What is Critical Thinking and Decision Making?

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The ability to think critically and incorporate decision making abilities into one's judgment rely upon factors that are consistently joined in the human experience. The authors of the primary text in this course refer to critical thinking as several abilities. All these abilities have one common factor. That factor is the understanding of how decision making is effective. To understand critical thinking one must not only realize the attributes but also the benefits of possessing the qualities of a critical thinker. Also, one must be able to incorporate this understanding into their present working atmosphere.

The authors of the e-text, state that critical thinking is comprised of three things. First, a critical thinker must have an awareness of a set of interrelated critical questions. Second, the ability to ask and answer critical questions at appropriate times is crucial. Finally, the thinker must desire to actively use the critical questions. (p.4).I would like to add to this definition. The key to all these habits is questions. One must question the obvious and accepted, in order to derive a higher form of understanding. Questions can happen for many reasons. We question to understand a situation, and the facts and opinions that surround it. We question to reapply the accepted and understood in hopes of finding a realization that will sharpen our perspective on a particular topic. We also question to form an argument upon which a foundation of dialog may exist and grow. By asking questions, "a spirit of curiosity, wonder, and intellectual adventure…" is created.(p.). This becomes a true melting pot from which critical questions and the decisions made beyond those questions come from.

Knowledge comes from information. Without information many arguments stray towards the use of fallacy to derive foundation. This is a foundation that will build an argument but because it is based on fallacy, critical thinking can not be applied to it. Therefore the argument becomes unsound. In order to avoid incorporation of fallacy into an argument, three options must be recognized and put aside. The first of those three are erroneous or incorrect assumptions. The second is the use of distracting or irrelevant information. The final option is the support of a false conclusion. (p.118).

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The critical thinking and decision making process is not a simple process by any means of the imagination. There are two crucial blockades that must be hurdled when one begins to think critically. The first is the ability to separate our emotions from our logic and reasoning. Complicating the critical thinking process with emotions adds to the complexity of the issue at hand. The logic of critical thinking is inherently based on simplicity. Emotions cloud judgment and perceptions The second is the uncommon ability to question one's own views and beliefs after decisions have already been made. Although, while one creates an argument, there is a good chance you will apply these two abilities to other people's beliefs, it is the self recognition that is most difficult to observe and compare.

In my current working environment logical thought is tested as the standard everyday. In some situations, critical thought is prevalent as an automatic assumption. In others, decision making is clouded by fallacies and unclear facts and opinions. It is during these moments where only higher thinking through critical questioning can prevail. The "tough" decisions usually occur when all the facts have not been properly gathered or identified and someone or something has called for an early conclusion. It is during these tough decisions that somehow critical thinking is replaced by opinions and feeling that cloud the mind. A true critical thinker not only ignores such factors when making a decision but also embraces these factors for what they are. Being able to recognize feelings and opinions through critical thought allows one to set them aside in order to make a clearer picture.

What does all this accomplish? The ability to filter information through critical questioning gives one the understanding of an entire issue. From that understanding we can make well rounded decisions that affect everyone and everything around us. The complex process of critical thinking and decision making involve both learning tools and experience. These factors filter what we perceive in this life versus what is the truth.

References

Browne, M., Kaplan, R., Keeley, S., McCall, M.(00). Readings In Critical Thinking

[University of Phoenix Custom Edition e-text].Pearson Custom Publishing.

Retrieved October 1, 00 from University of Phoenix, Resource, CSS/0-Critical Thinking and Computer Logic Web Site https//ecampus.phoenix.edu/secure/resource/resource.asp

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Theories on learning

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There are many theories on how we learn. I will try to present the theories that are known and accepted at this time. The theories I will cover are Cognition, Habit, Humanistic, and Psychomotor.

Cognition Theory

Edward Tolman proposed the cognition theory in the 10's. He believed that our behavior was motivated by accomplishing a goal or to avoid displeasure. This theory stated that we have paths and tools, which we can use to reach our goals. One of his basic beliefs was that we do something as if certain behavior will accomplish definite goal.

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Tolman's theory was different than most because he believed that we could learn without reinforcement. We can learn from experiences only if we are motivated enough to turn expectations in to behavior. Motivation has two purposes to allow internal tension to create a demand for the goal, and to establish the events that you will concentrate on (The Learning Curve, http//library.thinkquest.org/C005704/content_lt.php).

Tolman's theory gained wide acceptance in the 160s. Other researchers began to expand on his ideals, including Julian Rotter. His theory, social-learning, was that our fondness for an experience in determined by what value we place on the outcome. If we enjoy doing something or enjoy the result then we learn how to accomplish that goal.

Habit

A habit is action we learn by repeating it many times, so many times that we can do without consciously thinking about it. There are different types of habits. Some are basic such as opening a bottle of soda. An adult can do this with almost no thought, but a child must learn how to do this. A different type of habit is one that affects others. These are called "habits of adjustment" that are classified as good habits and bad habits. A good habit would be proper manners while a bad habit would be interrupting a conversation.

Most experts believe that unless a habit is beneficial to us we will not learn it. This is based on the ideal if we enjoy the outcome of the action we will repeat it.

Humanistic Theory

The humanistic theory states that we learn from our need to show our creativity. All activities can be a creative outlet. Humanists believe we have an inner force motivating us to learn and express ourselves so we may gain a sense of control, growth and knowledge. They also believe we are responsible for our actions and that we can change our behavior at any time. Our actions must satisfy our whole self as we strive for self-improvement.

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Models of ob

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Models of Organizational Behavior

There are four major models or frameworks that organizations operate out of

Autocratic - The basis of this model is power with a managerial orientation of authority. The employees in turn are oriented towards obedience and dependence on the boss. The employee need that is met is subsistence. The performance result is minimal.

Custodial - The basis of this model is economic resources with a managerial orientation of money. The employees in turn are oriented towards security and benefits and dependence on the organization. The employee need that is met is security. The performance result is passive cooperation.

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Supportive - The basis of this model is leadership with a managerial orientation of support. The employees in turn are oriented towards job performance and participation. The employee need that is met is status and recognition. The performance result is awakened drives.

Collegial - The basis of this model is partnership with a managerial orientation of teamwork. The employees in turn are oriented towards responsible behavior and self-discipline. The employee need that is met is self-actualization. The performance result is moderate enthusiasm.

Although there are four separate models, almost no organization operates exclusively in one. There will usually be a predominate one, with one or more areas over-lapping in the other models.

The first model, autocratic, had its roots in the industrial revolution. The managers of this type of organization operate out of McGregors Theory X. The next three models begin to build on McGregors Theory Y. They have each evolved over a period of time and there is no one best model. The collegial model should not be thought as the last or best model, but the beginning of a new model or paradigm.

MODELS OF ORGANIZATIONAL BEHAVIOR

reported by Efrain G. Escarilla, Jr.

Organizations differ in the quality of the systems they develop and maintain and in the results they achieve. Varying results are substantially caused by different models of Organizational behavior. These models constitute the belief system that dominates management's thought and affects management's action in each organization.

Autocratic Model

The autocratic model depends on power. Those who are in command must have the power to demand you do thisor else, meaning that an employee who does not follow orders will be penalized.

