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How do people with schizophrenia develop professionally and socially Research Paper

How individuals with schizophrenia grow expertly and socially - Research Paper Example cap various patients with schizophrenia range issue suffer issues in adapting to regular and unpredicted pressure (Lysaker, Tsai, and Hammoud, 2009). They may experience issues in recognizing objects/individuals, verbal familiarity (Landrã ¸ and Ueland, 2008), and in arranging and starting exercises, which out and out influence essential social aptitudes and practices at the work environment (Liddle, 2000, p.12). Due to these subjective and social deficiencies, schizophrenics will in general negligence stressors through suppression (Scholes and Martin, 2010), or not, at this point attempt elective and gainful proportions of giving their issues (Lee and Schepp, 2011). This paper inspects the impacts of schizophrenia on the characters of individuals with this issue. A few sources demonstrated that however individuals with schizophrenia battle with their state of mind during their lifetime, with appropriate treatment and backing, they can live profitable and autonomous lives (Liberman, and Silbert, 2005; Lysaker, Tsai, and Hammoud, 2009). Social hindrances are considered as significant pieces of schizophrenia and poor social working is one of the indications expected to analyze this psychological instability (Birchwood, Birchwood, and Jackson, 2001, p.108). Individuals with schizophrenia regularly experience the ill effects of semantic memory issues, which can influence their comprehension of the real world, just as their social communications and connections (Doughty and Done, 2009). Doughty and Done (2009) directed orderly survey and meta-investigations to comprehend if individuals with schizophrenia by and large experience the ill effects of issues with semantic memory, to decide the unmistakable profile of the disability over the wide range of trial of semantic memory, and to know how the semantic memory debilitation connects with different side effects, particularly the Formal Thought Disorder. They distinguished 91 important papers and discoveries demonstrated that members had weakened capacities in naming, word -picture coordinating, verbal familiarity, affiliations, preparing, and arrangement; semantic

How to Write an Essay on Myself

How to Write an Essay on MyselfYou might be wondering how to write an essay on myself? You can not get it any easier than this. It is easier than you think.If you can remember the question in the beginning of this article, you know how to get it done. When the teacher asks how do you like your self so far, you need to reply 'I am very proud of myself, and I know you are too.' The teacher will be happy that you tried, and you can even show him the essay when you do it.How do you get a sense of pride in yourself? Some people like to take pictures of themselves when they are very young, and have the album sent to someone. Of course they get a reaction from the person they send the picture to, but they feel proud of themselves for some reason.They see themselves as more confident and self-assured than others, because they have taken their own self-confidence to the next level. Do you feel this way about yourself? Why not express it to the person reading your essay. Let him know how much you like yourself, and how proud you are of yourself.Sometimes you just do not know how to write an essay on yourself, and you have no idea what the best way to answer the question is. This is a situation where you should start writing your essay, and not wait until you have to do it later.Write down three main points, and then follow them up with some supporting statements. Each point is going to stand on its own, and it is obvious why you want to do this. The idea is to make sure that each point stands on its own, but you want to add supporting statements to it to make it make sense. This is one way to make sure you do not say anything that could be misconstrued.Finally, do not include personal opinions in your essay. This is going to distract you from what you are trying to do. Keep your essay at a length where it is easy to read, and it is easy to understand.You can find how to write an essay on myself in other articles such as 'How to Understand a Topic,' and 'How to Write an E ssay on Your College Application.' Both of these articles have essays for you to read and learn from.

How to Conjugate the Verb Stare in Italian

â€Å"Stare† is used to talk about all things, from how you’re doing to where you’re at in Italy, so it’s best if you feel comfortable using this word in all its forms. What’s more, it’s an irregular verb, so it doesn’t follow the typical -are verb ending pattern. Below, you’ll find all of its conjugation tables as well as examples, so you can become more familiar with using stare. Definitions of Stare To beTo stayTo remainTo standTo be situatedTo liveTo be about to Stare in Italian It’s an intransitive verb, so it does not take a direct object.The infinito is â€Å"stare.†The participio passato is â€Å"stato.†The gerund form is â€Å"stando.†The past gerund form is â€Å"essendo stato.† Indicativo/Indicative​ Il presente io sto noi stiamo tu stai voi state lui, lei, Lei sta loro, Loro stanno Esempi: Sto bene, e tu? I’m good, and you? Maria sta buttando la pasta, ti fermi a pranzo con noi? Maria is about to cook pasta, are you going to have lunch with us? Il passato prossimo io sono stato/a noi siamo stati/e tu sei stato/a voi siete stati/e lui, lei, Lei à ¨ stato/a loro, Loro sono stati/e Esempi: Sono stata a Bologna ieri sera. I was in Bologna last night. Marco e Giulio sono stati davvero carini! Marco and Giulio were extremely nice! L’imperfetto io stavo noi stavamo tu stavi voi stavate lui, lei, Lei stava loro, Loro stavano Esempi: Che stavi facendo? What were you doing? Stavamo per partire quando ci ha chiamato Giulia. We were about to leave when Giulia called us. Il trapassato prossimo io ero stato/a noi eravamo stati/e tu eri stato/a voi eravate stati/e lui, lei, Lei era stato/a loro, Loro erano stati/e Esempi: Ho vissuto in Italia per 12 anni e non ero mai stato a Roma. I lived in Italy for 12 years and I had never been to Rome. Ero stato anche all’aeroporto, ma era già   partita. I also was at the airport, but she had already left. Il passato remoto io stetti noi stemmo tu stesti voi steste lui, lei, Lei stette loro, Loro stettero Esempi: Nel 1996, stetti a Londra per due settimane. In 1996, I stayed in London for two weeks. Stettrero ospiti a casa di Sandra durante il loro soggiorno a Milano. They stayed at Sandra’s during their stay in Milan. Il trapassato remoto io fui stato/a noi fummo stati/e tu fosti stato/a voi foste stati/e lui, lei, Lei fu stato/a loro, Loro furono stati/e This tense is rarely used, so don’t worry too much about mastering it. You’ll find it only in very sophisticated writing. Il futuro semplice io starà ² noi staremo tu starai voi starete lui, lei, Lei starà   loro, Loro staranno Esempi: Sà ¬, infatti, lui à ¨ malato, perà ² starà   bene fra un paio di giorni. Yes, in fact, he is sick, but he will be better in a couple of days. Starà ² pià ¹ attento, te lo prometto. I will pay more attention, I promise. Il futuro anteriore Io sarà ² stato/a noi saremo stati/e tu sarai stato/a voi sarete stati/e lui, lei, Lei sarà   stato/a loro, Loro saranno stati/e Esempi: Ho dimenticato di prenotare i biglietti? Sarà ² stato davvero stanco ieri sera. I forgot to book the tickets? I must have been really tired last night. Dov’era Giulia a sabato? Sarà   stata con suoi amici. Where was Giula on Saturday? She must have been with her friends. Congiuntivo/Subjunctive​ ï » ¿Il presente che io stia che noi stiamo che tu stia che voi stiate che lui, lei, Lei stia che loro, Loro stiano Esempi: Non so perchà © lui stia qua. I don’t know why he is here. Non penso che tu stia preparando abbastanza piatti. I don’t think you’re preparing enough dishes. Il passato io sia stato/a noi siamo stati/e tu sia stato/a voi siate stati/e lui, lei, Lei sia stato/a loro, Loro siano stati/e Esempi: Penso sia stato meglio cosà ¬. I think it was for the best. Credo proprio che siano stati accompagnati in taxi all’aereoporto. I really think they had been taken by taxi to the airport. L’imperfetto io stessi noi stessimo tu stessi voi steste lui, lei, Lei stesse loro, Loro stessero Esempi: Non pensavo che lui stesse alla festa. I didn’t know that he was at the party. Pensavo che stesse a dormire a casa tua. Sarei stato molto pià ¹ tranquillo! I thought she was sleeping at your place. I would have been a lot more relaxed! Il trapassato prossimo Io fossi stato/a noi fossimo stati/e tu fossi stato/a voi foste stati/e lui, lei, Lei fosse stato/a loro, Loro fossero stati/e Esempi: Se quel giorno fossi stato con lui, non sarebbe stato cosà ¬ triste. If I had been with him that day, he wouldn’t have been so sad. Se fossimo stati amici in quel periodo, ci saremmo divertiti un sacco! If we had been friends during that time, we would have had so much fun! Condizionale/Conditional​​ Il presente io starei noi staremmo tu staresti voi stareste lui, lei, Lei starebbe loro, Loro starebbero Esempi: Se io abitassi in Italia, starei meglio. If I were to live in Italy, I would be better. Se aveste finito i vostri compiti a quest’ora stareste al mare! If you had finished your homework, by this time you would be at the seaside! Il passato io sarei stato/a noi saremmo stati/e tu saresti stato/a voi sareste stati/e lui, lei, Lei sarebbe stato/a loro, Loro sarebbero stati/e Esempi: Sarei stata contenta se lui mi avesse regalato dei fiori. I would have been happy if he had given me some flowers. Non sarebbe stato possibile senza l’aiuto di Giulia. It wouldn’t have been possible without Giulia’s help. Imperativo/Imperative​​ Presente -- stiamo sta/stai/sa’ state stia stiano Stai zitto! Be quiet (informal)! Stia attenta! Pay attention (formal)!

