, Alice. Together they went ahead with an extremely free and continuous improvising style. Coloration sought to lead a more healthy life, but unfortunately the excesses of his youth resulted in his early death at the age of 41 of liver disease on July 17, 1967. . It is impossible to grasp the truth behind John Coloration through a slue of facts and dates.All the facts about his short life, all the memories of his friends and fellow musicians, and all the analysis of his playing style tell us hardly anything about the man Coloration himself. Coloration? S belief was that Jazz relies heavily on improvisation. He was known to solo for forty five minutes at a time. One of the interesting things is the same piece might Coloration is to listen to his music. Coloration broke the Jazz sound barrier with his restless experimentation and improvisations, his flamboyant free style of playing drove many listeners away. Joel Odor describes in The Last Giant: The John Coloration Anthology; ? Lets hard to realize, if you werent there, the size of the controversy that whirled around John Coloration and his music in the late ass and early ass. You either dug Trance or you didnt. They tacked that same shadow on Monk. But it was Trance ho really stirred me up. Trances music drove critics, fans, even musicians into violently pro- or con-Coloration camps. I remember seeing guys coming to blows over his music.The fact that he was not even remotely involved in the controversy, Just the music, increased its intensity. ? Other examples of Collocates demeanor and style could be summed here by Mike Sherwin; ? He (Coloration) disliked being restricted by any sort of rules whatsoever. He told Wayne Shorter that he was trying to learn how to start in the middle of a sentence and move in both directions at the same time. About Schoenberg 12-note yester, he said: Damn the rules. Its the feeling that counts. You play all 12 notes anyway. A quote that I personally feel that exemplifies Coloration? S music and style would have to be one by Dawn Severest; ? The frequently mentioned dichotomy between Trances fiery, explosive musicianship and his quiet, gentle demeanor existed in the midst of this multiplicity, surrounded by the controversies among the critics, whose portraits of Trance ranged from that of a blasphemous perpetrator of anti-Jazz to that of a musician whose career as saxophone soloist, bandleader, and composer defined (and pedaled redefined) the style of music known as Jazz.? I think, Coloration shared once, the main thing a musician would like to do is to give a picture to the listener of the many wonderful things he knows and senses in the universe. Thats what music is to meits Just another way of saying this is a big, beautiful universe we live in, thats been given to us, and heres an example of Just how magnificent and encompassing it is. Thats what I would like to do. I think thats one of the greatest things you can do in life, and we all try to do it in some way. The Caucasians is through his music. John Coloration could? T have said it better, and his universe as perceived through his music is indeed beautiful and fast paced, but at the same time can be slow and methodical. He had an incredible talent, but it is the type of person he was that makes his music so memorable. Listening to him one could come to believe he doses? T even know your there he Just plays his feelings, his thoughts, his memories, and we are given a picture a window so to speak into his world of religious devotion and his aspirations. For that many listeners and even Caucasians were turned away feeling like he was a rebel who was producing nothing feels deep inside. Another way of putting that would be to say he was attacked because he chose not to bend his concepts of music in order to accommodate the pre-determinations and limitations of the audiences ear. But for the same reasons others were drawn to that unique style of music. His music was non political for the most part except for Alabama, his eulogy for four young black girls killed in the bombing of the 16th Street Baptist Church in Birmingham.

6 Job Skills You Need To Be A Sales Associate

6 Job Skills You Need To Be A Sales Associate So you want to make it as a sales associate. If you’re looking for a position in the current economy, you’re going to want to be as marketable as possible to rise above your competition. Given the broad responsibilities that will likely end up being yours, you’ll want to be as versatile as possible; that way you can work anywhere. Here are some of the most important skills you’ll need. Keep in mind that many of these skills might be things you’ve already accumulated by work experience in other fields- or just your natural inclinations. Keep an open mind as to how to adapt your existing skills to the sales field- or how to beef up any arenas in which you may be lacking.1. OrganizationNot to be underestimated. You’ll be providing customer service, keeping track of customers and preferences, as well as the preferred filing, inventory, and documentation systems for your company. You might even be tasked with ensuring that merchandise is displayed well, which requires a certain amount of visual/spacial organizational skills.2. Money HandlingYou’ll want to be well versed in monetary transactions, particularly if you plan to be a cashier or handle payments. Be adept at money-tracking software programs, and have a bit of fast math in your head for making change. And learn to handle credit card transactions.3. CommunicationThis applies not just to within your colleagues, but also to your customer or client base. You’ll need to be good in all forms of communication: verbal, written, and visual. Communication skills are necessary for customer relations and also for surprising tasks like record keeping.4. SellingSales requires you to sell things. Bottom line. If you don’t have these skills, you’d better acquire them fast- or start looking for work in a different field. You’ll want to rely on your communication skills, plus your attention to detail, and you’ll also want to make sure you real ly know your product inside and out. Basic accounting and stock knowledge are a plus. But people skills, i.e. your interpersonal skills and fluency, are tantamount.5. LiteracyYou will need to write and speak, and you will be judged by your ability to do so clearly, effectively, and persuasively. You’ll also want to be literate in basic math and technology. Basically: never let a customer get the impression that they’re smarter than you at any point during your interaction. As the point of contact, and the liaison with other team members and your company at large, you’ll need to be effective when you transmit information.6. Personal MasteryIf you’re not the kind of person who’s always striving to be better- to look better, to think faster, to do better- then sales might not be the most ideal fit for you. Start cultivating your enthusiasm, flexibility, positivity, cleanliness, punctuality, team focus, politeness, persuasiveness, multitasking skills, friendliness, and efficiency. Keep honing your best personal attributes, working to compensate for weaknesses, learning new things, knowing more, doing more, developing your talents, and you’ll go far.