In an autocratic environment the managerial orientation is formal, official authority. This authority is delegated by right of command over the people to whom it applies. Management believes that it knows what is best and that the employee's obligation is to follow orders. Management does the thinking; the employees obey the orders.

The psychological result for employees is dependence on their boss, whose power to hire, fire and perspire them is almost absolute.

Custodial Model

A successful custodial approach depends on economic resources. The resulting managerial orientation is toward money to pay wages and benefits. The custodial approach leads to employee dependence on the organizations. Rather than being dependent on their boss for their weekly bread, employees now depend on organizations for their security and welfare.

The custodial model is described in its extreme in order to show its emphasis on material rewards, security, and organizational dependence. Its great benefit is that it brings security and satisfaction to workers, but it does have substantial flaws. The most evident flaw is that most employees are not producing anywhere near their capacities, nor are they motivated to grow to the greater capacities of which they are capable.

Supportive Model

The supportive model depends on leadership instead of power and money. Through leadership, management provides a climate to help employees grow and accomplish in the interest of the organization the things of which they are capable. Management`s orientation is to support the employee`s job performance, rather than simply support employee benefit payments as in the custodial approach.

Supportive behavior is not the kind of behaviour that requires money. Rather, it is a part of management`s lifestyle at work, reflected in the way that it deals with other people. The manager's role is one of helping employees solve their problems and accomplish their work.

Collegial Model

The collegial model depends on management's building a feeling of partnership with employees. The result is that employees feel needed and useful. Managers are seen as joint contributors rather than as bosses.

The managerial orientation is toward teamwork. Management is the coach that builds a better team. The employee response to this situation is responsibility. The psychological result of the collegial approach for the employee is self-discipline.

In this kind of environment employees normally feel some degree of fulfillment, worthwhile contribution, and self-actualization, even though the amount may be modest in some situations. This self-actualization will lead to moderate enthusiasm in performance.

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The outsiders

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The Outsider

The opening lines of the novel, The Outsider by Albert Camus, set the tone for the book Mother died today. Or maybe yesterday, I dont know (pg. ), it is a dreary and depressing sentence, so are the thoughts of a character by the name of Meursault. However, the circumstances that took place, plunged him into a spiral of events. Strangely, his thoughts stayed the same, yet his life changed dramatically. Conversely, the story The Secret Life of Walter Mitty by James Thurber, is seemingly contrary to the novel The Outsider. In the beginning of the story, Lieutenant Burg was saying to the Commander, We cant make it, sir. Its spoiling for a hurricane? The Commanders brave reply was, …Were going through! (pg. 7) The story promised excitement, fast pace and interesting events full of heroism. There was one small detail; it was a daydream of Walter Mitty whose life was lonely and discouraging. It was his way of dealing with the reality of his miserable life. Even though these stories do not seem to be comparable, by examining them a little closer, is revealed that the characters have many things in common. Meursault and Mitty were trying to escape the realties of their lives; yet, they came face to face with them because of the decisions they made throughout their lives, which led them to their ultimate destruction. Both characters wanted to shy away from society. They disassociated themselves from everybody and interacted with others only when they needed something. Meursault was a peculiar man who kept to himself. He never sought people, they always came to him. They were there for his pleasure and amusement, only if it was suitable to him. How Meursault felt, and the way he treated people, is clearly illustrated in his relationship with Marie, who was his sexual object. When he did not have any more need for her services, ?There was nothing left to keep us together or to remind us of each other. Anyway, from that point on, Maries memory would have meant nothing to me. I wasnt interested in her any more if she was dead. I found it quite normal? (pg. 110). Sometimes, being around people annoyed him, because he could not understand their way of thinking. He showed apathy towards his surroundings and the world around him. He wandered through life with no emotions. Mitty, on the other hand, escaped from his hopeless situation, his nagging wife, into a fantastic imaginary world he invented. He put all his energy, hopes and fears into his dreams. He ran from his problems instead of facing them and invented this, almost comical, private world so he could escape the real one. In one of his fantasies, Dr. Mitty saved the life of a very important man. During the operation, two renowned specialists could not save the man, so they turned to Dr. Mitty for help. If you wish, he said phlegmatically (pg. 75). In every dream, Mitty was a hero, yet in reality he was a coward. He never challenged his wife, or defended himself. Meursault and Mitty were desperately trying to keep their singularity Meursault by keeping a simple and unemotional life, Mitty by escaping into his private world of heroic dreams. As hard as Meursault and Mitty tried to run away from the reality of life, it was inevitable to come face to face with the one thing they desperately tried to escape. Meursaults beginning of the end came when he killed the Arab on the beach. He was put in jail and was charged with premeditated murder. He could not escape the society any more. At one time, the priest came to Meursault to tell him how he should behave in society. Meursault did not want to compromise his way of thinking just to make society happy. The harder the priest tried, the more annoyed Meursault became. Then, for some reason, something exploded inside me (Pg. 115). He started to shout at the priest and grabbed him by the collar of his cassock. The guards had to pull the priest out from the cell, and after that incident Meursault felt calm and a wondrous peace?flooded into me (pg. 116). Likewise, Mitty could not escape the reality of life. His wife was constantly nagging him and always demanded something, which he usually forgot. …He was always getting something wrong?But she would remember it (pg. 76 - 77). At one point he got enough courage to stand up against her, after a long string of lectures, and defended himself. I was thinking, said Mitty, Does it ever occur to you that I am sometimes thinking? (pg. 80). Rebelliousness against his wife led to serious events. There was no escape for Meursault and Mitty; they had to face whatever came their way; they had to face the reality of the world that they lived in. With every action, or lack of, Meursault and Mitty were pressing on to their inevitable death. Meursaults came because he did not want to conform to society and was facing death penalty by the guillotine. The events that led to his execution were his deep beliefs - the obsession for the truth. This truth was a negative one; nevertheless it was the truth that he was willing to die for. Meursault was condemned to death mostly of showing lack of emotion, especially because he did not cry at his mothers funeral. There is a question that arises. Is it that, In our society any man who doesnt cry at his mothers funeral is liable to be condemned to death (pg. 118, from Afterword)? In Mittys case he finally stood up and rebelled against his nagging wife, which led him in a different direction in his daydream. Outburst towards his wife spun him into the bravest act yet - he bravely stood in front of the firing squad. It appeared that none of his dreams ever had closure, none that is, except the last one, Then with that faint, fleeting smile playing about his lips, he faced the firing squad; erect and motionless, proud and disdainful, Walter Mitty the Undefeated, inscrutable to the last (pg.81). Is it possible that the dream of execution did not signify the death of Mitty, but in his real world the death of slavery to his wife? Perhaps he realised that he had to fight not only in his fantasies but also in his real world. Or, could it be that Mitty wanted to give up, and because he was a coward in the real world, he committed suicide in his dream instead real life? In both stories, all the events that led to final moment would enable one to believe it was a suicide wish. Tragically, Meursaults death was the real punishment and Mittys, even though it was in his daydream, was real to him.