Kill The Indian Save The Man Essay - 1089 Words

After reading Kill the Indian, Save the Man: The Genocidal Impact of American Indian Residential Schools by Ward Churchill, I have come to realization of some matters. First of all, while your goal might had been to civilize the Indians by teaching them English, manners, and change their whole appearance, the outcome was totally different. Your goal might have been successful to you, in the end you got what you wanted: to kill the Indian and Save the Man. But also, you stole those kid’s identities by taking them away from their families. You traumatized them, and making them go through so many forms of abuse. â€Å"Kill the Indian, save the men† or like U.S. Indian Commissioner William A. Jones said in 1903, the goal was to â€Å"exterminate the†¦show more content†¦How do you deal with a trauma that’s not really yours? It’s heartbreaking to see how these communities get up on the aftermath. How some people that went to these boarding schools st ill tear up every time they talk about it. Most communities, or families are broken. Many people turned to substances to drown the bad memories. How many people today still carry depression, anxiety, substance addiction, suicide thoughts, and mental instability. How many Natives did you turned against their own culture? It is sad to see how the language and the culture is declining. For example, let’s take the Navajo’s, not many people speak it anymore. Why? Because of the people that underwent through these boarding schools, they were forbidden to speak in their dialect and forced to learn how to speak English. Causing younger generations to not speak it since parent generations lost the language, and therefore can’t really teach it to their kids. Culture loss, how many people aren’t as traditional as before. All because they had to change their appearance, weren’t allowed to perform any type of prayers or any traditions they had. The population decreased, traditions weren’t practiced by youngsters, and the adults grew old. It’s not many people that went back to their roots after. For example, there aren’t many Navajos that cure, all because the teachings haven’tShow MoreRelatedIndians in Unexpected Places Essay902 Words   |  4 PagesDeloria, with his analytical survey, Indians in Unexpected Places, recounts the synthesis of western white expectations, and American Indians. The book takes its title from the general thesis, which explores not only the relationship between Indians and their introduction into an alien culture, but also the expectations that we have of Indians and how they â€Å"should† interact with our white western culture. According to Deloria, the common no tion is that, â€Å"Indian people, corralled on isolated and impoverishedRead MoreAnalysis Of George Orwell s The Voice Of A Generation 884 Words   |  4 Pagesstyle of writing. Orwell follows the principles of imagery, tone and ethos, meanwhile creating his own rules. Orwell weaves these principles together to write two famous stories that are packed with ethos and told in great detail. Why give a common man more credibility than an emperor? Orwell’s writing style gives him immense credibility because of the sheer detail, vivid color and description. Orwell achieves this through imagery, tone and syntax. Consider Orwell’s use of imagery in Shooting an ElephantRead MoreSherman Alexie s Flight - Flight1686 Words   |  7 PagesResponse Essay: Sherman Alexie Novel Flight Flight is a novel by Sherman Alexie that tell the story of a distressed Native American teenage boy, who has sadly stretched his breaking point after years of ill-treatment at the hands of adults, named Michael but prefers to be called Zits, â€Å"Call me Zits. Everybody calls me Zits. That is not my real name, of course. My real name is not important.† (Zits, p.1). Zits was left to his own devices at the age of six when his mother died of breast cancer andRead MoreNative Americans History1879 Words   |  7 Pagesuncivilized† . Throughout their history American Indians have had the trademark of savagery which has allowed Europeans to isolate, assimilate and mistreat this culture. In result, there has been a phenomenon, in which this paper will discuss as well as the history of savagery in the United States. Already rooted in the Americans and before the arrival of the English empire, the American Indians lived in harmony and peace with their surrounds. The American Indians were skilled farmers and hunters that usedRead MoreThe Elephant as a Symbol for Imperialism in Shooting an Elephant†1188 Words   |  5 Pageslooking like a fool† in front of the crowd (14). At first glance, one would think that it makes sense for him to kill the elephant to save his face, but that was not the case. He effectively uses this incident to demonstrate the â€Å"real nature of imperialism† (3), whereas the elephant represents the British Empire. Orwell was ambivalent about imperialism. At the beginning of his essay, he recalls how Burmese people treated him when he was still working in Burma as a police officer. He was â€Å"hatedRead MoreEssay on The Finale of Evil in Orwells Shooting an Elephant1238 Words   |  5 Pagesâ€Å"Shooting an Elephant,† Orwell faces a dilemma: whether or not to kill the elephant. With his final decision, the elephant finally lays dead in front of thousands of people. He explains that he was forced to shoot it because the Burmese people were expecting him to do that. In addition, he has to do it â€Å"to avoid looking like a fool† (14) in front of the crowd. At first glance, one would think that it makes sense for him to kill the elephant to save his face, but that was not the case. He effectively usesRead MoreSherman Alexie s The Lone Ranger And Tonto Fistfight1362 Words   |  6 PagesFor centuries, Native Americans have struggled to find their identity. This began with the a rrival of explorers and colonists, then peaked with the creation of Indian boarding schools. Schools such as Carlisle, who sought to â€Å"kill the Indian, [and] save the man† (qtd. in Trennert). In these schools Native American children were stripped of their culture, and forced to abide by the white man’s ways. This resulted in generations of Native American who were forced to live between two worlds, withoutRead MoreShooting an Elephant by George Orwell, Brief Description of Words and Symbols872 Words   |  4 Pages1. From the beginning of this essay Orwell’s purpose was never to shoot the elephant. In paragraph 3, lines eight through nine he explains not wanting to shoot it and speaks about bringing the gun to give the elephant a good fright. Leaving the gun at home or bringing the gun would have made no difference to what happened at the end. The gun was of little use, the main gun was not even his own but the riffle. 2. Orwell shot the elephant not to save the people in the village but for his own benefitsRead MoreReaction Paper On Courage Essay1364 Words   |  6 Pagescourage. Throughout this class we have read many books that have characters that show courage. There are themes of courage in The Absolutely True Diary of a Part-Time Indian, To Kill a Mockingbird, the Holocaust Unit, and The Merchant of Venice. The first book I am going to talk about is The Absolutely True Diary of a Part-Time Indian. In this book Junior decides to leave the Rez school and go to Reardan which is a white school. Doing this took a lot of courage. Not many people supported him whenRead MoreAnalysis Of Arthur Miller s The Crucible 908 Words   |  4 PagesJack Del Giudice Mrs. Schmiedeler English 2F 21 October 2015 Crucible Essay â€Å"It takes many good deeds to build a good reputation, and only one bad one to lose it.† This is a quote by Benjamin Franklin and it explains how the puritan society in The Crucible work. this quote shows how fragile a reputation can be, you can spend your whole life increasing your reputation, but one wrong move and it’s completely wrong. In The Crucible, many of Arthur Miller’s characters are very concerned with their reputation

