Essay depends on "Drinking Coffee Elsewhere"

Depends on "Drinking Coffee Elsewhere" - Essay Example Packer’s characters also learned to change their perceptions in relation to the people and the world with those experiences. The theme of loss of innocence indicates how the increase in knowledge about the world impacts the character and his/her personality. Packer has used Loss of innocence as the central theme in her short stories ‘Brownies’ and ‘Speaking in Tongues’. This paper will analyze how the author has characterized loss of innocence in these stories to influence the readers. The selected two stories based on loss of innocence are ‘Brownies’ and ‘Speaking in Tongues’. In ‘Brownies’, the author wants to show that anger and hatred that developed in the black and white races had no origin rather each of them did not even know why they hate others. They just show to the world what they see, observe and experience. In the story ‘Speaking in Tongues’, the author has shown how the main character lost her innocence due to pressurized sexual experience at a very young age. ZZ Packer projected loss of innocence in her stories as a transition from childhood to adulthood without any relation to gender, religion or culture. ‘Brownies’ is a story focusing on racial segregation and prejudice that existed between white and black Americans. The author showed that the girls in both troops were innocent but when they watched the behaviors of others around them their perception changed, and that’s where the loss of innocence is applied in the story. The black girls’ troop identified that the white girls’ troop called them names based on racism. The author showed in her text that the white girls did not even know why they hate the black girls or abuse them. It was rather their surrounding that made them think negative and misbehave with the black Americans. Similarly, the black girls found out that the troop of white girls also consisted of some ‘delayed learners’ who were

John Locke on Tacit and Unintended Consent Essay Example for Free

John Locke on Tacit and Unintended Consent Essay In his Second Treatise on Law and Government, John Locke outlines clear and coherent standards for what constitutes a legitimate government and what persons one such government would have authority over. Both are determined by citizens acts of consenting to relinquish to the government part of their natural authority over their own conduct. Unfortunately, the situation becomes much less clear once we consider how his standards would apply to the political situation existing in the real world today. If we continue to subscribe to Lockes account without altering its standards, we would see a precipitous drop in the number of people whose interests existing governments are responsible for serving. In this paper I will show that with certain changes and clarifications to Lockes standards, the responsibilities of existing governments need not be allowed to shrink so drastically. This creates a tradeoff, however. Changing the standards to apply more closely to actual functioning governments has the consequence of making it more difficult to determine the legitimacy of those governments. Some of the clarity of Lockes theoretical model is lost in translating it to apply to actual instances of government. A cornerstone of Lockes political philosophy is the idea that a government holds power legitimately only through the consent of the governed. A civil society consents to grant a particular government rule over it, and each person chooses on an individual basis to become a member of a particular civil society (II, 117). As giving such consent has far-reaching consequences over a persons life, Locke provides further explanation of what consent entails in this context. Only one way exists to become a member of a civil society: express consent. From Lockes account this would have to be a fairly formal business, which the individual enters by positive Engagement, and express Promise and Compact (II, 122). Lockes original wording is important because it seems to imply that unless a person actually makes a public agreement to submit to government law in return for protection of person, liberty, and property, she has not expressly consented. He makes it clear that there are no alternatives to this official process if one is to become part of a civil society, (II, 122). Even if one is not considered part of a particular civil society, she must submit to its authority to the extent of her involvement in that society. Someone who owns land within the territory occupied by a civil society is obligated to obey the law of whatever body has ruling authority in that territory as it applies to ownership and use of property. Someone merely travelling on a public road through a country will have less contact with the civil society of that area and so fewer laws of that society will have application to her behavior. Still, those laws that do cover what activities she carries out have binding force on her (II, 120-121). These people incur the obligation to submit to local authority because that authority is protecting them, perhaps by preventing the citizens of the area from acting in ways that would harm other people including the outsider. For the outsider to be free of those restraints and take advantage of the areas citizens would be unjust; therefore she is obligated to comply with the legal restraints observed by citizens the area. In neither of these cases would the person in question be considered a member of the civil society whose laws she is obeying unless she expressly consented to join that society in addition to her tacit consent to follow its laws. An immediate criticism of Lockes account thus far is that in practice, hardly anyone expressly gives consent to join any civil society. Even in most real-world cases where a person does announce submission to a particular government, the declaration would not meet Lockes conditions of consent that would give legitimacy to the rule of government over that person. Oaths such as the U. S. Pledge of Allegiance are usually only indications that the speaker is prepared to obey directives from the government of a particular state. Consent in the strict sense would have to make explicit what the person is consenting to. Someone joining a civil society under Lockes conception would need to spell out that she is giving up the right to make and enforce her own judgments to the government of that society, in return for that governments protection of her interests. Even promises of blind obedience are far from universally practiced, and in most countries are the practice of reciting such pledges is confined to schools and youth groups as a form of education rather than contractual agreement. (The idea that most civil societies do not consider young people mature enough to consent to become members is discussed later in this paper). Explicit contractual consent is far rarer than these questionably binding declarations. If most people fail to give explicit consent to trade away some of their natural rights, under Lockes terms they have not joined any civil society, and so should not be counted as the citizens of any state or the subjects of any government. This has profound significance because of the relation between civil society and government. The agreement of a civil society is the force and justification behind its governments authority (II, 149); in return for the mandate that grants it power, the government exists to protect the interests of that particular group of people. Anyone not the member of a particular civil society has no legitimate voice in the form or operation of the government that society creates, and she has no right to expect that government to protect her interests. This does not mean that the government will not take any actions that are to her benefit; the laws of that nation which prevent its citizens from killing and robbing may also prevent them from killing or robbing her. When the government enacts laws, however, it need only do so with the interests of its constituency in mind, and has no obligation to create laws conducive to the interests of an outsider. Any benefits the outsider enjoys as a result of the laws of a particular country are purely coincidental to those laws intent. Someone who is not a member of any civil society at all will accordingly have no power over any government, and her interests will deserve the consideration of no government. Since the vast majority of people have not given express consent to join a particular society, the majority of humanity has no right to expect its interests to be served or protected by any of the governments existing on earth. Everyone, however, is required to submit to the control of one government or another depending of where they live, since basically every part of the earth inhabited by humans is under the dominion of one state or another. Rule is solely in the hands of those few people who have actually signed some kind of formal social contract, and needs only to consider their interests. Any government with which no living person has made a formal consent agreement rules illegitimately. The fact that Lockes model leads to an implication that most of humanity is neither the legitimate authors nor the deserving beneficiaries of government does not prove the model is logically flawed. However, the very great majority of people consider themselves members of a civil society, and are considered as such by other people and, most importantly, by governments. However real governments define their constituency, few if any set express consent as the standard. Enslavement of the tacitly consenting masses by the expressly contracted few thus fails to provide an accurate theoretical model of governmental institutions in the real world. Locke himself describes of the formation of government as an action taken by and for the community (II, 149); this wording suggests that he would have disagreed with the idea that citizenship by express consent leading to dictatorship by a de facto minority is, in practice, the most typical form of legitimate government. It is possible that those without citizenship (the majority of people under our present definition) actually benefit by not being contractually bound to any particular civil society. As long as someone who is not an official citizen resides within the territory of an existing government which fulfills the duties expected of government (II, 131), its laws discourage both citizens of the civil society and other outsiders from threatening her life, liberty, and property. Thus someone could enjoy much of the security that membership in a civil society would provide simply by living in a well-governed area without joining in civil society. In PHI 309 lecture, Prof. Sreenivasan pointed out a possible advantage that such a living arrangement could provide for the unaffiliated: in cases where it was in ones best interests to abandon a country beset by war, pestilence, or economic or other disaster, noncitizens could jump ship without that act being considered an injustice. Those who had by express consent tied themselves to the civil society might well be obligated to remain with the community, and would not have the option of fleeing the war or hardship. Yet in most of the world, nomadic living is considered the exception, not the rule. Citizens of the worlds various nations must be considering factors not included in Lockes account. One of the most significant of these is a convention that has introduced a new kind of consent enabling people to become citizens of particular states. Most civil societies have found it desirable to designate officially who is a member of that society, i. e. a member of that state. As a governments power depends on its constituency, government function is expedited by the governments having accurate knowledge of the extent of its power base, that is to say the extent of its citizenry. At the same time, concern for its own integrity and distrust of outsiders drives a civil society to delineate who is and is not a member. These and perhaps other factors have led to the creation of conventions (usually expressed as laws passed by governments) by which a person is declared to be a member of a particular civil society (i. e. citizen of a country) regardless of whether or not that person has actually expressed consent to what such membership entails. The most typical example is a law declaring that anyone born in the territory of a particular nation is a citizen of that nation. When still a juvenile, that person of course has not actively consented to anything, and so is usually considered not complete member of civil society; although part of a community, the juvenile generally lacks certain rights and powers given to full members of the society. Upon reaching the age when she can make her own decisions, laws indicate what society the person is considered a member of in the absence of active consent by that person. The person continues to hold that default membership until she makes an active decision to join another civil society. The conventional reflection of this active decision is generally a naturalization process by which someone can become a citizen of a country she did not belong to by default. By going through the naturalization process, a person is understood to consent to the tradeoff which would make her a member of that civil society. It could be objected that being considered the member of a civil society by default is another matter entirely from consenting to join that society and willingly relinquish ones rights. Where is the consent in this instance? This question is less troubling before the person has come of age, because most would agree that a juvenile generally lacks the judgment to be signing any kind of binding social contract. But can a government legitimately assert that a person has consented to cede her rights to it simply because she has not actively protested? This question could be answered affirmatively. A person can choose not to consent to membership in her default civil society, or give up her membership in a civil society she already belongs to, by joining another civil society through a more active process such as naturalization. This means that if she does not take such an action, she is accepting the convention that interprets her inaction as an expression of consent to join the civil society she was assigned to by default. By systematizing and codifying standards for consent, then, states in actual practice ensure that the great majority of people are not lone agents. One might still question how conscious most people are that they are held to be making this sort of contract, even in the most open societies. A case can be made that essentially, they are aware. No one is unaware of what society she belongs to. Each person is effectively the member of whatever civil society exerts control over her, usually through its government. As soon as that person is conscious of the control being exerted over her, she is made unmistakably aware of what her citizenship is. With the realization of what government she is under comes the option to change her membership. The final and most damaging criticism of the consent model is the question of what happens when a person does not have the option to move to a new territory and join a new civil society. This may occur because of a persons own lack of means to carry out or simple ignorance of the options ostensibly available to her. It may also be the result of oppression by the government, preventing citizens of the country from leaving. Any of these conditions can force a person to remain an official member of a particular civil society. However, the standard of conventionalized explicit consent introduced above is only able to maintain that most people consent to join a civil society because it assumes those people have options besides their initial citizenship. If people are not being given other options, the model is still not logically flawed. Rather, it suggests a situation similar to that originally introduced as the consequence of applying Lockes model to the real world: the people in such situations are not really part of the civil society that created the government to whose control they are forced to submit. As such, they retain undiminished the right to join another civil society through a new social contract. If they do so, they may create a new government to follow instead of the one they currently submit to by tacit consent. Of course, there is no guarantee that the government ruling them in the status quo will allow them to replace its control. If it retains control over them by force, Lockes model would still hold them to be tacitly consenting to its authority by enjoyment of its dominion. This counterintuitive conclusion is avoided by the model requiring choice for real consent. If we follow that paradigm, we come to the conclusion that the government is ruling without any consent from the governed in those cases. According to Locke, such government is mere enslavement and so is illegitimate. To say that a government is wholly illegitimate if it hold power over even one person without her consent is clearly excessive; probably no government could ever achieve legitimacy under that criterion. However, we can say that a government is legitimate to the extent that its citizens are aware of other options and consider membership in their current civil society with its ruling government preferable to those options. The problem with such a standard is that it depends on what is thought by the citizens of a country, and to ascertain a persons mentality is difficult. The most reliable test is to provide citizens with realistic options and observe whether they remain with the status quo or seek a change in their situation. That change may involve leaving their current civil society, or it may mean seeking to change the structure or behavior of that societys government. The countrys citizens can be said to consent to the government ruling them to the extent that they posses the power to change their situation, but still maintain the status quo. Thus, the legitimacy of a government can be measured by the effective options available to its citizens. If we had held to Lockes standards for consent to membership in a civil society and submission to government rule, we would have concluded that most people in the world are tacitly consenting to the rule of governments created by very small groups of explicit signers of social contracts. This would lead to a bizarre picture of the political landscape very much at odds with intuition and with modern reality. By changing standards for consent to mean compliance with official requirements for citizenship when other options are available, we are able to account for those who consider themselves and are considered members of a civil society without having given explicit consent, while at the same time freeing those not given a choice from the appearance of having given consent. A government is then legitimate to the extent that its citizens have given consent according to these standards. It is one of those rare examples where laws have made the situation clearer. Sources: Locke, John. Second Treatise. From Two Treatises of Government, Laslett, Peter, ed. New York: Cambridge University Press, 1988.