How to Achieve Cultural Diversity in the School System

How to Achieve Cultural Diversity in the School System Cultural diversity as an issue wasnt even on the radar of most private school communities until the 1990s. To be sure, there were exceptions, but for the most part, diversity was not at the top of the list of priorities back then. Now you can see genuine progress in this area. The best evidence that progress has been made is that diversity in all its forms is now on the list of other issues and challenges facing most private schools. In other words, it is no longer a detached issue requiring resolution by itself. Schools seem to be making well-thought-out efforts to attract and retain faculty and students from a wide variety of societal backgrounds and economic sectors. The resources under The Diversity Practitioner on the National Association of Independent Schools site show the kind of proactive approach which NAIS members are taking. If you read the mission statements and welcome messages on most schools websites, the words diversity and diverse appear frequently. Set an Example and They Will Follow The thoughtful head and board members know that they must encourage diversity. Perhaps that has already been done at your school. If so, then a review of where you have been and where you are going should be part of your annual review activities. If you have not addressed the diversity issue, then you need to get started. Why? Your school cannot afford to turn out students who have not learned the lessons of tolerance. We live in a multicultural, pluralistic, global community. Understanding diversity begins the process of living in harmony with others. Communication enables diversity. Example fosters diversity. Every sector of the school community from head and trustees on down through the ranks must be proactive in listening, accepting and welcoming people and ideas which are different from their own. This breeds tolerance and transforms a school into a warm, welcoming, sharing academic community. Three Ways to Communicate Diversity 1. Hold Workshops for Faculty and StaffBring in a skilled professional to run workshops for your faculty and staff. The experienced clinician will open up sensitive issues for discussion. She will be a confidential resource which your community will feel comfortable turning to for advice and help. Make attendance mandatory. 2. Teach DiversityEmbracing the principles of diversity taught in a workshop requires everybody to put diversity into practice. That means reworking lesson plans, encouraging new, more diverse student activities, hiring different teachers and much more. Communication imparts knowledge which can breed understanding. As administrators and faculty, we send dozens of subtle messages to students not only by what we discuss and teach but, more importantly, by what we do NOT discuss or teach. We cannot embrace diversity by remaining set in our ways, beliefs and thoughts. Teaching tolerance is something all of us have to do. In many cases, it means shedding old practices and altering traditions and modifying points of view. Simply increasing a schools intake of non-Caucasian students will not make a school diverse. Statistically, it will. Spiritually it will not. Creating a climate of diversity means radically altering the way your school does things. 3. Encourage diversityOne of the ways you as an administrator can encourage diversity is to require compliance with school policies and procedures. The same kind of strict adherence to policy and procedure which makes cheating, hazing and sexual misconduct taboo should apply to diversity. Your staff must become proactive when it comes to encouraging diversity. Your staff must know that you will hold them just as accountable for your diversity goals as you will for teaching outcomes. Respond to Problems Are you going to have problems with diversity and tolerance issues? Of course. How you handle and resolve problems as they arise is the acid test of your commitment to diversity and tolerance. Everybody from your assistant to the grounds keeper will be watching too. Thats why you and your board must do three things to promote diversity in your school: Decide on policyImplement policyEnforce compliance with policy Is It Worth It? That nagging question does cross your mind, doesnt it? The answer is a simple and resounding Yes! Why? Simply because you and I are stewards of all that we have been given. The responsibility for shaping young minds and inculcating eternal values has to be a major part of that stewardship. Our abrogation of selfish motives and embracing of ideals and goals which will make a difference is really what teaching is all about. An inclusive school community is a rich one. It is rich in warmth and respect for all its members. Private schools say they want to attract more teachers of different cultures in order to achieve diversity. One of the leading authorities on this subject is Dr. Pearl Rock Kane, director of the Klingenstein Center at Columbia Universitys Teachers College and professor in the Department of Organization and Leadership. Dr. Kane admits that the percentage of black teachers in American private schools has risen, to 9% today from 4% in 1987. While this is commendable, shouldnt we go beyond 25% in order for our faculty lounges to begin to mirror the society in which we live? There are three things schools can do to attract black teachers. Look outside the box Private schools must go outside the traditional recruitment channels to attract  teachers of color. You must go to colleges and universities where these students are being trained and educated. Contact the deans and career services directors at all of Historically Black Colleges, as well as other colleges that focus on specific cultures and ethnicities. Develop a network of contacts at those schools, and take advantage of LinkedIn, Facebook and Twitter, which make networking efficient and relatively easy. Be prepared to attract faculty who do not fit the traditional teacher profile Teachers of color have often spent years discovering their roots, developing a keen pride in their heritage, and accepting who they are. So dont expect them to fit into your traditional teacher profile. Diversity by definition implies that the status quo will change. Create a nurturing and welcoming atmosphere. The job is always an adventure for a new teacher. Starting in a school as a minority can be really daunting. So create an effective mentoring program before you actively recruit teachers. They must know there is somebody in whom they can confide or to whom they can turn for guidance. Then monitor your fledgling teachers even more carefully than you usually do to make sure that they settle in. The result will be a mutually rewarding experience. The school gets a happy, productive faculty member, and he or she feels confident in the career choice. The true make-or-break issue of hiring teachers of color may be the human factor. Independent school leaders may need to re-evaluate the climate and atmosphere of their schools. Is the school truly a welcoming place where diversity is tangibly honored? The human connection that is offered or not offered when a new person enters the school may be the single most important moment in efforts to recruit teachers of color. - Attracting and Retaining Teachers of Color, Pearl Rock Kane and Alfonso J. Orsini Read carefully what Dr. Kane and her researchers have to say on this subject. Then begin your schools journey down the road to true diversity.