The Formation of Rocks in Ireland free essay sample

It is the most widespread type of intrusive igneous rock at the earth’s surface. Igneous rocks form when molten rock is erupted at a volcano and then cools and hardens to form solid rock (Holden, 2012). Granite rock is created when magma is forced between other rocks deep within the earths crust. The magma then cools due to the drop in temperature and crystallizes in caverns deep within the earth. The molten rock cools quite slowly over time, which allows the crystals to grow and develop inside the molten rock. Granite is transported to the surface of the earth by plate tectonics. The collision of continental plates moves the granite from deep within the crust of the earth to the surface. Granite is found in Ireland in the Wicklow Mountains. (http://www. talktalk. co. uk/reference/encyclopaedia/hutchinson/m0015252. html) Granite is distinguished by three features. Firstly, granite is composed of large mineral grains that bind tightly together. Secondly, granite always contains the minerals of quartz and feldspar. (http://www. windows2universe. org/earth/geology/ig_granite. html) These minerals give granite a light complexion, generally a pink or white colour. Thirdly, almost all granite is igneous and plutonic. This is because it formed from a fluid state, which was magma and it formed in a huge, deeply buried body also known as a pluton (http://geology. about. com/od/more_igrocks/a/granite. htm). Basalt Basalt is a common extrusive igneous rock. Basalt is commonly dark in colour. It has a fine-grained mineral texture which is due to the rapid cooling of the molten rock after it is erupted at a volcano. The rapid cooling occurs due to being exposed to the cooling air or water on the surface of the earth. Holden, 2012) Basalt is formed generally in three different environments: Oceanic divergent plate boundaries, oceanic hotspots and at hotspots and mantle plumes beneath continents. Basalt forms at oceanic divergent plate boundaries at mid-ocean ridges. At mid-ocean ridges convection currents pull the plates apart creating a rift valley. This allows hot rock from deep within the earths mantle to melt and erupt onto the seafloor forming bas alt. (Honan, 2011) At oceanic hotspots basalt is also formed. Hotspots are areas in the cente of tectonic plates where hot plumes of magma force there way to the surface. Basalt is formed at these hotspots when an eruption occurs on the ocean floor. If the eruptions are repeated enough times the basalt can build the volcanic cone larger and larger to form an island. The Hawaiian Islands are an example of this. (http://geology. com/rocks/basalt. shtml) Basalt is also formed in a continental environment where mantle plumes or hotspots can deliver large quantities of magma up to the earths surface. These eruptions generally form from fissures or vents and they produce some of the largest basalt flows on the continents. (http://geology. com/rocks/basalt. html) Basalt can be found in Ireland in the Giant’s Causeway in County Antrim. Limestone Limestone is a sedimentary rock. Sedimentary rocks are created by the processes of chemical or physical weathering . The sediment which is created from the processes of weathering can accumulate over time and eventually build up and harden to form solid rock. (Holden, 2012) Limestone in Ireland formed about 300 to 350 million years in warm shallow seas when Ireland lay close to the equator. Over millions of years the bodies of dead marine creatures such as shellfish and coral fell to the seafloor and built up on the seabed. Mud and sand particles from rivers also fell to the seafloor and added to the sediment. Over time the weight of the accumalting sediment compressed the sediment. Water and air was pushed from the pore spaces and calcium carbonate from the sediment binded the rock together. The process by which loose grains of sediment are compressed to form solid rock is called lithification. (Honan, 2011) Chemical weathering and eroison of limestone rock produced unusual landscapes in Ireland called karst landscapes. An example of a karst landscape in Ireland is the Burren in County Clare. Honan and Mulholland , 2007) Sandstone Sandstone is an inorganically formed sedimentary rock. It forms when particles of igneous, metamorphic and other types of sedimentary rocks are transported by rivers and gather on the seafloor or in lakes. The sediment layers then become compacted and over time cemented together by silica to form sandstone rock. (Honan S. , 2011) Sandstone in Ireland was formed 400-350 millio n years ago when Ireland was situated 30 degrees south of the equator. During this period Ireland was experiencing some very dry desert conditions. Many large rivers flowed across the dry landscape carrying the sediments which over time formed Old Red Sandstone which can now be found in the Cork and Kerry Mountains. (Honan and Mulholland , 2007) Schist Schist is a metamorphic rock. Metamorphic rocks are produced from existing sedimentary or igneous rocks usually as a result of partial melting and recrystallization. The changes normally occur where there is high pressure such as under hundreds of metres of bedrock or where rock is crushed at the meeting point of tectonic plates. Many metamorphic rocks have a layered structure due to this intense external pressure. Metamorphic rocks are often harder and more resistant than sedimentary rocks. (Holden, 2012) Schist in Ireland was formed through regional metamorphism. This is when large areas of rock covering many thousands of square kilometres are metamorphsed. Schist in Ireland was formed about 400 million years ago during the Caledonian folding period. The rocks changed due to huge pressure on the rocks created by plate movement. This deformed the rocks and forced them deep into the earth’s crust where they were heated to temperatures up to 1,000 degrees.