Port of Ostia During a Tempest by Leonardo Carlo Coccorante Essay examp

As I stood staring at the beautifully detailed oil-on-canvas painting, my mind began racing, conjuring up random stories behind all the people, the place, and the weather in this painting. This painting, titled Port of Ostia During a Tempest by Leonardo Carlo Coccorante, is nothing more than just a story portrayed on a canvas and its words, the oils, are scattered all over it, depicting a story about a populous port going through some horrible weather and the people experiencing it first-hand. The interactions between the people are perfectly portrayed and from each one a different story can be contrived—each sharing the subject of the brutal weather. The amount of detail in this scenic painting is overwhelming; thus, countless thoughts rush the mind when carefully studying every little section of this painting. One basic point that I dwelled on while studying the painting was the lighting and the way Coccorante seemed to separate the painting in half with the contrasting dark and light. The dark half shows two suffering boats out at sea being caught up in the tempest, while the lighter side shows the caravans of people that have made it out alive onto the shore and rocks. As for the people caught in the middle of the light and dark, they are seen trying to make their way off the boat and it appears as if they’re trying to step into the light and away from the dark. One can deduce that the ship in the middle has recently harbored next to the rock site since the majority of the people in the painting can be found atop the rocks; the impressions of relief on their faces point to the idea that they have just finished unloading themselves from the docked ship and have found safety among these rocks. On the other hand, the paintin... ...ifferent times of observation. It just goes to show you that according to Hume and psychological topics (mostly relating to the cerebral cortex) the old saying, â€Å"we begin by being foolish and we become wise by experience", can be directly related to life and to our pursuit of knowledge. Works Cited Gladwell, Malcolm. Blink: the Power of Thinking Without Thinking. New York: Little, Brown and Company, 2005. 14. . Hume, David. A Treatise of Human Nature. 2003. Project Gutenberg. 27 Sept. 2006 . Instituto De Fisiologia Celular. "A Close Look to the Cerebral Cortex." About.Com. 28 Sept. 2006 . Wikipedia. "Malcolm Gladwell." Wikipedia.Org. 19 Sept. 2006. 28 Sept. 2006

Irony in Antigone: King Creon Essay

In the tragedy Antigone, Sophocles pens a tale about a stalwart and distrustful king, Creon, and his misuse of the power he possesses. In the play he disregards the law of the gods to fit his whims, something that the heroine of the play, Antigone, wholeheartedly disagrees with; she disobeys his order to leave her dead brother, Polynices, unburied and sentences herself to death in the process. Antigone is engaged to Creon’s son, Haemon, who does not agree with his father’s actions in regard to the burial of Antigone’s traitorous brother. The disagreement between father and son leads to Haemon’s suicide; ironically, Creon thinks it is his life that will be taken and not his son’s. Creon and Haemon argue about Antigone’s impending fate; their disagreement on the subject prompts a threat from Haemon: â€Å"No. Don’t ever hope for that. She’ll not die with me just standing there. And as for you— your eyes will never see my face again. So let your rage charge on among your friends Who want to stand by you in this (870-875)  Haemon declares that Antigone will not die without reaction from himself; Creon will never see Haemon again because if Antigone is killed Haemon plans to join her in death: by his own hand. Haemon then says that Creon’s rage will force Haemon’s own hand to do something that Creon will regret. Creon does not understand that Haemon is threatening his own life; instead, he believes that his own life is being threatened, and his reactions to Haemon ’s words are lined with fear, ignorance, and irony. The irony of the situation is that Creon is so blinded by his own ego that he thinks his own life is in danger, when it is actually his son’s that is. Creon only realizes the error of his assumptions and actions after Haemon commits suicide. More irony arises with the death of Haemon; he has joined Antigone in death to have what Creon denied them while living: each other. At the close of the play Antigone, Haemon, and Eurydice, Creon’s wife, have all committed suicide because of Creon’s actions. Creon is suspicious through the entire play; in the beginning he accuses Antigone and Ismene of plotting to steal his throne, saying: â€Å"You there—you snake lurking in my house, sucking out my life’s blood so secretly. I’d no idea I was nurturing two pests, who aimed to rise against my throne. Come here. (607-610)† These words are directed towards Ismene more so than Antigone because Creon already suspects her of wrongdoing. He is surprised to see Ismene lurking in the shadows as she eavesdrops on the judgment of Antigone; upon seeing Ismene, Creon is convinced that she has conspired with Antigone to steal his life and throne. In short, he is aware of one pest, Antigone, but does not consider Ismene as a pest until she is discovered eavesdropping. After Ismene is discovered Creon calls her over to be judged alongside Antigone. This is the first sign of Creon’s extreme suspicion that the reader sees; not only does he accuse Antigone and Ismene of conspiring to steal his kingship, but he accuses them of trying to take his life as well. Creon’s suspicion of his impending death is ironic because at the end of the play both Antigone and Haemon take their own lives instead of Creon’s. Creon does not realize the damage he has caused until it is too late to fix; the time for rectification of the situation has passed and he feels deep anguish at the loss of his son. He never imagines that Haemon spoke of killing himself when they had their exchange of words earlier in the play; when next to Haemon’s corpse Creon says: Aaiii—mistakes made by a foolish mind, cruel mistakes that bring on death. You see us here, all in one family— the killer and the killed. Oh the profanity of what I planned. Alas, my son, you died so young—a death before your time. Aaiii . . . aaiii . . . ou’re dead . . . gone—not your own foolishness but mine. (1406-1414) Creon explains with grief that he now realizes his actions caused the death of Haemon; his mistakes are cruel and Haemon is gone not of his own foolishness, but of Creon’s. Further irony shows after Creon discovers that his wife, Eurydice, is also dead; he asks for death by double-edged sword, when earlier he was extremely fearful about his own death and vehement about not dying. He says, â€Å" Aaaii . . . My fear now makes me tremble. Why won’t someone now strike out at me, pierce my heart with a double bladed sword?  How miserable I am . . . aaiii . . . how full of misery and pain . . . (1453-1457). † Creon begs for the death that he is unreasonably obsessed with earlier in the play; it takes the fulfillment of Haemon’s threats to make Creon seek death, and is most definitely ironic in comparison to his attitude towards death earlier in the play. Ironically, Creon now feels the misery of Antigone and Haemon, which he caused; he pierces each of their hearts respectively when he denies Antigone proper burial of her brother, Polynices, and when he denies Haemon his bride, Antigone. Creon’s final words are: Then take this foolish man away from here. I killed you, my son, without intending to, and you, as well, my wife. How useless I am, I don’t know where to look or find support. Everything I touch goes wrong, and on my head fate climbs up with its overwhelming load. (1485-1490) Once filled with immense confidence and arrogance, Creon now feels helpless and useless; ironically, he feels hopeless and distraught not because of anyone trying to steal his power or take his life, but because of his own distrustful actions and ignorant thoughts that cause his world to unravel before his very eyes.

