Barack Obama Speech in Cairo Essay Example | Topics and Well Written Essays - 1000 words

Barack Obama Speech in Cairo - Essay Example In a lady discourse conveyed in Cairo University on 6 April 2009, he tended to savage radicalism, Israel and Palestine war, atomic weapons, majority rule government, ladies' privileges and monetary development. He attested that the West and Islam should begin defying these issues. This paper will just concentrate on the issue of vicious radicalism in America. It will clarify why the issue is significant to me and examine the attestations Obama made about the issue and the proof he provides for help those affirmations. I accept that the issue of fierce radicalism is extremely noteworthy in this unique circumstance. America is apparently the most vote based nation on the planet subject to its race and religion decent variety. Before this discourse, pressure between the United States and Muslims around the globe had been ascending for quite a long time. Islam and the West had connections damaged by collaboration just as clashes. While the West encouraged modernization and globalizatio n, the Muslim countries see the West goes about as belittling to the Islam conventions. Thus, Muslims execute savagery against the Americans murdering Muslims, Christians, and blameless individuals however America. Also, America in its entitlement to opportunity of love includes the two Muslims and Christians. Actually, Obama himself admits the Muslim confidence however his mom was a Christian and his dad a Muslim. Surely, this is by all accounts a war among America and the Muslim. Obama being the leader of America, having admitted Muslim, and Egypt being a Muslim country he is in a negating position to address this issue. Thus, this issue is overbearing over the others. Obama states that America has never been, isn't, and will never be at war with Islam. He affirms that simply like some other country and confidence, America just rejects the murdering of blameless men, ladies, and kids. He contends that even Muslims can't support such killings as the Quran prohibits them. He likewis e perceives the expressions of the second President of the United States, John Adams who declared that, America has no character of hostility against the laws, religion, or quietness of Muslims (USA Today Web). In any case, he sees that it is his and other willing partner’s obligation to stand up to vicious radicals for American and world security. He additionally declares that American has exhibited its objectives and mission for solidarity in battling the brutal fanatics in Afghanistan. To this affirmation, he reminds the crowd that the United States had universal help in seeking after al Qaeda and the Taliban. Truth be told, an alliance of 46 nations was in the interest (USA Today Web). Moreover, he affirms that America was advocated to wander in that interest. He portrays that Al Qaeda murdered about 3,000 honest individuals from all countries on the September 11 assault with a promise to keep propelling more killings. Surely, these assaults have made a few Americans to s ee Islam as an unavoidably antagonistic lifestyle to all. In that capacity, he contends that it was quite reasonable for America, with the help of the universal network, to seek after them with a point of carrying equity to the people in question and forestall more assaults. He anyway affirms that America won't save its soldiers in Afghanistan for quite a while. He presents that the interest has been expensive, caused numerous losses, and is politically hard to oversee.

Rishi free essay sample

Collaboration has consistently come effectively to me on the grounds that the individuals around me commonly choose to delegate me the pioneer. In any case, my life changed the late spring of my sophomore year, and this veneer got slanted as I got to know this present reality of cooperation in the midst of another alpha male mind boggling as solid and requesting as my own. The mid year of my sophomore year, I went to a mechanical autonomy camp that the University of Texas at Arlington facilitated as a result of my enthusiasm for building. The camp tested us by giving us the errand of building and coding a robot that could effectively move freely, get payload, and move it to a sheltered territory. I despite everything recall the cool, clumsy gazes as I went into the room on the principal day. Other than the unofficial IDs that we had to wear, I felt stripped. Helpless. The ungainly pressure settled over the room after the initial forty-five minutes or thereabouts, yet there could never be any relief for those initial couple of seconds of â€Å"Hi, I’m. We will compose a custom exposition test on Rishi or on the other hand any comparable subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page .† and â€Å"Where are you from?† Because of our aggregate clumsy nearness, the instructors combined us up indiscriminately trying to constrain kinships. They cooperated me with Rishi Jariwala, an apparently typical and innocuous kid about my age. He remained at around five foot eight, profound set eyes, and certain stance. His knowledge and his certainty transmitted off of him in an unavoidable manner, and on account of these particular highlights, Rishi accepted administration. We at first worked very well together in spite of our key contrasts. For instance, Rishi rehearsed Hinduism, while I had no strict connection. Rishi favored granting his predominance and pomposity rather than my deferential aloofness, and this wound up causing a plenty of issues not far off. The measure of Rishi and I started to chip away at building and coding the robot, yet we chose to first divvy up the work so as to amplify work productivity. Building has never been one of my solid suits, while it had consistently fallen into place without a hitch for Rishi, And on the other side, coding has never come effectively to Rishi, while it has consistently been an extremely normal thing for me. Rishi and I concluded that limits accompany this division of work, and we consented to permit the other to do their job.However, Rishi started to gradually violate these limits, and he in the long run endeavored to hold the whole undertaking all alone. Rishi’s endeavor at a one-man insurrection set a great deal of issues that he had with me on the table. He reprimanded me for the vast majority of our group’s inadequacies, and I possessed fractional obligation. A few issues originated from my inability to do certain things, yet I generally put forth a valiant effort to address these. My issue lie not in the way that I was unable to do certain things certain ways but instead in the redemption of the message. Strategy fell into the class of things that Rishi couldn't have cared less about. The change from stealthy killjoy to horrifying lack of regard stunned me due to the quick heightening of Rishi’s intensity. He went from dropping unpretentious traces of abhorrence to transparently accusing my â€Å"white, rural childhood† for my â€Å"stupendous idiocy.† This unjustifiable scorn disturbed and baffled me, and it made endeavoring to deal with the circumstance exceptionally troublesome. The veins in my mind needed to detonate. The arrival of my pressure was outlandish on the grounds that Rishi would not see my side of things, however I went after for my own mental soundness. In the event that solitary difficult would get the job done. The task fizzled. This experience made me fully aware of the confounding idea of the world, I despite everything contemplate what I did to make Rishi so annoyed with me. In spite of the fact that the camp had an underlying negative impact on me, it wound up changing the scene of how I think and feel to improve things. I currently have the right stuff important to deal with individuals who have an inclination of aversion towards me, and this ability causes me in my regular day to day existence. I presently value those whom I do concur with, and I likewise now have a newly discovered tolerance for those whom I don't concur with in view of my shelling that originated from Rishi’s unforgiving power.

