Discuss the advantages and disadvantages of conducting personal Essay

Talk about the favorable circumstances and hindrances of leading individual correspondence in the open circle - Essay Example An expanding number of individuals are utilizing long range informal communication sites so as to enhance individual correspondence. In this unique circumstance, it very well may be expressed that one of the most mainstream long range interpersonal communication sites Facebook gives the capacity to sort out and convey in a viable way. All the while, Facebook likewise gives the ability to communicate the contemplations of individuals and to arrange them freely (Westling, 2007). Theory Statement Considering this perspective, the exposition depends on dissecting the essential parts of leading individual correspondence through Facebook. The goal of the paper is to comprehend the points of interest and drawbacks of using an online open circle medium for example Facebook for directing individual correspondence. Proclamation of Intent The article will expect to address the feature of individual correspondence in customary time just as in present time. Additionally, the exposition likewise p lans to talk about the appropriateness of web as an open circle medium. Individual Communication Strategies in Past and Present There is an enormous uniqueness between close to home correspondence systems of over a significant time span times. The real dissimilarities have been seen because of the advancement of innovation. So as to explain the point of view, it tends to be delineated that generally, the regular individual correspondence strategies were letter composing or phone discussion among others. The individual correspondence procedures have advanced from letter and phone to portable correspondence and web correspondence advances. Cell phone innovations are ceaselessly being refreshed and created with new highlights and gadgets and web correspondence advances, for example, person to person communication destinations are consistently collecting new applications and functionalities. Long range interpersonal communication sites it might be said is a gathering of each web special ized strategy. In person to person communication sites, for example, Facebook, individuals can make accounts and speak with others. It additionally gives the chance to keep awake to-date about the exercises of companions and send data either publically or secretly. As of late, the prominence of informal communication has expanded significantly where Facebook drives the opposition with a great many dynamic clients. As indicated by the exploration led by United Nations Research Institute for Social Development in 2000, the presentation of web and long range informal communication sites has expanded the correspondence level. The degree of data trade through this new medium has far outperformed the customary correspondence media, for example, phone, vis-à-vis discussion and meeting among others. This pattern speaks to money related advantages especially to the poor countries. The current individual correspondence system of utilizing long range interpersonal communication sites gives th e chance to investigating new traditions of different countries and furthermore assists with upgrading the information (Serbanescu, 2011). Web as Public Sphere Public circle is especially indispensable for correspondence in current development. It goes about as a medium wherein individuals can impart successfully in regards to significant issues alongside allowing individuals to illuminate about imperative angles. Considering the huge pretended by web, a few specialists have encircled regulating speculations which show how open circle can be sorted out so as to in a perfect world achieve its jobs. One of the most prominent

Transitions to Agriculture Essay Example For Students

Advances to Agriculture Essay Advances to Agriculture Essay The progress in the basic method of means, from tracker gatherer to farming, denotes a significant stage in the improvement of humankind. During the hour of this progress, people encountered an expansion in their social, political, and mechanical multifaceted nature. Various differing theories have been advanced to clarify the reasons for agribusinesses root, just as its impact upon the human populace. Be that as it may, because of the absence of complete information in a great part of the archeological record, it is frequently hard to perceive the legitimacy of hypotheses proposed to clarify either occasions paving the way to, or the results of the Agricultural Revolution. Farming is characterized as the planting of multipropagators of tames or cultivars in generally huge plots or fields (Macneish 1992:11). Farming includes changes both in people utilization of the earth just as in the structure and association of human culture. Agribusiness is frequently joined by utilization of earthenware holders, broad woods clearing, development of hard-shelled grains which can be put away for long timeframes, innovation and reception of advances for cultivating, with an expansion in sedentism and populace, just as an expanded pace towards increasingly complex social and political association (Price and Gebauer 1995:6). The procedure of horticultural training is by all accounts self-sustaining and starts an expanded reliance