Developmental Assets in Education

The rate of growing awareness and evident usefulness of the developmental assets leaves the thinking human with only one option, to explore it. This piece tries to select from the forty listed three, which include: Caring School Climate, School Engagement and Achievement Motivation. Most of these pose as a form of indirect though highly effective helping. According to Dewey and Tufts (1908, 390), the best kind of help to others, whenever possible, is indirect, and consists in such modifications of the conditions of life, of the general level of subsistence, as enables them independently to help themselves. Most of these assets empower people to help themselves. We will carefully throw more light on these in this informative essay.Caring School Climate — The School makes a caring and encouraging learning and playing environment available. An atmosphere that considers others above oneself, where each person takes responsibility for the good of others, reduces emotional clutters as it fosters free flow of constructive positive emotion. This asset is needed by both pupils and teachers because it builds a climate of trust, which serves as the foundation of good leadership. The essence of a good learning environment, however, is making useful contribution to society.Education derives its full meaning when we are able to give of the much we have received back to others to make living easier thereby. A caring school climate is a potent tool that fosters sharing and good nurturing while scripting good habits into the being of all the people immersed in such a culture. It provides forgiving and giving to pupils and teachers alike, which is at the core of all form of significant lifestyle.Lack of self-esteem is a product of learned helplessness. Introduction of a caring school climate will help build the proper estimation in pupils of themselves thereby curbing the occurrence of harmful practices.The school can commit to building this caring climate by nurturing a culture that recognizes people on assembly grounds and in public places by their names and praises pupils’ positive performance. Treat the negative practices as non existent and speak highly of the positive ones. These will give rise to more of what is verbalized.School Engagement — The School engages each young person actively in the endeavor to pass across knowledge. This often requires a deliberate exerting of influence. David Korten (1983, 220) terms it the â€Å"central paradox of social development: the need to exert influence over people for the purpose of building their capacity to control their own lives.† The art of learning involves moving from the known familiar terrain to the unknown remote knowledge issues. In the bid to bridge the gap, the school makes use of varying useful alternatives that make use of the human input zones i.e. the five senses.The more actively information is passed across through multiple channels the better for the learning pu pils. Some students learn better through what they see while many others through their experiences. The more options a teacher engages in actively passing across message in creative ways the more the likelihood of delivering information in sustainable excellent ways. Schools should make use of words, pictures, videos, texts and animations in passing across knowledge to her pupils. Since the whole essence of learning is understanding school teachers need to be more focused on creative techniques that actively engage the mind of the concerned pupils. Active learning holds the human attention span for longer periods.A risk factor that could be strengthened is the encouragement of secrecy. Ill behavioral patterns grow in secrecy. Should a school encourage proper engagement of each pupil, openness will be fostered as each student gains the confidence to share their heart burdens with others who are ready to help. Education is a total sum that must not be isolated.A useful activity that w ill promote the school engagement is the introduction of instructive games in the explanation of complex course modules. This may be a little tough but will help a lot of pupils see the fun side of learning as they reach new levels of understanding thereby.Achievement Motivation — Schools will need to help their pupils create and meet goals that give them a sense of fulfillment on realization. The use of class positions is not entirely bad in itself; however, some more motivations need to be built into the learning system. Learning ought to be fun and that all the time. It will be observed that young people in the kindergarten enjoy learning more than those in the higher classes. This could be traced to the fact that they look forward to the fun of learning as each day approaches. Simple gift items and awards could be introduced to the normal school systems.This, where used, makes learning worth the effort to those who receive them and others who yearn to have such. The direc tion of learning also should be made to traverse the major life skills, not just academics, so as to enhance robust success. Schools need to introduce rewards first on a general level and then for special performances and behavioral patterns. The general reaffirms the confidence of each pupil, while the special places demand on their ability development. Rewarding good behavior will likely promote more of its occurrences.Students who under-perform do so primarily because of their levels of confidence. Pupils need to be helped to believe in themselves when it relates to learning new things. Helping students have a sense of drive towards achievement reduces the risk of failing with low grades for such students. Under-performance is not the core challenge but knowing how to combat it is more pertinent. Student who under-perform fall into one of several categories. Some have given up trying while others are not enjoying the fact that there is only one goal everyone strives to get. Incre asing the opportunities for a sense of achievement for students will definitely promote better grades on end, but good grades should not be the sole motivation for all students in a class.To foster achievement motivation the school can provide plaques and certificates to reward punctuality, students’ attempt to answer teachers’ question and cleanliness. People who try and fail in life are better of than those who never make an attempt. Hence schools should find creative ways to encourage and reward attempts.My personal philosophy of education is â€Å"Adding Value to Others†. I believe strongly that education cannot be said to be complete until the student has been guided to give back – contribute. From its Latin origin, ‘educos’ the root word from which education flowed out stands for ‘outflow’. Hawkins (2000, 44) says that if we ask how the teacher- learner roles differ from those of master and slave, the answer is that the pro per aim of teaching is precisely to affect those inner processes that†¦cannot in principle be made subject to external control, for they are just, in essence, the processes germane to independence, to autonomy, to self-control. These virtues: independence, self-control and freedom are at the core of every truly educated mind and foster the habit of giving. This in essence means that the intrinsic purpose of learning is giving. Hence the developmental assets contribute thus:Developmental assets take on a holistic perspective to learning while it seeks to integrate learning as a societal cultural value; and the interest of others as of higher priority than ours.These assets will contribute in enormous ways at all levels of the human development. These levels include primary, secondary and tertiary education levels. Each of the asset shows a continued two-way contributory flow of support i.e. the society adds value to pupil and vice versa.Developmental Assets are natural and not s ome high-sounding artificial concoctions. If implemented consciously, they will transform the educational systems while turning our societal environment into conscious positively charged value adding cultures.Developmental assets will bring more meaning to pupils learning and education as it places others above self, and in retrospect true meaningful living.Developmental assets flow with intrinsic positive energies, which if carefully imbibed returns great dividends to all who experience its effects. In all developmental assets enrich the pupil, family, school, neighborhood and the larger community. If learned consciously with close attention, these assets have the intrinsic potential to revolutionize education through the creation of a holistic and integrated system.REFERENCESDewey, J. and Tufts, J. (1908). Ethics. New York: Henry Holt.Hawkins, D. (2000). The Roots of Literacy. Boulder: University Press of Colorado.Korten, David C. (1983). Social Development: putting people first. In Bureaucracy and the Poor: Closing the Gap. David Korten and Felipe Alfonso Eds. West Hartford CN: Kumarian Press: 201-21.

The Issues That Postmodern Parents Face

The Issues That Postmodern Parents Face Parents today face significant challenges when it comes to raising children, and many of those issues were totally unheard of 50 years ago. In fact, many of these issues involve technology and gadgets that didnt even exist a few decades ago. Sending your child to the right school might be one solution, as a proper educational environment is more controlled and in line with your core values. Lets look at some of these issues and how they impact your choice of a school. Cell Phones When parents raised their sons and daughters back in the 70s and 80s, we didnt have cell phones. Now, most people would say they dont know how we lived without them. Having the immediacy of contact through voice, text messages, and video chat is reassuring to a parent - not to mention the ability to locate your child at the  touch of a button. Unfortunately, cell phones often raise other issues for parents. Many parents wonder who their children are constantly texting and chatting with. They worry about whether the kids are sexting or sending inappropriate pictures using an app that the parents have never even heard of, and parents especially worry about the potential for cyberbullying.   Sometimes school can help. Many schools limit cell phone use during the school day while others use them as a teaching tool, reducing the chances of them being misused during the school day. Even more important, many schools teach the proper use of mobile technology. Even if a digital citizenship course isnt available, cell phone use is often mitigated simply because of constant supervision and students being too engaged in classes to have time to goof off on their phones.   At private schools, in particular, the small size of classes, low student to teacher ratio, and the school environment itself all lend to the fact that students really cannot hide anything they are doing. Its both a matter of respect and one of privacy and safety. Private schools take your childs safety and security very seriously. Its everybodys responsibility - students,  teachers,  and staff - to be aware of whats going on around them and to take appropriate action. Developing character, respect for others and a sense of community are core values in most private schools. You also cant use your phone to get into trouble if youre using it to study. Many private schools are finding ways to incorporate cell phones and tablets into the learning process. Bullying Bullying is a serious issue of harassment  and can have negative consequences if gone unnoticed. Fortunately, most private schools train teachers to identify and address bullying, and also empower students to take responsibility for living in a welcoming and supportive environment. In fact, many students escape situations of bullying by switching schools and attending private school.  Ã‚   Terrorism   Terrorism used to seem like something that happened in other parts of the world, but in the past few decades, the United States has suffered from some major terrorist attacks and threats. Now, that fear is all too close to home. How can you keep your child safe? Many schools have installed metal detectors and hired more security. Some families have even considered enrolling at private schools as a means of protection. With many private schools offering gated communities, 24/7 security patrols, constant supervision, and considerable funding available to ensure that campuses are protected, the added cost of tuition may feel like a worthy investment.   Shootings Acts of terrorism may seem like an extreme concern for some, but theres another form of school violence that many parents are growing increasingly afraid of: school shootings. Two of the five deadliest shootings in American history took place at educational institutions. But, the silver lining from these tragedies is that they have forced schools to be more proactive in preventing shootings, and schools have become more likely to prepare for what to do should there be an active shooter situation. Active shooter drills are common at schools, where students and faculty are put into mock situations to simulate a shooter on campus. Each school develops its own protocols and safety precautions in order to help keep its community safe and protected.   Smoking, Drugs, and Drinking Teens have always experimented, and for many, smoking, drugs, and drinking seems like no big deal, unfortunately. Todays children arent just using cigarettes and beer. With marijuana becoming legalized in some states, vaping has become trendy, and high-end cocktails of drugs are easier to get than ever. Children today are becoming increasingly savvy about ways in which they can get high. And the media doesnt help, with endless movies and television shows portraying students partying and experimenting on a regular basis. Fortunately, tons of research and education have changed the way we parents view substance abuse. Many schools have taken a proactive approach as well to ensure that their students learn the consequences and dangers of substance abuse. Most private schools, in particular, have zero tolerance policies in place when it comes to substance abuse. Cheating With the increasing competitiveness of college admission, students are starting to look for every opportunity to get ahead. Unfortunately for some students, that means cheating. Private schools tend to emphasize original thinking and writing as part of their requirements. That makes cheating harder to pull off. Besides, if you cheat in private school, you will be disciplined and possibly expelled. Your children quickly learn that cheating is unacceptable behavior. Looking into the future, issues such as sustainability and the environment will probably be very high on most parents list of concerns. How we guide and direct our children is a critical part of parenting. Choosing the right educational environment is a major part of that process.