Research and Writing Services - Why You Need Them

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Abortion, An Act Of Killing - 1815 Words

Abortion has been a topic of ethics for as long as time can remember. Abortion is a difficult and controversial moral issue that most have dealt with or heard about. Most would argue that no one has the right to demand large sacrifices from another simply to sustain their own lives, while others see abortion as an act of killing, which is clearly wrong. Both sides have important moral insights, even if ultimately these insights are outweighed by the insights of the other side. Each and every person has their own viewpoint that is biased simply because of their religion or how they were raised. Opinions are passed on generation to generation and each generation with a more developed educated view attempts to change these views. The goal of this ethical argument is not to convince to accept one position or the other, but to help to understand both sides. Without knowledge of both sides, the argument continues. Beware of the labels â€Å"Pro-life† and â€Å"Pro-choice.† They imply that the other side is against â€Å"life† or against â€Å"choice.† They ignore the nuances in a person’s position. There are two principal moral considerations. People consider the moral status of the fetus and on the other hand the rights of the pregnant woman. There are distinctions to whether it is immorally wrong or if it should be illegal. These are distinct issues. Not everything that is immoral is necessarily illegal. We may, for example, want to say that being unfaithful in one’s marriage is immoral, but weShow MoreRelatedAbortion : An Illegal Act Of Killing A Fetus943 Words   |  4 PagesAbortion is one of many key issues that women are faced with in today’s world, to not have a child or conceiving a child through conception. What is abortion these days? To many, abortion is considered an illega l act of killing a fetus, while others believe abortion to be legal by law and punishable for it. It is unclear if the law will make its ruling to put a ban on abortion but it has come with its shared controversy. The first reason why abortion should be legal is the involvement due to churchesRead MoreWhy Killing An Ordinary Adult Is Morally Wrong1485 Words   |  6 Pagesstrategy should be adopted to develop the argument o abortion. In this case, the author starts by illustrating why killing an ordinary adult is morally wrong, and tries to apply same reasons to the case of abortion. Therefore, if similar reasons can be applied to the context of abortion, then decision of it being immoral will be made. The wrong aspect in killing relates to depriving the victim life which is inherently valuable. In this case, killing deprives of the victim the very valuable things thatRead MoreSusan Sherwin s View On Abortion932 Words   |  4 PagesSusan Sherwin’s view on abortion is primarily focused through the lens of feminist philosophy. Her article focuses primarily on how the feminist view provides more holistic, and less cold view on the topic of abortion that is more inclusive of the mothe r. The feminist view of abortion is primarily focused on looking at the factors that affect the mother through the process of the abortion, such as a woman’s feelings around the fetus, is conception, her partner, and her obligations. These are allRead MoreAbortion is Murder and Immoral Essay1339 Words   |  6 PagesAbortion is Murder and Immoral In Americas Society Abortion is a topic that most people rather not face. More and more abortions occur everyday, causing potential lives to be terminated due to irresponsible sexual activity among adults and teens. Abortions cheats the unborn child of his or hers existence and unknown experiences to come. Abortions are quick escape goats for irresponsible individuals and cause pain, suffering, and death. I t is against the law and immoral to kill another humanRead MoreAbortion : An Act Of Population Reduction920 Words   |  4 PagesAbortion: Legalized Murder A resounding tune states that people make the world go around. It is understandable that old age, illnesses, accidents, wars, and many other disasters bring on reductions within the population. Yet, abortion as an act of population reduction is often a topic that many people would rather not discuss. Abortions account for 1.3 million deaths among unborn children yearly (â€Å"Abortion: Late-Term/Partial Birth 2). The purpose of this research is to argue that, with the exceptionRead MoreAbortion is a Murder Essay721 Words   |  3 Pagesthat has been greatly debated in our society is abortion. Many people argue that because the baby in the mother’s womb is not alive, aborting him or her is not considered a murder. However, others say that as the baby’s heart and brain are the first things to develop, the baby is technically alive and killing it would be a murder. As soon as the baby has a heartbeat, it has life. Abortion has many characteristics of a murder, inclu ding the killing of one human being by another, it’s unethical, andRead MoreAbortion : Abortion And Anti Abortion1624 Words   |  7 Pagesa very large controversy between the ideas about abortion and anti-abortion. Different religious views, beliefs, peoples many different customs and even people of different cultures all have their own preferences and ideas on the take of this political issue. Views against abortion can lead to as much of an impact as a violent/non violent riots outside of an abortion clinics, to something as simple article in the newspaper. The belief on abortion that leads to a lot of the controversy is that inRead MoreAbortion Is A Murder Of Unknowing Helpless Pre Born Children849 Words   |  4 Pagesand wants an abortion. I told her that there is no way she is getting an abortion because there are other better alternatives. She wanted an abortion because she wanted to go to college and become a nurse and with that baby, she would be able to focus on college. Abortion is a misconduct that goes unspoken, in fact abortion is a slaughter of unknowing helpless pre-born children. Abortion is merely immoral. Everyone has been taught right from wrong; manslaughter is wrong and so is abortion, because abortionRead MoreAbortion Should Be Legal?1512 Words   |  7 Pagesto dictionary.com, abortion is defined as â€Å"the removal of an embryo or fetus from the uterus in order to end a pregnancy†¦any of various surgical methods for terminating a pregnancy.† The famous well-known Supreme Court case that addresses the issue of abortion is Roe v. Wade. The Supreme Court concluded that women have the right to obtain an abortion until the fetus is viable, or usually when a woman reaches her trimester of pregnancy. Prior to the Supreme Court case, abortion was illegal in manyRead MoreJackson Kruger. Mrs. Hooks. English 11. 29 January 2017.1479 Words   |  6 PagesEnglish 11 29 January 2017 The Right to Live Abortion is one of the most controversial issues among American Citizens. Many Americans believe that life begins when a child is conceived while others insist that a child is not alive until a few months into the pregnancy. Although supporters for abortion agree that life begins during a few months into the pregnancy, they support abortion until around twenty-two weeks. This contradiction of beliefs among abortion supporters sparks anger with those who are

