justifying war Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  When a person sees all the grisly images of war on the television set they cannot help but think, â€Å"This has got to stop†. But what reasons can this person justify their decision on? There are many people in the world who can only argue their opinion through what they see on TV, which of course is not what war is. In William Earle’s essay â€Å"In Defense of War† and Trudy Govier’s â€Å"Nuclear Illusion and Individual Obligations† we respectively see a pro-war and an anti-war opinion. We must differentiate between the two because Earle’s essay talks about war in generalities but Govier focuses on the nuclear aspect of war. As with most essays discussing similar topics they have their similarities and differences and that will be a big part of discussion here. Subjects referring to the morality and justification as war and exactly what we can use to justify it are some of the few things that will be mentioned. These wi ll also be discussed in ethical terms and what part of ethics they fall into. Along with this will be an analysis of why each essay falls into its given category. The strengths of each essay will be mentioned as well as the weaknesses and a comparison as to which is the stronger essay and which is the weaker essay will be provided. The most important part, however, is the basic understanding of the message that the author is trying to get across. These main points will be highlighted throughout the paper when discussing the essay in question along with the provided evidence that accompanies the argument. Finally, a personal take on the subject from me will be provided just to clarify any discrepancies about what is written. I am writing this (aside from the fact it is a major assignment) in hopes that the reader will take these questions seriously and be able to look at both sides of the debate rationally and without fallacy.   Ã‚  Ã‚  Ã‚  Ã‚  It only seems appropriate to start this out with Williams Earle’s essay, â€Å"In Defense of War†. I stand beside him when he provides his opinion because I share the same attitude on this subject. In a nutshell, Earle provides a provocative look at the opposition’s view towards war which is the anti-war opinion. It appears that Earle is not like most writers trying to defend his own argument with his own ideas but what he does is position his argument that war is necessary by ... ...essary and does not try to force the idea. He simply wanted to avoid the confusion that often assembles with the media and let the reader make their own free choice. Govier on the other hand did not put up as strong of an argument nor did she explore the opposition. She offered her own ideas to support her own ideas, not being able to provide enough evidence to disregard the opposition as Earle was able to. In this sense we can see how much stronger his essay was.   Ã‚  Ã‚  Ã‚  Ã‚  In the end we have to make a choice. We can either be for or against but all in all it is not up to the general public to make the decision. It was much easier to write on Earle’s essay because it was more distinct than and not quite as ambiguous as Govier’s. It makes perfect sense to me that honor and pride do outweigh the problems with warfare. It seems quite efficient that all three ethical concerns can be drawn into each essay with one being the superior. I also may have been biased in writing this essay because of my standpoint so it is important to take that into account. In conclusion, I do not change my view on the topic but do hope we can solve our conflicts with minimal bloodshed.

Li and Change :: Confucianism Essays

Li and Change ABSTRACT: In this paper I ask the question of how change is effected in the li practices of a fundamentally conservative society. I begin with a description of how li functions in society ideally and actually, arguing that they play a crucial role in society as the medium through which the Confucian objectives (the perfection of the self, the establishment of order within one’s family, and the restoration and preservation of social order) are realized. The character of li suggests that li practices be evaluated in terms of their efficacy in realizing the Confucian objectives, for which participation in li is both necessary and sufficient. Yet, these objectives transcend li practices, allowing individuals to evaluate li practices in terms of their efficacy in realizing Confucian objectives in the face of changing concerns and circumstances, and thereby affect the relevant changes in li practices. It is an adequate understanding of what the Confucian objectives entail and the st ructure of the situations one finds oneself in that inform evaluation of existing li practices. However, changes in li practices take place vis-a-vis a conservative attitude towards inherited social conventions, and it is this conservative attitude that provides stability and continuity despite flux. Changes in li practices are therefore gradual, and do not disrupt social order. 1. Introduction This essay is an attempt to understand the concept of li (commonly translated by commentators as "rituals", "rites", "customs", or "conventions") — as elucidated in the Analects — within the context of social change. Particular attention will be paid to how the Confucian understands li practices to function in a society, and how changes in li practices are effected. Thus, in what follows, I shall take seriously the notion of Confucianism as a practicable way of life. I take the concept of li (as it occurs in the Analects) to refer to the social conventions governing various aspects of human conduct (Analects, 1.12, 2.3, 2.5, 3.19, 4.13, 11.26, 12.1). As I understand it, li functions primarily as a social regulator in the realisation of the Confucian objectives — namely, the perfection of the self, the establishment of order within one’s family (which the Confucian understood as the basic unit of a society), and the restoration and preservation of social order. Each li practice consists of a set of actions, with detailed descriptions regarding one’s attire, stance, and expressions (Book 10). Participation in li involves the skilful execution of the set of actions demanded by each li practice, accompanied by the appropriate dispositions and attitudes.