on developed nourishments as opposed to on wild assets. When a guarantee to along these lines of life is made, the need of keeping up food creation changes the premise of the general public, making an arrival to the first state doubtful or outlandish (Smith 1976:17). Conclusive indications of plant development initially showed up in early Neolithic towns in the Near East around 7500-7000 B.C. Food creation inside the territory depended on the taming of around nine types of nearby grain plants (Zohary and Hopf 1988:207). These early tamed species incorporate emmer wheat, einkorn wheat, grain, lentils, peas, unpleasant vetch, chickpeas, broadbeans, and flax (Zohary 1986:5-6). Zohary and Hopf depict a few methods which are utilized to date the starting point and spread of developed plant species. The examination of archeological proof, for example, carbonized plant remains; impressions left on earthenware, wipe, and blocks; dried plant stays; waterlogged protection; conservation by oxides of metals; processed or halfway processed remains, can assist with deciding the age of the species. Different techniques can incorporate examination of living plants, for example, the wild forebears from which the developed plants advanced, and utilization of radiocarbon dating and dendrochronology. A large number of the preconditions related with, or showing up only before, the improvement of taming are regularly settled upon. The center attributes incorporate sedentism, stockpiling capacities, high populace densities, high asset decent variety, handling and reaping innovation, and great potential tames. Potential variables, which could possibly have had an extraordinary effect on the progress to agribusiness, are rivalry, responsibility for and asset regions, changes in atmosphere or vegetation, and populace pressure (Hayden 1995:277-280). One of the most notable speculations for the clarification of the source of agribusiness is the Oasis Theory which was first talked about by Rafael Pumpelly, and later advanced by Gordon Childe from the 1920s and a short time later. Before the 1940s it was believed that the finish of the Pleistocene was a time of expanding temperatures and less precipitation. It was thusly recommended that territories, for example, the Near East would have encountered a time of aridity toward the finish of the Pleistocene when vegetation just developed around constrained water sources-desert springs (Gebauer and Price 1992:1). Childe recommended that cultivating started where potential creatures and plants were accessible, especially in Africa and Asia. .u3e5d3783b19ce4f56a7b86adec904f87 , .u3e5d3783b19ce4f56a7b86adec904f87 .postImageUrl , .u3e5d3783b19ce4f56a7b86adec904f87 .focused content zone { min-tallness: 80px; position: relative; } .u3e5d3783b19ce4f56a7b86adec904f87 , .u3e5d3783b19ce4f56a7b86adec904f87:hover , .u3e5d3783b19ce4f56a7b86adec904f87:visited , .u3e5d3783b19ce4f56a7b86adec904f87:active { border:0!important; } .u3e5d3783b19ce4f56a7b86adec904f87 .clearfix:after { content: ; show: table; clear: both; } .u3e5d3783b19ce4f56a7b86adec904f87 { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; darkness: 1; progress: murkiness 250ms; webkit-progress: haziness 250ms; foundation shading: #95A5A6; } .u3e5d3783b19ce4f56a7b86adec904f87:active , .u3e5d3783b19ce4f56a7b86adec904f87:hover { obscurity: 1; change: mistiness 250ms; webkit-progress: darkness 250ms; foundation shading: #2C3E50; } .u3e5d3783b19ce4f56a7b86adec904f87 .focused content region { width: 100%; position: relativ e; } .u3e5d3783b19ce4f56a7b86adec904f87 .ctaText { outskirt base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; content adornment: underline; } .u3e5d3783b19ce4f56a7b86adec904f87 .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u3e5d3783b19ce4f56a7b86adec904f87 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; fringe: none; outskirt range: 3px; box-shadow: none; text dimension: 14px; textual style weight: intense; line-stature: 26px; moz-fringe sweep: 3px; content adjust: focus; content design: none; content shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: supreme; right: 0; top: 0; } .u3e5d3783b19ce4f56a7b86adec904f87:hover .ctaButton { foundation shading: #34495E!important; } .u3e5d3783b19ce4f56a7 b86adec904f87 .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .u3e5d3783b19ce4f56a7b86adec904f87-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u3e5d3783b19ce4f56a7b86adec904f87:after { content: ; show: square; clear: both; } READ: Explaining A Concept Essay He recommended that a Post-Pleistocene drying up extended the deserts and prompted a centralization of men, plants, and creatures at desert springs which may have brought about the beneficial interaction suggested in training. The people perceived the food capability of the plants and creatures, and started experimentation which would in the long run lead to agribusiness (MacNeish 1992:6). The trackers whose spouses were cultivators had something to offer a portion of the brutes they chased stubble on grain plots and the husks of the grain. As appropriate creatures turned out to be progressively stitched in to the desert gardens by the desert, men may contemplate their propensities as opposed to murdering them spur of the moment, may tame them and make them subordinate (Childe 1954:49). Tragically, the .