Useful Phrases for Structured Structured Monologue Free Essays

Useful Phrases for Structured Structured Monologue M. Platonova â€Å"Materials for the Speaking Part of the Centralised Exam† Structuring When delivering a structured monologue, one of the ways to begin your presentation is to outline its structure, using one of the following phrases: I’ve divided my presentation/speech into three (main) parts. In my presentation/speech I’ll focus on three major issues. We will write a custom essay sample on Useful Phrases for Structured Structured Monologue or any similar topic only for you Order Now M. Platonova â€Å"Materials for the Speaking Part of the Centralised Exam† Effective Openings In order to grab the attention of the audience you may employ one of the following devices: Rhetorical questions; Interesting facts; Stories and scenarios; Problems to think about; Quotations. M. Platonova â€Å"Materials for the Speaking Part of the Centralised Exam† Rhetorical questions Is market research important for product development? Do we really need time management seminars? Interesting facts According to an article I read recently, †¦ Did you know that †¦ ? I’d like to share an amazing fact / figure with you. M. Platonova â€Å"Materials for the Speaking Part of the Centralised Exam† Stories and Scenarios Let me tell you what happened to me †¦ Suppose †¦ Imagine †¦ Problem Problem to think about Suppose you wanted to †¦ . How would you go about it? Imagine you had to †¦ . What would be your first step? M. Platonova â€Å"Materials for the Speaking Part of the Centralised Exam† Quoting a well-known person As †¦ once said, †¦ To quote a well-known writer, †¦ To To put it in the words of †¦ M. Platonova â€Å"Materials for the Speaking Part of the Centralised Exam† Introducing a Point When delivering the presentation on the particular subject it is relevant to introduce the key points. You may use one of the following phrases: First First of all I’d like to point out †¦ The main problem is †¦ The question of †¦ Speaking of †¦ M. Platonova â€Å"Materials for the Speaking Part of the Centralised Exam† Enumeration of points If you are asked to provide several reasons, factors or arguments in a row, you have to organize them in the logical way. In order to structure your answer properly enumerate the main points using one of the suggested phrases: first first of all, I’d like to say †¦ in addition to that †¦ moreover, †¦ furthermore, †¦ another example of this is †¦ first, second, third †¦ Finally, †¦ M. Platonova â€Å"Materials for the Speaking Part of the Centralised Exam† Moving to the next point This leads directly to my next point. This brings us to the next question. Let’s now move on / turn to †¦ After examining this point, let’s turn to †¦ Let’s now take a look at †¦ M. Platonova â€Å"Materials for the Speaking Part of the Centralised Exam† Going back As I said / mentioned earlier, †¦ Let me come back to what I said before †¦ Let’s go back to what we were discussing earlier. As I’ve already explained, †¦ As I pointed out in the first section, †¦ M. Platonova â€Å"Materials for the Speaking Part of the Centralised Exam† Stating something as a fact Do not be afraid to state some information as a well-known act, if it is justified by the subject of discussion. However, you should be very careful when applying one of the following phrases: As As everyone knows †¦ It is generally accepted that †¦ There can be no doubt that †¦ It is a fact that †¦ Nobody will deny that â⠂¬ ¦ Everyone knows that †¦ M. Platonova â€Å"Materials for the Speaking Part of the Centralised Exam† Giving Your Opinion There exist a variety of ways how to express your opinion when speaking English. The choice of an expression to be used in the particular situation depends on how strong your opinion is, i. e. how sure you are about a articular thing. M. Platonova „Materials for the Speaking Part of the Centralised Exam† Giving Your Opinion Neutrally I think†¦ I feel that†¦ In my opinion†¦ As As far as I’m concerned†¦ As I see it†¦ In my view I tend to think that†¦ From my point of view†¦ M. Platonova „Materials for the Speaking Part of the Centralised Exam† Giving a Strong Opinion I’m absolutely convinced that†¦ I’m sure that†¦ I strongly believe that†¦ I have no doubt that†¦ There is no doubt that †¦ I am absolutely certain that †¦ M. Platonova „Mate rials for the Speaking Part of the Centralised Exam† Expressing Uncertainty I definitely doubt if that †¦ I am not sure that †¦ I am not certain that †¦ As far as I know †¦ It is very doubtful whether †¦ M. Platonova „Materials for the Speaking Part of the Centralised Exam† Giving reasons These standard phrases are useful in a variety of situations, when you are asked to explain something providing additional information or giving the reasons. The reason for this is (that) †¦ I base my argument on †¦ I tell you all this because †¦ M. Platonova â€Å"Materials for the Speaking Part of the Centralised Exam† Rephrasing Expressions Sometimes we say things that other people don’t understand, or we give the wrong impression. If you are asked to explain or clarify your idea, do not use the same expressions and/or phrases, try to reformulate it starting your answer using one of the following phrases: M. Platonova „Materials for the Speaking Part of the Centralised Exam† What I meant to say was†¦ Let me rephrase that†¦ Let me put this another way†¦ Perhaps Perhaps I’m not making myself clear†¦ The basic idea is†¦ One way of looking at it is†¦ Another way of looking at it is†¦ What I want to say is†¦ M. Platonova „Materials for the Speaking Part of the Centralised Exam† Indicating the end of your talk I’m now approaching / nearing the end of my resentation. Well, this brings me to the end of my presentation. That covers just about everything I wanted to say about †¦ As a final point, I’d like to †¦ Finally, I’d like to highlight one key issue. M. Platonova â€Å"Materials for the Speaking Part of the Centra lised Exam† Drawing conclusions and sum-ming up The obvious conclusion is †¦ Last but not least †¦ The only alternative (left) is †¦ The The only possible solution/conclusion is †¦ In conclusion we can say that †¦ To cut a long story short, †¦ Just to give you the main points again, †¦ M. Platonova â€Å"Materials for the Speaking Part of the Centralised Exam† How to cite Useful Phrases for Structured Structured Monologue, Essay examples

William Shakespeare, you stand accused of being a crow, an ape and a thief Essay Example For Students