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Forward Motion

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Robert Frost "The Road Not Taken" was written back in116, yet its message is timeless. Robert Frost has taken the moment-to-moment occurrence of decision-making and transformed it into a literary work we are able to visualize with our minds eye.

Frost idealized this process to create a long lasting impression that would be a source of inspiration and encouragement to all its readers.

Frost begins his poem at the fork of two roads. He knows he must keep moving forward, but his dilemma is choosing which road to take. In an effort to explain the difficulty in this decision Frost begins by writing

Two roads diverged in yellow wood,

And sorry I could not travel both,

And be one traveler, (71 )

Frost first line say's "Two roads diverged in yellow wood". Frost could have simply said two roads separated in yellow wood, but this would have taken away from the deeper meaning. Websters Encyclopedic Unabridged Dictionary defines diverge as "to move lie or extend in different directions from a common point branch off." We are always at a common point or a point of origin when new roads or decisions are placed in front of us. The decision to select the correct path is so critical, Frost daydreams of traveling both roads simultaneously. Have we not been in this position at one time or

another? This would be such a perfect world if we where able to experience multiple directions simultaneously, and be one traveler. There would be no questions as to what is best. You would experience everything first hand that each path has to offer, and come to an exact conclusion as to what is best. Unfortunately we are held in check by our human capabilities, so we must come to a single conclusion.

Robert goes on to say

long I stood

And looked down one as far as I could

To where it bent in the undergrowth; ( )

In like terms we perform the exact same process when we make deceisons. We analyze one of our options until we are unable to see or reason anything else about that option. So here Frost is, standing at the fork in the road unable to travel both roads simultaneously, so he does the next most logical thing. Frost studies his options. He studies and makes observations on each road to look for reasons to take one or the other. In the next stanza lets see what Frost notices

Then took the other, as just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that, the passing there

Had worn them really about the same, (71)

Here we are again with our two roads or decisions before us, having examined both until they "[bend] in the undergrowth". We are still unable to decipher one being

better than the other. With the same critical eye Frost examines the other road. Even though both roads appear to be "really about the same" there is something about one of the roads that lures him to it. Frost states, "Because it was grassy and wanted wear;" We can associate this with our human instinct, or pure gut feeling. We may not have the exact reasons behind the choices we make but if our intuition and spirit move us, we are inclined to follow. Frost has now selected a road. Notice what Frost says next

And both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back.(71)

Evan though Frost has chosen a road he still realizes that there is no real noticeable difference. Each road having been uncharted he could face any out come. He keeps an optimistic tone that if things don't work out on the road he has chosen he can keep "the first for another day!". In the next line reality comes back into view and Frost checks himself saying "Yet knowing how way leads on to way," This statement ties back into the first stanza in his use of the word diverge. Frost is aware that each path will contain paths of their own so he doubts if he "should ever come back." to the first path.

Frost concludes

I shall be telling this with a sigh

Somewhere ages and ages hence

Two roads diverged in a wood, and I-

I took the one less traveled by,

And that has made all the difference. (71)

Frost states the he "will be telling this with a sigh Somewhere ages and ages hence"

This is true for all who have been placed in the position to make decisions. The only difference is whether the "sigh" is one of relief or sorrow. Our decision making process

is refined through time but it always begins the same. We analyze the choices we have before us. Through the process of elimination we narrow or choices. We compare these choices to knowledge learned and gained through experiences on previous paths. If this is not enough to make a decision, then we must rely on our god given instinct.

Robert Frost the road not taken does not provide an answer or a guide to taking the right path but it does give you the perspective a person that is not afraid to move forward. It is better to take a chance on a path than it is to stand motionless at the fork in the road. We cannot and will not progress individually or as a whole if we stand still. We are able to grow because we have chosen a road. "And that has made all the difference".

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Starting a youth discipleship

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STARTING A YOUTH DISCIPLESHIP GROUP

(Much of the material is adapted from a seminar led by Dan DeHaan)

1. THE NEED FOR A DISCIPLESHIP GROUP Many youth are ready to do more than we give them. Realize that some of

the young people have a potential for real spiritual leadership, while others are still peripheral. You need to minister to

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both groups. There is a segment of that youth group that has a lot of potential. All they need is help with the small details

and to have your passion.

Perhaps as a new youth director, you would spend a couple of months getting to know the kids through a lot of fun

activities. But then have a good youth retreat with a both barrels challenge in the areas of leadership. Let the kids know

that a new Bible study will be beginning for those that want to live dangerously or be leaders in training.

. PRAY - FERVENTLY Ask God to give you a group of young people (perhaps only even one or two) who would be willing

to take spiritual leadership and to have a heart for God. Ask God to give you that kind of young people who would go in

your leadership training group. You could call it Leaders in Training or A Youth Leadership/Discipleship Family, or any

other name which would designate it as being basically for young people who are in training to be the leaders in the youth

group.

The age limit should be 1 through college. Even adult sponsors could attend as students too, as long as they dont come

as the leaders, but as those in training.

. HOW TO ADVERTISE You may want to make personal contact with young people who would have potential and would

benefit by being in such a group. Its good if you can have some of the guys who are natural leaders in such a group.

Advertise this to your young people through public announcements and in the church bulletins. Dont make it something

where the young people feel that they have to attend. In fact, it should be at some time other than a regular church hour.

Let them know the duration of these meetings.

4. AT THE FIRST MEETING

A.Hint You should already have in mind what you want them to do and say, but let them say it.

B.They choose leadership rules After sharing a few ideas about your passion for developing real spiritual leaders in the

youth group, ask the group for really specific, practical characteristics of a youth group leader. If this

leader were to be a real spiritual force and example to others what would he need? Write down the

suggestions which they give on a chalkboard. Make sure that everyone in the group agrees.

C.Sign a commitment Once everyone has decided what it takes to be a real spiritual leader, chart it out as guidelines to

follow for the next ten weeks. The youth themselves choose the leadership rules. At that time, you

could ask for commitment from the young people for the next ten weeks. If they miss meetings for

poor reason, they would be eliminated. And if they miss any more than three of the approximate ten

things which would be needed to characterize a leader, on a weekly basis, they would be eliminated

from the group. In other words, the chart which they have decided upon will be used as a basis to

gauge their consistency as leaders.

D.Set a time limit The first and subsequent meetings should last approximately one and a half hours, and always include

sharing and prayer.

E.Give them the tools At the first meeting, ask everyone to get notebooks (best if they all look alike). The three ringed

notebook could be divided into four sections (1) Sermon notes, () Bible study, () Prayer list, (4)

Personal devotional notes. No one would be permitted in the discipleship group after the second

meeting.

5. AT SUBSEQUENT MEETINGS

A.Bring the notebooks and pass them around for others to see what they wrote in their devotional pages. These pages

are not diaries, but are to be reflections which the young people get from reading the Word. Their

emphasis should not be legalistically reading the Word, as much as it should be having a heart for

God.

B.Prayer should always be a very important part of your Leaders in Training. In addition to having an effective prayer list

and developing one, each person should have a weekly prayer partner and that partner should be

different each week (guys with guys etc.). Their commitment should be to pray for their prayer partner

every day and call or meet with that person at least twice that week, to see how everything is going in

their Christian life. They may want to pray with one another through meeting or on the phone.