Eve and Adam, Remark of the savages Essay Example | Topics and Well Written Essays - 500 words

Eve and Adam, Remark of the savages - Essay Example The author argues that even though it is generally accepted that Adam is the name of the first male to be created by God, the Hebrew terms Adham is in fact neutral and can be used for both sexes. The second main idea and important point the author presents in the article is that Eve, the first woman, was created through a divine act and not because Adam requested God to do so due to loneliness. The author, in trying to explain that the perceived male superiority is not fact, quotes Genesis 2:18 where God makes the decision to create a helper or â€Å"ezer† in Hebrew for Adam. She informs us that the word â€Å"ezer† is usually used to define a mutual and equal relationship between people and does not indicate inferiority as is always perceived. The thesis of this writing by Benjamin Franklin is the suggestion that Native Americans experienced hypocrisy from the White Europeans which the author points out by giving examples in the value of respect between the two nations of people. The first main idea and most interesting point the author puts forward is a depiction of the ways in which the Indians behaved and went about their daily lives although the White Europeans always thought of them as a backward people. Franklin gives examples such as the hospitable nature of the Indians whereby he says they were always more than ready to help out strangers whereas the English were more concerned about how much money one had before deciding to help them out. The author also shows how much respect and decorum the Indians had during debates and when talking. He gives the example of public debates where in the Indian culture, they would listen until one finished talking while in the European culture, they were accustomed to shouting an d yelling. Another main idea and important point in the writing is that of satire and hypocrisy, the author, in

Business Law - Use of Contracts in E-commerce Assignment

Business Law - Use of Contracts in E-commerce - Assignment Example Business transaction costs can be reduced by low communication cost strategy. It can allow the organizations to focus on their core business activities (Lee, 1998, p.4). Moreover, organization can buy several external services through this cost reduction strategy. Frauds and opportunistic behaviour can take place in a strong long-term relationship between two different organizations. Supreme mutual trust can pose limited risk. Moreover, it will help the organizations to reduce their risk management costs. E-commerce involves synchronization between several organizations implementing effective communication technology. This synchronization can be attained in the form of a virtual enterprise or an electronic enterprise. Contracts play an important role in both these cases. In global electronic market, contracts are referred as the agreements on a particular business transaction. Contract can be considered as the collaboration agreement for a longer time period in a virtual enterprise. These cooperation agreements involve integrated business process. This integration can be attained in several ways but generally shared database and inter-organizational workflows are the major sources of this integrated business process. The study will discuss the use of several contracts in the e-commerce business. Content A contract can be defined as an agreement between several parties that is based on specific mutual commitments. One-sided commitment cannot be considered as a contract. Exchange of several goods and services between two or more than two parties can be termed as mutual commitment. In most general cases, one party provides services or goods and other party pays for those exchanged goods and services. Moreover, enforcement mechanism in places is highly essential in a contract. It ensures both identification and punishment of breaking a promise or commitment. As of now, every contract can be made through online in UK. Business transactions are generally divided into three successive phases, such as contract preparation, contract negotiation and contract fulfilment (Daskalopulu and Sergot, 1997, pp. 6-8). Contract preparation can be referred as the information phase. On the other hand, contract recognition can be referred as agreement phase. Contract fulfilment phase has limited negotiation activities. In this phase, several buyers select a specific product or service. It indicates that the buyers want to purchase that product or service. On the other hand, sellers deliver the product or services to the buyers after, before, or at the time of payment. This exchange process becomes more complicated in B2B process as the price of products or services may be not fixed. Moreover, the delivery process can become more difficult in several B2B processes as in International Trade. In these situations, the contracts are more elaborative in nature. These include several specifications in some fulfilment processes’ form (Chirku and Kauffman, 2000, pp.7-12). Moreover, these contracts help to indicate the disputes’ resolve process. Legal system is struggling due to rapid pace of e-commerce development. It is discussed earlier that mutual exchange of goods and services can be referred as contract. Written contract is the e-commerce legal tool. These contracts can

The course of the play Essay Example for Free

The course of the play Essay At the beginning of the play we see Proctor With Abigail talking and their talk indicates that he has had a sexual affair with her. I know how you clutched my back behind your house and sweated like a stallion whenever I come near! From this we see that john proctor is may not be as good and as pure as the village think him to be. However his wife Elizabeth certainly knows john is not an entirely good man at this point. There are other indications that john is not a good man in the entire scene other people see him to be. John lies about his reunion with Abigail to Elizabeth he says that she and he were together with people, but when it comes to reality he has to confess he was with her alone again. John proctors other major fault is his selfishness. John Proctor a farmer and village commoner is faced with an inner turmoil. He has committed adultery and had absolutely no intentions of joining in the witch trials unless his pregnant wife was to also get involved. So instead of telling the authorities at the beginning of Abigails silly antics he leaves it alone and its only really when his own wife is charged he really gets involved. He is worried that Abigail will expose him for the letch he is. Would john proctor have got involved and exposed Abigail if his wife had not been arrested? We also know that proctor is not a devout Christian; he does not attend church regularly Twenty-six time in seventeen month, sir I must call that rare. He does not know all his commandments either. Proctor ironically forgets thou shalt not commit adultery Elizabeth has to remind him Adultery, John. Presenting this we can assume that proctor only appears to be a good man and has no real essential goodness. However in contrast to that there is a side of proctor, which certainly emulates goodness. John shows his good side as a Christian by helping build the church and mend the church roof. I nailed the roof upon the church, I hung the door-. Also as we know that John proctor forgot one commandment, he did remember nine of them. This does signify a good man in a number of respects, he should have ideally known all ten but John has many other things on his mind his land and animals for example. John proves his goodness also by acting loyal to his wife, even though in the past Proctor has betrayed her and hurt her his affection for her and his protectiveness evades all others. John also tries to do the right thing for his fellow villagers, he tries to petition for them to be released but to no avail. John does not want to see innocent people die in from of him and later with him, all because of some silly children. John does try to do the right thing but usually battles within himself o decide these things. Johns final struggle is in act four when he has to chose whether or not he wants his confession published. He has to chose whether to die a martyr or live with the fact that he will have his name slandered. John knows that he has done wrongs through his life and does not want to die with the sins he wasts them absolved by God and perhaps more importantly his wife. He has committed adultery and hefeels that he cant accept this. Proctor is a good and noble man and because of this he believes at first he cant be hanged and die a martyr when he has this sin blooming over him every waking moment. John later says to Elizabeth that My honesty is broke, Elizabeth; I am no good man. Nothings spoiled by giving them this lie that were not rotten long before and rather confess then die for something he flat out didnt do. However, as John confesses, he cannot allow Danforth to make it officially documented. As Danforth asks him why John answers with a cry because it is my name. Because I cannot have another in my life . . . How may I live without my name? Have given you my soul; . Proctor wants forgivness from his wife and only after this does he feel he has accomplished this. It is this realisation that convinces Proctor. No longer guilty, freed from this by his wife, he realises there is some shred of goodness in John Proctor. Proctor weighs both sides of his internal conflict and realizes that he must not make another mistake. He therefore, prescribes himself to death, not for his own sake, but rather for the sake of the others. As John dies Liz weeps saying He have his goodness now. God forbid I take it away. leave me my name. John feels strongly about having a good name and not dying with a bad one. The choice John Proctor must make is between saving either himself or society. His failure to do good initially allows events to get out of hand and eventually forces him into a position where he must make a choice. Miller suggests that in such times good can only triumph through a sacrifice upon the altar of society, that the crisis might only be able to be rectified by the death of those who struggle to uphold societys values. The death of John Proctor, though it might seem a tragic waste, is necessary, both for his own personal redemption and that of his society. John now goes willingly to his death. He is a man triumphant over his foes, willing to die. 955 Words Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Miller section.