William Shakespeare, you stand accused of being a crow, an ape and a thief Essay Can anything new be said about plagiarism? Perhaps the best we can do is to remind ourselves of the stories that we choose to forget in our modern worship of originality. There was a time when new books were made out of old ones and an authors originality was of limited significance. Witness the story of  Shakespeare. It is usual to think of literary invention as taking place in the middle reaches of two extremes. At one end, total originality: the impossible work written in new language addressing a subject never before addressed; at the other end, total derivativeness, the scandalous work, a mere transcription of an already existing literary work. Close to the one end, typically, we locate writers of genius, and we might put  William  Shakespeare  closest to that extreme. At the other, ignominious, end, we place the cheats, the tricksters: thieves of the labour of others. We will write a custom essay on William Shakespeare, you stand accused of being a crow, an ape and a thief specifically for you for only $16.38 $13.9/page Order now But what if  Shakespeare  himself were a plagiarist? Can awriter be, so to speak, at both ends of the spectrum at the same time? Both a creator and a thief? If so, at the very least we need to rethink our understanding of literary merit. The greatestjust might not equal the most original. We know very little about  Shakespeares life; or to be more precise, we know very little thats remotely interesting. But we do know that  Shakespeare  so upset a fellow playwright, Robert Greene, that Greene wrote an intemperate attack upon him in his pamphlet A Groatsworth of Wit. Abusing him as an upstart crow, Greene complained that, while  Shakespeare  beautified with our feathers, he was arrogant enough to suppose that he is as well able to bombast out a blank verse as the best of . Indeed, Greene punned,  Shakespeare  believed himself to be the only Shake-scene ina country. The pamphlet immediately prompted a scandal. Thomas Nashe, rumoured to be the real author, published a denial. Even the publisher expressly dissociated himself from the pamphlet, holding another dramatist, Henry Chettle, responsible for any adverse consequences. Chettle publicly apologised to  Shakespeare, acknowledging his contemporarys uprightness of dealing, which argues his honesty, andhis facetious grace inwriting, that approves his art. The controversy limped on: two years later a small volume of poetry was published by (so it is believed) Richard Barnfield, praising Greene and commenting that the men that so eclipsed his fame/Purloined his plumes: can they deny the same? Greenes description of  Shakespeare  as an upstart crow is a complex insult, offensive to  Shakespeare  both as actor and playwright. In classical literature the crow was a bird that could be trained to repeat phrases but was (not unnaturally for a bird) incapable of original speech. Greene was thus in part accusing  Shakespeare  ofbeinga mere parrot, declaiming others lines as an actor. But theres more to the insult thanjust this. Acrow is an ugly, common bird, and it can only be made beautiful if it disguises itselfwith the plumage of more gorgeous creatures than itself.  Shakespeare  pretends to be something that he is not, and does so by stealing the feathers of others. This is where the charge of plagiarism comes in.  Shakespeare  was not capable of writing plays of any quality: he had to pass off the work of others as his own to gain a reputation. Was Greene even remotely right? The scandal did nothing (or practically nothing) to hurt  Shakespeares emerging reputation. But in the 18th century it was believed, in reliance on Greenes pamphlet, that  Shakespeare  began his career by revising the plays of others. This is not now the approved view. But let us suppose that  Shakespeare  and Greene were to fight a contemporary libel case over the pamphlets allegations.  Shakespeare  would open his case by announcing that he was the author of 38 plays. Greene would immediately go on the offensive. First he would challenge the number. We do not know precisely how many plays  Shakespearewrote. There are several troubling titles on the disputed margins. Should we include The Two Noble Kinsmen? What of Henry VIII? Or King Edward III, which the New Cambridge  Shakespeare  has just admitted to the canon? .ud7cef465c596b20141f0df86e4a00be2 , .ud7cef465c596b20141f0df86e4a00be2 .postImageUrl , .ud7cef465c596b20141f0df86e4a00be2 .centered-text-area { min-height: 80px; position: relative; } .ud7cef465c596b20141f0df86e4a00be2 , .ud7cef465c596b20141f0df86e4a00be2:hover , .ud7cef465c596b20141f0df86e4a00be2:visited , .ud7cef465c596b20141f0df86e4a00be2:active { border:0!important; } .ud7cef465c596b20141f0df86e4a00be2 .clearfix:after { content: ""; display: table; clear: both; } .ud7cef465c596b20141f0df86e4a00be2 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud7cef465c596b20141f0df86e4a00be2:active , .ud7cef465c596b20141f0df86e4a00be2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud7cef465c596b20141f0df86e4a00be2 .centered-text-area { width: 100%; position: relative ; } .ud7cef465c596b20141f0df86e4a00be2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud7cef465c596b20141f0df86e4a00be2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud7cef465c596b20141f0df86e4a00be2 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud7cef465c596b20141f0df86e4a00be2:hover .ctaButton { background-color: #34495E!important; } .ud7cef465c596b20141f0df86e4a00be2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud7cef465c596b20141f0df86e4a00be2 .ud7cef465c596b20141f0df86e4a00be2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud7cef465c596b20141f0df86e4a00be2:after { content: ""; display: block; clear: both; } READ: Is Shylock Presented as a Victim or a Villain by Shakespeare EssaySecond Greene would argue that the plays were all, to a greater or lesser degree, collaborations. Actors would have added lines, stage directions and so on, according to the practice of the times. Greene would even suggest that other playwrights might have contributed lines, speeches, whole scenes. Third, and here Greene would warm to his theme, it cannotbe disputed that the plots of many of  Shakespeares plays are lifted from earlierworks. Greene was not the only person to make such a complaint of  Shakespeare. Their contemporary, Ben Jonson, lamented in an Ode to Himself, written after the failure of one of his own plays, that contemporary audiences preferred some mouldy tale/Like Pericles to his ownwork. (Pericles is mouldy because it is based on a Greek romance which enjoyed considerable popularity during the renaissance and middle ages.) More importantly, in the year of  Shakespeares death, Jonson published an epigram in which he attacked a Poet-Ape who plagiarised the work of others, mak each mans wit his own. The man is a thief Jonson among the robbd. Many have taken the Poet-Ape to be  Shakespeare. In this imaginary trial Greene would then quote great chunks of verse from the plays, pointing to their origin in the works available to  Shakespeare: histories, translations and so on. He might rely on the detective work of Malone, an early editor of  Shakespeare, who concluded, . after an exhaustive study of the sources of Henry VI, Parts 1, 11 and III, that out of a little more than 6,000 lines, 1,800 were written by someone else, nearly 2,400 lines were adapted by  Shakespeare  from theworkofothers, and a mere 1,899 lines were exclusively his own work.  