101 Things To Do Before You Graduate

13/101 Things To Do Before You Graduate Bloggers of old have written about the 101 Things To Do Before You Graduate list. See here, here, and  here, for example. To summarize: during orientation, every freshman receives a list of 101 things to do before they graduate, which they can (a) keep with them as they go through their four years at MIT, (b) leave in the closet for all four years, then pull it out when they graduate to use as a reminiscing tool, or (c) lose immediately, if theyre me. My friend Daniel 12, on the other hand, used his list as a placemat for his jade plants. He pulled it out after finals, and realized that he still had 26 items left.  In case you think this would be an easy thing to do in the two weeks between finals and graduation, take a look at what he had left: Run a bridge loop Take a class at Harvard or Wellesley Go clubbing on Landsdowne Street Buy clothes at the Garment district Ride a swan boat in Boston Common Take a Duck or Trolley Tour Try some New England clam chowder Walk the Freedom Trail Go on a Boston Harbor Cruise Check out the New England Aquarium Visit the top of the Prudential Center See a show at the Museum of Science Ice skate on Frog Pond Go shopping on Newbury Street See a Red Sox game in Fenway Go to Faneuil Hall Get funnel cake in Downtown Crossing Go on an MIT snowriders ski trip Get a discount on Bose products Visit Singing Beach at Manchester-by-the-Sea Play DDR in the Game Room Go rock climbing in Dupont Check out the MIT Museum Enjoy some Despinas pizza after 1 am Take free sailing lessons at the Sailing Pavilion Earn your degree. Um. The first thing you should notice is that the two weeks before finals and graduation is officially too late to do some of these things. Take a class at Harvard or Wellesley, for example. Ice skate on Frog Pond. The next thing you should realize is that some of these things are outdated. There is no longer a rock climbing wall in Dupont. Despinas pizza is now called Cafe 47. The Game Room by La Verdes (an on-campus grocery store) is now just has a bunch of tables and chairs. challenge accepted. Daniel and I put our heads together and did 13 of them in 2 days (MIT students are experts at getting a lot of stuff done at the very last minute): Run a bridge loop Ride a swan boat in Boston Common Try some New England clam chowder Walk the Freedom Trail Go on a Boston Harbor Cruise Check out the New England Aquarium Visit the top of the Prudential Center See a show at the Museum of Science Ice skate on Frog Pond Go shopping on Newbury Street Go to Faneuil Hall Get funnel cake in Downtown Crossing Go rock climbing in Dupont Whats that? Youre dying to find out how we managed to ice skate on Frog Pond? Great! Day 1 We drove to Boston Common (a big beautiful park right smack in the middle of the city), got lunch, then walked to Chinatown. First stop: buy some fish. I walked up to a very nice hairdresser, who spoke next to no English, to ask for directions. Me: Hello! Would you happen to know where we can buy some fish? Lady: ? Me: Umbuy some fish? Lady: ? Me: Fish? Lady: ? Me: Fish. Lady: OHHH! She smiled and pointed to a blue awning further down the street. We walked into the store, went up to the counter, and spoke with the very nice fishmonger who spoke next to no English. Me: Hello! Would you happen to sell any skate? Man: ? Me: Umskate? Man: ? Daniel pulled out his iPhone and looked up the Chinese character for skate. He showed it to the fishmonger. Man: OHHH! He pointed to a piece of meat that apparently came from something like this: Something worth mentioning: my only real phobia in the whole world is of dying fish. Not dead fish, not live fish: dying fish. Flopping fish. So, when the guy behind the counter slapped a LIVE FISH (not the skate; this was for some other customer) onto the scale and let it flop around, I booked it away to the stores candy section and hid, shivering. Daniel came to fetch me after buying the skate. Armed with a piece of skate, we walked to Boston Common, and found a lemonade stand. Daniel bought a Coke, and I asked for ice. Armed with the skate, and the ice, we walked to Frog Pondand iced the skate. Yeah. That happened. And Id like to point out that this is a totally legitimate reading of Ice skate on Frog Pond. They should have written it Go ice skating on Frog Pond. After the ice skating icing skate adventure, we took a Swan Boat ride. We wrapped up the day by walking the Freedom trail and eating funnel cake at Downtown Crossing, before driving back to campus in time for a trip to Cape Cod with a bunch of other French House friends. When we got back to MIT, we had one day to: Run a bridge loop Try some New England clam chowder Go on a Boston Harbor Cruise Check out the New England Aquarium Visit the top of the Prudential Center See a show at the Museum of Science Go shopping on Newbury Street Go to Faneuil Hall Go rock climbing in Dupont Day 2 The bridge loop we decided to run starts along the Cambridge side of the Charles River. We broke it into four chunks: (1) Along Memorial Drive (the Cambridge side of the Charles River), from the Harvard Bridge to the Longfellow Bridge. (2) Across the Longfellow Bridge. (3) Along the Promenade (the Boston side of the Charles River), from the Longfellow Bridge to the Harvard Bridge. (4) Across the Harvard Bridge. We started the day by running (1) and (2). (2) brought us to the Museum of Science, where we sprinted into the building one minute before the show started. After the show, we ran (3), then ate lunch and walked to Newbury Street, where I bought a pair of earrings. After that, we noticed that we were near the Prudential Center, so we went inside, ate some clam chowder, then  took the elevator to the top and immediately returned to the ground floor when we realized that one has to pay a ridiculous entrance fee up there. Whatever. We still got to the top! After visiting the Pru, we  got on the T (the Boston subway system) to go to the aquarium. After spending about an hour in the aquarium, we took a Harbor Cruise, before walking through Faneuil Hall and returning to the T stop on the other side of the river. We ran (4), completing the bridge loop. We then walked to Dupont (the MIT gym) Daniel brought a rock with him, and climbed it. And that was that. The next day, I said goodbye to all my senior friends and left Boston for the summer.  I hear that Daniel borrowed a friends DDR equipment and set it up in what used to be the game room. He and our friend Davie went to Landsdowne Street and hit each other with clubs (the playing card) since they didnt feel like actually going clubbing. Our friends Adrienne and Ben went to Harvard with him, and taught him to play Munchkin: a card game in which taking a class means becoming a wizard or a thief or something like that. Ben stacked the deck so that Daniel would start by taking a class, because he didnt want the game to last too long. Adrienne gave Daniel a sailing lesson. Yeah, some of this was cute and creative but Id measure the success by how fun it was. Embarrassing ourselves at Frog Pond (we got all kinds of weird looks from people, as you can probably imagine), running around the Museum of Science, going on a boat ride, seeing the aquarium all of those seem like perfect ways to spend ones last few days in Boston and at MIT. I still have two more years to finish that list. Ive decided to make it a personal goal for that list to be no different from 101 times that my friends and I did something awesome: each of those items is basically an excuse to go and have a good day. About two weeks ago, all of my senior friends did #101: they earned their degrees and graduated. Congratulations, you guys! Im torn between missing you dearly and being excited for the world, now that youre out in it. And thank you, Daniel, for the adventure.