To What Extent do all People Require Emotional Connections to Their Surroundings Essay Example For Students

To What Extent do all People Require Emotional Connections to Their Surroundings? Essay Love is a strong and beautiful emotion, and everybody learn to love from the moment they step into the world. Before people can love, they must feel emotionally attached to that person or thing around them. When two people become emotionally connected, they care for and accept each other no matter what. Emotional connections require people to communicate and express their feelings. It takes effort and time for individuals to be emotionally connected. Individuals must trust the other person not to hurt them emotionally, and they need to spend quality time with each other. In the book, Interpreter of Maladies, Jhumpa Lahiri signifies the ideas of communications and connections in a relationship by showing the difficulties of the characters’ lives that lack emotional connections. The protagonists in the short stories, â€Å"Interpreter of Maladies† and â€Å"Treatment of Bibi Haldar,† both are struggling due to their loveless lives. It is extremely important for hum an to have emotional connections because they need to feel love and appreciate by others around them. Without these connections, people will fail to keep any relationships they have because they will not truly understand each other. We will write a custom essay on To What Extent do all People Require Emotional Connections to Their Surroundings? specifically for you for only $16.38 $13.9/page Order now In â€Å"Treatment of Bibi Haldar,† Lahiri is suggesting that people are not able to live their life to the fullest without someone or something they are emotionally connected with. Bibi Haldar, the protagonist, suffers an ailment with no cure. She has followed many advices given by the town people, but the ailment never gets better. Others might believe that Bibi’s illness is causes by viruses or by genetic disorder. However, a rhetorical question, â€Å"Is it wrong to envy you, all brides and mothers, busy with lives and cares† (Lahiri 160), shows the readers how Bibi is jealous of other women who have a husband and children. Her ailment is not a physical illness, but a mental one, which results from her yearning for love. Unlike those women, Bibi is always alone because she has no one else other than her cousin who does not care for her or spend enough quality time with her. This led the characters to think that the only cure to her disease is marriage. In addition, Bibi does not have the ability to socialize with other people; therefore, it is hard for her to be emotionally connected with someone. The wives use a simile, â€Å"Frowning like a rice pot will get you nowhere† (Lahiri 165), to teach Bibi that body language and facial expression affect how Bibi communicates with her friends or with strangers. Because the community fears that Bibi’s sickness is going to be transmitted to them, they choose not to interact with her as much as possible. Anyone can argue that no man likes Bibi because she is not as pretty as the other women in town. In spite of that, it is requisite for Bibi to learn how to communicate and express herself, rather than worrying about being pretty because physical attraction does not last as long as emotional connections. Everyone gets older, and his or her beauty will fades away, unlike emotional connections that wil l stay with the person forever. Other than that, Lahiri’s message is delivered to the readers after Bibi gives birth to her baby, and she is cured from her mental sickness. She finally has someone to love, and someone that will love her. Even though humans always want to feel love and want to be with the person they love, many people end up being in a loveless relationship. In â€Å"Interpreter of Maladies,† Lahiri focuses on flawed relationships and difficulty of communication. She conveys the readers that without emotional connections people can misinterpret a situation which can lead into a disappointment because they do not fully understand each other. The protagonist, Mr. Kapasi, craves attention and love from other ladies because he does not have a good relationship with his wife. Lahiri reveals his obnoxiousness by saying, â€Å"When Mr. Kapasi thought once again about how she had said â€Å"romantic† the feeling of intoxication grew† (Lahiri 53). Intoxication symbolizes lust that Mr. Kapasi has toward Mrs. Das. The readers might think that Mr. Kapasi has commitment issue, so he flirts with every woman he meets. However, Mr. Kapasi and Mrs. Das never show any sign of interest toward each o ther until Mrs. Das compliments him on his doctor’s interpreter job. .u8b612d0d1e21dcf2540ad5aa5eaad98a , .u8b612d0d1e21dcf2540ad5aa5eaad98a .postImageUrl , .u8b612d0d1e21dcf2540ad5aa5eaad98a .centered-text-area { min-height: 80px; position: relative; } .u8b612d0d1e21dcf2540ad5aa5eaad98a , .u8b612d0d1e21dcf2540ad5aa5eaad98a:hover , .u8b612d0d1e21dcf2540ad5aa5eaad98a:visited , .u8b612d0d1e21dcf2540ad5aa5eaad98a:active { border:0!important; } .u8b612d0d1e21dcf2540ad5aa5eaad98a .clearfix:after { content: ""; display: table; clear: both; } .u8b612d0d1e21dcf2540ad5aa5eaad98a { 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; } .u8b612d0d1e21dcf2540ad5aa5eaad98a:active , .u8b612d0d1e21dcf2540ad5aa5eaad98a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8b612d0d1e21dcf2540ad5aa5eaad98a .centered-text-area { width: 100%; position: relative ; } .u8b612d0d1e21dcf2540ad5aa5eaad98a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8b612d0d1e21dcf2540ad5aa5eaad98a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8b612d0d1e21dcf2540ad5aa5eaad98a .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; } .u8b612d0d1e21dcf2540ad5aa5eaad98a:hover .ctaButton { background-color: #34495E!important; } .u8b612d0d1e21dcf2540ad5aa5eaad98a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8b612d0d1e21dcf2540ad5aa5eaad98a .u8b612d0d1e21dcf2540ad5aa5eaad98a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8b612d0d1e21dcf2540ad5aa5eaad98a:after { content: ""; display: block; clear: both; } READ: Trifles and symbols EssayBecause Mr. Kapasi’s wife does not appreciate his job and Mrs. Das does not seem to have romantic relationship with her husband, Mr. Kapasi assumes that Mrs. Das likes him. Lahiri is able to put the readers into the same position as Mr. Kapasi by leading the readers to believe that Mrs. Das is attracted to Mr. Kapasi. He is too blind to see that Mrs. Das is interested in his job only because she wants him to help her with her affair secret. Ironically, Mr. Kapasi have trouble communicating with another; although, he works as an interpreter. Furthermore, Lahiri uses a sad tone at the end of the story to indicate that Mr. Kapasi has come to a realization that his assumption about Mrs. Das is wrong, â€Å"The slip of paper with Mr. Kapasi’s address on it fluttered away in the wind†¦No one but Mr. Kapasi noticed† (Lahiri 69). The slip of paper symbolizes Mr. Kapasi’s hope of having a real relationship with true emotional connections with Mrs. Das. His hope flies away because he learns that Mrs. Das is only interested in his ability to interpret people’s maladies. The readers and Mr. Kapasi realizes at the same time that he is blinded by his own lust. Lahiri shows how no one is there for him by saying that only he can sees the slip of paper going away. He is drag into a big disappointment because he is not able to connect and communicate with Mrs. Das. The misinterpretation would not have occurred if Mr. Kapasi’s wife gave him more love and attention. He only wishes for someone he can be emotionally connected with. In conclusion, Lahiri has shown the readers that emotional connection is a big part of human’s life. Both characters in Interpreter of Maladies suffer emotional pain because love and appreciation are missing from their lives. Many people, without the understanding of emotional connection, approach love by getting into relationships. Most of these relationships are not healthy and stable because the relationships lack true emotional connections. Emotional connections are incredibly important because they tie people to their surroundings and make people feel complete; knowing that there is always someone who will loves and understands them.