Shakespeares modern biographer Sidney Lee believes that the explanation of Greenes bitterness toward  Shakespeare  was that he himself had produced the original draft of all three parts of Henry VI. By this time, one imagines the sympathies of thejury beginning to change. A trial that would begin as a scandalous affront to our greatest playwright could become a scandal of a quite different kind. And, as certainties disappear, it seems impossible even to answer that mostbasic of questions: how many plays did  Shakespeare  write? Ones first reaction to this perplexity might be: we need more evidence! But in truth, evidence is irrelevant. Its much more an issue of interpretation do we count this or that derivative work as  Shakespeares?This is all very arbitrary: how many lines, what fraction of the play as a whole, must be original to the playwright in order that the play should qualify as his own? One could not guarantee  Shakespeares success in such a trial. If  Shakespeares appropriations were adaptations, then itmightbe easier. But many are not: hejust took whole passages and transcribed them. Does this make him a lesser playwright? Only, I suggest, if we could imagine someone else doing everything that he didbutwithout taking those lines and plots from others. If we cannot imagine such an author, then we are on the brink of suggesting that the thefts were necessary to the creation. Mostwriters both steal and create; some of the more interesting ones create by stealing. It thus might be said that while a plagiarist is a writer with a bad name, a writer with a good name is merely an undetected plagiarist. In todays literary regime, hes lucky. In earlier regimes, hed be considered unlettered or mad. Its at this stage of the argument an argument which is so counter-intuitive, which so flatly runs against received literary wisdom that protest seems inevitable. Plagiarism surely can no more be excused than any other unpermitted appropriation. To hold otherwise is to sanction two wrongs: the depriving of one author of the benefit of his work, and the conferring on another of an undeserved reputation. The first is unjustly impoverished, the second unjustly enriched. Indeed, if authors had no property rights in their work (or were unable to enforce those rights) theywould not be able to secure royalties and the amount of writing would drop, perhaps to zero, as they turned away from writing toward other, more profitable pursuits. The law of copyright, whichprotects authors fromplagiarists, thus ensures the continuity of literature itself. Or so it could be argued. But such an argument would not survive an encounter with the massive counter-example of  Shakespeare, whose work sugges ts that any copyright law, however narrow, inhibits literary creativity. Itwasjust this argument that the l9thcentury American sage Ralph Waldo Emerson confronted in his essay on  Shakespeare. Great men, he wrote, are more distinguished by range and extent than by originality. No great man is original. The greatest genius is the most indebted man. Genius, indeed, consists in not being original at all, but rather in beingwhollyreceptive.  Shakespeare  owed debts in all directions. He knew that tradition supplies a better fable than any invention. In his times, our own petulant demand for originality was not so much pressed. The great poet comes to value his memory equally with his invention. He doesnt much mind where his thoughts come from: whatever the source, they are equally welcome. It had come to be, Emerson rather scandalously proposes, practically a rule in literature that a man having once shown himself capable of original writing is thenceforth entitled to steal from t he writings of others at his discretion. And then, pursuing his paradox to its terminal point, Emerson declares:  Shakespeare  is unique. .u5b8587aa7feab1771bcdedb57b69ad84 , .u5b8587aa7feab1771bcdedb57b69ad84 .postImageUrl , .u5b8587aa7feab1771bcdedb57b69ad84 .centered-text-area { min-height: 80px; position: relative; } .u5b8587aa7feab1771bcdedb57b69ad84 , .u5b8587aa7feab1771bcdedb57b69ad84:hover , .u5b8587aa7feab1771bcdedb57b69ad84:visited , .u5b8587aa7feab1771bcdedb57b69ad84:active { border:0!important; } .u5b8587aa7feab1771bcdedb57b69ad84 .clearfix:after { content: ""; display: table; clear: both; } .u5b8587aa7feab1771bcdedb57b69ad84 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5b8587aa7feab1771bcdedb57b69ad84:active , .u5b8587aa7feab1771bcdedb57b69ad84:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5b8587aa7feab1771bcdedb57b69ad84 .centered-text-area { width: 100%; position: relative ; } .u5b8587aa7feab1771bcdedb57b69ad84 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5b8587aa7feab1771bcdedb57b69ad84 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5b8587aa7feab1771bcdedb57b69ad84 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5b8587aa7feab1771bcdedb57b69ad84:hover .ctaButton { background-color: #34495E!important; } .u5b8587aa7feab1771bcdedb57b69ad84 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5b8587aa7feab1771bcdedb57b69ad84 .u5b8587aa7feab1771bcdedb57b69ad84-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5b8587aa7feab1771bcdedb57b69ad84:after { content: ""; display: block; clear: both; } READ: How Shakespeare achieves the comic effects in Act 3, Scene 4, where Malvolio appears "cross-gartered" and in yellow stockings EssayThe American critic Harold Bloom insists that plagiarism is a legal and not a literary distinction. T S Eliot aman who plagiarised Emerson when making his own defence of plagiarism declared that immature poets imitate; mature poets steal. One might think that this benevolent view of plagiarism would be received wisdom by now. Yet the discovery of plagiarism is still always regarded as a scandal. There is the shock at the writers deception, the violation of the trust between writer and reader. There is the embarrassment caused to those readers (often literary prize panellists) who missed the theft: held up as literary arbiters, they are disclosed to be literary incompetents. And there is the sharp, downward revaluation of the writer himself. We thought he had merit, but it turns out that merit was someone elses. Though one cannot overlook in all of this a certain iconoclastic glee on the part of the general public, the true beneficiary of the scandal is the critic-sleuth who rumbles the plagiarism. He emerges as intrepid hero, aprosecutorupholding the sanctity of literary law. Each scandal is thus a kind of open, unregulated trial. The evidence emerges in a chaotic way, and motive and reason get mixed up. Nor do all scandals end with verdicts. When the plagiarism is just copying just theft then the scandal is a limited one. A writes a poem; B copies it down and then claims it as his own; B is discredited. Its a scandal of reputation. But sometimes the institution of literature itself is implicated in the scandal. The scandal lies in the paradoxical truth that novels and plays can be both original and derivative: original because derivative, even. If we reject plagiarism, do we also reject literature itself? It would be odd if we had to conclude that the one aspect of the institution of literature which most undermines it is yet also fundamental to its existence. Can plagiarism be both its poison and its nourishment? Perhaps the truth is that writing alarms as it pleases, biting the hands that applaud it.