Forgiveness and Compassion Theme in The Sunflower On the Possibilities and Limits of Forgiveness - Free Essay Example

Sample details Pages: 7 Words: 2157 Downloads: 10 Date added: 2019/07/01 Category Society Essay Level High school Tags: Forgiveness Essay Did you like this example? Should criminals involved in mass crimes be forgiven? This is the difficult question with different answers that many ponder. Simon Wiesenthal investigates this question along with other authors in the The Sunflower. Simon was in a Nazi concentration camp during World War 2. Don’t waste time! Our writers will create an original "Forgiveness and Compassion Theme in The Sunflower: On the Possibilities and Limits of Forgiveness" essay for you Create order One day during his imprisonment, he was sent to remove waste from a German army hospital, where he was then called over to the bedside of a soldier. The SS soldier, Karl, was mortally wounded and was dying. The soldier asked for Simon, because he needed someone of the Jewish faith to confess to. Karl asked for forgiveness from Simon when he confessed and repented his evil doings of murdering a mass number of people by burning a building and shooting at anyone who tried to escape. While Simon listened to Karls confession, he was fighting with his mind the matter of forgiveness. After Karls confession, Simon did not give Karl an answer if he forgave him, instead, Simon walked out silently. From that day forward, Simon presses the issue of forgiveness. While some argue that we should strive for compassion and understanding to forgive, others believe that we shouldnt forgive, because to forgive you must forget. I can understand both viewpoints. I believe that forgiveness is a personal de cision and is up to the individual and circumstances. By not forgiving, it will ensure that the same crimes will not be repeated, because perpetrators wont take advantage of forgiveness and will learn from their actions. By forgiving, the actions of the perpetrator will not turn the victim into bitterness and the memories will be permanent notes to not repeat the same crimes, because victims can use their memories as knowledge and let go. Some may argue that we should show compassion and forgive criminals of mass crime, such as the crimes committed by the Nazis during the Holocaust. The act of compassion is showing pity for others while understanding that theyre fully responsible for their actions. We all have an innate ability to show compassion and understanding which empowers us to let go of self-righteous feelings of resentment to forgive. Dith Pran says in The Sunflower that, The key to forgiveness is understanding (Pran 232). Pran suggests that in order for us to forgive, we m ust understand. Understanding the position and conscience of the perpetrator allows one to be liberated from the negative feelings that can oppress one; which allows one to forgive. Showing compassion or forgiving doesnt reprimand ones actions, instead, it brings awareness. With awareness and new understanding, one will find healing, the ability to forgive, and a great strength of compassion. While arguing that we should forgive, Matthieu Ricard in The Sunflower states that, The notion of a stable and autonomous self is, from the Buddhist point of view, itself the source of inner poisons such as hatred, obsession, pride, and jealousy, for it divides us from others and prevents us from being more compassionate (Ricard 235). Ricard emphases that not forgiving will allow negative beliefs to manifest in us, which prevents us from being compassionate and forgiving. When we forgive, we become truly compassionate about the pain of those who have inflicted pain. Ricard also states that true compassion has to accept all things and everyone, even the righteous and the guilty, and the friend and the enemy (Ricard 235). Ricard is saying that we should show compassion and forgiveness for everyone, so that everyone and everything has the opportunity to be refined from pain and suffering to good. Forgiveness is a deep and personal process, but with compassion, forgiveness can be offered to everyone. Many people argue that we should not forgive perpetrators of mass crimes. Many say that to forgive, you must forget all the wrongdoings made. This excuses and dismisses the crimes, and the suffering made by the perpreptor, which is unacceptable. Sven Alkalaj says in The Sunflower that forgetting crimes is worse than forgiving, because forgetting belittles the humanity that vanished in the atrocities (Alkalaj 102). Alkalaj suggests that by forgetting the injus tices, such as the ones that the Jewish people received, it would disparage the sufferings and trauma that one has beared. It is hard to visualize that anyone would be capable of forgiving the suffering and inhumanity endured by the victims of the Nazis. Moshe Bejski claims in The Sunflower that, Such an act of mercy would have been a kind of betrayal and repudiation of the memory of innocent victims who were unjustly murdered, among them, the members of his family (Bejski 115). Bejski conveys that showing pity for the criminals involved is not only impertinent to the victims and their family; but it would cause us to forget the killings and tortures committed. We cannot forgive if the memories of the atrocity continues to haunt and enslave the victims. Bejski also states, The survivors have been sentenced to bear their pain and sadness to the grave. Without forgetting there can be no forgiving (Bejski 116). Bejski is saying we should not forgive, because survivors are given a life sentence of trauma and pain that cannot be rehabilitated or healed. The crimes carried out will remain in the victims, and their loved ones minds forever. These viewpoints provide ample evidence on whether to grant forgiveness. Some say that we should forgive to show compassion and understanding. While the other side recognizes that we shouldnt forgive, because we would have to discard all sufferings. I can