herody Essay on Homers Odyssey: A Hero Defined -- Homer Odyssey Essa

A Hero Defined in Homer's Odyssey What makes a hero? To be known as a hero takes a lot, but what is a true hero? Well, it depends on whom you ask. To some, a hero might just be a person who is courageous and brave, to others a hero might be a person that is a strong warrior and leader who wins battles; however, to some to others, a hero might be a person who uses his brain just as much as a warrior uses his sword. Odysseus, in Homer's epic, "The Odyssey", embodies the ideal human qualities that Homer's Greek society mostly admired. Odysseus' courage, nobility, and his most distinguishing attribute, his sharp intellect are what make him an eminent hero. Odysseus' great intellectual capacity gets him out of even the most life threatening situations. In addition, his courage is what drives him to get himself in those situations to begin with. Tested with even the toughest obstacles, Odysseus still led a heroic victory. Living a life with immortals and Gods around you, it was not ordinary to be a mortal and carry the strength of a God. In conclusion, Od... herody Essay on Homer's Odyssey: A Hero Defined -- Homer Odyssey Essa A Hero Defined in Homer's Odyssey What makes a hero? To be known as a hero takes a lot, but what is a true hero? Well, it depends on whom you ask. To some, a hero might just be a person who is courageous and brave, to others a hero might be a person that is a strong warrior and leader who wins battles; however, to some to others, a hero might be a person who uses his brain just as much as a warrior uses his sword. Odysseus, in Homer's epic, "The Odyssey", embodies the ideal human qualities that Homer's Greek society mostly admired. Odysseus' courage, nobility, and his most distinguishing attribute, his sharp intellect are what make him an eminent hero. Odysseus' great intellectual capacity gets him out of even the most life threatening situations. In addition, his courage is what drives him to get himself in those situations to begin with. Tested with even the toughest obstacles, Odysseus still led a heroic victory. Living a life with immortals and Gods around you, it was not ordinary to be a mortal and carry the strength of a God. In conclusion, Od...