buy custom The Tempe PD Network Implementation essay

buy custom The Tempe PD Network Implementation essay Community policing has always been a core operational fabric of the Temple Police Department. The focus was to ensure that the police and the community work together to define and develop solutions to crime and quality-of-life problems. Social order in the community is primarily the outcome of informal social processes rather than the result of formal social control mechanisms such as police activity. It is thus important to stimulate citizen participation in crime participation and problem-solving activities in the community. As Tempe is situated in a strong technological environment, the use of Information System by the police department to enhance community policing is of prevalence. Since the implementation of the philosophy in 1988, residents of Tempe have expected an innovative action from the police department. Officers who are working at a specified beats need to develop an inherent problem-solving goals with their immediate supervisors. To effectively achieve this phenomenon , the officers are to be deployed in their respective beats for a minimum period of one year. As such, some of the lessons that have been learned from Tempe Police Departments Network implementation include problem solving process, centralization of IT systems, implementation of crime analysis Unit, and effective operation analysis. Centralization At one time, technology was decentralized but ever since the cost and complexity of technology increased, the city centralized all IT systems including that of the police department into one city Information Technology Division (ITD) (Webb et al., 1999). It was a positive move in the police force structure, however, some of the communications staff and patrol commanders were unwilling to hand over the control of IT to the centralized IT systems management. Financially, the city was able to coordinate IT effectively, as they could be able to better integrate the systems and, through the economies of scale, buy in bulk some of the IT components. In order to prompt the activities of the police department, the city assigned ITD business analyst to the department to advocate and liaison for activities in the sector. Centralization of the IT systems has enhanced the police department to successfully plan information technology acquisitions in order to support community policing in Tempe re gion. The decision of absorbing the four police positions and the accompanying responsibilities in order to pave way for the condensed or centralized organization is linked to the view that police officers will fare well in most of the decision making processes and procedures. The integration of IT across the city departments ensured that standardized Oracle database is achieved for all mid-to large size databases which are then managed by ITD (Buren, 2007). Centralization of IT system is not seen as self-serving but rather communal serving. The reorganization ensured that Criminal Justice Operations Committee an Criminal Justice Automation Committee were merged. Indeed, centralization enhanced knowledgeable service administrators to handle the IT decisions rather than the less-qualified police employees. Effective Operations analysis The Workload Committee has been established by Tempe Police Department to oversee and analyze the administrative and operational data so as to enhance resource allocation planning. The Staff Wizard software program is used by the department to enhance data analysis for easy development of schedules for beta officer staffing. It uses a variety of data including calls for service, average response for calls having wide priorities, and miles patrolled to provide an approximate best schedule for officers (Webb et al., 1999). The software ensures that officers deployment decision is well shaped. In some instances, the software uses Calls-for-service (CFS) data and other operations and administrative data to generate draft schedules that can be coherently reviewed by the supervisors, and make informed decisions and recommendations where there is need for schedule adjustment to the command staff. Tempe articulated to this Staff Wizard and Corona systems worked effectively with the departmen t in order to test, modify, and refine the software. The established Staff Wizard has ensured that the crime trends that are prepared by the crime analysis unit represent a form of scanning, albeit somewhat informal. As the crime analysis develops a very large quantity of useful information, systematic scanning is not use by the management in developing a decisive implementation. The departments coordinated efforts with the city agencies, such as the planning and development and traffic engineering, also involve it in the limited scanning processes. Implementation of Crime analysis unit The Tempe Police Department Crime Analysis Unit is a good example of how crime analysis can use CFS data and make it useful to beat officers. As such, much of the responsibility for using police information systems in supporting Community policing rests with Crime Analysis Unit. The unit undertakes analyses that aim at identifying crime trends, which are relative to small geographic areas. Trends are always considered the beginning of crime hot spots. Contrary to this, trend also provides information on suspects and crime characteristics (Kappeler, 2009). Ideally, the staff performs three types of analysisstrategic, administrative, and tactical. The unit provides police information to citizens of Tempe either through individual request or the Tempe Police website. The projects that were initiated successfully by Crime Analysis Unit are the monthly reports on police activity and crime, an ongoing series of tactical crime trend reports, and monthly and annual reports on crime and calls -for-service by specified land uses. Under the information systems that are imminent in the Crime Analysis Unit, the use of Computer-aided dispatch (CAD) has been implemented positively. The system uses the Publlic Safety Systems Incorporated (PSSI) designed and supported software. Indeed, the unit also produces a number of maps that can be accessed by citizens on the Tempe Police Department website. These include monthly Part I crime hot spot maps and the beat maps. Maps are aimed at determining the reporting district location of their own address based on the information available in the system. In conducting an annual survey on citizen and preparing a report that summarizes the survey findings, the crime analysis unit is quite effective. The site is elaborates and contains various categories of information ranging from sex offender to crime prevention database. As such, the Tempe Crime Analysis Unit is most importantly a key component in forging a community interface with residents. Development of CAD-based system for the documentation of officer time spent on solving a problem is clearly inclined and permits automated level-of-effort data aggregation and summarization. Indeed, the vital objective is to quantify such activities so as to incorporate it into performance reviews and strategic management decisions that are related to department resource allocation (Webb et al., 1999). The department is able to evaluate the performance of each officer on both traditional and Community-Oriented policing activities. As such, under the Additional Work Group section of Performance Evaluation where the officers are evaluated on proactive problem solving, team project participation, and beat ownership. In addition, solicitation of citizens input is done through variety of methods with the help of community policing. Tempe is organized into various beats that enhances dissemination of information from the central core unit. Beat officers seem to be well aware of the require ments for beat problem-solving projects, and officers and line supervisors appear to develop intimate understanding of the neighborhood encompassed in their beat. Conclusion Fighting crime needs an effective way of disseminating information this is achieved through community policing strategy and networking. Tempe Police department have spearheaded in undertaking this implementation in the police department and it has achieved immensely from the operations. Centralization of IT systems has been done under one unit and this has enhanced the control and management of the police activities. It has ensured that decision making process does not conflict among the police departments. In addition, Effective Operations analyses have been undertaken prior to the establishment of Tempe Police Department that oversee and analyze the administrative and operational data so as to enhance resource allocation planning. Implementation of Crime analysis unit that uses CFS data and making it useful to beat officers has been achieved in the city. As such, much of the responsibility for using police information systems in supporting Community policing rests with Crime Analys is Unit. It is clear that articulation to the Tempe Police Departments Network implementation will enhance community-oriented policing. 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Definition of the Elsewhere Principle in Linguistics

Definition of the Elsewhere Principle in Linguistics In linguistics, the Elsewhere Principle is the proposition that the application of a specific rule or operation overrides the application of a more general rule. Also known as the Subset Principle, the Elsewhere Condition, and the Paninian Principle. American linguist Stephen R. Anderson points out that the Elsewhere Principle is invoked by [Stephen R.] Anderson (1969), [Paul] Kiparsky (1973), [Mark] Aronoff (1976), Anderson (1986), [Arnold M.] Zwicky (1986), etc., with antecedents going back to [the fourth century BC Sanskrit grammarian] PÄ Ã¡ ¹â€¡ini, [19th-century German linguist] Hermann Paul, and probably others (A-Morphous Morphology, 1992). Examples and Observations [T]he basic case of competition in morphology can be characterized by the Elsewhere Principle: a more specific form is preferred over a more general one where both are in principle grammatical. By definition, competitors are those forms that can be used to express the same concepts. It is possible, therefore, that competing structures are generated in different components, in particular, morphology and syntax. A well-known example involves the English comparative affix -er, which must attach to short (maximally bisyllabic) adjectives . . .. This morpheme is in competition with the syntactic modifier more, which can in principle attach to both short and long adjectives, and is therefore the more general form. In the context of short adjectives, the Elsewhere Principle dictates that -er blocks more . . .. (We add (19e) to show that in circumstances where the Elsewhere Principle does not apply more can indeed modify short adjectives.) (19a) Bigger(19b) *Intelligenter(19c) *More big(19d) More intelligent(19e) Bigger means more big This classical application of the Elsewhere Principle demonstrates that a morphological complex can be in competition with a syntactic phrase. . . .It does not seem too much to say that one of the core phenomena of morphology, and perhaps of grammar in general, is that one form can compete with, and hence block, others. The classical cases of such competition involve inflectional morphology as regulated by the Elsewhere Principle. . . . [W]e have argued that there are many more examples of competition, which differ from the classical case in terms of the nature of the candidates and the selecting restraints. (Peter Ackema and Ad Neeleman, Word-Formation in Optimality Theory. Handbook of Word-Formation, ed. by Pavol Ã…  tekauer and Rochelle Lieber. Springer, 2005 Mapping Rules An idiosyncratic mapping rule need not mention a single morpho-syntactic terminal; it can also apply to combinations of (morpho-)syntactic material. For example, next to the mapping rules that associate TOOTH with /tooth/ and PLURAL with /z/, there is a mapping rule which relates [TOOTH PLURAL] to [/teeth/]. This rule can be formulated as follows, where P(X) stands for the phonological realization of a syntactic entity X: If PLURAL selects (a category headed by) TOOTH,then P(TOOTH, PLURAL) /teeth/ Since this mapping rule is more specific than the one that only mentions PLURAL, the elsewhere principle states that the latter is blocked where the former can apply, ruling out *[/tooth/ /z/]. Note that this does not mean that the lexicon contains multiple morpho-syntactic morphemes that represent plurality (there is only one plural affix). (Peter Ackema and Ad Neeleman, Morphological Selection and Representational Modularity. Yearbook of Morphology 2001, ed. by Geert Booij and Jaap van Marle. Kluwer, 2002) Illustration and Qualification Two elements are important in the Elsewhere Principle. First, it inactivates rules in particular cases as a property of the rule system as a whole. Second, it does so in virtue of a logical relationship between rules: entailment between application conditions. The rule that is inactivated by a second rule applying to the same case applies to all cases to which the second rule applies.The English plural is formed by adding a morpheme -s to the end of a stem. A number of words have special plurals, such as goose, which has the plural geese. The existence of the nonregular plural (a remainder of an older plural; formation by means of vowel shift) rules out the regular form *gooses.The rule that assigns geese has the application condition stem goose, which is more specific than the application condition stem X4 for the regular plural formation. It follows by the Elsewhere Principle that the regular rule for plural formation does not apply to goose.There is an important caveat with the Elsewhere Principle: It does not always lead to the right conclusion. It is sometimes possible for the irregular form to coexist with the regular form, and sometimes there is neither an irregular nor a regular form. In these cases, the Elsewhere Principle would predict the absence of a regular form or the presence of a regular form, respectively, predictions that are not borne out by the facts. It follows that in these cases another explanation needs to be sought. (Henk Zeevat, Idiomatic Blocking and the Elsewhere Principle. Idioms: Structural and Psychological Perspectives, ed. by Martin Everaert et al. Lawrence Erlbaum, 1995) Further Reading GrammarMorphologyPhonologyRules of EnglishSyntax