acknowledge both sides of the argument and believe that forgiveness is up to the individual and how they feel. Although, a part of me argues that we should show compassion and forgive criminals of mass crimes, a part of me believe we should not. Perpetrators who were forgiven have a possibility of exploiting and abusing what was granted to them and not learning from their mistakes. Therefore that would dismiss the atrocity, because there is no real consequence. In The Sunflower Robert McAfee Brown points out that, If we forgive, it will be a sign to those in the future that they can act without fear of punishment, and that the universe has a moral escape valve labeled forgiveness that permits evil not only to survive but to thrive (Brown 121). Others need to know that if one commits a crime, there will be consequences. Punishment for crimes will set an example for others not to commit crimes. If we allow criminals to escape punishment, it will be an injustice for the victims. The victims of perpetrators would have to suffer with the trauma, while the perpetrators are granted to move on. In th e case for the Nazis, many of them were not brought to justice and continued living their lives, while 17 million people, including 6 million Jews, lost theirs. Moshe Bejski states that the number of Nazi criminals being brought to justice is decreasing, which leave thousands of Germans involved in committing genocide and crimes to return to their quiet, peaceful homes and lives without feeling remorse or a troubled conscience (Bejski 116). Bejski is highlighting how we should not forgive criminals who have committed mass crimes, because they do not deserve forgiveness. Perpetrators show no remorse during and after committing heinous crimes, therefore it would be hard to show compassion and grant them forgiveness. Primo Levi states in The Sunflower that, When an act of violence or an offense has been committed it is forever irreparable (Levi 191). Levi shows that when such destruction has been done, it cannot be undone. The actions made by perpetrators cannot be repaired or forgotte n and for that reason, we should not grant forgiveness to criminals of mass crimes. Although, some say that to forgive you must forget, I argue that we should forgive, but no forget. Criminals and victims must remember the actions done to ensure that crimes and atrocities dont reoccur. By forgiving, we are letting go of the anger and hatred that holds us down. By remembering, we are making sure the wrongdoing doesnt occur again. In The Sunflower Mary Gordon states that, Forgiveness can, of course, be good for both sides, but forgetting almost never is, first because it is a form of denial, and second because only a recognition of guilt by both sides can begin to prevent repetition of the same heinous deed (Gordon 152). Gordon emphasizes that forgiveness is good for us, but we should never forget, because it is a form of denial and we should make a permanent note of the penitence from both sides to prevent the same destructive actions from happening again. Nothing can change the memory the victim holds within their minds, because the crime has already been done; so the best thing to do is learn from that memory and forgive. In The Sunflower Matthew Fox states that, One should forgive†but not out of altruism but out of the need to be free to get on with ones life†but we ought not forgetSimon did not forgetHis story prevents our forgetting (148). Fox highlights how we should forgive, but not forget so that our stories, just like Simons, can be learned from and reminders for others not to allow the same mistakes to happen. Remembering is essential, because it allows us to have the past knowledge in knowing what to do, so that mistakes arent repeated. Robert McAfee Brown says that the phrase never forget is a clear lesson and if we do forget there will be a time where worst atrocities will occur against anyone by ones who wish to destroy power (Brown 121). Brown is saying that we have to remember crimes because there may be a period in the future where worst monstrosities will occur. If a worst monstrocity is in the works in the future, well have our memories and others stories to help overcome it. Forgetting is not good for us, as memories are who we are. Memories are a way of moving forward and granting forgiveness. Additionally, forgiveness is something we should all strive for to move forward. We should forgive to expel all the hatred and bitterness that we hold with us. By holding on to the hatred, resentment, and bitterness, we are only hurting ourselves. You can see forgiveness as something to benefit yourself rather than the perpetrator. Forgiveness lets perpetrators know that their actions were hateful, but you dont carry the hatred for them so you can better yourself. Forgiveness allows one to define themselves rather than allow the perpetrator to define them. In The Sunflower Harold S. Kushner recalls a conversation with a woman were he states, Im asking you to forgive because he doesnt deserve the power to live in your head and turn you into a bitter, angry woman (Kushner 185). Kushner is saying that no one deserves the ability to turn you into something evil. Anger and bitterness from not forgiving puts heavy weights on us and hold us back. Ricard states that, For the victim, forgiven ess is a way of transforming his own grief, resentment, or hatred into good (Ricard 236). Ricard shows that forgiveness is a kind of transformation, it can turn one from anger and hate into good and happiness. We shouldnt let grudges and hatred define us or create new pain. Forgiving can be a way for one to cope with their trauma, because it helps the victims move on. Kushner express how forgiveness represents letting go of grievance and the role of victim (186). Kushner indicates that we should forgive to not only let go of resentment, but to also let go of defining ourselves as the victim. Victims will always be suffers of crimes committed against them, but