C.Dont worry about heavy curriculum, since the main emphasis in the program is teaching young people to apply what

they have been learning elsewhere. Naturally, you will want to teach them how to have effective

devotions, and how to vary them. You will also want to teach them how to take good sermon notes.

6. COMPLETE THE LEADERSHIP FAMILY TRAINING Finish at the end of ten weeks. Perhaps you could go on a retreat

and do some fun, crazy things with a loose schedule. At that retreat, as well as at other times, everyone needs to

continue affirming each other as leaders. They need to continually build up each other, because of what God is doing in

their lives. Theyre leaders because theyve chosen to discipline themselves, set priorities, be lonely for God instead of

following a wrong crowd, etc. No doubt a number of them will drop out. Those who do can join when another training

session begins.

7. CONSIDER STARTING ANOTHER GROUP Have another group when the first ten week commitment is over. Have a

brief break, but then begin another training session to develop leaders for your youth group.

8. CONTINUALLY CHALLENGE THE YOUNG PEOPLE Challenge them with what they could do to be examples to others

in their Christian lives. Some youth groups have done such things as sitting in one section of the church, near the front,

and taking notes on the pastors sermon. Perhaps they would also have small circles of prayer in the halls before church

begins, to really challenge the people to the importance of the message which they will hear. Another youth group wrote a

book called Principles of Growth and Leadership. They passed it out, and shared their spiritual leadership with others. It

was done entirely by the young people, not the youth director. After such groups continue, they are not merely disciples

anymore, they are real leaders.

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Race and gender in othello

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Our staff of freelance writers includes over 120 experts proficient in race and gender in othello, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your race and gender in othello paper at affordable prices with cheap essay writing service! Issues of race and gender are not separate issues in othello but rather ideas that intersect and are of central focus in the text. Such issues are portrayed through significant employment of symbolism, imagery, characterisation- of desdemona, o and iago and dramatic techniques. The construction of intersecting issues of race and gender work to give the play unity and to endorse the traditional beliefs of the Elizabethans thus privileging the male gender and white Europeans.

Othello is initially set in the City of Venice a culturally refined and affluent region that emanates safety and ‘social concord'. Famous for it's typically beautiful women ‘it was home to the most remarkable flourishing of Western art and culture and yet it held the threat of the most dangerous human vices (lust, jealousy)'. We are introduced to othello through Iago and Rodereigo's resentful comments in particular Roderigo's reference to his ‘thick lips'. The emphasis on Othello's physiological attributes establishes the idea that he is an outsider in the Venetian society and is thus a ‘victim of prejudice'. Iago's vulgar descriptions of the sexual relationship between othello and desdemona ‘an old black ram is tupping your white ewe', promotes the notion that ‘miscegentation if not unnatural is at least deviant. Barbantio's reaction to this ‘o treason of blood' reinforces this attitude. In the text Barbantio functions as a representation of higher society's beliefs in regard on certain issues. Therefore his reaction serves to display the xenophobic racial attitudes of the society of the text and in doing so establishes the idea that although Othello has integrated into the Venetian society he still remains an outsider.

In the play, othello secures a position in the Venetian society through his military capabilities-the ‘brave' and ‘valiant moor'. However Elizabethan stereotypes relating to foreigners are still inherent in the text. For instance Barbantio's acceptance of othello as a military leader equates to respect of his professional accomplishments as opposed to an acceptance of his character, this notion in validated through Barbantio's response to the marriage between his daughter ‘the gentle mistress' and othello the ‘foul thief'. This hypocrisy in Barbantio's behaviour ‘concentrates on the cultural anxieties' of the play and therefore reinforces the idea that othello is othered in the society of the text.

The notion that white Europeans are privileged in the text in contrast to Turkish moors can be examined through the characters of Othello and Iago. Othello is continually identified through negative symbolism in the play, as inferior in the Venetian society. ‘Blackness has been associated with sin and death in a tradition extending back to Greek and Roman times'. In the play, Othello is continually affiliated with evil and is seen as the ‘black devil'. This reflects the Elizabethan notion that the devil's favoured human form was in a black man. Thus the supposed connection between Othello and all things sinister is established through the use of black imagery and the connotations that ensue as a result. Othello is referred to as the ‘black moor' by Iago which ‘hints at something other than his colour', this statement reinforces the idea that blackness was a punishment for sexual excess therefore Othello's colour is in part the foundation for the Elizabethan anxieties towards foreigners. Conversely Iago's privileged position in the text is ironic considering his true nature, this error of judgement is a basis for the idea one of the themes of the play ‘appearance versus reality'. The success of Iago as the villain is in part due to the position he holds in society as a white Venetian male whose credibility is never questioned until the resolution of the play. Iago is a representation of a white European male and the confidence other characters have in his nature ‘an honest man he is' contrasts the continual allegations concerning Othello ‘theif' ‘black devil' and therefore reveal the fact that the white male is privileged above the black. Therefore this reinforces the idea that White Europeans were the accepted norm in contrast to the Turkish moors.

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The idea that Othello is an outsider in his adopted society is reinforces by his own statement and the contradiction between desdemona and himself. Othello's acceptance in the Venice is based on his value as a military leader to the Venetian society as well as his

In addition to the effects of race, gender construction plays a large part in furthering the tragedy of the play. Desdemona epitomises the traditional patriarchal female stereotype she is the ‘sweetest innocent' whose love for her master is incessant. Through the use of religious symbolism ‘o more the angel she' desdemona is constructed as superior being who should be revered. The villainous Iago exploits othello's insecurities in his adopted society due to his race, which ultimately leads to his downfall.

Please note that this sample paper on race and gender in othello is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on race and gender in othello, we are here to assist you. Your cheap research papers on race and gender in othello will be written from scratch, so you do not have to worry about its originality.

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Crude Oil

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Crude Oil

It is utterly amazing how many things start from a barrel of oil. Everyday things such as the gasoline you use to drive your car to synthetic fabrics, to medicine. Oil provides about 40% of the energy Americans consume and 7% of are transportation fuels. The U.S. oil industry employs nearly 1.4 million people. (Oil-gasoline, p. 1)

In the U.S. alone the total technically remaining recoverable oil may exceed 16 billion barrels- about 5 years worth. The total remaining recoverable oil world wide is about . trillion barrels. (Oil-gasoline, p.1)

Oil does a lot more then simply provide fuel for our cars and trucks, keep our homes and offices comfortable, and power our industries. Oil is the key ingredient in making thousands of products that make our lives easier. From lipstick to diapers and medicine, petrochemicals play a vital part. (Refining Online, Crude Oil Refining, p. 1)

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Crude Oil prices behave much as any other commodity with wide price swings in times of shortage and oversupply. The U.S. industry's price has been regulated through price controls. After World War II oil prices have averaged $1.7 per barrel in 16 dollars. Through the same period the median price for crude oil was $15.7 in 16 prices. That means that only 50% of the time from 147 to 17 have oil prices exceeded $15.6 per barrel. Prices have only exceeded $ per barrel in response to conflict or war in the Middle East. (Free Crude Oil Investment Information, p.1)

OPEC was formed in 160 with five founding members Iran, Iraq, Kuwait, Saudi Arabia, and Venezuela. Now there are six other countries in OPEC, Qatar, Indonesia,

Libya, United Arab Emirates, Algeria and Nigeria. (Free Crude Oil Investment Information, p.1) After the World War II exporting countries found increasing demand for their crude oil and a 40% decline in purchasing power of a barrel of crude. In March of 171 the balance of power shifted. The power for control crude oil shifted from the United States to OPEC. OPEC has seldom been effective as a cartel. Because of the 17-180 period of rapidly increasing prices, the demand was reduced due to better insulation in homes and more energy efficiency in industrial processes. During the Arab Oil Embargo the extreme sensitivity of prices to supply shortages became all too apparent. Prices increased 400 percent in six short months. (Free Crude Oil Investment Information, p.)