The Royal National Institute for Blind People (RNIB) Assignment - 1

The Royal National Institute for Blind People (RNIB) - Assignment Example The present research has identified that the RNIB need donations to stay afloat.   How the organization goes about getting that support is as yet unknown, but it is hoped that the RNIB will read these recommendations and take them seriously enough to consider implementing all, if not a few of, the suggested media campaigns.   These various campaigns span a wide variety of strategies in order to get the most profitability with regard to how donations are collected. That having been said, it is hoped that several of the strategies to be discussed in this report will be ultimately implemented. Hopefully, these strategies will alleviate some key financial stresses. The general role of advertising—in other words, the advertising campaign that will be conducted—will be focused on improving the livelihoods of several people who use the RNIB in order to provide the services and materials as blind or partially sighted people. â€Å"The Royal National Institute for the Blind (RNIB) is the leading charity providing practical support, advice, and information for the one million blind and partially sighted people in the UK†. In order to generate revenue, basically, the RNIB needs to conduct some sort of marketing campaign, which will be discussed further in other sections. Generally, however, the role of advertising is to convince the public that funds must be solicited, and elicited, in order to keep its platform and variety of services available for the portion of the public which is blind or partially sighted. Some of the key messages that must be presented are that: a) this is a good cause which benefits the disabled or partially disabled residents of the UK; b) in order to continue providing their clients service, they need funds; and c) without additional funding, the RNIB would probably not be able to continue servicing their clients. That is the message to prospective customers. The messages to current consumers of RNIB is that they must get on the bandwagon in order to promote RNIB or there are going to be serious consequences—one of those consequences, namely being, that RNIB could potentially shut its doors forever without receiving adequate support.

Star Wars Essay Example | Topics and Well Written Essays - 2000 words

Star Wars - Essay Example While it is no doubt Star Wars deals with advanced technology many of which have not yet been established, Star Wars also talk about the existence of Force which is actually a mystical energy field that provides magical energy to Jedi. Considering both scientific elements and mystical power shown in Star Wars, can the films be seen in the genre of both sci-fi and fantasy. Today, science fiction has become a kind of reflection of â€Å"mythology of our times† (Sutton & Sutton, 1969, p.230). Myth has been described by Fontenelle as science that has been conceived in the primitive era by observing the causes of events. In the 19th century, Andrew Lang has explained that myth is human being’s effort of understanding the mysteries of the world through the lens of science. It is now no longer possible to assume myth as prescience. According to Levi-Strauss theory, myth and science are two parallel modes of explaining the universe. They are mutually exclusive and two different ways of explaining the same thing. In earlier days, myth was used by man to understand his own origins while science is used as a tool to study destiny (Sutton & Sutton, 1969, p.231). Today science fiction is accepted as mythical exploration of scientific technology, and therefore Levi-Strauss’s theory does not hold good regarding the two concepts as parallel auto nomy. There is now a clear intersection of the mythopoeic and scientific modes. According to Thoman C. Sutton and Marilyn Sutton (1969, p.231) â€Å"myth and science reflect man’s irrepressible curiosity about his origins and his destiny, they each can be seen as a particular human means of structuring the universe†. The authors consider science fiction as scientific myth more than religious myth in which man holds the major power. Star Wars is a classic story that talks about man turning evil and his son attempting to amend him. Basically it is a story about good and evil and set in another galaxy in another

Essay on Obsession in Frankenstein and Dr. Jekyll and Mr. Hyde

Obsession in Frankenstein and Dr. Jekyll and Mr. Hyde Webster defines obsession to be "Compulsive, often anxious preoccupation with a fixed idea or unwanted emotion." Or, "A compulsive, usually irrational idea or emotion." The strange thing about obsession is the absolute inability of the person, once obsessed, to understand their own actions in retrospect. Both Victor Frankenstien, of Marry Shelley’s Frankenstein, and Henry Jekyll, of Robert Louis Stevenson’s The Strange Case of Dr. Jekyll and Mr. Hyde fit the criteria of one who is obsessed. With Victor Frankenstien, obsession came in the form of a lust for fame. Victor’s own word reflect his inability to understand or control his own actions. "a groan burst from his heaving breast. †¦ he spoke, in broken accents: Unhappy man! Do you share my madness? Have you drunk also of the intoxicating draught? Hear me; let me reveal my tale, and you will dash the cup from your lips!" Victor describes his actions as those of a man possessed by "madness," or one who is "intoxicated." In his refusal to take personal responsibility for his actions, he blames (four times ) destiny or fate. Victor’s actions are those of a man possessed by his own desires, turning a blind eye to the possible consequences of his actions until the completion of the event by which he was obsessed. Upon succeeding in reanimating a dead body, or more accurately the composition of parts from various dead bodies from both human and animal bodies, Victor recoils in horro r. "How can I describe my emotions at ... ...f for, are of no concern when compared to those of Victor and Henry. And yet, I think of them as being quite destructive in my own world. I suppose that by reading these novels, I can learn from their mistakes. Or, perhaps more honestly, I am obsessed with the vicarious thrill and terror that I experience through them. I hope, for my sake, that the former is true. Perhaps the reason I enjoyed these readings so much is that I identify with both Victor and Henry to a small extent. I know from experience that I am capable of being captured by an idea or desire. Perhaps the reason I so vehemently abhor the actions of these two characters is that I secretly fear that I would be susceptible to the same weaknesses that they were. Indeed, perhaps we all are.