How to Analyze a Historical Document

How to Analyze a Historical Document It can be easy when examining a historical document that relates to an ancestor to look for the one right answer to our question - to rush to judgment based on the assertions presented in the document or text, or the conclusions we make from it. It is easy to look at the document through eyes clouded by personal bias and perceptions engendered by the time, place and circumstances in which we live. What we need to consider, however, is the bias present in the document itself. The reasons for which the record was created. The perceptions of the documents creator. When weighing the information contained in an individual document we must consider the extent to which the information reflects reality. Part of this analysis is weighing and correlating evidence obtained from multiple sources. Another important part is evaluating the provenance, purpose, motivation,  and constraints of the documents which contain that information within a particular historical context. Questions to consider for every record we touch: 1. What Type of Document Is It? Is it a census record, will, land deed, memoir, personal letter, etc.? How might the record type affect the content and believability of the document? 2. What Are the Physical Characteristics of the Document? Is it handwritten? Typed? A pre-printed form? Is it an original document or a court-recorded copy? Is there an official seal? Handwritten notations? Is the document in the original language in which it was produced? Is there anything unique about the document that stands out? Are the characteristics of the document consistent with its time and place? 3. Who Was the Author or Creator of the Document? Consider the author, creator and/or informant of the document and its contents. Was the document created first-hand by the author? If the documents creator was a court clerk, parish priest, family doctor, newspaper columnist, or other third party, who was the informant? What was the authors motive or purpose for creating the document? What was the author or informants knowledge of and proximity to the event(s) being recorded? Was he educated? Was the record created or signed under oath or attested to in court? Did the author/informant have reasons to be truthful or untruthful? Was the recorder a neutral party, or did the author have opinions or interests that might have influenced what was recorded? What perception might this author have brought to the document and description of events? No source is entirely immune to the influence of its creators predilections, and knowledge of the author/creator helps in determining the documents reliability. 4. For What Purpose Was the Record Created? Many sources were created to serve a purpose or for a particular audience. If a governmental record, what law or laws required the documents creation? If a more personal document such as a letter, memoir, will, or family history, for what audience was it written and why? Was the document meant to be public or private? Was the document open to public challenge? Documents created for legal or business reasons, particularly those open to public scrutiny such as those presented in court, are more likely to be accurate. 5. When Was the Record Created? When was this document produced? Is it contemporary to the events it describes? If it is a letter is it dated? If a bible page, do the events predate the bibles publication? If a photograph, does the name, date or other information written on the back appear contemporaneous to the photo? If undated, clues such as phrasing, form of address, and handwriting can help to identify the general era. First-hand accounts created at the time of the event are generally more reliable than those created months or years after the event occurred. 6. How Has the Document or Record Series Been Maintained? Where did you obtain/view the record? Has the document been carefully maintained and preserved by a government agency or archival repository? If a family item, how has it been passed down to the present day? If a manuscript collection or other item residing in a library or historical society, who was the donor? Is it an original or derivative copy? Could the document have been tampered with? 7. Were There Other Individuals Involved? If the document is a recorded copy, was the recorder an impartial party? An elected official? A salaried court clerk? A parish priest? What qualified the individuals who witnessed the document? Who posted the bond for a marriage? Who served as godparents for a baptism? Our understanding of the parties involved in an event, and the laws and customs which may have governed their participation, aids in our interpretation of the evidence contained within a document. In-depth analysis and interpretation of a historical document is an important step in the genealogical research process, allowing us to distinguish between fact, opinion, and assumption, and explore reliability and potential bias when weighing the evidence it contains. Knowledge of the historical context, customs,  and laws influencing the document can even add to the evidence we glean. The next time you hold a genealogical record, ask yourself if you have really explored everything the document has to say.

Biographical Profile of Virginia Woolf

Biographical Profile of Virginia Woolf (1882-1941) British writer. Virginia Woolf became one of the most prominent literary figures of the early 20th century, with novels like Mrs. Dalloway (1925), Jacobs Room (1922), To the Lighthouse (1927), and The Waves (1931).Woolf learned early on that it was her fate to be the daughter of educated men. In a journal entry shortly after her fathers death in 1904, she wrote: His life would have ended mine... No writing, no books: inconceivable. Luckily, for the literary world, Woolfs conviction would be overcome by her itch to write. Virginia Woolf Birth: Virginia Woolf was born Adeline Virginia Stephen on January 25, 1882, in London. Woolf was educated at home by her father, Sir Leslie Stephen, the author of the Dictionary of English Biography, and she read extensively. Her mother, Julia Duckworth Stephen, was a nurse, who published a book on nursing. Her mother died in 1895, which was the catalyst for Virginias first mental breakdown. Virginias sister, Stella, died in 1897; and her father dies in 1904. Virginia Woolf Death: Virginia Woolf died on March 28, 1941 near Rodmell, Sussex, England. She left a note for her husband, Leonard, and for her sister, Vanessa. Then, Virginia walked to the River Ouse, put a large stone in her pocket, and drowned herself. Children found her body 18 days later. Virginia Woolf Marriage: Virginia married Leonard Wolf in 1912. Leonard was a journalist. In 1917 the she and her husband founded Hogarth Press, which became a successful publishing house, printing the early works of authors such as Forster, Katherine Mansfield, and T. S. Eliot, and introducing the works of Sigmund Freud. Except for the first printing of Woolfs first novel, The Voyage Out (1915), Hogarth Press also published all of her works. Bloomsbury Group: Together, Virginia and Leonard Woolf was a part of the famous Bloomsbury Group, which included E.M. Forster, Duncan Grant, Virginias sister, Vanessa Bell, Gertrude Stein, James Joyce, Ezra Pound, and T. S. Eliot. Virginia Woolf Achievements: Virginia Woolfs works are often closely linked to the development of feminist criticism, but she was also an important writer in the modernist movement. She revolutionized the novel with stream of consciousness, which allowed her to depict the inner lives of her characters in all too intimate detail. In A Room of Ones Own Woolf writes, we think back through our mothers if we are women. It is useless to go to the great men writers for help, however much one may go to them for pleasure. Virginia Woolf Quotes: I would venture to guess that Anon, who wrote so many poems without signing them, was often a woman.One of the signs of passing youth is the birth of a sense of fellowship with other human beings as we take our place among them.- Hours in a LibraryMrs. Dalloway said she would buy the flowers herself.- Mrs. DallowayIt was an uncertain spring. The weather, perpetually changing, sent clouds of blue and purple flying over the land.- The Years To the Lighthouse Quotes: What is the meaning of life?... a simple question; one that tended to close in on one with years. The great revelation had never come. The great revelation perhaps never did come. Instead there were little daily miracles, illuminations, matches struck unexpectedly in the dark.The extraordinary irrationality of her remark, the folly of womens minds enraged him. He had ridden through the valley of death, been shattered and shivered; and now, she flew in the face of facts... A Room of Ones Own Quotes: Imaginative work... is like a spiders web, attached ever so lightly perhaps, but still attached to life at all four corners.... But when the web is pulled askew, hooked up at the edge, torn in the middle, one remembers that these webs are not spun in midair by incorporeal creatures, but are the work of suffering, human beings, and are attached to the grossly material things, like health and money and the houses we live in. More Details of Virginia Woolfs Life: In A Room of Ones Own, Woolf writes, When...one reads of a witch being ducked, of a woman possessed by devils, of a wise woman selling herbs, or even of a very remarkable man who had a mother, then I think we are on the track of a lost novelist, a suppressed poet, of some mute and inglorious Jane Austen, some Emily Bronte who dashed her brains out on the moor or mopped and mowed about the highways crazed with the torture that her gift had put her to. Indeed, I would venture to guess that Anon, who wrote so many poems without signing them, was often a woman.From the time of her mothers death in 1895, Woolf suffered from what is now believed to have been bipolar disorder, which is characterized by alternating moods of mania and depression. In 1941, at the apparent onset of a period of depression, Woolf drowned herself in the Ouse River. He dreaded World War II. She feared that she was about to lose her mind and become a burden on her husband. She left her husband a note explaining that she feared she was going mad and this time would not recover.