Example Sentences of the Verb Bring for ESL Learners

Example Sentences of the Verb Bring for ESL Learners This page provides example sentences of the verb bring in all tenses in English. Study examples of positive and negative sentences, as well as questions. Make sure   Infinitive: To Bring Use the infinitive form to bring when combining with verbs that take infinitives as an object: She hopes to bring that up at the meeting. Base Form: bring Use the base form bring together with helping verbs in the present simple, past simple, and future simple: Do you usually bring your homework to class?They didnt bring any news of the situation.They wont bring anything to eat. Past Simple: brought Use the past simple brought in positive sentences with the past simple: Peter brought his racket last weekend.   Past Participle: brought Use the past participle brought in past, present, and future perfect forms: Hes brought a number of friends to the party. They hadnt brought anything to eat, so they went out.She will have brought enough food for everyone. Present Participle: bringing Use the present participle, or ing form, for present, past, and future continuous tenses, as well as for all perfect continuous tenses: Shes bringing the drinks tonight.Tom was bringing up the idea when she interrupted him.They have been bringing a lot of new information to the discussion. Each of these forms is used with different tenses. Bring is an irregular verb and should be memorized.   Present Simple She often brings friends to work.How often do they bring their children to work?Peter doesnt usually bring anything for lunch. Present Continuous Mary is bringing Jack to the party. Why are they bringing up that topic?We arent bringing our friends to the show.   Present Perfect I havent brought much food today.How much money have they brought to the table?She hasnt brought any homework with her. Present Perfect Continuous She has been bringing her friends along for years.How long have you been bringing up that topic?They havent been bringing much to our potluck lately. Past Simple Alice brought a new friend to the party.When did you bring that subject up with him?She didnt bring any luggage with her last weekend. Past Continuous I was bringing out the present when she burst into the room.What were you bringing up when he interrupted you?He wasnt bringing about any change when they let him go. Past Perfect The others had brought the food before they arrived.How many books had you brought to the study session?She hadnt brought up that topic until you mentioned it.   Past Perfect Continuous She had been bringing different friends to work for years before her boss told her to stop.How long had they been bringing their lunch to work before they started eating in the cafeteria?She hadnt been bringing many friends around when he asked her to stop bringing anyone.   Future (Will) Janice will bring the dessert.What will you bring to the party?She wont bring that up at the meeting.   Future (Going to) I am going to bring the drinks to the party.When are you going to bring your friends around for a visit?They arent going to bring her instrument to the concert.   Future Continuous This time next week we will be bringing about a number of changes.What will you be bringing up at the next meeting?She wont be bringing anything to eat, so were going out.   Future Perfect They will have brought enough food by six oclock.How many times will you have brought a dessert by the end of the year?We wont have brought enough steaks, so Ill go shopping. To continue learning, make sure you study other irregular verbs and practice using a variety of tenses. Continue your focus on irregular verbs and practice using a variety of tenses. Continue your focus on bring with the following quiz. Bring Quiz Use the verb bring in the correct tense in the sentences below: I __________  the cake to the party before he arrived.We  __________  the product out twenty years ago.Who  __________ the wine to the party?I think Tom  __________ his girlfriend to the party, but Im not sure.Alex always  __________  work home with him.She ______________ up the topic when he rudely interrupted.They  __________  many friends to dinner since they moved here two years ago.Susan ____________ a few friends over before I arrived.She  __________ the list right now. Dont worry.My neighbor  _______ up a few topics at the meeting last week.   Answers: had broughtbroughtwill bring/is going to bringwill bringbringswas bringinghave brought  had brought  is bringingbrought

SUNY at Purchase College Admissions and Acceptance Rate

SUNY at Purchase College Admissions and Acceptance Rate Students applying to SUNY at Purchase College will need to submit, along with an application, high school transcripts, SAT or ACT scores, and a personal essay. For complete instructions and information about applying, be sure to visit Purchases website, or contact the admissions office. With an acceptance rate of 44  percent, the school seems selective; still, those with good grades and test scores have a good chance of being admitted. Calculate your chances of getting in with this free tool from Cappex. Admissions Data (2016) SUNY Purchase Acceptance Rate: 44  percentGPA, SAT and ACT Graph for Purchase College AdmissionsTest Scores:  25th / 75th PercentileSAT Critical Reading: 500 / 610SAT Math: 470 / 570What These SAT Numbers MeanSUNY SAT Comparison TableACT Composite: 20  / 27ACT English: 21 / 29ACT Math: 19 / 26What These ACT Numbers MeanSUNY ACT Comparison Table SUNY at Purchase College Description The State University of New York Purchase College occupies a 550-acre campus in Westchester Country, just 35 miles from New York City. The college is unique among the SUNY schools because of its strong conservatory-based arts programs. The college wins high marks for both the arts and the liberal arts and sciences. Purchase College also ranks highly for its educational value. Few high quality conservatory programs come with such low tuition for either in-state or out-of-state applicants. The college is selective, and enrolled students can expect an intense undergraduate experience. The campus is residential with 65 percent of students living on campus, and student life is active with a wide range of clubs, organizations, and intramural sports. On the intercollegiate athletic front, the Purchase College Panthers compete in the NCAA Division III Skyline Conference. Enrollment (2016) Total Enrollment: 4,156  (4,053 undergraduates)Gender Breakdown: 44 percent male / 56 percent female91  percent full-time Costs (2016-17) Tuition and Fees: $8,298  (in-state); $18,148  (out-of-state)Books: $1,298  (why so much?)Room and Board: $12,952Other Expenses: $3,215Total Cost: $25,763  (in-state); $35,613 (out-of-state) Purchase College Financial Aid (2015-16) Percentage of New Students Receiving Aid: 88  percentPercentage of New Students Receiving Types of AidGrants: 58 percentLoans: 55 percentAverage Amount of AidGrants: $7,153Loans: $6,558 Academic Programs Most Popular Majors:  Art History, Dance, Drama, English, Film Production, History, Journalism, Liberal Arts, Music, Psychology, Visual and Performing ArtsWhat major is right for you?  Sign up to take the free My Careers and Majors Quiz at Cappex. Graduation, Retention and Transfer Rates First Year Student Retention (full-time students): 81 percentTransfer Out Rate: 25  percent4-Year Graduation Rate: 53  percent6-Year Graduation Rate: 62  percent Learn About Other SUNY Campuses: Albany  |  Alfred State  |  Binghamton  |  Brockport  |  Buffalo  |  Buffalo State  |  Cobleskill  |  Cortland  |  Env. Science/Forestry  |  Farmingdale  |  FIT  |  Fredonia  |  Geneseo  |  Maritime  |  Morrisville  |  New Paltz  |  Old Westbury  |  Oneonta  |  Oswego  |  Plattsburgh  |  Polytechnic  |  Potsdam  |  Purchase  |  Stony Brook If You Like SUNY Purchase, You May Also Like These Schools: Hofstra University: Profile | GPA-SAT-ACT GraphNew York University: Profile | GPA-SAT-ACT GraphIthaca College: Profile | GPA-SAT-ACT GraphAlfred University: Profile | GPA-SAT-ACT GraphSyracuse University: Profile | GPA-SAT-ACT GraphHunter College (CUNY): Profile | GPA-SAT-ACT GraphBrooklyn College (CUNY): Profile | GPA-SAT-ACT GraphEmerson College: Profile | GPA-SAT-ACT GraphAdelphi University: Profile | GPA-SAT-ACT GraphQueens College (CUNY): Profile | GPA-SAT-ACT Graph Sports   Mens Varsity: Baseball, Basketball, Cross Country, Golf, Lacrosse, Soccer, Swimming, Tennis, VolleyballWomens Varsity: Basketball, Cross Country, Lacrosse, Soccer, Softball, Swimming, Tennis, Voleyball Data Source: National Center for Educational Statistics