Fiction Analysis of a&P and the Lesson

The theme of desire has been portrayed in many novels and stories. Perhaps the most well-known depiction of desire can be found in the Bible. In the Book of Genesis, a snake tempts Adam and Eve to eat the forbidden fruit of the Tree of Knowledge after he convinces them that they will gain God’s knowledge of good and evil and be protected from death. Despite God’s word to not eat of the fruit, Adam and Eve did so anyway. Surely, this story portrays temptation; however, beyond the theme of temptation lays the theme of desire.Knowing it was wrong, Adam and Eve ate the fruit because they had the desire for what the snake promised them. Similarly, Toni Cade Bambara and John Updike also display the theme of desire in their short stories. In â€Å"The Lesson† by Bambara and â€Å"A&P† by Updike, character, setting, and point of view are utilized to project the theme of desire. Though â€Å"The Lesson† and â€Å"A&P† take place in vastly different en vironments, a ghetto in New York and a quaint New England sea-side town, respectively, little separates the symbolic meaning of the setting.The protagonists of both short stories really have no yearn to be in their current surroundings. Sylvia in â€Å"The Lesson† describes her neighborhood as foul smelling. It was so bad â€Å"you couldn't halfway play hide-and-seek without a goddamn gas mask† (Bambara 1). Likewise, Sammy in â€Å"A;P† compares the costumer at his checkout lane to a witch. Within the first few paragraphs of both stories, one can tell that both Sylvia’s and Sammy’s atmospheres are not what they wish. Both the ghetto in which Sylvia lives and the grocery store in which Sammy works symbolize misery.Through the tone of the characters, one can gather that neither is happy and they wish for something greater. Without these particular settings that Bambara and Updike chose, the stories would have no meaning. For instance, if Bambara set Sylvia in a prestigious and wealthy neighborhood, there would be no narrative. â€Å"The Lesson† then would be a useless tale of a girl’s trip to a toy store. No underlying themes or symbols would be present. The setting is very important in both stories in that it defines not only the plot, but the characters themselves.Sylvia and Sammy are products of their environments. Being in an unpleasant environment would definitely put any individual on edge. Because both characters are unhappy with their surroundings, both are quite cynical. Aside from comparing one customer to a witch, Sammy also refers to others as â€Å"sheep† and points out â€Å"house-slaves in pin curlers† (Updike 3). Sylvia is also cynical in the way she talks of Miss Moore. At a point, Sylvia states that she is a â€Å"nappy-head[ed] bitch†, which in no means is a proper way for anyone, let alone a child, to speak (Bambara 1).Despite being so cynical, the reader finds that both ch aracters have another side as well. When faced with desire, Sylvia’s and Sammy’s mannerism changes. The reader sees Sylvia in a whole new way when she sets eyes on the fiberglass sailboat. In fact, Sylvia’s entire persona changes. Not only is she dumbfounded by the price of the sailboat, but she is awestruck by its greatness. She grows quite mad about the price; nonetheless, this is the beginning of the change of her character and train of thought. This is where she realizes the economic imbalance of the world.Similarly to