Marketing Effectives Essay Example | Topics and Well Written Essays - 1000 words

Marketing Effectives - Essay Example The first measure of marketing effectiveness that organization can rely on when making assessment is the conversion rate. It is a measure of the proportion of guests to ones marketing site who prove to respond to the action used by the marketing strategy. For instance, a firm’s marketing policy may entail people visiting the firm’s site where they are to access some information through signing up. In this case, the guests to the site may access the site but fail to sign up, or they may sign up. This measuring metric considers a marketing move successful when the visitors to the site click through the link and sign up to view the entire marketing material (McDonald, 2011). The second measure of marketing effectiveness is the number of lead generations or inbound links. Having a marketing site is a key necessity if the process is to be conducted through the internet and it is determined to be successful (McDonald, 2011). As people carry out their actives online, they likely to link to sites where they find important materials. Therefore, the number of external links to the firm’s site can be used to determine how important an organization’s products are to the people. The other measure is the search engine traffic that is created due to an organization’s marketing site. The search engines enable us to determine how much traffic is being created by a particular site being searched by many internet users. The search engines include Google and Bing. The bigger the web traffic being associated with our site the most likely our marketing strategy is going to be successful (McDonald, 2011). Finally, the other important measure that can be used to analyze the effectiveness of a marketing strategy used by an organization or business enterprise is the change on the sales. The closed loop marketing analysis is used in this case. It is an analysis

Building and Sustaining Strong Talent Pipeline Essay

Building and Sustaining Strong Talent Pipeline - Essay Example Implementation of essential principles is essential to bring a positive change in the organizational structure as well as in the employees' performance. Some of the main objectives for the application of principles include understanding the employees’ nature, understanding the organizational culture, developing effective leaders, developing productive teams, and increasing employee productivity. There are five main types of behaviors included in the organizational behavior literature. The types of behaviors include organizational citizenship, task performance, joining and staying with the organization, counterproductive work behaviors, and maintaining work attendance. All these types of behaviors are of significant importance for the success of an organization. Studying organizational behavior is extremely necessary for managers to increase productivity of their respective companies and organizations. The study not only makes an employee know his/her importance in the organiza tion as an employee but also helps him/her develop some key characteristics and behaviors that an employee requires to progress in the professional life. Managers of the organizations must be able to recognize the unique perspectives of their employees in order to manage a better working relationship with the employees. The knowledge of organizational behavior

Rhetorical Analysis Essay Example | Topics and Well Written Essays - 750 words - 3

Rhetorical Analysis - Essay Example Firstly, the pathos of the video is clear and apparent from the very first frame of the video; as the viewer is greeted with an expansive cemetery perforated by concentric lines of seemingly endless white crosses. Further pathos is invoked due to the dramatic elements of the music that is represented to the listener. Hardship and drama with regards to the emotional connection that the viewer must have to the individuals on the screen is represented through a steady stream of images connecting homelessness, poverty, orphans, and a post-apocalyptic environment. Each of these emotionally charged images is capable of invoking a response upon the part of the viewer; a response that the director and producer of this brief advertisement were fully aware could be evoked. Similarly, the ethos of the particular advertisement in question is much less complex and much easier to define as compared to the pathos which is been discussed above. Due to the fact that UNICEF is a global outreach entity that is represented in nearly each and every nation throughout the globe, the degree and extent to which ethos is directly represented merely by mentioning the name UNICEF is innate. As such, even though this ethos is not directly linked to the advertisement until the credits screen flashes just prior to the advertisement concluding, it nonetheless is evident and cannot be ignored by an individual interviews the contents of such a message. It is further arguable that without the UNICEF emblem being represented at the end of this advertisement the overall believability and trust an individual might have with regards the contents therein could greatly be diminished. Finally, seeking to understand this advertisement from yet another perspective, the rhetorical approach of logos, demands that the individual focus upon the moment in time it just prior to the advertisement concluding and/or the moments prior to the UNICEF emblem being flashed upon the screen. Within this brief period of time all of the preceding information that has been driven by thoughts and a sense of emotional distress and need for action is juxtaposed with the logos of the statement: â€Å"What we see as fiction... Is real in Ethiopia† (Unicef 2007). Such a statement of fact links all of the seemingly disjointed emotionally charged imagery and tax that was presented previously and the advertisement to a definitive and logical conclusion. Whereas it may be hard for the individual to accept the images of orphans, innately poor, struggling to survive in burned out towns with no viable means of support or education as a fictitious rendering of a post-apocalyptic world, this is very much unfortunately the case within many parts of Ethiopia and Eastern Africa that are heavily impacted by the AIDS epidemic. By referencing all of this information and utilizing all three of the previously denoted rhetorical strategies, the director and producer, and indeed all of the people responsible for the p roduction of this ad, effectively integrated with as large a market audience as is possible. As has been denoted through previous levels of research, effectively representing pathos, logos, and the post in

Rate the influence, based on your studies in this course, as well as Research Paper

Rate the influence, based on your studies in this course, as well as information from other sources, of the legislative bodies, - Research Paper Example Introduction Public policy is said to be a broad field whose principal utility is one of clarification about how the public policymaking and implementation process works (Nicholas, 1999, p. 348). Its formulation and implementation is composed of various factors which eventually influences the outcome. This paper hopes to identify and rate the various bodies and factors which influence the formulation and implementation of public policy, and would attempt to explain reasons why such amount of influence is made on public policy. Legislative Bodies Legislative bodies highly contribute to the formulation and to an extent, how a specific public policy may be implemented. The Legislature in the United States on the federal level, consisting of the Senate and the House of Representatives, not only has a role in the passage of laws, but also have other such powers provided under Article I Section 8 of the US Constitution which provides, thus, â€Å"Section 8. ... sures; To provide for the punishment of counterfeiting the securities and current coin of the United States; To establish post offices and post roads; To promote  the progress of science and useful arts, by securing for limited times to authors and inventors the exclusive right to their respective writings and discoveries; To constitute tribunals inferior to the Supreme Court; To define and punish piracies and felonies committed on the high seas, and offenses against the law of nations; To declare war, grant letters of marque and reprisal, and make rules concerning captures on land and water; To raise and support armies, but no appropriation of money to that use shall be for a longer term than two years; To provide and maintain a navy; To make rules for the government and regulation of the land and naval forces; To provide for calling forth the militia to execute the laws of the union, suppress insurrections and repel invasions; To provide for organizing, arming, and disciplining, the militia, and for governing such part of them as may be employed in the service of the United States, reserving to the states respectively, the appointment of the officers, and the authority of training the militia according to the discipline prescribed by Congress; To exercise exclusive legislation in all cases whatsoever, over such District (not exceeding ten miles square) as may, by cession of particular states, and the acceptance of Congress, become the seat of the government of the United States, and to exercise like authority over all places purchased by the consent of the legislature of the state in which the same shall be, for the erection of forts, magazines, arsenals, dockyards, and other needful buildings;--And To make all laws which shall be necessary and proper for carrying

Occupational Therapy as an Unheard Profession in the Country Essay

Occupational Therapy as an Unheard Profession in the Country - Essay Example I grew up in the rural area of Pakistan. Occupational therapy is an unheard profession in the country. In 2004, my family immigrated to the U.S. This serves as an avenue for me to pursue a career in occupational therapy. I enrolled in Santa Monica after completing high school. I worked and studied hard to fully grasp concepts and principles in Occupational therapy. I participated in marathons during high school and learn a valuable lesson in dedication. I thought that a couple of longer runs are sufficient in the preparation for a marathon. I realized that I was wrong after the marathon. I felt extremely disappointed with my performance because I knew I could have done better. I realized that I was not dedicating all my efforts to the marathon. This has made me realize the need to be fully dedicated and determined to pursue my desire to be an occupational therapist. I was able to finish high school and enroll in community college to pursue my desire to be an occupational therapist. Hopefully, I can earn a bachelor degree in your esteemed university. I have consistently maintained a 3.23 point average in my studies. I will work harder to maintain a higher point average to represent your university in the best possible manner. I possess a yearning to effectively address the needs of individuals who have mental, social, and physical disabilities. Contrary to common notion, these individuals require empathy and understanding instead of merely physical assistance. Dexterity and weakened areas of the body can be strengthened through rebuilding confidence among clients. Thus, physical needs, as well as psychological and emotional well-being of these individuals, should be addressed. There are various strategies to address the needs of individuals with mental, social, and physical disabilities.  