To live without crude oil would be to live without a countless number of goods ranging from cd players to surf boards. From the time your alarm clock rings in the morning to, to the time you turn in for the night, oil touches your life in ways you never could imagine.

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Is Morality a Matter of Comparative Politics?

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As physical items such as fire, contain substances that determines how they will behave, so do people. A persons ‘essence' or character will determine how they will react regarding their morals. In this time of violence, terrorism and corruption it is no wonder that the question of morality is raised. It is obvious in this day and age, that morality is a puzzle in comparative politics, and although, culture and ethnicity is a key factor in comparing governments, the role of morality seems to have been sidestepped. While an undefined source for policies, actions and people, morality is an issue seldom heard until a crisis. As Otto von Bismarck stated ‘Politics is not an exact science' , thus morality must incumber politics in one way or another.

The notion of morality is rather ambiguous and subjective. There is no clear definition of morals, and obviously no universal standard. So, how do morals affect politics? George Lakoff uses morality as a metaphor, and describes the relationship between morals and politics as ‘The Nation as a Family'. Lakoff describes this metaphor as seeing the government as the parent and the states citizens as its children. Lakoff successfully describes this metaphor under a number of different categories.

· Regulation Just as a nurturing parent must protect his children, a government must protect its citizens -- not only from external threats, but also from pollution, disease, unsafe products, workplace hazards, nuclear waste, and unscrupulous businessmen.

· Environmentalism Communion with the environment is part of nurturance, part of the realization of ones potential as a human being. Empathy includes empathy with nature. Caring for children includes caring for future generations. Protection includes protection from pollution. All of these considerations support environmentalism.

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· Feminism and Gay Rights Nurturing parents want all their children to fulfil their potential, and so it is the role of government to provide institutions to make that possible.

· Abortion Women seeking abortion are either women who want to take control of their lives or teenage children needing help. Considerations of nurturance for both require providing access to safe, affordable abortions.

· Multiculturalism Nurturing parents celebrate the differences among their children, and so governments should celebrate the differences among its citizens.

· Affirmative Action Since women and minorities are not treated fairly in society, it is up to the government to do what it can to make sure that they have a fair chance at self-fulfilment.

· Art and the Humanities Knowledge, beauty, and self-knowledge are part of human fulfilment, and so the government must see to it that institutions promote such forms of human nurturance.

· Taxation Just as in a nurturing family it is the duty of older and stronger children to help out those that are younger and weaker, so in a nation it is the duty of citizens who are better off to contribute more than those who are worse-off.

Although the family metaphor is a valid conception of morality, the definition is still unknown. The subjective nature of morality would imply that every action is right if the person agrees with the action or believes it is right. However, how can killing a person be right? This is where culture plays a large part in politics and morality.

If you lived in India your morality would have you believe it is right for wives to be burned alive with their deceased husbands. In Syria, you would believe it is morally permissible to have more than one wife. If you grew up in Sudan, your morals would say it is permissible to have young woman's clitorises surgically removed. However, if you held an American morale, you would probably disagree, finding none of these practices are morally permissible. So, if morality can be so diverse as to be categorised (‘Christian' morality, ‘Nazi' morality), then this must have a major effect on how different regimes will view issues and act upon them, whether it be economy, women's rights or the current War on Iraq. When using Lakoff's ‘Nation as a Family' model it is obvious to see the reasoning behind World leaders support of War against Iraq- just, as a nurturing parent must protect his/her child, a government must protect its citizens . However, this does not justify the War on Iraq, when looked at through a Christian morale.

Fr. Joseph, O.F.M, argues against the separation of church and state, and highlights the submission of Christian morality in politics today.

The state has been given to us by God to look out for the temporal welfare of its people. This means its main purpose is to work for the common good. If those who hold a public office in any way do not work for this purpose, they have usurped their position. It is also important to note that in working for the common good of the people, a morality is necessarily implied, for one cannot be morally neutral, and yet work for an objective good. This is the contradiction of the political scene today. Everyone wants something (what is supposed to be a common good but rarely is anymore), yet it is (from their point of view) supposed to be devoid of any moral basis, especially a Christian one.

This statement highlights that morality whether it is from a Christian or Nazi background will be found in politics. No decision is neutral and action taken against or for an issue is without morality.

Otto Von Bismarck (1815188), Prussian statesman. Speech, December 18, 186, to Prussian legislature. http//www.bartleby.com/66/8/78.html,

G. Lakoff, ‘Metaphor, Morality and Politics or Why Conservatives have Left Liberals in the Dust' (15, volume 6, no. ) Social Research http//www.wwcd.org/issues/Lakoff.html#BOOKS Theodore Schick, Jr. ‘Is Morality a Matter of Taste, Why Professional Ethicists Think that Morality is Not Purely ‘Subjective'' (18) 18 Free Inquiry Magazine 4 http//www.secularhumanism.org/fi/index.htm

G. Lakoff, ‘Metaphor, Morality and Politics or Why Conservatives have Left Liberals in the Dust' (15, volume 6, no. ) Social Research http//www.wwcd.org/issues/Lakoff.html#BOOKS

Fr. Joseph, O.M.F, ‘The Morality of Politics' http//friarsminor.org/xxi1-1.html

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English

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Pro death penalty

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Debate

Costs and 100% of no repeat crime.

Introduction In this day and age everything is about how much money something costs. Government programs are being cut in other to help fund others. Public Education budgets are the lowest in years. A big reason why our federal government is running a huge deficit is because of the growing number of funds needed to fuel our prison systems. Even though more money then ever is being poured into our prison systems to build additional prisons its just is not enough. Correctional officers are being laid off because the money that used to set aside to pay for their salary is now being paid to build bigger prisons. One way to help save money to help save jobs and give more money to our education system is to give the death penalty to criminals instead of giving them life sentences.

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Argument

There is a claim that states that between the many appeals involved and the actual act that its more expensive for states to execute a criminal then to incarcerate him for life. This simple is not true. In an independent study by Time magazine, the average LIFETIME criminal faces on average around 0 to 40 years in prison. The study also provides information on the costs of housing these criminals. Time magazine on found that it costs between 5,000 dollars a year to house a criminal in a average cell and it costs upwards of 75,000 dollars to house a dangerous criminal in a maximum security prison. Do the math and you get a low of a million dollars and a high of million dollars to house criminals for the average sentences they will be receiving. Even these numbers as high as they are, are a bit misleading. These costs do not account for additions to prison has to make in order to have room to house all the criminals. So in fact, it costs even more.