how Sylvia was taken by the sailboat, Sammy is captivated by the girls’ physical appearance, especially Queenie. This is made evident by the imagery of the text from his physical description of them. Bambara and Updike especially, quite effectively use the characters’ point of view to further engage the reader to explore for theme. In â€Å"A;P† and â€Å"The Lesson†, both protagonists narrate the story in first per son. This is especially important because the reader better connects with the character. One can better relate when they feel as if they are part of the plot.With Updike’s combination of first person point of view and powerful imagery, one not only feels like they are there, but they can picture it as well. The reader can visualize the girls walking through the maze of isles in the store. Every detail Updike sketches is important, even the â€Å"two smoothest scoops of vanilla† Sammy sees in Queenie’s top-piece (Updike 6). This tells the reader that Sammy is not an experienced lover. He is running wild with his thoughts and can barely control himself. Sammy is enthralled by Queenie and the other girls.So much, in fact, that he quits his job after Lengel, the manager, ridicules the girls about wearing proper attire when entering a grocery store. This particular event shows the true desire Sammy has for these girls and their attention. Likewise, Sylvia has a true desire to change her ascribed status. The reader sees this when Sylvia states â€Å"ain't nobody gonna beat me at nuthin† at the end of the story (Bambara 6). Sylvia becomes a dynamic character with this statement. Influenced by her desire for the Fifth Avenue world, like purchasing the sailboat, Sylvia makes a vow that she is going to change.She has the desire to leave the ghetto, to be something greater than the ghetto. She is going to strive for the rewards of Fifth Avenue she so much desires. Although the central theme of â€Å"The Lesson† and â€Å"A&P† may be something more than desire, Updike and Bambara definitely portray it through setting, character, and point of view. Perhaps even more interesting are the characters themselves. They seem almost life-like because of their relatability. It is conceivable that the protagonists in these stories by Updike and Bambara are the authors themselves.Toni Cade Bambara grew up in Harlem, a setting very close to th at found in â€Å"The Lesson† (Schirack) and John Updike lived in a seaside-town in Massachusetts, eerily similar to the setting of â€Å"A&P† (Moyer). It is very possible that these short stories contain characters based off the authors. It is also quite possible that these stories are actual life events that occurred while the two were still living. It is certainly very interesting to think about the fact that the characters could be linked to the authors in some way and what other influences life events may have had on other pieces by the authors.Works Cited Bambara, Toni Cade. â€Å"The Lesson. † Blackboard. ed. ENG 102-329. Ed. Gina Yanuzzi. Mount Laurel: BCC, Spring 2013. 1-6. Electronic. Moyer, Steve. â€Å"John Updike Biography. †Ã‚  Neh. gov. N. p. , n. d. Web. 07 Mar. 2013. Schirack, Maureen. â€Å"Toni Cade Bambara. †Ã‚  Voices From the Gaps, University of Minnesota. Ed. Lauren Curtright. N. p. , 11 Aug. 2004. Web. 07 Mar. 2013. Updike, John. â€Å"A&P. † Blackboard. ed. ENG 102-329. Ed. Gina Yanuzzi. Mount Laurel: BCC, Spring 2013. 1-8. Electronic.