Childhood memory Essay Example | Topics and Well Written Essays - 500 words

Childhood memory - Essay Example The intricacies of a busy family life then was the culprit for my entering school almost two months after the official opening of classes. I gathered, they just forgot. I can still remember the fear I have inside with my heart throbbing ferociously. There I was in my crisp new uniform with a heavy bag loaded with books sheepishly creeping in the classroom accompanied by my mother. Her warm hands clasp my cold sweaty palms. There she was, the teacher – Miss Cruz, (I could never forget her name) smiling and beckoning me to her side. She briefly made a short, rather loud introduction in front of those staring, rather, glaring eyes attached to little children seated in their respective desks. I somehow wondered how in the world did I get an instant desk. And how come they all seem to know each other – whispering to each other (aloud) –when I could hardly recognize any of them? My mother started to bid me goodbye but I refused to get my sweaty hand’s grasp out of her warm palm. No, mommy! Don’t leave me here with these strangers all staring at me like I am some alien from another world – so I thought. With relentless reassurance from Miss Cruz (who started to take my hand off from my mother) and my mom who promised she would stay only outside the classroom where I can still see her and wait until classes are over – did I finally succumb. Anyway, they added, recess is almost near. What is the world does that mean? I wondered. After being seated, a girl right beside my desk, in braids and spectacles, Rebecca, started to talk to me. She asked me what my name was and offered to assist me in the topic they were discussing when my entrance rudely interrupted them. She appeared friendly and her spectacles prevented me from seeing her stare. After that tragic, drastic, nerve-wrecking day, as a naà ¯ve girl of five, I started my academic journey of which until

Occupational Therapy as an Unheard Profession in the Country Essay

Occupational Therapy as an Unheard Profession in the Country - Essay Example I grew up in the rural area of Pakistan. Occupational therapy is an unheard profession in the country. In 2004, my family immigrated to the U.S. This serves as an avenue for me to pursue a career in occupational therapy. I enrolled in Santa Monica after completing high school. I worked and studied hard to fully grasp concepts and principles in Occupational therapy. I participated in marathons during high school and learn a valuable lesson in dedication. I thought that a couple of longer runs are sufficient in the preparation for a marathon. I realized that I was wrong after the marathon. I felt extremely disappointed with my performance because I knew I could have done better. I realized that I was not dedicating all my efforts to the marathon. This has made me realize the need to be fully dedicated and determined to pursue my desire to be an occupational therapist. I was able to finish high school and enroll in community college to pursue my desire to be an occupational therapist. Hopefully, I can earn a bachelor degree in your esteemed university. I have consistently maintained a 3.23 point average in my studies. I will work harder to maintain a higher point average to represent your university in the best possible manner. I possess a yearning to effectively address the needs of individuals who have mental, social, and physical disabilities. Contrary to common notion, these individuals require empathy and understanding instead of merely physical assistance. Dexterity and weakened areas of the body can be strengthened through rebuilding confidence among clients. Thus, physical needs, as well as psychological and emotional well-being of these individuals, should be addressed. There are various strategies to address the needs of individuals with mental, social, and physical disabilities.  

Divorce and Children Issue Essay Example | Topics and Well Written Essays - 2000 words

Divorce and Children Issue - Essay Example There is a significant consensus among academic publications that divorce as an event has a net negative effect on children’s experience of wellbeing, but different authors differ significantly as to the reasons why such differences might exist and the long term psychological impact on children of divorce. Public opinion, however, is nearly unanimous in believing that divorce is damaging for children, though some argue that the long term impact might be better. In interviews, people generally state ideas that they have consumed from media (both news and popular) about divorce – essentially saying that the odds are that divorce will be harmful, but significant steps can be taken to reduce or mitigate that harm. Overall, the sources are in remarkable agreement about the effect of divorce on children of divorce. ... gely tried to make sense out of former research: â€Å"we know that adults and children from divorced families, as a group, score lower than their counterparts in married-couple families on a variety of indicators of wellbeing.† This essentially mirrors statements made in each of the other articles; in fact, the other two articles treat the idea that damage is done during the process of divorce as a known fact, for instance McGuiness simply quipping that â€Å"obviously, divorce reverberates in a child’s life for many years,† (2006, 20), and stating that the fundamental â€Å"truth† is that â€Å"marriage offers substantial benefits to children† (McGuiness, 2006, pg. 17). Hetherington’s research also largely concurred, indicating that almost any measure of wellbeing was worse amongst children of divorce than children who were not from divorced households. These researchers differed significantly, however, in their interpretation of why childr en of divorce performed worse than ones who marry. Though each researcher made reference to the tempting notion that there was some sort of selection bias in play (IE that children of divorce were less happy because the family situation of parents who decide to get divorced is likely to have problems that filter down to affecting the child), none of the researches were convinced that this process amounted to the primary reason for the apparent negative impact of divorce. Amato (2000, pg. 1287) even, in his survey of recent research, found that when largely controlling for variables such as family situation and so forth, divorce itself seemed to be problematic, that is that two children in exactly the same circumstance would have differing levels of success based on whether or not their parents were married. Given that selection

The Kent County Councils football Essay Example for Free

The Kent County Councils football Essay This project will be researching many different areas of football. I will begin at the grassroots level, which is primary school, local and junior leagues progressing through county, club and country. The areas included will be funding, incentive schemes, provision for different abilities etc. The local provision of football around my area with the help from my own experiences locally will be compared to the National set-up. Though they are two separate topics they will link together. Review of Literature  In my local area there is large mounts of youth leagues ranging from under 8s competitions upward, the grassroots football. The Kent messenger (KM) newspaper shows the variety of league and cup competition. Youth football in my area ranges from Maidstone Minor Leagues to the Kent League, North, Central and South. The KM and another resource, The Downswood Mail always have advertisements for players to join clubs, or managers that are needed for youth football. The Football Association (FA) consists of the professional and amateur game, with different branches off of it, for example, Kent Football Association. The FA gives you details about coaching schemes and initiatives available to young footballers hoping to progress in the game. The FA also gives details of semi-pro clubs like my club Lordswood who play in the Kent League up to the main, elite premiership clubs. These clubs are local and National clubs to me. Football is getting bigger all the time; a lot of money is pumped through this sport, one example is the à ¯Ã‚ ¿Ã‚ ½45 million pounds the FA is giving to grassroots facilities. Though a lot of this money is given and accumulated by the top clubs. Coaching courses are available around my area, such as Andy Fords Soccer School, also larger clubs issue advertisements for when they bring coaches to your area, e.g. Manchester United Coaching Course came to Maidstone, my area, three to four years ago. The Kent County Councils football section shows details of coaching courses available in Kent. SportsAid allocates awards usually between 250 and 500 to young sportspeople aged from approximately 12 -18 years (junior competitors) who have competed with distinction within their respective age group and achieved. This helps to promote sporting excellence and it gives them a better chance of succeeding. Locally there is the Sports and Play Team, which helps in many ways the progress of football in Maidstone. The Sports and Play team will be setting up Football in the Community with local professional and amateur football clubs in order to create more opportunities for young people to engage in positive activity after school and to develop the clubs. The Sports and Play Team are one of the partners in the Active Sports programme and are keen to work with local clubs. Voluntary Club Facility Hire Grant helps to provide the facilities needed to run training sessions and to have a good quality pitch for match days, ranging form hundreds to thousands of pounds and this scheme was also set up by the Sports and Play team. Gillingham Football Club, local pro team, runs many after school and holiday training camps with opportunities for the younger players to help their schools out. The players can win competitions for equipment and small grants for sport in their school.  Discussion  Football as a whole is a growing enterprise in England and around the world. TV money and worldwide football stars show a lot of money is in and around the sport. Local football around my area uses a lot of recreational ground and schools playing fields, so facilities for players are limited. More money needs to be spent on proper catering specifically for football. à ¯Ã‚ ¿Ã‚ ½45 million pounds from the FA is going to be invested in pitches and facilities over the next three years from the National Game Scheme. This does help, but it is not enough for national improvement in this sport. Local amateur football gives a good impression of football nationally; this means that more input in the sport is needed. More progress is being made with issues inside football than with actual provisions for the sport. Schemes such as Fair Play, Eliminating Racism From Football and Child Protection Best Practice do not help with local and national provision. These issues should be addressed but equally with factors like facilities and pitches. Maidstone runs a Youth Sport Action Group developing football with the help of coaches, teachers and members of the community. They organise Youth Sport Achievement Awards and the Sports Fair. Conclusion The FA seems to be the main contributor to grassroots all the way up to the national game. More money is needed for County Councils, such as my local county, Kent. I suggest that schemes to improve facilities for amateur clubs are needed to help bridge the gap between amateur and professional clubs because the breach is currently massive. Money will improve players capabilities because of the enhanced equipment, providing the top clubs with better quality players and the players with a better chance of reaching the top clubs. The more money the FA gives to councils and the Government, the more football will prosper and generate money. If local and national grassroots football improves, more money will be generated by itself, which then takes off all the pressure from the Government and the FA in the future. Appraisal There are lots of ways in which the study could be improved. Without a comprehensive study of another Borough or County its hard to tell if my local area equates in a similar way to another. Many figures that I have found only say what money is going to be put in; it would help to find where the money has been spent so far. Many coaching schemes and building enterprises are organised but the popularity and success is not always shown. My area really only has one professional club, Gillingham, regions in and around London for example will have many clubs reasonably close. This means my area is disadvantaged but I would like to find out whether these major clubs to make a big difference to local and national provision.