Discourse Analysis Mini Research Essay

This chapter presents an introduction consisting of background of study, problems of study, objective of the study, and significance of the study. 1.1 Background of the Study Language has a social function as a tool to make connection between human beings. Without language, it seems impossible for people to interact with others in their daily life because language can express people’s feeling, willing, opinion, etc. In case of communication, some public figures might influence language use in socio culture. The figure public not only as the entertainer for society but also as a trendsetter of any aspects such as the fashion style, hobby, and the language style. The later aspect is the interesting one that we want to analyze in our mini research. The influence of figure public language style toward society is could studied in Critical Discourse Analysis (commonly abbreviated to CDA). Fairclough, the founder of CDA, explains that CDA is a theory of language in relation to power and ideology (1995:1). This is a theory enabling us to discover how a ruling class rules the society through their linguistics practices. Simply put, CDA is an interdisciplinary study combining linguistic theory and social theories, such as politics, economics, religion, culture, communication, etc. in order to shed light on how the social and power domination are acted out in linguistic practice. We can found language style used by figure public in any kinds of media such as television, radio, internet, newspaper, and even in media socials. One of the phenomenal public figure is an Indonesian singer, Syahrini, who is known by her words. She produces some famous words such as sesuatu, Alhamdulillah ya, cetar membahana, and the last one is terpampang nyata. Those five words are famous among our society and everyone often use them in daily communication. How do Syahrini’s words influence language use in socio cultural? Of course, there is a reason why does Syahrini have big impact to society’s language usage. Based on the unique phenomena above, the researchers conduct the mini research entitled â€Å"Meaning Construction in Syahrini’s Utterances†. 1.2 Problem of The Study Based on the background above, the problem of the study is formulated as follow: a. How do the words produced by Syahrini influence language use in social practice? 1.3 Objective of The Study Objective of the study is: a. To find out the influence of the words produced by Syahrini toward language use in social practice CHAPTER 2 REVIEW OF RELATED LITERATURE 2.1 Discourse Analysis According to Gillian Brown, discourse analysis is a term that has come to have different interpretations for scholars working in different disciplines. For a sociolinguist, it is concerned mainly with the structure of social interaction manifested in conversation; for a psycholinguist, it is primarily concerned with the nature of comprehension of short written texts; for the computational linguist, it is concerned with producing operational models of text-understanding within highly limited contexts. In this textbook, the authors provide an extensive overview of the many and diverse approaches to the study of discourse, but base their own approach centrally on the discipline which, to varying degrees, is common to them all linguistics. Using a methodology which has much in common with descriptive linguistics, they offer a lucid and wide-ranging account of how forms of language are used in communication. Their principal concern is to examine how any language produced by man, whether spoken or written, is used to communicate for a purpose in a context. The discussion is carefully illustrated throughout by a wide variety of discourse types (conversations recorded in different social situations, extracts from newspapers, notices, contemporary fiction, graffiti, etc.). The techniques of analysis are described and exemplified in sufficient detail for the student to be able to apply them to any language in context that he or she encounters. A familiarity with elementary linguistics is assumed, but the range of issues discussed in conjunction with the variety of exemplification presented will make this a valuable and stimulating textbook not only for students of linguistics, but for any reader who wishes to investigate the principles underlying the use of language in natural contexts to communicate and understand intended meaning. 2.2 Critical Discourse Analysis Critical Discourse Analysis is based heavily upon Halliday‟s systemic functional linguistics (Fairclough, 1992, Fairclough 1999), and the critical linguistics approach which stemmed from the work led by Roger Fowler at the University of East Anglia in the 1970s (Fairclough 1992, Coffin 2001). Fairclough supported the ideas of critical linguistics, but felt that in many respects, they did not go far enough. Fowler claims that the effectiveness of critical linguistics lies in â€Å"its capacity to equip readers for demystificatory readings of ideology-laden texts† (Fowler, 1996: 6). But Fairclough believed that this focuses excessively on the „text as product‟, to the detriment of examining how these texts are produced, and how they may be interpreted. For Fairclough, it is equally vital that we understand the process of production of the text, as well as the process of interpretation of the text. CDA aims at making the connections transparent among discourse practices, social practices and social structures, connections that might be opaque to the layperson (Sheyholislami 2001). Luke (as cited in Taiwo 2007) describes that CDA is a method of DA that reveals hidden ideas behind everyday discussion. Language is no longer seen as merely reflecting outer reality. Fiske (1994) says that our words are never neutral they carry power that reflects interest of speakers. The objective of CDA is to uncover the ideologies or assumptions that are hidden behind the words of our written texts or oral speech. 2.3 Fairclough’s Framework for Analysis Discourses are forms of social practice. They are also obviously texts (in the wider sense of the word). But Fairclough‟s framework adds a â€Å"mediating‟ third dimension â€Å"which focuses on discourse as a specifically discursive practice† (Fairclough, 1992: 71). Discursive practice is itself a form of social practice, and focuses on the processes of text production, distribution and consumption. diagrammatically as follows: This is represented Fairclough describes this framework as â€Å"an attempt to bring together three analytical traditions, each of which is indispensable These analytical traditions are: – The tradition of close textual and linguistic analysis within linguistics. – The macrosociological tradition of analyzing social practice in relation to social structures – The interpretivist or microsociological tradition of seeing social practice as something which people actively produce and make sense of on the basis of shared commonsense procedures. for discourse analysis†. 2.4 Theory of Ideology The theory of ideology that informs the discourse analytic approach of this paper is multidisciplinary. It is articulated within a conceptual triangle that connects society, discourse and social cognition in the framework of a critical discourse analysis (van Dijk, 1993b). In this approach, ideologies are the basic frameworks for organizing the social cognitions shared by members of social groups, organizations or institutions. In this respect, ideologies are both cognitive and social. They essentially function as the interface between the cognitive representations and processes underlying discourse and action, on the one hand, and the societal position and interests of social groups, on the other hand. This conception of ideology also allows us to establish the crucial link between macrolevel analyses of groups, social formations and social structure, and microlevel studies of situated, individual interaction and discourse. Social cognition is, here, defined as the system of mental representations and processes of group members (for details, see, e.g., Fiske and Taylor, 1991; Resnick, Levine and Teasley, 1991). Part of the system is the sociocultural knowledge shared by the members of a specific group, society or culture. Members of groups may also share evaluative beliefs, viz., opinions, organized into social attitudes. Thus, feminists may share attitudes about abortion, affirmative action or corporate glass ceilings blocking promotion, or other forms of discrimination by men. Ideologies, then, are the overall, abstract mental systems that organize such socially shared attitudes. The feminist attitudes just mentioned, for instance, may be internally structured and mutually related by general principles or propositions that together define a feminist ideology. Similar examples may be given for racist, anti-racist, corporate or ecological attitudes and their underlying ideological systems. Through complex and usually long-term processes of socialization and other forms of social information processing , ideologies are gradually acquired by members of a group or culture. As systems of principles that organize social cognitions, ideologies are assumed to  control, through the minds of the members, the social reproduction of the group. Ideologies mentally represent the basic social characteristics of a group, such as their identity, tasks, goals, norms, values, position and resources. Since ideologies are usually self-serving, it would seem that they are organized by these group-schemata. White racists, for example, represent society basically in terms of a conflict between whites and non-whites, in which the identity, goals, values, positions and resources of whites are seen to be threatened by the others. They do so by representing the relations between themselves and the Others essentially in terms of us versus them, in which we are associated with positive properties and they are associated with bad properties. Such ideologies of groups and group relations are constructed by a groupbased selection of relevant social values. Feminists, on the one hand, select and attach special importance to such values as independence, autonomy and equality. Racists, on the other hand, focus on self-identity, superiority of the own group, and hence on inequality, while at the same time advocating the primacy of their own group and the privilege of preferential access to valued social