The study also shows how much on average it costs to incarcerate a criminal on death row. It costs between the different appeals and the actual incarceration 60,000 dollars a year. With the average inmate on death row for 10 years, it would cost around 600,000 dollars plus the execution that runs on average around $50,000. So in contrast it costs anywhere from 400,000 to over million dollars more to house a criminal for a life sentence a prisoner who is on death row. A common response from someone who denounces the death penalty on the extra cost is that it involved to house a criminal for life is that its worth it because its morally right not the harm another human being. My next argument will prove that, that belief is most likely missed placed.

Conclusion In order to help enrich the lives of our law abiding citizens I believe we should give murders their just desert and when decided by a jury, the criminals who are found guilty of murder should be executed.

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Intro Not even the most fanatical enemy of the death penalty can deny that a carried out death penalty means a definite stop of new crimes committee by the convict. A dead violent criminal can do no more harm to any other human being. They can no longer murder, rape fulfill any other violent acts.

Many people may object with this by saying that a lifetime in prison will do the same thing however this is wrong by the following reasons.

1. As stated in my earlier argument a lifetime in prison does not mean a "Lifetime". It's a certain number of years in prison, and there has been numerous stories of murders once out of jail repeating their old ways.

. If there is an escape from the prison, the person usually resorts to new crimes to make by once they are on the outside

. Because of overcrowded prisons, many inmates have resorted to violence to get the items that are in short supply in the prison. In the forefront of these actions are criminals who have "Lifetime" sentences. A survey of a North Carolina state prison by USA today in the mid 0's reported the lifetime criminals felt that they had nothing to loose by committing the violent actions they were committing. The warden quoted by saying that they cannot separate the prisoners because of the over crowdedness of his prison.

4. There have also been stories of dangerous and violent criminals manipulating the courts in order to get a parole and probation. Only to seek revenge on the person or people who sent them their in the first place.

There is an efficient way of ending this meaningless spiral of crime where the most ruthless criminals can commit new crimes, and it is when there is a consistent use of the death penalty.

We would then have a slightly kinder world to live in with a little fewer crimes.

Conclusion Every dedicated enemy of the death penalty who is part of and actively sustains a judicial system that excludes the capital punishment can be said to have bloodstained hands. Since the capital punishment was abolished in Western Europe, injury or death has victimized many thousands of innocent people, and even more relatives to these victims have suffered. This is because of a legal system that makes it possible for murderers and violent criminals to commit new heinous crimes.

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THE GREAT GATSBY/ THE TALENTED MR RIPLEY

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The novel The Great Gatsby, by F. Scott Fitzgerald, and its close contemporary counterpart, the film The Talented Mr. Ripley, directed by Anthony Minghella, relate to each other by commenting on similar thematic concerns, particularly the American Dream. Both texts use appropriate techniques to depict and comment on The American Dream. The Dream is a symbol representing success and wealth in life, both materially and socially. As each text progresses, a character within each text pursues the success and prosperity of The American Dream but cannot attain satisfaction. This notion is emphasised by structure, image, and the form of media in The Great Gatsby, and The Talented Mr. Ripley.

The Great Gatsby deals with The American Dream in its 10s New York context. The setting reflects upon the social stratification present at the time; closely related to economic status. It expresses this through such characters as George Wilson, and his dilapidated house in the decaying Valley Of Ashes, a socio-economic wasteland. This Valley of Ashes is a direct symbol of lower class society, and is juxtaposed with the luxurious connotations of West Egg.

The novel form and structure allows for the key ideas to be expressed through the use of literary techniques. These ideas that are expressed create a positive image, or response, of the text from the audience.

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The plot is written as a first person narrative through the eyes of Nick Carraway, but a great deal of the story focuses on his next-door neighbour, Jay Gatsby. In the novel, Gatsby possesses a great deal of wealth, with an expensive estate, manifested by "a factual imitation of some Hotel de Ville in Normandy, with a tower on one side." This is again shown in the following line "a marble swimming pool, and more than forty acres of lawn and garden", with visual imagery further accentuating the size of his mansion. Additionally his large house is juxtaposed with Nick's house, "my own house was an eyesore", again adding emphasis to his wealth.

Although Gatsby has pursued and attained financial success, he is still devoid of satisfaction, because he does not have Daisy. To attain Daisy, Gatsby displays a false impression, as he believes his put-on class and sophistication will attract him to her.

His home is effectively a symbol of his falsity, and the semiotics of his house depicts an image of pretentiousness. This is elucidated by visual imagery in "enough coloured lights to make a Christmas tree of Gatsby's enormous garden." The lights act as a symbol, and the house is just a show that Gatsby has put on.

His falseness is also presented as a deficiency of taste, revealed by "high Gothic library, panelled with carved English oak, and probably transported complete from some ruin overseas." The inclusion of the word ‘complete' suggests to the reader that Gatsby did not himself compile the selection of books, but instead just attained them intact. This depicts the irony of how Gatsby is not actually the affluent character his façade falsely suggests, and also portrays an image of not fitting in. Thus, the novel displays how a character does not always achieve the dream they set out to accomplish.

Such notions are also dealt with in The Talented Mr. Ripley, although in a different context. The lifestyle Dickie has, in the colourful, scenic Italian backdrop of the fifties, along with the recurring motif of jazz serve as the perfect lifestyle that the main character, Tom Ripley, wishes to attain.

In The Talented Mr. Ripley, Tom Ripley is a character in search of success and wealth. As the film progresses, the audience becomes aware of the fact that he is after ‘the ideal', his perfect model, and will mould himself into that shape. This is related to The American Dream because it emphasises how he is in pursuit of success and perfection.

The start of his ‘search' is signified when Mr Greenleaf says to him "Could you ever conceive of going to Italy, Tom…I'll pay you to persuade my son to come back…" This is ironic, as instead of bringing Dickie back, he instead tries to assume Dickie's identity. When sent over there, he falls in love with Dickie's lifestyle in his Italian paradise, and will go to great lengths to remain in it.

Although he wishes to ‘shape' himself into Dickie's lifestyle, he doesn't quite fit in, particularly in the beach scene, shown by Dickie's statement "You're so pale! Look how pale he is, Marge!" In this scene, he is not only set apart from Dickie and Marge by his considerably lighter skin, but also by the fluoro-green bathing suit he wears. Additionally, in reaction to Dickie, Tom states, "It's only an undercoat," foreshadowing how he changes his ‘undercoat' to fit Dickie's lifestyle, moulding himself into his idea of ‘the perfect lifestyle.'

Tom builds an identity for himself, as Dickie Greenleaf, as he believes that it will bring him close to his ideal personality and with it, bring success, prosperity, and all that the American Dream represents. However, he does not find satisfaction in being this identity, and continues to kill to cover up his past mistakes.