they dont have to let that determine them or their future. Granting forgiveness relieves the heaviness of the past and gives us the opportunity to move toward to greatness.To sum up, many people have different opinions on whether to grant forgiveness to those who have committed mass crimes. Forgiveness is a personal and deep choice, therefore there are no right or wrong answers to granting forgiveness. Some may say that we should aim for compassion and understanding to always grant forgiveness for everyone, including those who have commited mass crimes. Others will say that we should never forgive perpetrators of mass crimes, because they dont deserve it and we will forget their wrongdoings. I understand both viewpoints and argue for both sides. By not forgiving, perpetrators wont abuse the power of forgiveness and will learn from their actions. This is significant, because this will ensure that the same crimes wont be repeated in the future. By forgiving, victims will let go of the resentment and hatred, but will not forget the injustice an d sufferings inflicted. This is important, because one must not let the actions of perpetrators turn them into bitterness and should allow the memories to be preserved so crimes dont repeat themselves. Forgiveness could be circumstantial, but in the end, it is up to the individuals decisions on whether to forgive.

Totalitarianism, Violence, and the Color Red in the...

Totalitarianism, Violence, and the Color Red in The Handmaid’s Tale In literature, the color red symbolizes many things, each with its own emotional impact. Red can be associated with violence and bloodshed, or it can be associated with love and intense emotions. In The Handmaid’s Tale, Offred, chosen to be a â€Å"baby-maker† for a couple she was assigned to, desires to escape the dystopian society that she lives in. Thus, Margaret creates a fictional government that uses totalitarianism, violence, and the reoccurring pattern of the color red to illustrate the negative impact it has on women, especially the Handmaids. Throughout The Handmaid’s Tale, Offred recalls her past life before and during the creation of the Republic of†¦show more content†¦They also wear a white habit, which blocks their peripheral vision when walking to the market. â€Å"Everything except the wings around my face is red: the color of blood† (8). The color r ed that the Handmaids are dressed in represents fertility, their main purpose. The desire to conceive a child is what all Handmaids strive to achieve. When a Handmaid has her menstrual cycle each month, the blood serves as a reminder and reinforces what they desire so much. â€Å"Likewise, the blood-red gowns of the Handmaids conjure positive associations with birth and life as well as pejorative links with suffering, shame, and female bondage to reproductive cycles† (enotes). The government stresses the importance of conceiving a child so much, that the Handmaids have become fearful if they do not become pregnant. The Handmaids that are unable to are sent to the colonies to perform hard manual labor and are called â€Å"Unwomen†. This ideology has a negative psychological impact on how the Handmaids view life; it is mostly based on survival. Throughout the novel, Offred’s and the Handmaids’ lives are dominated by the color red. Their garments are red , the doctors who examine them each month wear red armbands, the sidewalks they walk on are red, and the vehicles that transport them to view each birth (the birthmobiles) are red. Red also serves s a symbol of danger and violence to enhance the nature of the government. For

Sexual identity and gender stereotyping Free Essays

Culture is a body of common beliefs, traditions, values and principles which are shared by members of a particular group. A culture helps to determine the behaviors, attitudes and expectations of its people. Every society or community has some traditions, beliefs and customs regarding either gender. We will write a custom essay sample on Sexual identity and gender stereotyping or any similar topic only for you Order Now Most of this expectations are based on the sexual identity of one being either male or female which emanate from their different roles in human reproduction and variations in their physical characteristics. Cultural views on sexual identity comprises of beliefs, expectations and constraints of what men or women are supposed to do or not to do. Sexual identity refers to the level or degree to which we identify ourselves as male or female depending on various social, cultural and biological aspects . Our culture has various ways of distinguishing between the two major sexual identities. As a result, the expectations and constraints imposed on a woman are different from those imposed on the males. The fact that women give birth and lactate exposes them to certain constraints in their motherly roles in the society. For instance, our culture tends to view females as receptive and the males as intrusive in their respective sexual behaviors. Though such constraints are presumed to be less pervasive in the society today due to the fact that our culture is evolving into a modern social structure away from the hunter-gatherer kind of socio-economic life it used to be, the distinction between the two sexes still remains quite pervasive in terms of behavior, roles and interests . Many sociologists have traced the origin of such differences to the different cultural norms put forward by our culture to the society. Since birth, boys and girls become accustomed to different cultural standards either consciously or unconsciously which reflect their respective roles later in life. For instance, girls tend to take up the role of mothers and caretakers in the family while boys are taught to be the heads of the family as the bread-winners and protectors. The differentiation between male and female behaviors is a matter which is deeper than the concept of contextual relativism in the culture. Apart from behaviors, roles