resources. The contents and schematic organization of group ideologies in the social mind shared by its members are a function of the properties of the group within the societal structure. The identity category of a group ideology organizes the information as well as the social and institutional actions that define membership: who belongs to the group, and who does not; who is admitted and who is not. For groups who share a racist ideology, this may mean, among other things, resentment, actions and policies against immigration and integration in our culture, country, city, neighborhood, family or company. Similarly, the goal category of groups who share a racist ideology organizes the information and actions that define the overall aims of the group, e.g., to keep our country white. The position category foreigners , defines the relations of the group with reference groups, such as, immigrants , refugees or blacks . In sum, the social functions of ideologies are, among others, to allow members of a group to organize (admission to) their group, coordinate their social actions and goals, to protect their (privileged) resources, or, conversely, to gain access to such resources in the case of dissident or oppositional groups. As basic forms of social cognitions, however, ideologies also have cognitive functions. We have already suggested that they organize, monitor and control specific group attitudes. Possibly, ideologies also control the development, structure and application of sociocultural knowledge. To wit, feminists have special interest in acquiring and using knowledge about the dominance of women by men. Generally though, we shall assume that ideologies more specifically control evaluative beliefs, that is, social opinions shared by the members of a group. At this mental interface of the social and the individual, however, ideologies and the attitudes and knowledge they control, also – indirectly – influence the personal cognitions of group members, e.g., the planning and understanding of  their discourses and other forms of (inter)action. These personal mental representations of people’s experiences of such social practices are called models (Johnson-Laird, 1983; van Dijk, 1987b; van Dijk and Kintsch, 1983). Models are mental representations of events, actions, or situations people are engaged in, or which they read about. The set of these models represents the beliefs (knowledge and opinions) people have about their everyday lives and defines what we usually call people’s experiences. These models are unique and personal and controlled by the biographical experiences of social actors. On the other hand, they are also socially controlled, that is, influenced by the general social cognitions members share with other members of their group. This combined presence of personal and (instantiated, particularized, applied) social information in mental models allows us not only to explain the well-known missing link between the individual and the social, between the micro and the macro analysis of society, but also to make explicit the relations between general group ideologies and actual text and talk. That is, models control how people act, speak or write, or how they understand the social practices of others. We, thus, have the  following, highly simplified elements in the relations between ideologies and discourse at various levels of analysis. In other words, ideologies are localized between societal structures and the structures of the minds of social members. They allow social actors to translate their social properties (identity, goal, position, etc.) into the knowledge and beliefs that make up the concrete models of their everyday life experiences, that is, the mental representations of their actions and discourse. Indirectly (viz., through attitudes and knowledge), therefore, ideologies control how people plan and understand their social practices, and hence also the structures of text and talk. Ideologies define and explain the similarities of the social practices of social members, but our theoretical framework at the same time accounts for individual variation. Each social actor is a member of many social groups, each with their own, sometimes conflicting ideologies. At the same time, each social actor has her/his own, sometimes unique, biographical experiences ( old models ), attitudes, ideologies and values, and these will also interfere in the construction of models,  which, in turn, will influence the production (and the comprehension) of discourse. Hence, the schema given above may be read top down, or bottom up. The relations involved are dynamic and dialectic : ideologies partly control what people do and say (via attitudes and models), but concrete social practices or discourses are themselves needed to acquire social knowledge, attitudes and ideologies in the first place, viz., via the models people construct of other’s social practices (including others discourses) (van Dijk, 1990). At many points, our theoretical approach to ideology is at variance with classical and other contemporary approaches to ideology (see Eagleton,1991; Larrain, 1979; Thompson, 1984, 1990). Ideologies in our perspective are not merely systems of ideas, let alone properties of the individual minds of persons. Neither are they vaguely defined as forms of consciousness, let alone as false consciousness. Rather, they are very specific basic frameworks of social cognition, with specific internal structures, and specific cognitive and social functions. As such, they (also) need to be analyzed in terms of explicit social psychological theories (see also Rosenberg, 1988), which obviously has nothing to do with mentalist reductionism. At the same time they are social, for they are  essentially shared by groups and acquired, used, and changed by people as group members in social situations and institutions, often in situations of conflicting interests between social formations (Eagleton, 1991). However, ideologies are not restricted to dominant groups. Oppositional or dominated groups also share ideologies. The main problem of most critical approaches to ideology is that they are exclusively inspired by social sciences and rather confused philosophical approaches. They ignore detailed and explicit cognitive analysis, and so they are unable to explicitly link social structures with social practices and discourses of individuals as social members. Ideologies or other social cognitions in our approach are not reduced to or uniquely defined in terms of the social practices they control (Coulter, 1989), nor to the discourses that express, convey or help reproduce them (Billig et al., 1988; Billig, 1991), or to the institutions in which they are reproduced. (For different but related approaches, see, e.g., Fairclough, 1989, 1992a; Kress and Hodge, 1993.) Discourse analysis as ideological analysis The sketch of the theory of ideology presented above provides us with a conceptual framework that also allows us to engage in ideological analyses , and, hence, a critique of discursive practices. After all, we have seen that ideologies, though variably and indirectly, may be expressed in text and talk, and that discourses similarly function to persuasively help construct new and confirm already present ideologies. In both cases, this means that there may be discourse structures that are particularly relevant for an efficient expression or persuasive  communication of ideological meanings. For instance, headlines in newspapers,, taken as prominent expressions of the overall meaning or gist (semantic macrostructure) of a news report in the press, form a special discourse category that is probably more likely to express or convey ideological content than, for instance, the number of commas in a text. On the other hand, we have no a priori theoretical grounds to exclude any textual structures from expressing underlying ideological principles. Indeed, virtually all discourse structures are involved in the functional expression of mental models of events or communicative contexts, and,  therefore, of the opinions that are part of such mental models. To wit, a racist opinion of a speaker about his black interlocutor, may be subtly expressed (involuntarily or not) by minimal intonation variations, interpreted by the black interlocutor as a racist way of addressing her, while sounding unwarrantably insolent or impolite (for many such examples of everyday racism, see Essed, 1991). Let us now examine these levels and properties of discourse and the ways ideologies may be expressed and conveyed more systematically. However, before we present a summary of preferential discourse  structures for the expression and communication of ideological meanings, we should be clearly aware of what we are looking for. Given the theory of ideology presented above, we need to attend primarily to those properties of discourse that express or signal the opinions, perspective, position, interests or other properties of groups. This is specifically the case when there is a conflict of interest, that is, when events may be seen, interpreted or evaluated in different, possibly opposed ways. The structures of ideologies also suggest that such representations are often articulated along an us versus them dimension, in which speakers of one group will generally tend to present themselves or their own group in positive terms, and other groups in negative terms. Thus, any property of discourse that expresses, establishes, confirms or emphasizes a self- interested group opinion, perspective or position, especially in a broader socio-political context of social struggle, is a candidate for special attention in such an ideological analysis. Such discourse structures usually have the social function of legitimating dominance or justifying concrete actions of power abuse by the elites. Surface structures The surface structures of discourse refer to the variable forms of expression at the level of phonological and graphical realization of underlying syntactic,  semantic, pragmatic or other abstract discourse structures. With a few exceptions, such surface structures of text and talk do not have explicit  meanings of their own. They are only the conventional manifestations of underlying meanings. Yet, such surface structures may express and convey special operations or strategies. For instance, special stress or volume or large printed type may strategically be used to