Seawest Services Association v Copenhaver Case Brief Study

Seawest Services Association v Copenhaver Brief - Case Study Example Residents outside the housing development that received the water services were also required to pay the supply and maintenance fee. The Copenhavers were limited members of the housing development, they purchased a house outside the housing development but received water services from Seawest Services Association. The Copenhavers paid for the water services for eight years since 2001 (Clarkson, Miller & Cross 233). In 2009, they refused to pay any water bills and maintenance bills. Seawest Services Association sued the Copenhavers. The courts found the defendant liable for the charges. The plaintiff, Copenhaver, appealed.Rule In an instance where a party enters into an agreement with another party, the courts have a mandate to decide whether there existed a valid quasi-contract between the parties. Application A quasi-contract is a contract that is implied by the law. There are not actual contracts. The Copenhavers did not have an actual contract with Seawest Services Association. Ho wever, the defendant knew the fact that no residence could be provided with water services without paying supply fee to the Seawater Services Association (Clarkson, Miller & Cross, 233). Consequently, this meant that a quasi-contract between the parties. Conclusion The court ruled that the quasi-contract does not allow for the enrichment of the Copenhavers as a result of unpaid water supply and maintenance charges (Clarkson, Miller & Cross, 233). For this reason, the defendant is found liable for the charges incurred.

Application of the theory of Panopticisim Term Paper

Application of the theory of Panopticisim - Term Paper Example Ray Wrighti stated Panopticism includes the installation of CCTV cameras in grocery stores to catch shoplifters. The grocery camera films are strong evidences in a court of law. The prosecution presents the grocery camera film to the court to prove the suspected shoplifter tucked the grocery items under his or her shirt and brought the items outside the grocery store without paying for the shoplifted items. The shoplifter will be discouraged to pursue one’s shoplifting intention upon seeing a CCTV camera inside the department store or grocery. Further, strict implementation of Panopticism to modern society is necessary to reduce future crime statistics. The cost of installing a CCTV camera is less costly compared to other alternatives. It would be more costly to hire a security guard to monitor the possible areas of shoplifting within the grocery area. It would be more use the cameras as a deterrent to the shoplifters. It would be less costly to prevent the grocery theft by in stallation of CCTV cameras when compared to hiring a lawyer to prosecute the shoplifterii. Tara Magdalinskiiii opined Panopticism includes installation of CCTV cameras in banks to reduce the bank robberies. The CCTV camera shows the actual actions inside a bank on the centralized security center. Upon witnessing a robbery, the centralized security center officer can contact the other bank guards to protect the bank. The same centralized security center officer can easily contact the nearest police station to come to the rescue of the bank. The alerted police officers can block all robbery exit points to prevent the robbers from escaping with their loot. The CCTV camera is an important tool to reduce and stop bank robberies. John Wilsoniv theorized the CCTV camera is a useful to safeguard the train station passengers from accidents. The train station has CCTV cameras to monitor the passengers inside the train stations. The CCTV cameras will alert the centralized train center monitori ng department of any passengers entering an accident-prone area. The train center monitoring officer can alert the trains to stop in order to prevent a passenger from meeting a preventable accident. The CCTV camera is very instrumental in spotting a drunken train station passenger jumping onto the train tracks to commit suicide. Likewise, the CCTV camera can spot another drug-crazed train passenger accidentally crossing the forbidden train tracks. The train center monitoring officer can alert the busy guard to approach the erring passenger. The CCTV camera is a necessary tool to reduce train accidents. As evidence, Cathleen Berrickv stated 29 out of 32 train operators implemented an upgrade of their CCTV cameras to increase the current monitoring of its train stations, yards, or trains. The train monitoring center personnel feverishly go the extra mile to ensure every area of the train station territory is observe for possible accidents, thefts, or other illegal activities. One rail operator, the New Jersey Transit, installed smart cameras. The smart programmed CCTV cameras alert the security personnel of any suspicious activities occurring within the perimeter of the computerized cameras. For example, the smart cameras will immediately inform the nearest security officer that one passenger left a suspicious bag on the passenger-loaded train. The New Jersey Transit train officers proudly stated that the cost of the smart CCTV cameras is slight compared to the cost of the trains being bombed

A Clash of Cultures in A Passage To India Essay -- A Passage To India E

     Ã‚  Ã‚   A Passage To India is a classic example of how different cultures, when forced to intermix, misunderstand each other, and what consequences stem from those misunderstandings. All of Forster's greatest works deal with the failure of humans being able to communicate satisfactorily, and their failure to eliminate prejudice to establish possible relationships. A Passage To India is no exception. (Riley, Moore 107) To understand Forster's motive, it must be established that he is a humanistic writer. Harry T. Moore states "Of all imaginative works in English in this century, Forster's stand highest among those which may properly be called humanistic." (Riley, Moore 107) His main belief is that individual human beings fail to connect because the humanistic virtues, tolerance, good temper, and sympathy are ineffective in this world of religious and racial persecution. However, he also believes that personal relationships aan succeed, provided they are not publicly exposed, because values and noble impulses do exist within human nature. "Life is not a failure but a tragedy principally because it is difficult to translate private decencies into public ones." (Riley, McDowell 108) Forster is conscious of the evil that exists in human nature. Forster feels men do not know enough to control that evil, and he takes on the humanistic responsibility to secure internal and external order by utilizing reason. f orster depended on the individual's conscience and sense of identification with others as equal components of the human race as his basis for maintaining that order. He also gives the individual social, political and metaphysical worth, and favors the individual when in conflict with society. (Riley, McDowell 108) It is fo... ...ia University Press, 1979. Riley, Carolyn, ed., Contemporary Literary Criticism. 4. Detroit, Michigan: Gale Research, 1975. Bradbury, Malcolm, "E. M. Forster as Victorian And Modern: 'Howard's End' and 'A Passage To India',"     Possibilities: Essays on the State of the Novel (1973 by Malcolm Bradbury; reprinted by permission of   Oxford University Press), Oxford University Press, 1973. Riley, Carolyn, ed., Contemporary Literary Criticism. 3. Detroit, Michigan: Gale Research, 1975. Johnstone, J. K., "E. M. Forster (1879-1970)"" The Politics of Twentieth Century Novelists, edited by George      A. Panichas (reprinted by permission of Hawthorn Books; 1971 by the University of Maryland;)   Hawthorn, 1971. Riley, Carolyn, ed., Contemporary Literary Criticism. 1. Detroit, Michigan: Gale Research, 1973.   McDowell, E. M. Forster, Twayne, 1969.   