The Princess Bride -x :: essays research papers

Journal of William Goldman's The Princess Bride   Ã‚  Ã‚  Ã‚  Ã‚  The princess bride is an incredibly entertaining book. Although it was written mostly as a parody it contains many themes. The developments seen in the dynamic characters are astounding ones. The theme, or motif, which I'm going to follow through the story is that of Fezzik and his quest for self confidence and a good self image. From the time that the novel starts to the end, Fezzik achieves a good self image. He starts out with a very low self image and, by the end, he finds in himself talents that give him a better image of himself.   Ã‚  Ã‚  Ã‚  Ã‚  To begin with, Vizzini never allows Fezzik to provide an sort of input or to think in any way. When Fezzik, inigo and Vizzini first kidnap buttercup, Fezzik attempts to offer some good ideas, but Vizzini will have none of it.   Ã‚  Ã‚  Ã‚  Ã‚  ''I think we should kill her now';, the Turk said.   Ã‚  Ã‚  Ã‚  Ã‚  'The less you think, the happier I'll be,'; The Scilian answered';. (Page 83) And later on the same page:   Ã‚  Ã‚  Ã‚  Ã‚  '…the Turk mumbled. 'people are always thinking that I'm so stupid because I'm big and strong and sometimes drool a little when I get excited.';';   Ã‚  Ã‚  Ã‚  Ã‚  ''The reason people think you're so stupid,'; the Scilian said, 'is because you are so stupid. It has nothing to do with your drooling.';'; Vizzini manages, with his constant verbal attacks on Fezzik to destroy any shred of confidence that Fezzik may have had before. Vizzini's ego is getting in the way of Fezzik.   Ã‚  Ã‚  Ã‚  Ã‚  From a very young age Fezzik was taunted by his school mates. 'At first, naturally, they were scared to death (even then Fezzik looked fierce) but once they found out he was chicken, well, they weren't about to let an opportunity like that get away…it would go on like that until Fezzik would burst into tears and run away.'; People never gave Fezzik any sort of chance. He has always been considered a fool out loud. Luckily he had his rhymes to comfort him. When Vizzini dies, although it leaves Fezzik in a lot of despair, it is probably the best thing for him. The stopping of Vizzini's verbal attacks allow to build his confidence. I think that the first big confidence building experience for Fezzik is when Inigo begs him for help. From page 224: '…Fly, Fezzik; this is Inigo begging you-- make a path—please!'; Well, Fezzik had rarely had anyone beg him for anything, least of all Inigo,';

Divorce and the Decline of Morality Essay -- Giving up on Marriage

As America's divorce rate continues to skyrocket, it seems that morality continues to plummet. Approximately sixty-five percent of all marriages in America end in divorce, and this number does not seem to be declining any time soon. Are we creating a new generation "Y" of single parents? Is a broken home the wave of the future? If Americans don't get a grip on morality, this will surely be the case. It is not possible to pinpoint exactly why America's divorce rate is so high, much higher than that of previous decades. There are so many issues today that contribute to divorce than had existed in the past. Take teen pregnancy, for instance. It is alarming that so many of our children are having children themselves. They feel they must get married at fifteen and sixteen because it is what's right for the baby. Needless to say, most teen marriages under these circumstances usually end in divorce. What kind of life is this for a child? What kind of values will they learn from their parents example? According to Stuart Shepard, staff writer for Focus on the Family, "divorce tears down our moral and social responsibility to our children. They see marriages as if things don't work out, you can just leave and not work it out" (Shepard np). Adult children of divorced families are three times more likely to get divorced than adult children raised with both parents in the home (Markman 128). This negative pattern of divorce is one that could go on for generations if Americans are not willing to slow down their rate of divorce. Another contributing factor is the fact that divorce is much more accepted by society as a whole. Even though a lot of American... ...hildren." 1997, November 20. 2000, June 25. Markman, H.J. and S. Stanley. Fighting for Your Marriage: Positive Steps For A Loving and Lasting Relationship. San Francisco: Josey Bass, Inc, 1994. Shepard, S. "Study Examined Effects of Divorce". Focus on Family 2000, June 5: np. Stanley, S. Marriage in the 90's: A Nationwide Random Phone Survey. Denver, Colorado: PREP, Inc. 1997. Treas, J. and D. Giesen "Sexual Infidelity Among Married and Cohabiting Americans". Journal of Marriage and the Family Vol 62 (2000) : 48-60. U.S. Bureau of the Census. "Marriage, divorce, and remarriage in the 1990's." Washington, D.C.: Us. Government Printing Office, 1998. Zachary, G.P. "America: Straight-Laced Public Yawns at Scandal". The Wall Street Journal 1998, Feb 9: section B, p.1

Does Malvolio deserve his fate?

Malvolio's character and the misfortunes he encounters though out Twelfth Night provide a lot of the play's comedy scenes. His haughty and pretentious demeanour makes him easy to dislike, yet the treatment he receives is at times a little undeserved and leads to the issue of whether or not Malvolio deserves his fate. In Act 1 of Twelfth Night the audience is immediately presented with Malvolio as a pompous and arrogant man who is ‘sick of self-love.' He is shown as selfish and disillusioned with self-importance when unwilling to carry out menial tasks like delivering a ring; ‘you might have saved me pains' even though it is part of his job. Blindly, he simultaneously criticises Feste's lack of funniness and Olivia for laughing at it; ‘your ladyship takes delight in such a barren rascal,' he arrogantly lectures his superiors showing that he thinks he is above them. This negative representation of Malvolio is continued into Act 2 where the audience gets a glimpse of Malvolio as a puritanical killjoy. Before Malvolio even enters to bring an end to Sir Toby's fun, Maria comments on her surprise that Olivia hasn't already ‘called up her steward Malvolio' to do so. This shows how other characters also think Malvolio is a curmudgeon. Our contempt for Malvolio increases further when he enters and begins to tell the knights off, even though they are his social superiors. He accuses them of being ‘mad' of acting like ‘tinkers' who have ‘no wit, manners, nor honesty'. His remarks indicate that he believes they are acting like commoners and that he would never stoop to such a level, he believes he is above them. He is rude to them and also to Maria, who is his social equal, although he clearly doesn't think so; ‘if you prized my lady's favour†¦you would not give means for this uncivil rule.' Malvolio's relationships with the other characters in the play are on the whole not very good. He does not respect them and they dislike and ridicule him. Sir Toby, Sir Andrew, Feste and Maria do not share Malvolio's patronising, high opinion of himself and they mimic him by singing at him and reminding him that he is no more ‘than a steward.' The audience's dislike for Malvolio is deepened when he leaves threatening to tell Olivia of their behaviour ‘by his hand,' because of course, nobody likes a telltale. Later, Maria directly calls Malvolio a ‘puritan' this word is used to describe him as a religious killjoy who wishes to inflict his strong, opinionated views on everybody else. Maria also calls Malvolio an ‘affectioned ass' showing that he is so deluded with such a high opinion of himself he believes everybody else should share it. This directly relates to Malvolio being vain about his committed Christian values and portrays him as an outsider among more f un loving people. The language and imagery used to present Malvolio in the early stages of the play enforce a negative image of a rude, pompous and irritating man but he never actually does anything harmful or nasty. He genuinely respects his ‘ladyship' Olivia and is a loyal servant shown by his dismay at Sir Toby's behaviour, ‘Is there no respect for place, persons, nor time in you?' His loyalty shows he understands the value of trust. He is clearly learned and articulate in speech, ‘mitigation in voice' and he is an efficient steward who, after all, is only doing his job. Prior to Malvolio receiving the false letter declaring Olivia's love for him, he makes matters worse for himself by arrogantly imagining his marriage to Olivia, ‘to be Count Malvolio.' This antagonising behaviour shows that Malvolio is very shallow and simply imagines the trappings of wealth; ‘sitting in my state,' ‘my officers around me' and ‘my branched velvet gown,' his ideas are far above his station, he his developing his enjoyment of appearing important. When he picks the letter up and reads it, Malvolio almost instantly relates Olivia's love to himself, ‘M – why, that begins my name.' This shows that his vanity lets him believe, with out question, he is the sort of man Olivia would fall in love with. He falls so easily into such a palpable trap that it is difficult not to believe that he deserves what is coming to him. He convinces himself, on the basis of very thin evidence, that this is confirmation of Olivia's love for him, ‘I will be point-device the very man.' Unfortunately this means that Malvolio's pomposity gets virtually out of control, ‘I will wash off gross acquaintance' and he becomes completely carried away with his dreams. Malvolio falls for the trick so entirely that he induces a little sympathy from the audience because he is so gullible and easily deceived. He is a naturally ambitious person, a social climber who only wishes to fulfil his personal potential. Perhaps his imagination is a little over active but he isn't harming anybody with thoughts. Despite Malvolio's self-delusion the actions of the conspirators begin to appear a little spiteful and excessive, especially as they are already sowing the seeds for further misunderstandings within the play by forewarning Olivia of Malvolio's ‘madness.' Ironically Olivia calls for Malvolio because his seriousness suits her mood but his transformation to her ‘requests' surprises her, ‘Smil'st thou?' Naively, Malvolio has meticulously ‘executed' the ridiculous requests including the ‘trick of singularity' and ‘yellow stockings.' He clearly believes that by doing this he will ‘achieve greatness' and nothing can come between him and the ‘full prospects' of his hopes. His soaring high opinion of himself allows him to believe what he wants to, because of this he misunderstands everything Olivia says. When she instructs him to ‘go to bed' to sleep off his madness he believes she means to go to bed with her, ‘I'll come to thee.' Olivia shows concern for her loyal servant and asks for ‘special care' of her ‘fellow.' He also takes these words the wrong way and launches into a great speech about how she recognises him as her social equal and ‘fellow.' The scheme has succee ded to make Malvolio look completely foolish but the tricksters then begin to take things a little too far when they accuse him of being ‘possessed.' When Olivia departs the trick is rendered a success as Malvolio ‘hath taken the infection of the device' and fallen for it. The audience is reminded of Malvolio's snobbishness, ‘go off, I discard you.' This only encourages the kinsmen and servants pretend they believe he is a lunatic, possessed by the devil, ‘bewitched' and attempt to convince Malvolio himself that he is mad, ‘defy the devil.' They wind him up and pretend to be concerned by calling him childishly affectionate names like ‘chuck' and ‘biddy.' Malvolio senses that they are ridiculing him, and getting annoyed he almost stoops to their ‘element' by telling them to ‘go, hang yourselves all.' The jest now goes one step further out of proportion when the conspirators decide they will imprison Malvolio. This, added to his evident confusion causes the audience to now feel sympathetic towards Malvolio. Maria and the others are still treating the joke as a bit of fun but the audience is able to see how it is getting out of control by the change in Malvolio's personality. They have begun to mess with his mind; ‘make him believe' and they trick him into thinking he is talking to a priest but it is really Feste. This is probably in revenge to Malvolio's remarks regarding Feste's ‘barren' humour. Yet this deception increases sympathy for Malvolio because he doesn't deserve such mistreatment. Feste ridicules Malvolio with his disguise and mocks the steward's earlier behaviour by adopting a pompous voice; ‘that that is, is.' Malvolio's desperation is highlighted by words like ‘never was man thus wronged' but Feste continues to try and make Malvolio believe he is a ‘lunatic' and a ‘hyperbolical fiend' who is speaking the words of ‘Satan.' The teasing and accusations are the key to the audience's pity for Malvolio. The treatment of their prisoner even becomes a little sinister when the conspirators try to manipulate Malvolio into thinking he is insane, ‘windows transparent as barricadoes.' Malvolio ceaselessly denies madness, ‘I am not mad,' and his language becomes simple, direct and honest showing that he is in control of what he is saying and steadfastly refuses all of Feste's accusations, ‘I am no more mad then you are.' This is a complete change from his earlier pompous, lecturing tone of speech. He remains faithful to his Christian beliefs, an admirable quality, even when contradicting them would free him, ‘no way approve his opinion.' Even when Malvolio's dignity is taken away, he insists on his sanity ‘well is my wits as any man' but is not willing to sell his soul, however, Feste's suggestion of this would increase sympathy for Malvolio, who is clearly not remotely mad. His change in personality is evident when he speaks to the real Feste as an equal, ‘live to be thankful.' Malvolio's honesty and devotion to his faith highlights the other characters worse flaws than merely being pompous. Maria's actions and words show her to be shallow and malicious, ‘make him believe thou art Sir Topas.' Feste's teasing and deception is unwarranted and cruel, ‘madman, thou errest.' Sir Toby just wants to put an end to the ‘sport' for selfish reasons of not wanting to agitate Olivia further, not for the humanity of Malvolio. These characters do not understand the importance of trust or friendship, at least Malvolio respects the value of loyalty. In the final scene of the play, Malvolio's letter to Olivia reveals how he has suffered, ‘put me into darkness.' He leaves his ‘duty' to Olivia in order to speak honestly of his ‘injury.' It is clear how much his dignity and feelings have been hurt without just reason and the treatment he has received has been appalling. Olivia sympathises with him, ‘this practice has most shrewdly passed upon thee' and considers his fate to be excessive. It is difficult not to feel pity for Malvolio when he discovers he is the last to find out about the wicked trick that has been played upon him, ‘poor fool†¦they baffled thee.' Malvolio's last words lack his usual dignity; ‘I'll be revenged on the whole pack of you,' these words show his anger and resentment towards people he believed he knew, his motive for revenge being the immense humiliation he has suffered. Malvolio is a loyal servant to Olivia and does far more to help her than the likes of Sir Toby or Feste. His personality flaws are not nearly as destructive as some other characters yet he is excessively punished for them. The joke would have been acceptable if it had only gone as far as to make him look a little foolish and remind him of his position but unfortunately it was taken too far. Throughout Twelfth Night the audience is reminded of Malvolio's pompous and occasionally arrogant attitude, but despite his faults he still does not deserve his unkind fate.