emphasize or attract attention to specific meanings, as is the case when shouting at people or in screaming newspaper headlines. In the same way, special into national contours may help express irony, (lack of) politeness or other semantic or interactional meanings and functions. These examples already suggest that surface structures may express or control the ways in which events are interpreted by speech participants. A large banner headline may emphasize the biased summary of a news event, about a race riot, for instance, and insulting volume or intonation may similarly inequality between speaker and signal social  hearer. Theoretically, this means that communicative contexts may  ideologically controlled models of events or of  represent women or minorities in a negative way, and such opinions will not only influence the meanings of the text but also, indirectly, the sometimes subtle variations of the graphical or phonological surface structures. Indeed, whereas the meanings of the text may not explicitly express or encode prejudice or social inequality, surface structures may let anyway. In general this means that such surface structures must be marked. They must be out of the ordinary and violate communicative rules or principles, i.e., those of normal size headlines, normal volume or intonation in polite transpire such hidden meanings  speech, and so on. Depending on meaning and context, then, such deviant surface structures may signal, express, or convey similarly deviant properties  of models, such as a specially negative opinion about the competence of a woman or a black man. In other words, ideological surface structures primarily function as signals of special meanings or model structures, and  may, thus, also contribute to special processing of such interpretations of text and talk. Special graphical or phonological emphasis may also manage the importance of information or beliefs, and, hence, the hierarchical organization of models in which important information is located at the top. Conversely, meanings and beliefs may be de-emphasized or concealed by non-prominent graphical or phonological structures when they express meanings that are inconsistent with the goals or interests of the speaker. Intonation, such as the tone of racist insults, may also conventionally signal specific social relations, and hence also ideologically based inequality. That is, they also influence the context models of the communicative context. The same is true for other forms of non-verbal communication, such as gestures, facial expression, proximity, and so on, which also may signal interpersonal and social relations, and, therefore, ideological meanings. Finally, it is well known that accented speech of sociolects or dialects express or convey social class, ethnicity, gender, or social relations of familiarity or intimacy, as has been shown in much sociolinguistic and social psychological research (Giles and Coupland, 1991; Montgomery, 1986). Again, it is obvious  that such social relations may also be structured in conflict and inequality, and so presuppose ideological differences. Accents may thus signal or express prestige, accommodation, dominance, resistance or other ideologically controlled social relations. CHAPTER III RESEARCH METHODS There are four aspect that are discussed in the chapter of research method. That are : (1) type of research, (2) data and data sources, (3) data collection methods, and (4) data analysis 3.1 Type of research In this research, the writer uses qualitative research. According to Creswell (1997, p.15) Qualitative research is an inquiry process of understanding based on distinct methodological traditions of inquiry that explore a social or human problem. The researcher builds a complex, holistic picture, analyzes words, reports detailed views of informants, and conducts the study in a natural setting. The researcher analyzed CDA in the words produced by Syahrini. Therefore, later the researchers described the result of their analysis which tried to find out the influence of the words  produced by Syahrini toward language use in social culture. 3.2 Data and Data Sources The data sources were taken from the words produced by Syahrini. She is an Indonesian singer who is known by her words such as sesuatu, Alhamdulillah ya, cetar membahana, jambul khatulistiwa, and terpampang nyata. Those words are produced by Syahrini herself and they have a significant influence language use because many people use them in daily communication 3.3 Data Collection Methods There are three steps in collecting data, those are : 1. The writers searched the words produced by Syahrini from the internet. 2. Listing the words produced by Syahrini 3.4 Data Analysis In analyzing the data, the writer used some steps as follows: 1. Identifying and analyzing the words produced by Syahrini using Fairclough’s dimension of discourse 2. Drawing conclusion CHAPTER IV FINDING AND CONCLUSION 4.1 Finding Ideologies Syahrini as one of the popular artist I Indonesia has her own characteristics of ideal beautiful person, moreover women. Unconsciously, she creates her own version of the ideal women characters. She prefers to see the ideal women based on their physical appearances. She phanatically sees the beautiful women are they who have good physical appearances, such as slim body, white skin, straight nose, bulu mata lentik, and having jambul. It can be proved with the utterances regularly used by her like Cettar Membahana, Jambul Katulistiwa. It can be concluded that he prefer to see the author beauty rather than the inner beauty of women. The following supports the above explanation. Here are the utterances regularly used by Syahrini, : 1. Sesuatu 2. Cetar Membahana 3. Jambul Khatulistiwa 4. Bulu Mata Anti Badai Text Analysis Those utterances are merely concerned with the diction choice and structure formation. As we know, those utterances spelled by Syahrini who is one of famous artist or singer in Indonesia. She prefer to say (datum 1) in expressing her feeling toward something. The expression of (1) represents her regret or interest expression like mempesona, meriah, gokil. For example: Trans TV sesuatu banget ya or Ayushanti memang sesuatu. Instead of saying Trans TV gokil banget she prefers to say Trans TV sesuatu banget. In Bahasa Indonesia sesuatu has the equal meaning as  something. The diction something or sesuatu usually has the position as noun, but here Syahrini use this diction as adjective. On the other hand, Syharini usually say Cettar Membahana. Cettar membahana has the equal meaning as Luar Biasa or Amazing. Instead of saying luar biasa, she prefers to say cettar membahana. Cettar in Bahasa Indonesia followed the theory of onomatopoeia which defines as language formation influenced by the sound of something. Cettar expresses the sound of fireworks when it burnt-out. So cettar menas something burnt, eye-catching, interesting, or extraordinary. Besides that, she also adds the diction membahana after the word cetar. Membahana has almost the same meaning with cetar, but membahana here as adverb and better as adjectives. Form those explanation above cetar membahana means kill the expression of something amazed, great. In fact there is the expression like â€Å"luar biasa† or â€Å"meankjubkan† in Indonesia there Syahrini used the exaggeration expression in expressing something. Next, Syahrini also used the expression â€Å"Bulu Mata Anti Badai† instead of saying â€Å"bulu mata lentik†. She prefers to say bulu mata badai perhaps it caused many disasters happened in Indonesia lately, so that she exaggerate her utterance using one of the name of those disaster. Actually there is nit the regular expression between bulu mata and anti badai, but she just combining the utterances with other utterances so it will create new strange language, or perhaps it can call controversy language. Discourse Practice Those utterance used by Syahrini above clearly in order to attract her popularity as one of Indonesian singer. She seems has plan to use those utterances rather than the other utterances proved above in order to be extraordinary in expression something. By those utterances above, she wants to get more attention by her fans, or moreover the Indonesian people. The utterances like sesuatu, cetar membahana, and badai expressed something exaggerated. Here, Syahrini plans to use them regularly in many times. It seems like  she always update her new expression again and again when she was  interviewed by the infotainment journal. Nowadays, who doesn’t know Syahrini? Almost all Indonesian people know her, with her controversy utterances also. Sociocultural Practice Syahrini as one of the popular artist in Indonesia needs to attract her popularity. That’s why she does it by using the controversy utterances or language in expressing something. Before, it had been existed the utterances sesuatu, cetar membahana, and sesuatu in Indonesian. Today, the changes of language formation can be created freely in order to get some intentions. The change in discourse practiced by Syahrini influence the sociocultural of Indonesia and Indonesian people. By the utterances used by Syahrini that have been illustrated above, the people imitate that expression from children until adult use that utterances. CONCLUSION From those explanations above, it should be underlined that her utterances above imply the deep meaning beside it. One of the reasons is that she say the exaggeration expression in order to get more intentions from her fans. Moreover, she also wants to get extra intention from Indonesian people. NO 1 2 3 4 Utterances Sesuatu Cetar Membahana Bulu mata anti badai Jambul Khatulistiwa Meaning Luar biasa More than sesuatu Bulu mata lentik Jambul Keren REFERENCES Choyimah, Nurul. 2013. CDA handout. Unpublished Paul Gee, James. 2011. An introduction to discourse analysis: theory and method. New York: Routledge Fairclough N., 1992. Discourse and Social Change. Polity Press: Cambridge. Fairclough N., 2000. Discourse, social theoryand social research: the discourse of welfare reform. Journal of Sociolinguistics4, pp. 163-195 Kata Syahrini. [Online]. Available: http://www.dusunblog.com/2012/11/kata-syahrini-cucok-mokorocodot.html [Accessed from the Internet on May 22, 2012] Syahrini Manfaatkan Jargon Unuk Popularitas. [Online]. Available: http://www.cumicumi.com/posts/2011/09/24/23004/26/syahrini-manfaatkanjargon-untuk-popularitas.html