and expectations based on sexual identity, our culture has led to the evolution of some gender stereotypes which are associated with a particular sex whether male or female . The spread of such classical stereotypes in the media particularly dominates the society today. Both print and electronic media clearly indicate the different cultural standards of men and women in the society together with their varying capabilities based on their sexual identities. Until recently, the media has depicted the female gender as a weaker sex in terms of the roles, professions and the society expectations as compared to the male gender. However, the continued calls for gender equality has led to certain media portraits which show that women are as capable as their male counterparts thus removing the long held constraints and stereotypes imposed by our culture on women which tend to undermine their professional capabilities. Houston stresses on four major gender stereotypes. She puts them across as; men are afraid of commitments, men are bound to say or do anything in order to prevent their partners from discovering that they are cheating on them, women concentrate too much on what men say or do and finally, a woman can use any available strategy to keep a man. Such gender stereotypes she adds, are the source of certain phrases like ‘just like women’, ‘men are dogs’ and so forth which tend to associate men and women with certain behaviors and not others. As a young woman, all these cultural views have shaped my behavior and my self-understanding as such in various ways. For a young person to understand his or her sexual identity, it is vital to solve the tension caused by numerous cultural values between ‘who i am’ and ‘what how the society views or expects of me’. As a woman, the culture expects me to be submissive and to behave as so especially when dealing with the male gender. Moreover, our culture expects women not to show their interest towards men as they are said to be the ‘hunters’ and women the ‘hunted ‘. Such cultural values expect women to suppress their feelings and behave in a particular manner in matters concerning their sexual orientation and identity in the society. All these cultural views have shaped my personal behavior as a woman and my view on the whole concept of sexual identity. Due to the numerous gender stereotypes, behaviors, expectations and constraints imposed on the different sexes, there arises some tension between religious and societal values. Our culture which views women as second to men has consequently put some cultural restrictions which burr women from top positions in the religious matters and other societal issues. However, some cultural values tend to be in consistency with religious value in that in both cases, women especially those who are married are expected to act in a submissive way when dealing with their husbands. It can thus be said that, the environment and the cultural background in which one is brought up largely influences his or her future relationships with the opposite sex and other people in the society. Many gender stereotypes have adverse effects on future relationships especially for the young people who wish to establish stable and strong foundations for their future family lives. For instance, the stereotype that all men promoted by our culture are polygamous or unfaithful can have detrimental the women’s ability to trust men hence the increased number of divorces in the modern society . From a theological point of view, marriage is seen as a vocation, covenant, sacrament, communion and a lasting partnership . However, this views are exposed to various interpretations especially in the cultural context of the modern society. How to cite Sexual identity and gender stereotyping, Papers

Racism Against Native Americans

In the article â€Å"Let’s Spread the ‘Fun’ Around† Ward Churchill tries to explain why it is derogatory to name sports teams after American Indian names. He uses a number of racial and cultural abuses that are used in a derogatory way to refer to people of other cultures, races, sexual orientation and religious affiliations to make the point that the use of Indian words to name sports teams is derogatory to the Indians.Advertising We will write a custom essay sample on Racism Against Native Americans specifically for you for only $16.05 $11/page Learn More However, the point that Churchill is trying to make does not come across well because while the racial epithets that he compares the Indian words with are used in a derogatory sense in common use but when sports team use these words as their nicknames, their intention is to bestow honor upon the Native Americans. Churchill’s claim that the use of Indian words to name sports teams is racist does not make sense because no word in itself is racist but the meaning and sense of discrimination attached to the word makes it racist. Words like â€Å"Indians† and â€Å"Chiefs† do not hold the same connotation in popular culture as words like â€Å"niggers† and â€Å"slants† and so a comparison between these words does not explain why native Americans should feel bad at the use of these words. Words like â€Å"niggers† and â€Å"slants† are used in a derogatory way to refer to African Americans and Asians and suggest that these people may not be equal to the Caucasians. But use of the word â€Å"Indian† to refer to American Indians is widely accepted and so far it has not be associated with anything derogatory. While it can be argued that the word â€Å"Indian† does not accurately identify the Native Americans, it is still a widely accepted and a politically correct terminology. In fact Native Americ ans themselves and even Churchill himself refers to Native Americans as Indians. Since the word in itself does not have any negative meaning attached to it, the use of the word cannot be put in the same bracket as â€Å"nigger† which is widely accepted to be racist. But most Americans do not use or think of the word â€Å"Indian† in