Nonverbal Communication Codes Essay

1. What nonverbal messages are being sent in this image? Why are you looking at me? Is the nonverbal message that I would take from the woman with the bad tan. 2. What type of nonverbal communication codes are being used to deliver the messages? I believe the nonverbal message in this image is Affect Displays. A woman with an obvious bad tan seems as though she has a negative reaction to the gentleman that’s doing a double take, looking at her. Her facial expression has a look of irritation from the staring 3. What effect does each message have on the other people in the image? It is hard to determine the effect on the other people that is in the image; however, I suppose the people that are around them that saw the interaction should’ve felt the awkwardness as well. It would be obvious that the signal would be not to get involved and to look away. 4. What nonverbal communication skills and strategies could be used to communicate effectively in this situation? Smiling or showing a friendly face and eye contact should have been made to reduce the feeling of inadequacy or awkwardness. 1. What cultural barriers are seen in this image? I believe the gentleman is focused on the group of woman because he is trying to figure out their dress and culture because it is different than his. 2. What type of nonverbal communication codes are being used to deliver the messages? I feel like the type of nonverbal communication codes that is being used is Affect Displays and Regulators. The gentleman’s posture is used to communicate his emotion and his posture asked the question, â€Å"what are you are doing, and why you dressed that way?† This is an example of the affect Displays because his posture is showing emotions. The other code that is then displayed is the regulator because he is giving eye contact to the group with a facial expression, and open mouth or raised eyebrow, trying to get the group’s attention. 3. What effect does each message have on the other people in the image? The effect that each person has in the image is of non-affect. No one has notice the gentleman’s non-verbal communication methods. Either no one sees it, or he is being ignored, based off of the individuals in the picture. 4. What nonverbal communication skills and strategies could be used to communicate effectively in this situation? The nonverbal communication skills and strategies that can be used to communicate effectively in this situation were simply being a friendly face and smile to show no threat. Also, if the gentleman was really serious, he should have stopped and face the group that he was trying to get their attention 1. What nonverbal messages are being sent in this image? The nonverbal message in this image says that there are still places in Asia where smoking continues to be allowed in some public places; and, smoking is a popular thing to do. 2. What type of nonverbal communication codes are being used to deliver the messages? The nonverbal communication code that is used to deliver this message is the Adapters. Adapters are nonverbal behaviors that help you satisfy personal needs and adapt to the immediate situation or surroundings. 3. What effect does each message have on the other people in the image? The effect that being an adapter in this image has on other people in the image I believe is that smoking is addictive and if one person smokes a cigarette and you are a smoker thing you will want a cigarette as well. 4. What nonverbal communication skills and strategies could be used to communicate effectively in this situation? I am not a smoker; I would either leave the room or show displeasure from secondhand smoke. 1. What cultural barriers can be seen in this image? 2. What nonverbal messages are being sent in this image? 3. What type of nonverbal communication codes are being used to deliver the messages? 4. What effect does each message have on the other people in the image? 5. What nonverbal communication skills and strategies could be used to communicate effectively in this situation? 1. What cultural barriers can be seen in this image? The cultural barriers in this image can be defined as business people who are possibly on their way to work on being a know it annoyed by a woman on her cell phone, not paying attention to where she’s going. 2. What nonverbal messages are being sent in this image? In this image, the people display a busy, business like image. The affect display can be displayed through their posture, and by putting little expression on their faces. It is almost as if it is a hostile rush to get where they’re going. 3. What type of nonverbal communication codes are being used to deliver the messages? The nonverbal communication codes that can be displayed from this image is the Affect Display. 4. What effect does each message have on the other people in the image? It seems as though the people in this image are annoyed by the woman was talking on her cell phone and not paying attention to where she’s going or having a very loud conversation. 5. What nonverbal communication skills and strategies could be used to communicate effectively in this situation? Lady, please hang up the phone and watch where you’re going.

Skills Development Essay Example | Topics and Well Written Essays - 2000 words

Skills Development - Essay Example Additionally, it is a task of knowing your personal weaknesses, coming up with plans of action on how you can improve them (Lumley and Wilkinson, 2014, p.1). Lumley and Wilkinson (2014, p.1) add that there are more graduates looking for jobs, therefore, a person needs to have distinct features in order to stand out of the crowd. Graduates need to provide distinctive evidence that they not only possess transferable skills, but also special kind of mindsets. Basically, a key factor for employment is a person’s mindset, which is characterized by varied attitudes that are often demonstrated through a range of activities. For example, the extracurricular activities that people engage in. Richard (2009, p.7) advises that, the development of accounting staff should not be neglected as this can be a long term detriment to a business. The fresh graduate’s portfolio needs to have a multiple knowledge base with a range of skills that are acquired through the university curriculum and then consolidated by practice. Indeed, a variety of technical skills assist professional accountants to satisfy their employers by conducting their work efficiently and effectively. Essentially, functional and technical skills involve a range of general skills and skills that are specifically tailored to the field of accountancy. The skills required include, risk analysis and decision making, numeracy skills, measurement skills, reporting skills, and compliance with regulatory and legislative necessities (Oussii and Klibi, 2013, p119). The accounting profession has faced a close scrutiny due to failure of high-profile corporates, globalization, and mutable technologies. As a result, more employers are in quest of a diverse range of attributes and skills as a requirement to offer employment (Kavanagh and Drennan, 2008, p. 280). K avanagh and Drennan (2008, p. 280) assert that,