The Theory of Social Contracts

The period of Enlightenment ushered in an age of intellectual development as well as theoretical formations on the concept of society. English political thinker Thomas Hobbes and French philosopher Jean-Jacques Rousseau posit political treatises on the formation of social contracts as a necessity of man and eventually leads to the establishment of an ideal government. The paper will discuss first the concept of man’s nature according to both philosophers in order to determine the reason behind the formation of such contracts which will subsequently lead to the conception of governments and sovereignty. Hobbes proposes that man is essentially at war with other men, motivated by personal desire and fear of death that inhibits the formation of a peaceful society. Rousseau however, contradicts Hobbes argument of man as naturally at war but looks into a different state wherein man possesses compassion which enables the formation of ideal relationships and eventually, social contracts. We look into Hobbes’s viewpoint in his treatise Leviathan and compare and contrast several arguments with Rousseau’s On The Origin of Inequality and Social Contracts. Hobbes’ Natural Man and Covenants Hobbes’ political theory in Leviathan stipulates the formation of covenants as the final end of man’s actions, transgressing from his natural state wherein man is in constant war with himself and with others. First, we define Hobbes’ argument on the natural state of man that provides the basis of conflict. In comparison with Rousseau’s viewpoint, the nature of social contracts is reversed, wherein Rousseau’s notion of social conventions is negative compared to Hobbes’ notion of contracts as a deviation from the erring state of human nature. Hobbes argues: â€Å"For every man look that his companion should value him at the same rate he sets upon himself, and upon all signs of contempt or undervaluing naturally endeavor to extort a greater value from his condemners. So that in the nature of man, we find three principal causes of quarrel. First, competition; secondly, diffidence; thirdly, glory (Hobbes 84). The primitive state of man is bordered on Hobbes’ statement â€Å"where every man is enemy to every man† (Hobbes 85). Each individual is focused on the aspiration for personal gain, thus creating conflict or an unharmonious relationship because of completion (gain), diffidence (safety, self-preservation), and glory (reputation). The chaotic context provided in Hobbes argument consequently inhibits the concept of justice in a particular social setting. Since man is motivated by personal gain, the fear of death through self-preservation, and personal glory, there is no concept of right and wrong or even justice. Where there is no common power, there is no law; where no law, no injustice† (Hobbes 85). Thus, we see Hobbes attempt to present his first law on man’s natural state: that man, motivated by personal gain, sets himself in conflict with other men who pursue the same object. He then narrates â€Å"the passions that incline men to peace are: fear of death; desire of such things as are necessary to commodious living; and a hope by their industry to obtain them† (Hobbes 86). According to Hobbes, the natural law governing social relationships is motivated by the passions; specifically, man’s fear of death. Thus, the first natural law, in context with the natural state, is that every man has innate rights or liberty to will himself to self-preservation and that one can do anything to his body, even to another person. As long as this natural law exists, there can be no harmonious buildup of society. The second law then obligates man to create peace or to achieve peace through any means necessary and from here, man is then obligated to set such rule to all and that every right of man is necessary to be withdrawn or transferred in order to build peace; since to maintain the second rule, man will be constantly at war. The renouncement of rights is essentially good in itself because it aspires for the majority rather than the self, governed by selfish passions. However, such rights are not to be taken away by force or for an individual to force himself of withdrawing his own, since â€Å"he cannot be understood to aim thereby at any good to himself† (Hobbes 91). Renouncement of rights should be voluntary and by choice, in order to determine the goodness which will benefit the majority. Thus, social contracts or covenants are formed. Hobbes argues that for a man to achieve peace, it is necessary to break away, through the tenets of reason, from the natural state wherein every individual is motivated by personal gain and fear of death. This fear motivates the individual, in relation to self-preservation, to create contracts with other men in order to achieve peace, wherein the value of life becomes the unifying factor for all; thus creating peace and harmony. Covenants are then considered to be the agreements that will benefit two parties aspiring for different objects. Justice then presents itself in the presence of covenants, for justice occurs when an individual performs or acts upon the agreement or covenant while injustice is the failure to establish covenants which inadvertently places the individual in his former natural state. Hobbes definition of the natural state and the natural law focuses on the importance of self-preservation or the fear of the death in relation to the individual. In contrast with Rousseau, the formation of contract is that of beneficial to man rather than Rousseau’s argument that society itself that provides inequality and conflict. Contracts, through reason, necessitate a societal framework that is governed by the inexpressible right of every man to survival and preservation of life. The Commonwealth. For Hobbes, the ideal form of government is the formation of the commonwealth which acts as the â€Å"final cause, end or design of men (who naturally love liberty and dominion over others) in the introduction of that restraint upon themselves, in which we see them live in Commonwealths, is the foresight of their own preservation, and of a more contented life thereby† (Hobbes 116). The formation of covenants, which represent a duty-bound notion to aspire for peaceful societal conditions, inevitably leads to its conception wherein the withdrawal of individual rights is penultimate toward its formation. Conventions serve the function as a mean toward the aspiration of the common power or will of the majority. Common power acts as a protection against external attack or injuries that an individual may cause upon the other and is formed through the transcendence of personal right to a man or an assembly: â€Å"Confer all their power and strength upon one man, or upon one assembly of men, that may reduce all their will, by plurality of their voice, unto one will: which is as much to say, to appoint one man, or assembly of men, to bear their person† (Hobbes 118). Every man should then willingly state: â€Å"I authorize and give up my right of governing myself to this man, or to this assembly of men, on this condition; that thou give up thy right to him and authorize all his action in like manner† (Hobbes 118). We take into context a mix between a democracy (representation of the few) and monarchy (rule by a sovereign). However, Hobbes’ monarchy is not entirely absolute, ruled by the elite or loyalty; rather Hobbes’ conception of monarchy focuses on the rule of a sovereign where powers are granted by the conventions of the majority. From such, the sovereign is then obligated to perform the powers bestowed upon the social covenants; the sovereign itself being a representation of the general will of the people. The Commonwealth The sovereign, either instituted in one man or an assembly of men, is bestowed power of the withheld rights by society or subjects. As sovereign, its responsibility lies on any action or authorization to ensure the presence of duration of peace and to create any means necessary to protect individuals from others as well as to protect attacks from other societies. According to Hobbes, there are only three kinds of commonwealth and nothing else; a democracy, monarchy, or aristocracy. Hobbes does not believe that no man aspires for a turbulent and rocky society. However, Hobbes is partial toward a monarchial government, which, according to him, generally embodies the conventions made by man, and in essence, the nature of a commonwealth: â€Å"The riches power and honor of a monarch arise only from the riches, strength, and reputation of his subject. For no king can be rich nor glorious, nor secure, whose subjects are either poor, or contemptible, or too weak through want, or dissension† (Hobbes 130). Amor Propre and Civil Society On the other hand, Jean-Jacques Rousseau’s work Discourse on Inequality and Social Contract primarily present arguments against Hobbes’ definition on the natural state of man in contrast with social systems and conventions. Rousseau argues on the condition of the human soul as it progresses from its distinct natural form up until the pure state of man is transformed through social relationships or systems. First, he argues the physical differences of man, which in essence, does not ultimately provide a firm basis of inequality: I conceive that there are two kinds of inequality among the human species; one which I call natural or physical, because it is established by nature, and consists in a difference of age, health, bodily strength, and the qualities of the mind or the soul; and another, which may be called moral