This is evident after Freddie's suspicious nature in "The only thing here that looks like Dickie is…. you" On one level, this statement acts as an irony, because immediately before Freddie's arrival, the semiotics of the elegant room conveys a sense of success and sophistication. The grand piano, the expensive sweaters and the statue head momentarily create the impression that Tom has triumphed in his pursuit towards success. However, the change in the non-diegetic music to a more sombre, mysterious tone when Freddie enters, and the long and awkward silences, emphasise the deviousness of Tom.

This scene is consequential because it displays Tom's false sense of success and his pursuit for this perfect life.

Both The Great Gatsby and The Talented Mr. Ripley hold parallels, particularly in the themes depicted by each. One such concept is the American Dream, which is expressed through the structure, form and image conveyed of each text.

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Business Ethics

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on Business Ethics. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Business Ethics paper right on time.

Our staff of freelance writers includes over 120 experts proficient in Business Ethics, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Business Ethics paper at affordable prices! A sole proprietorship is a business that is owned and usually operated by one person. Sole proprietorship is the simplest for m of business and the easiest to start. Sole proprietorships have disadvantages. One disadvantage, for example unlimited liability which id a legal concept that holds a business owner personally responsible for all the debts of the business.

The U.S. Uniform Partnership act defines a partnership as voluntary association of two or more persons to act as co owners of a business for profit. All partners are not necessarily equal. Some may be active in running the business while other may have a limited role. There are types of partners. A general partner is a person who assumes full or shared responsibility operating a business. A general partnership is a business co-owned by to or more general partners who are liable for everything the business does. A limited partner is a person who contributes capital to a business but who has management responsibility or liability for losses beyond his or her investment in the partnership. Limited partnership is a business co-owned by to or more general partners who manage the business and the limited partner who invest money in it. A master limited partnership is a business partnership that is owned and managed like corporation but taxed like a partnership. An example is a NBA basketball team (Boston Celtics).

A corporation is an artificial person created by law, with most of the rights of a legal person, including the right to start and operate a business, to own property and to enter into contracts. The shares of ownership of a corporation is called stock, and the people who own a corporate stock are called stockholders or shareholders. A closed corporation is a corporation whose stock is owned by relatively few people and is not to the general public. A open corporation is a corporation whose stock is bought and sold on security exchanges and can be purchased by any individual. An example would be general motors. The forming a corporation is called incorporation. Incorporating a business does not guarantee success. An incorporated business is called a domestic corporation in the state it is incorporated. In all other states where it does business it is a foreign corporation. A corporate charter is a contract between the corporation and the state. The charter includes

· Firms name and address

· Incorporators name and address

· Purpose of the corporation

· Maximum amount of stock and types of stocks issued

· Rights and privileges of stockholders

· Length of time corporation is to exist

There are two types of stocks. Common stocks is stock owned by individuals or firms who may vote on corporate matters, but whose claims on profit and assets are subordinate to the claims of others. Preferred stock is stock owned by individuals or firms who usually do not have voting rights, but whose claims on dividends are paid before those of common stock owners. A dividend is a distribution or earnings to the stockholders of a corporation. A proxy is a legal form listing issues to be decided by stockholders meetings and enabling stockholders to transfer their voting rights to some other individual or individuals. The board of directors is the top governing body of a corporation, the members of which are elected by the stockholders. Corporate officers are appointed by the board of directors.

S-corporations is a corporation that is taxed as though it were a partnership. Limited liability is a feature of corporate ownership that limits each owners financial liability to the amount of money she or he has paid for the corporations stocks. A limited liability company is a form of business ownership that provides limited liability and taxed like a partnership. A government owned corporation is a corporation owned and operated by local, state and federal government. A Quasi-government corporation is a business owned partly by the government and partly by private citizens or firms. A non-for-profit corporation is a corporation organized to provide a social, educational, religious, or other services rather than own a profit. Cooperative is an association of individuals or firms whose purpose is to perform some business function for its members. A joint venture is agreement between two or more groups to form a business entity in order to achieve a specific goal or to operate for a specific period of time. A syndicate is a temporary association of individuals or firms organized to perform a specific tasks that requires a large amount of capital.

A merger is the purchase of one corporation by another. A hostile takeover is a situation in which management and the board of directors of the firm targeted for acquisition disapprove of the merger. Tender offer is an offer to purchase the stock of a firm targeted for acquisition at a price just high enough to tempt stockholders to sell their shares. A proxy fight is a technique used to gather enough stockholder votes to control the target company. A divesture is the process of dismantling a company and selling of different parts. Leveraged buyout is a purchase arrangement that allows a firm's managers and employees or a group of investors to purchase the company.

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Juvenial Death Penalty

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Juvenile Death Penalty

The juvenile death penalty is one of the most controversial issues of the twentieth century. The death penalty is always used as the last resort punishment. People who deserve to be on death row are people who have committed such horrible acts that there is no other punishment that fits their crime. The actual definition of capital punishment is "the lawful infliction of death as a punishment"(West's 16). The death penalty has existed in the United States since 1608. Currently only thirty-eight states allow capital punishment. It is known to be an argumentative topic. Everyone has his or her own opinion on who deserves to receive capital punishment, or whether or not it should actually exist. Capital punishment in the United States used to be a lot more acceptable than it is today(Strater 6).

"There are only six countries in the world that are known to have executed juvenile offenders in the ‘nineties Pakistan, Saudi Arabia, Iran, Nigeria, Yemenand the United States"(Farley ). It is an extremely popular issue at this point in time due to all the current juvenile murderers. Since the spring of ninety-five, six juveniles have been executed this decade in the United States. This is more than any other country in the world. Some would say that these statistics are embarrassing for the United States as a whole. Seventy-five percent of the juvenile's executed are non-Caucasian. Since the start of the death penalty, a good portion of the children put to death have been black males. Most of the juvenile executions have taken place in the South. The youngest person ever to be executed in this country was a ten year old in 1885, for taking part in a robbery and a murder(Strater 6).

The justification for the juvenile death penalty is frequently tracked back to Blackstone's commentaries on the laws of England. Sixteen states in the U.S. have a minimal age requirement for the death penalty under the age of eighteen. Some of these states include Alabama, Delaware, Georgia, Indiana, Kentucky, Mississippi, Missouri, Nevada, New Hampshire, Oklahoma, Texas, and Wyoming. All but one of these states does not go under the age of fourteen(Strater 6). "The minimum age of statute in Mississippi is thirteen, but the Mississippi Attorney General's office indicates the effective age is sixteen based on the interpretation of U.S. Supreme Court Decisions" (Strater 6). Nine states do not have an age requirement for carrying out capital punishment.