Explain religious teaching about what it means to be a human Essay

– Human has a embodied spirit who thinks, act, speaks and desires. Religious teachings say that humans are created in the image of god. They are different from animals because humans have the ability to love, be moral and have free will. Humans life is a gift from god. We must value life. God created us as intelligent beings with the ability to control our actions, urges and emotions. Christian teaches that free will is given by God. By free will, we shape our own lives. Bible says Humans are creation of God. God desired humans to exist. God gave us the ability to reason, speak and to live a moral life. Humans are mixture of earth and divine breath. Bible teaches that we are the incarnation of the divine and part of us is drawn from the earth. Everything created by god is perfect and it was intended. Of all the creatures in God’s creation, Humans are the only ones who enter into a dialouge with God which is by prayer. Most christians believe that humans are distinct from the animal word, and that the most important differences between animals and humans have is soul – a divine spark that sets them apart from other living things. This asserts that Christians do not treat animals as their equals, as only humans were made in the image of God. Christians believe in the sanctity of life, that there is something special and holy about life. Christians believe that humans have a soul which lives on after the body has died, this soul will then be judged and then can join God in heaven. God gave humans dominion over the non-human life, E.g. in Genesis ‘Let them rule over the fish of the sea and the birds of the air’ suggesting human life has a higher value than non-human life, this shows God has given humans a big responsibility to life which exempliflies the value. God made man ‘in his image’ many christians believe that God gave them the brains and the abilities to find cures for humans by experimenting on animals and not to use these abilities would be denying God’s plan for them. Some christians say that this gives them the right to use animals in  experiments because humans are of more value. As well in Genesis God said to Adam ‘Rule Over’ all living creatures suggesting animal testing is acceptable. However, Some christians may be very much against this, as when God created the world, he saw that all that was in ‘was good’. Some say this means we should not experiment on animals because they are wonderful part of God’s creation. ‘The earth is the Lord’s and everything in it, the world, and all who live in it. Human lives are special because it is a gift from God. Human lives distinct from any other creatures and are in higher positions. Humans have sanctity which relates to their dignity, which has both natural dimension, in terms of rational thought and moral decision-making powers. â€Å"Human beings have complete control over their own life and destiny.† (15 marks) How far might a religious believer agree with this statement? Everyone has a purpose of being in this universe because we all have a special position that is created by God. Humans make their own choices and lead on their life. But, God is always there to show people the right path. Only God has control over peoples lives. He decides when we die and when we born. Everything is in God’s hand as religious believer will say God created the world. God’s choices are always right. He is capable of carrying out any project to a successful conclusion without the possibility of fault or failure. Nothing in His universe happens by chance or accident. For every effect there is a cause. God is in control. We have freedom to choose within the constraints of who we are and the circumstances we find ourselves in. Yet while God controls those circumstances but does not control us. While God is able to control us, and if he wanted to he could override our freedom, he chooses not to. The concept of the control of God over everything is called the â€Å"sovereignty† of God. Nothing gives us strength and confidence like an understanding of the sovereignty of God in our lives. God’s sovereignty is defined as His complete and total independent control over every creature, event, and circumstance at every moment in history. Subject to none, influenced by  none, absolutely independent, God does what He pleases. God is in complete control of every molecule in the universe at every moment, and everything that happens is either caused or allowed by Him for His own perfect purposes. Religious believer might say that God is directing your steps down to the smallest details. He can make things happen that you could never make happen on your own. He is for you, on your side, and what He has purposed for your life will come to pass.

Mentoring At Risk Youth Higher Risks Youth Need Mentoring

Mentoring At-Risk Youth: Higher Risk youth need mentoring â€Å"The greatest good you can do for another is not just share your riches but to reveal to him his own. - Benjamin Disrael This quote is similar to a Chinese Proverb that says â€Å"Give a man a fish and you feed him for a day; teach a man to fish and you feed him for a lifetime†(Chinese Proverb). Both essentially say the same thing, and that is, you can only help someone so much until they need to realize they are capable of doing great things on their own. Higher Risk youth benefit from guidance, but once they have figured everything out they can move on alone. These two quotes apply to mentoring because, mentoring is like showing someone the way to life. More and more, mentoring programs are being asked to serve high-risk youth. Mentoring programs for high-risk youth are growing across the United States. In Portland, there are: The Boys and Girls Cubs, Big Brother Big Sister, Girls Inc., Human Solutions, Impact Northwest, and Open Mead ow just to name a few. Most of the programs are different, but all emphasize the relationship between a high-risk youth and a person who cares about them. Mentoring high-risk youth will have a positive impact on many lives. high-risk youth generally include : teen parenthood, substance abuse, criminal behavior, poor performance in school, absenteeism, no parental educational expectations, lack of social interaction and the foster care system. According to crimesoulution.gov â€Å"ViolentShow MoreRelatedMentoring Youth Programs : A Part Of Human Services1820 Words   |  8 PagesMentoring Youth Programs: A Part of Human Services Introduction There is a broad range of factors that might make the youth of any ethnicity to participate in antisocial behaviors. 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This type of research uses a correlation coefficient to explain relationships or show a lack ofRead MoreYouth Gang Membership : A Serious Problem Affecting Many Youths Essay1272 Words   |  6 PagesYouth Gang membership is a serious problem affecting many youths in America. Per the National Youth Gang Survey by the U.S. Justice Department puts the number of youths in gangs at only about 302,000. But a 2015 study by G. Gately found that there are more than 1 million youth gang members. Many youth gang members join around 12 and 13 years old, peaking at 14 years of age (Tara Young, 2014). This review will detail t he main reasons youths enter gangs, outreach programs that are making a differenceRead MoreThe Center For Disease Control1218 Words   |  5 Pagesfrom the CDC website to discuss youth violence and sexual violence. I will also describe the relevance and application of this information to criminal justice professionals. 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