or political inequality, because it depends on a kind of convention. (Rousseau 1) Apart from physical differences, inequality falls under the moral or political sense. In the context of social structure, inequality lies on the ladder of power and wealth, wherein the notion of civil society is created by the rich in order to suppress the poor of wealth and maintain power among the elite few. In contrast with Hobbes, Rousseau presents a different view of man’s natural state wherein man is savage in nature wherein ideas are generated by sense experience. But in opposition to regular animals, man has reason that establishes himself apart from common animals. The natural behavior of man is similar to that of Hobbes’ viewpoint but differs in motivation. According to Rousseau, the basic instinct of man is self-preservation, free will and compassion; the last being the most important part in man’s natural state wherein Hobbes contends to man’s natural war with the other. He contends Hobbes’ view of man’s nature which compels him with the fear of death. However, Rousseau argues: â€Å"the knowledge of death and its terrors being one of the first acquisitions made by man in departing from an animal state† (Rousseau 17). In contrast, Hobbes’ provides death as a motivator for withdrawing personal rights in order to achieve peace while Rousseau presents reason as a way of fighting the irrational passions that push him out of his natural state. In addition, compassion is the important natural virtue that contradicts selfish impulses or vices which come from the passions or irrational tendencies of man. Rousseau narrates that Hobbes’ definition of man does not provide himself with an idea of goodness, that man may be considered as evil. Rousseau’s view presents man, in his primitive state, as essentially good, and possesses virtue. â€Å"so many writers have hastily concluded that man is naturally cruel, and requires civil institutions to make him more mild; whereas nothing is more gentle than man in his primitive state, as he is placed by nature at an equal distance from the stupidity of brutes† (Rousseau 47). Compassion is the most important aspect of man, along with innate desires of preservation, reason and free will. It is this compassion that hurries us without reflection to the relief of those who are in distress: it is this which in a state of nature supplies the place of laws, morals, and virtue, with the advantage that none are tempted to disobey its gentle voice† (Rousseau 31). Compassion generates interaction with other men and the natural instinct of self-preservation, as times continue to progress, enables the individual to improve living conditions. Thus, the combination of compass ion, reason, self-preservation enables the individual to form conventions with other men. However, the problem lies with the development of amour propre, the subsequent regularity of conventions where man’s reason is garbled to a false sense of dependency on the individuals through improvement of self-perception and acquiring favor. The natural, non-invasive self-love is transformed to a more self-centered and jealous love of others. â€Å"Man must now, therefore, have been perpetually employed in getting others to interest themselves in his lot and in making them, apparently at least, if not really, find their advantage in promoting his own† (Rousseau 51). This corrosive notion of self-love produces competition, comparison with others, hatred, and the continuous search of ambition and power: â€Å"In a word, there arose rivalry and competition on the one hand and conflicting interests on the other, together with a secret desire on both profiting at the expense of others† (Rousseau 51). The Social Contract Thus, Rousseau defines man’s state of nature as it develops amour propre. To deviate from the natural state, the formation of social contract is evident in order to rid of the evils pertaining civil society. According to Rousseau, the conception of social contracts delimits the individual from inequality and therefore frees himself from the trappings of social classification. The purpose of the contract is to establish a body that will inadvertently defend the rights of the individual and the right of society as a while. Similar to that of Hobbes’ notion, social contracts are meant to deviate the condition of human nature from its amoral/evil sense in order to create society focused on peace. The social contract, in Rousseau’s perspective, is founded on the presence of the general will: â€Å"Each of us puts his person and all his power in common under the supreme direction of the general will, and in our corporate capacity, we receive each member as an indivisible part of the whole† (Rousseau Social Contract, 59). The general will is the summation of all opinions of the majority, which in turn acts as an abstract form that aims toward the good of all. Rousseau also posits the idea of a sovereign which acts a representative of the people. The people however, in Rousseau’s form of government, are not represented by senators or magistrates but represent themselves as a symbol of the general will. Sovereign Similarities Both philosophers argue on the importance of social contracts in establishing relationships with people in order to construct an acceptable and peaceful social framework. Both stress the importance of the ‘natural’ law of man to deviate himself from his primary state and is obligated to create a world without indifference and conflict through commonality of opinions and desire. The difference lies on both philosophers account of man’s nature, wherein Hobbes argues that man is essentially evil and it is through civil relationship that man refines himself and achieves peace. Rousseau contradicts Hobbes’ arguments that he had failed to include compassion as a virtue in man’s natural state. Rousseau opines negatively toward civil societies, that conventions itself ruin man’s natural state through social classification and levels of power. Instead, Rousseau posits man as a docile creature until society corrupts his natural state. On the subject of contracts, both thinkers apply the same rule for the formation of social agreement as majority of society transfers its rights toward a sovereign that which governs and protects them. However, Hobbes is partial toward a monarchial government wherein it is suited with the embodiment of his covenants while Rousseau proposes the same powers for a sovereign but also adds the presence of the government to mitigate the function of the sovereign who acts as the representation of the general will while the government attends to particular or private wills. Smith’s Theory of Moral Sentiments Economic theorist Adam Smith proposes on his treatise Theory of Moral Sentiments the formation of a consciousness in the perspective of a leader, or in Rousseau’s/Hobbes’ context, a sovereign, in order to determine, apart from proper behavior, the rules and regulations that one must impose upon the subjects of society. Smith narrates: â€Å"We suppose ourselves the spectators of our own behavior, and to endeavor to imagine what effect it would, in this light produce upon us† (Smith 112). In context of a sovereign, it is essential, according to Smith, to examine actions and decisions through a detached position wherein the leader supposes himself to be a common citizen that according to theory, provides the power and responsibility of governance. Thus, rules imposed upon the subjects of sovereignty should be taken into proper consideration by the sovereign, so as to measure the worth and value of behavior reflection upon society, according to Smith. For example, a ruler’s ethical behavior is dependent on the laws in which he imposes over the ruled. Harsh policies that generally disfavor society imply that the ruler may be arrogant and selfish and therefore does not suit the position. Lenient policies on the other hand may imply a carefree attitude with the lack of seriousness that a good leader must possess. Thus, rules and impositions should situate itself in the middle rather than the extreme and through Smith’s propositions, the leader must then view rules as an ordinary citizen. In relation to Hobbes’ and Rousseau’s social theories, the concept of the sovereign is created by the people and represents the general will. Therefore, there is an implication of a natural balance of power between the governed and the sovereign. In Hobbes view, the sovereign’s duty is dictated or authored by the subjects and therefore cannot harm the governed whether through abuse or dereliction of duty; rather, the formation of laws and policies are in relation toward the fulfillment of the commonwealth’s purpose – that is, the preservation of peace. However, Hobbes monarchial standpoint does not entirely agree with Smith’s proposition since the monarch, utilizing the commonwealth’s purpose, has the power of censorship on speech, publication or any other form of expression that may disturb the peaceful status quo. Thus, Smith’s proposal cannot be applied with Hobbes’s notion of government. However, Rousseau takes into consideration the general will of the populace that also gives right and power to the sovereign. But Rousseau does not imply the purpose of peace in his government; rather, he focuses on the general will as given power. The sovereign has then the duty to make sure that laws do not violate the freedom of every individual for it is they who had created power in the first place.

The Lgbt Rights And Freedom - 3056 Words

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