“Cat’s eye” by Margaret Atwood Essay

This passage from Cats Eye by Margaret Atwood, illustrates the alikeness between Elaine and Cordelia by comparing the girls and the old ladies in the streetcar. Detailed descriptions of the characters contribute to highlighting different themes like friendship, disguising ones true identity and the notion of time. These are highlighted through various literary features such as metaphor and imagery. The passage shows a relationship between two girls, Cordelia and the narrator. They seem to be friends in the passage as it is mentioned by the narrator that [they] think [they] are friends. The phrase we think reflects the narrators uncertainty about her friendship with Cordelia. Yet, there are many references to them being almost twin-like and identical in the way they dress and act. Were impervious, we scintillate, we are thirteen- the use and repetition of the inclusive pronoun we further highlights their alikeness. Even though they are friends, the reader is able to sense the narrators inferiority to Cordelia through her tone of voice. It is shown through her comments such as I am almost as good or that Cordelia is opaque and glinting that the narrator admires or wants to be like Cordelia. The detailed descriptions of the appearance of the old ladies on the streetcar highlights the theme of superficiality. The descriptions show that the narrators bias on people stems from their outer appearances, as shown in her observations such as some are respectably dressed and others are poorer and foreign looking. Further, her comment that Cordelia can tell cheap cloth at a glance once again reinforces Cordelias superiority and her attitude towards superficiality. These attitudes of young girls like the narrator and Cordelia convey how prejudices are deeply embedded in our society. Metaphors like costumes and stage props, were used to describe peoples willingness to disguise their true identity; costumes are normally worn by actors who are impersonating someone else. Description of the old ladies make-up further highlights the theme of hiding a true identity of one. The ladies on the streetcar dye their hair straw-blonde or baby-blue and their lipstick mouths are too big around their mouths, their rouge blotchy, [and] their eyes drawn screw-jiggy around their real eyes. Their costume-like  clothes and thick make-up like actors on a stage allow them to disguise themselves from others. They reflect some members of the society who do not wish to reveal who they really are because they are afraid of what other people would think about them. These descriptive language and colour imagery invite readers to engage the narrators experiences; bright colours to distract peoples attention to their outer appearance. Anything other than white is suggestive. Also, the two girls wearing mens work socks inside their boots and wearing [their coats with] collars turned up to look like those of movie stars shows their desire for glamour and outer beauty which form societys expectation of girls. The notion of time is another significant factor in the passage, as can be seen through its structure. The first part recounts the narrators childhood and the second is set in her adulthood, when she herself has become like the old ladies, having that [eye problems]now too. However, both the present and the past are written in the present tense, indicating that the memories of the narrator when she was thirteen still take an important part in her life. It is also mentioned at the start of the passage that time is not a line. This suggests that experiences that we had are not just past, but stays within us to build up what we are now. This passage from Cats Eye by Margaret Atwood explores the themes of friendship, self identity and notion of time through various literary techniques. Friendship, in conjunction with the notion of time, is valued as a very big part of life of the narrator; not only the friendship, but also ones memories of childhood are important in a persons life as well. The passage also reflects prejudices in our society and how deeply they are rooted in us through illustrating people who wish to disguise their true identity. By allowing us to explore the narrators experiences, the author allows us to think about the values of relationships and how we can solve the problems of prejudice.

The Soul as Inseparable Entity from the Body

Aristotle basically believes that a soul is the basic or core essence of a living organism. The notion of a body or form without a soul is simply unintelligible. Soul is what makes a living thing alive. Plants and animals that include man have souls. But Aristotle believes that every kind of living thing possessed a different kind of soul. Soul is simply defined by Aristotle â€Å"as the expression or realization of a natural body† by which he basically elaborate â€Å"soul according to its functions† (â€Å"On the Soul†). He holds the idea that there is a strong connection between the psychological states of living organisms (their sense of logic, reason and physical manifestations as product of their thought processes) and physiological processes. Body and soul are unified. â€Å"The movements or the development of the soul is manifested through the body† thus the soul is the substance that characterized the living body (Sachs 2001). The soul is inseparable from the body since it provides essential characters to it. However, Aristotle believes that every kind of living thing possesses a different version of soul. The nature of soul according to Aristotle depends on the type of organism and its position in the hierarchy. What makes a human being authentic to other living organisms is his ability to hold rational beliefs and to exercise reason. He classified life into different levels because of the soul they possessed. Plants have the lowest level of soul, animals other than humans have a higher level of souls and humans possessed the highest level of soul having the capacity for reason. Both plants and animals obtain what they need for reproduction and growth but only animals specifically man have a sense of touch or sensory, perception and cognitive abilities. The biological nature of human beings with their unique capacities to think and feel is definitely a reward. Aristotle says: â€Å"We must maintain, further, that the soul is also the cause of the living body as the original source of local movement. The power of locomotion is not found, however, in all living things. But change of quality and change of quantity are also due to the soul. Sensation is held to be a qualitative alteration, and nothing except what has soul in it is capable of sensation. The same holds of the quantitative changes which constitute growth and decay; nothing grows or decays naturally except what feeds itself, and nothing feeds itself except what has a share of soul in it† (Sachs 2001). Aristotle opposed the popular belief in Philosophy that a soul is a separate entity that can exist even without a body. However, Aristotle believes that the soul moves the body. Sensation, locomotion, biological and eventually physical development are caused by the soul. All the faculties of the soul are inseparable from the living body except our sense of reason, since reason will not die and fade. It has the capacity to live and facilitates even after death but not perception. When the living body dies, their biological and physical development and sensory faculties will eventually stop and obstruct. Aristotle in his views on soul basically believes that soul is not a separate entity but rather it is the actuality of the living body. Soul can not be immortal. When the living body dies the exercise or faculty of soul also stops with the exception of reason of course, since reason can stand on his own even after the death. Reference: On the Soul. (2009). In Encyclopà ¦dia Britannica. Retrieved February 28, 2009, from Encyclopà ¦dia Britannica Online: http://www.britannica.com/EBchecked/topic/428826/On-the-Soul Aristotle. Aristotle's On the Soul: And, On Memory and Recollection. Sachs (2001). Green Lion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Press