any derogatory sense. After giving a list of well known derogatory words used to refer to racial minorities, homosexuals, and physically and mentally challenged, Churchill points out that â€Å"not a single non-Indian example†¦ can be considered socially acceptable in even the most marginal sense† (442).Advertising Looking for essay on ethnicity studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Therein lies the most important argument in favor of the use of Indian words. No sports team, or for that matter any individual person, should ever use any word that is not socially acceptab le in anyway. But as long as it is socially acceptable to use words like â€Å"Indians† and â€Å"Chiefs†, there is nothing wrong with using these words to name sports franchises. If the Indian words had a derogatory connotation attached to them, no team would have used them as their nicknames because the use of a â€Å"bad† word would reflect negatively on the team. When trying to find an apt name for themselves, any team would look for words that convey power, victory and strength. No team would ever want to use a word that stands for defeat, oppression or lack of ability. So Churchill’s argument that it would be same as â€Å"Germans naming their soccer teams â€Å"Jews†, â€Å"Hebrews† and â€Å"Yids†Ã¢â‚¬  does not make any sense. To Germans, the Jews were the defeated enemies who were so undesirable that they needed to be exterminated. While it is true that during the western expansion of the US, the American soldiers fought a nd defeated the Native Americans, the American armies also respected Indian courage and were impressed by the fight they put up. The battles between the Americans and the Indians were legitimate battles in which the stronger army were victorious. But the Germans did not fight the Jews in a battle and did not respect them for their intelligence or bravery and in general hated them. The status of Jews in Nazi Germany cannot be compared to the status of Indians during the westward expansion. Hence, Churchill’s comparison does not make sense. The managers were influenced by the stories they had heard about the Native Americans bravery to protect the right over their land by fighting a war which they were bound to lose and were impressed by these stories. So by naming their sports team after Indian words, they are expressing their awe of such brave people and not demeaning them. When judging the sports teams for using American Indian words as their nicknames, it is important to lo ok at the intention and there can be absolutely no two opinions about the fact the teams had very good and positive intentions. As mentioned above, words like â€Å"nigger† and â€Å"slants† have negative connotation in American culture.Advertising We will write a custom essay sample on Racism Against Native Americans specifically for you for only $16.05 $11/page Learn More However, while it is absolutely unacceptable for a white man to refer to an African American as a â€Å"nigger†, African Americans refer to each other by the word all the time and it is considered acceptable. Without going into an in-depth analysis of the use of the use of the word â€Å"nigger† among African Americans, the fact is that the acceptability of a word is directly related to the intention with which it is spoken. So when a white person uses the racial epithet, the intention is to insult the African Americans but when a black person uses the sam e word it becomes an expression of brotherhood. When we look at the intention of the sports team managers, it is clear that their intention is to praise and honor the native Americans and not insult them and so it should be perfectly acceptable for them to call themselves by Indian names. In the end, what really matters is the respect that we carry for each other in our hearts. Words and epithets just express our feelings and the words themselves can have a variety of meaning depending on the context and the emotions of the person using them. If the sports teams have a positive intention and clean hearts and in fact, use the words to show their admiration for the Native Americans bravery then the Native Americans should not have any problems with the use of the Indian words and should actually welcome it and even feel proud of the honor. Works Cited Churchill, Ward. â€Å"Let’s Spread the ‘Fun’ Around†. In From a native Son. Cambridge MA: South End Press. 1996. Print. Grade I Deserve During the course of this class, I put in a lot of hard work, followed all the guidelines and was very prompt with my drafts and final essays. I always carefully listened to the professor’s criticism and continuously tried to improve myself. Under the circumstance, I rightfully believe that I deserve an A grade in this class. This is especially even more important since English is not my first language and I have worked hard over the years to perfect both the vocabulary and the grammar so that I may be able to write English almost as a native speaker.Advertising Looking for essay on ethnicity studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More While researching the various essays for this course, I went out of my way to check not only the college library but even local public libraries so that I could get good source material to support my essays. For the main essay, I could have easily used the internet for all my sources and only looked at two print and two academic sources to complete the paper. However, I felt that the essay required a thorough research and so read over half a dozen books related to my subject so that I could do justice to the essay. Finally, my work speaks for itself and I am sure you will agree with me that I have written good essays, in good English and used an extensive vocabulary. Under the circumstance, I believe, I rightfully deserve an A grade in this course. This essay on Racism Against Native Americans was written and submitted by user Tianna Lopez to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.