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The death penalty is too cruel a punishment for people under the age of eighteen. Anyone under this age has not experienced life as an adult yet. Many of their decisions are made for them. Some of the mistakes they make may be done without thinking it through thoroughly, or the knowledge of life to realize the ramifications of their actions. Youths are heavily influenced by peer pressure and how they are raised. Juveniles may partake in certain uncivilized acts for survival as well. Parenting can play a tremendous role in how juveniles make poor decisions. If their parents are not around while growing up, or make poor decisions themselves, how are their children going to know the correct ways to go about their own lives. Parents need to teach their children to have strong morals. One should know that killing another human being is not correct, but if they are never taught to make good decisions, then murder can just be considered another poor decision that they have made. On the other side of this controversy, "some argue that children mature enough to murder are mature enough to be punished for it"(Farley ). Often times, people base this decision on their own family lives. Many times, the juveniles who commit such heinous crimes to be put on death row have not grown up in the same family environments as the people arguing towards executing them.

"At a time when school shootings have led the United States into a wrenching political debate about youth violence, this is a quandary worth pondering" (The Wall Street Journal A8). Congress is in a jam, trying to figure out what causes youth crime. The people who make laws are working hard to make specific laws that prevent juveniles from seeing violent movies or video games (The Wall Street Journal A8). They feel that such movies or games can cause violent behavior. Already a minimum age requirement is set for certain movies, but not all of them. If states do make new laws dealing with children seeing or playing movies or video games, they must deal with the punishment that should occur after they see or play the game or movie.

Some movies and video games can show some kids more about real life. Many people think that movies or different types of games can have a negative influence upon a kid. Ignoring an issue or telling children not to see certain movies or play some video games is not going to prevent anyone from experiencing the real world. It exists everywhere. If they did not learn from a movie or game, they would just learn from friends, television, and, so on and so forth. Most kids, who go and see a violent movie for the first time, will not understand exactly what is going on. After the movie, the child will probably go home and ask certain questions to his or her parents. At this point in time, the parents can thoroughly explain what went on in the movie and go into an educational conversation about certain issues in which the child may be confused about. A video game is just a form of entertainment. Some video games are obviously more violent than others. Violent video games do not turn a juvenile into a murderer.

Capital punishment has been going on this country for a very long time. Most other countries have done away with it. "The U.N. convention (Article7(a)) provides that neither capital punishment nor life imprisonment without possibility of release shall be imposed for offenses committed by persons below eighteen years of age"(Streib 6). The United States is basically the only country in the world that has not changed this agreement. This country wants to be able to keep the death penalty for juvenile offenders (Streib 6).

The juvenile death penalty has been one of the most controversial issues of the twentieth century, being used as the last resort punishment for the most heinous of crimes, although it should not be the answer to juvenile crimes. Anyone under the age of eighteen needs to mature and start making some of their own decisions. Execution is not the right decision for a crime committed by a juvenile.

Please note that this sample paper on Juvenial Death Penalty is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Juvenial Death Penalty, we are here to assist you. Your persuasive essay on Juvenial Death Penalty will be written from scratch, so you do not have to worry about its originality.

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Salvador Dali

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Salvador Dali is a brilliant painter and draftsman. More commonly, he was known as a leading Surrealist, probing the irrational and subconscious in his paintings. His style, whether cubist, abstract, realistic, paranoiac-critical, or stereoscopic, was always completely his own. His versatility, just like that of the artists of the Renaissance, manifests itself in several fields where he is helped by artisans whose language he speaks and whom he pushes to the extreme limits of their techniques. His genius, which would have been freely acknowledged, had it flowered in the Renaissance, is today so out of the ordinary, that it provokes our modern world of average bureaucrats. Recently, I was able to view Dorothy Spreckles Munn, which was painted by Dali in 14. Not only is this painting a fantastic example of his mastery, it also represents many of the reoccurring obsessive themes Dali enjoyed using in his pieces surreal landscapes, bizarre figures, and his wife, Galarina.

Dali's work is painted in a masterly fashion to show the private world of a genius; a world that, in its myriad details, speaks to all of us. He is able to create a splendid world of dreams, hallucinations, phantasms, and fractured realities. In the works of the Surrealist period, Dali treated those elements of disparate appearance with absolute realism, which emphasized the proper character of each one of them, making an exact copy from a document, a photograph, or the actual object, as well as using collage. He increased the effect produced even more through the use of techniques stemming from the precision of Vermeer to the blurred shapes of Carriere. Once he had given an emotional autonomy to his protagonist, he established a communication by depicting them in space- most often in a landscape, thus creating unity in the canvas by the juxtaposition of objects bearing no relation, in an environment where they did not belong. In Dorothy Spreckles Munn, the light, due to the color of the sky and of the sea, seems to suspend the course of time and allows the mind through the eye to glide more easily from one point to another. Many of Dali's landscapes are said to have been referenced from Cadaques, but this particular composition is entirely imaginary. The still life and figure drawing occupy an important place in Dali's work, but the crucible in which he transforms beings and things, thus creating the most astonishing oneiric fresco of the contemporary epoch, is the landscape.

Dali's greatest intellectual and artistic honesty is probably never to have practiced any sophisticated, gymnastic aesthetics, in order to place the most disparate and most bizarre objects in his pictures. The Surrealist's ideology was based on Freudian psychology, which systematized the analysis of dreams as revealed in images from the subconscious. The faithful transcription of dreams has always played a major role in his work. His demonology owes a great deal to his reveries. They have given birth to heterogeneous elements which he then brings together in his paintings without always knowing why. In this painting, the Mannerist and Baroque influences are obvious Mannerism in the bizarre background figures with the elongated shapes, Baroque in the postures and movements, and the light treated in the style of Magnasco, which we can also see in Palladio's Thalia Corridor. The figures in the background represent order in apparent disorder, fixity in ostensible mobility, unity in diversity, and the indivisible principle of verticality in a world seemingly formless.

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This painting is supposedly a portrait of Ms. Dorothy Spreckles Munn, but is apparent that she was made in the image of Dali's wife and only love, Galarina Dali; the hair, eyes, and body shape are all one in the same. The appearance of Gala was a revelation to Dali. According to him, "The most important events which can happen to a contemporary painter are two in number 1) To be Spanish, and ) To be named Gala Salvador Dali." Gala has often been depicted in Dali's works. One might even say that she is the only woman whose face and silhouette appear there incessantly. "She is the rarest being to see," says Dali, "The superstar who cannot in any case be compared with La Callas or Greta Garbo, because one may see them often, whereas Gala is an invisible being, the anti-exhibitionist par excellence.

The difference between the Surrealists and me is that I am a Surrealist," states Dali. After witnessing Dorothy Spreckles Munn, like any Dali piece, a unique and scintillating world is presented to me, a world made possible only when reality, imagination, madness, and passion are mixed in Dalinian ways. His work is an illustration of the world- a mixture of Classic and Baroque, of monarchy and anarchy. His painting contains no prophetic ambition of the romantic type; it contents itself through his genius to reconstitute with clairvoyance images as exact as possible of each precise period lived through by the artist. Whether working from pure inspiration, or on a commissioned illustration, Dali's matchless insight and symbolic complexity are apparent. His excellence as a creative artist will always set a standard for the art of the twentieth century.

-www.salvadordali.com

-www.salvadordalimuseum.com

-www.dali-gallery.com

-www.daligallery.com

Please note that this sample paper on Salvador Dali is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Salvador Dali, we are here to assist you. Your cheap custom college paper on Salvador Dali will be written from scratch, so you do not have to worry about its originality.

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