Respiration System of Animal

1. Respiration System of animal: The respiration system is important to all animals, this system interacts others system in our body to provide energy and maintain life. Animals inbreathe oxygen, the body though metabolic process to produce ATP (energy source) and carbon dioxide, finally, carbon dioxide would be exhaled to animal body. Operation System in company: Company provides some resources such as place, money, human resource. Managers operate the activities in the company and make decisions. The output in this system is the profit or loss of the company. . A firm can survive and succeed in the long run if it successfully develops strategies to confront 5 competitive forces that shape the structure of competition in its industry. These include rivalry of competitors within its industry, threat of new entrants, threat of substitutes, bargaining power of customers and bargaining power of suppliers. Some competitive strategies can be used to minimize the competitive force: cost le adership strategy, differentiation strategy, innovation strategy, growth strategies and alliance strategies. . The more suitable hardware peripherals for input in a retail operation are touch screen and optical scanning. The touch screen can provide a more user friendly interface to the staffs, even though they have less computer knowledge. Also, optical scanning can provide the faster and easier usage. Liquid crystal displays (LCDs) and matrix printers are suitable for a retail operation, because LCD provide a thin, flat display to use less space. Furthermore, matrix printers can use less time to make some copies in the same time. In using the secondary storage for a retail operation, hard disk drives are more suitable. Hard disk drives allow higher speeds, greater data-recording densities, and closer tolerances within a sealed, more stable environment. Nowadays, the capacity of hard drives is up to many terabytes of storage, it can use less space to save more data in one hard disk drive.

Irregular Yo Verbs Essays

Irregular Yo Verbs Essays Irregular Yo Verbs Essays Spanish | English | Tener | to have | tengo | I have | tengo diecisà ©is aà ±os | I'm sixteen years old | yo no tengo mi tarea | I don't have my homework |  ¿Quià ©n tiene la tarea? | Who has the homework? |  ¿Tiene Pedro la tarea? | Does Pedro have the homework? | venir | to come | vengo | I come | vengo de la escuela | I'm coming from school | no vengo a la casa | I'm not coming home | Pedro y Marà ­a vienen a las tres de la tarde | Pedro and Maria come at 3:00 in the afternoon | Marà ­a y yo venimos en cinco minutos | Maria and I are coming in five minutes | decir | to say | digo | I say | digo que Ana es inteligente | I say Ana is smart | yo no digo que no | I'm not saying no |  ¿Quià ©nes dicen la verdad? | Who is telling the truth? | Marà ­a dice su nombre | Maria says her name | poner | to put | pongo | I put | pongo mi libro en la mesa | I put my book on the table | Maria y tà º ponen los libros en la mesa | Maria and you put the books on the table |  ¿Quà © pones en la mesa? | What are you puting on the table? | hacer | to do/make | hago | I do | hago la tarea | I do the homework | hago mucho ejercicio | I exercise a lot |  ¿Quà © hacen ustedes? | What are you guys doing? | hago | I make | hago un pastel | I make a cake | traer | to bring | yo traigo | I bring | traigo mi tarea a la clase | I bring my homework to class | Marà ­a trae su tarea a la clase | Maria brings her homework to class | salir | to leave (depart) | yo salgo | I leave | salgo en quince minutes | I'm leaving in fifteen minutes | salgo de la escuela | I leave from school | no salgo a la una y media | I'm not leaving at 1:30 |  ¿Quià ©nes salen ahora? | Who all are leaving now? | oà ­r | to hear | oigo | I hear | oigo mà ºsica | I hear music | ella oye todo | she hears everything | caer | to fall | caigo | I fall | caigo de mi silla | I fall from my chair | conocer | to know (familiar with) | conozco | I know | yo no conozco al presidente | I don't know the pr esident. | Conozco Montreal bien. | I know Montreal well. | Ellos conocen la mà ºsica latina | They know latin music |  ¿A quià ©n conoces en la clase? | Who do you know in the class? | Pedro y yo conocemos a Marà ­a | Pedro and I know Maria | conducir | to drive | conduzco | I drive | conduzco a la escuela | I drive to