Head Collaborative Cultures and Organizational Competence Article

Head Collaborative Cultures and Organizational Competence - Article Example The informal coming allows teachers to improve teaching and learning. The author concludes that collaborative culture is based on close cooperation between all members of the group and team. Also, Sergiovanni underlines the importance of leadership and management in teaching practice. Teachers and administrators need to recognize where they fit in and what it takes to get along in this culture and the society (institutions, roles, relationships, structures) which has arisen from and in turn affects this culture. A special role played by division directors who control and manage all resources and teaching process.     Ã‚  Ã‚   The main principles of successful organizing are the principle of cooperation, the principles of empowerment, the principle of accountability and the principle of responsibility.  Ã‚   From this perspective, schooling is at heart a cultural-social event and only makes sense if the cultural circumstance, over time, including projections into the future, is taken into account. All this is to say that often what is going on in education is school people talking to one another with inadequate attention to what America is about or where America has come from. It is important to stress this commitment to freedom because we have grown up in a time in which there has been both political and social concern for issues of social justice and equity of treatment and outcome. Also important is the ability to take powerful action alone and in collaboration with others. Without efficacy, without the ability to make things happen, an individual is not free. Opportunity and capacity are important ingredients of successful performance. These factors are supported and related to such issues as trust among group members, group identity, and group efficiency. The author sums up that team approach is successful because it helps to maintain trust and cooperation atmosphere among all members.   Individualism, in sum, encourages one to be the one-of-a-kind person he or she is. But important to remember, in this culture individualism is more a matter of extending an invitation and granting of an opportunity than providing assurance that one will actually live out one's uniqueness. At best, education in this country is of a kind that encourages and contributes to the development of individual persons, not walking cliches or interchangeable cogs in a social/cultural machine.

Immigration in the United States Essay Example | Topics and Well Written Essays - 750 words

Immigration in the United States - Essay Example Through out the world people strive to maintain and higher their standards of living and thus America being an attractive country for standards is a ideal place for people to immigrate to. These illegal immigrants are both beneficial and harmful to the United States of America. This article would further discuss the topic of illegal immigration in the United States of America. Neighboring countries of Mexico and Cuba have mainly created the wave of illegal immigration currently prevailing in the United States. These illegal immigrants have a great effect on the internal structure of the country and also have an effect on the economy of the country. People immigrating to the United States have a basic reason of maintaining their living standards or get united with their families currently living there (Dudley, 2002). Illegal immigrants have yet not been allowed by the government of United States to live and work on the land with their consent. This is mainly because of the damages caused by these immigrants through out the country. The immigrants currently living on the land of United States is increasing rapidly and is making the situation alarming for the authorities. The population of the whole country is increasing day by day and thus the problems in the country are increasing. Illegal immigrants have a direct impact on the employment rate of the Nativ e Americans. This is because of the cheap labor provided by these illegal immigrants to the employer. And naturally due to the cheap labor provided by these illegal immigrants they are preferred by the employers. It is estimated that these immigrants have dislocated 730,000 jobs in this process (Hazen & Lane, 1998). On the other hand these illegal immigrants add up to the already congested traffic in the United States of America. The required formalities before driving are not met by these illegal immigrants and thus these illegal immigrants are involved in more fatal accidents on the road. These illegal immigrants not only break the rules of the state but also destroy the image of the state. However on the other hand these illegal immigrants have been of a great benefit to the whole economy of the United States. The jobs done by the illegal immigrants through out United States are solely done by them and are not done by any other Native American. These illegal immigrants are specia lly being called upon by employers so that they can work on particular jobs which can only be done by them. This helps to fill the requirements of the United States in terms of labor. Similarly it is also commonly said that the illegal immigrants are not openly paying taxes to the government and are therefore affecting the whole economy of the United States. However with the help of a massive research campaign it was found out the illegal immigrants are paying taxes in accordance to the states policy. Illegal immigrants helped to make $428 dollars to the states gross domestic product in the year of 2006 (Newman, 2006). This shows that even without the documents these illegal immigrants are partially paying the taxes of the state. It is shown through extensive research that immigrants play a vital role in stabilizing the economy of the United States (Flash, 1965). They also play a varying role in different work fields and bring both skilled and unskilled labor to