Representation of blacks in media

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Moral Panics are times when the media emphasises the threat of certain groups against the good order of society. The result of these panics is, as Cohen (17) states, the emergence of people that become defined as a threat to society's values. Cohen (17) discusses the relationship between the media and these panics. He states that the treatment of youth in the media is the main creation of these panics. However this argument is inadequate as it fails to address the complexity of the issue. Cohen (17) does point out that it is the information the media provides that can cause panic. However Cohen (17) only looks at the effect this information has on the treatment of youth. Cohen's (17) argument is weak as he fails to make the point that information from the media can create panic about any group. Although his argument does make a strong point, Cohen (17) fails to delve beyond youth and make the connection between racial segregation and panic. He fails to provide a comprehensive discussion on all features of panic.

Cohen's (17) argument lies in youth being perceived as unruly and out of control by the media. Cohen (17) notes that the mass hysteria it can create is important to the growth and survival of the media. The media frenzy can have a snowballing effect, with the original story breeding new stories as it develops. This is important to the media industry as it keeps the attention and interest of the audience. Therefore it can be seen that the treatment of youth in the media is often in order to create stories, not to reveal them. By treating youth groups as unruly and out of control, anxiety spreads. Society turns to the media for the reassurance and information they need to cease this feeling. However Cohen (17) fails to note that this occurs in relation to all panics. Berman (187) sees this as a result of the declining social influence of other institutions, such as the church. People now turn to the media for social information and reassurance. Thus the media's influence on society is strengthened.

This can be seen in the Paxton case in which A Current Affair on channel created a moral panic over three unemployed teenagers. The panic surrounded the degradation of today's youth and the subsequent threat to the good order of society. The program made the case that the whole of Australia was outraged that these 'dole bludgers' would not seek employment. Media watch revealed that the Paxton kids were never offered jobs at all. ACA created this moral panic and used the Paxton's as pawns in order to support the line of the story and to possibly boost the rating of the show.

The way in which groups are typecast by society is due to the nature of the information the media provides on their behaviour (Cohen 17). The continued monopoly of media resources (Cunningham and Turner. 17) has lead to one media outlet churning out the same second hand information as another. Cohen (17) is correct in his argument that even these second hand snippets are enough to create moral panic in society. The information the media puts forth about youth is often related to acts of deviance. This makes people weary of all youth and Cohen (17, p.18) is correct in his argument that this leads to the separation of youth from society. Thus the media shapes the audiences perception of all youth. If the knowledge received is restricted to acts of deviance, the perceptions created will be based on this knowledge. Cohen fails to acknowledge that this can apply to other groups within society.

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Berman is correct in his assumption that we receive enormous amounts of social information through the media. (187). We are told what is socially acceptable and, in the Paxton case, what is not. In the Australian media aboriginal representation barely exists and the inclusion exclusion that Hartley (1) notes is predominate. The social information that is presented about aboriginal issues are often one sided, and from a white perspective. When aboriginals are represented it is often in connection to welfare and crime related stories. With this type of information it is hard for the audience to form rounded opinions of aboriginal culture. The information that is presented formulates stereotypes and typecasts the entire aboriginal race. Once again Cohen has failed to address this problem. Cultural boundaries are an important part of panic as anxiety is easily bred out of prejudice.

Roberts (171) found that the media also treats blacks in stereotypical ways. He found that the majority of black appearances in the media were also in relation to crime. Due to the age of his findings many may have the tendency to dismiss them as irrelevant. However he found a trend that is still prevalent today. He indicated that the lack of positive Negro representation could indicate them as folk devils. Berry (180) supports this argument in that

The type of image can increase stereotyped thinking in whites and further demonstrate to blacks that their community and life style are to be devalued

The portrayal of aborigines in the media highlights the moral issue of "theydom" and "wedom". As seen above, the media creates a binary separation by highlighting the differences between "us" and "them". The concept of theydom and wedom is based on the fact that "they" constitutes anyone who is not "we". This is not restricted to aborigines and can be applied to any group. Hartley raises a good point that the only thing that all aboriginals have in common is that they are not "we". They are not white Australians and are not what the media calls " the general population". This concept of theydom is an important aspect of moral panics. For the media to successfully create a panic the audience must feel a threat from "them". The "us" and " them " factor creates a binary separation of society where people must fit into a category.

Once the media defines a category it is often hard for the stereotype to be dismantled. Groups become typecast within society due to the definition they have been assigned by the media (as can be seen in both aboriginal and black minority groups). Berry (180) claims that the white dominance of the media has caused this negative typecasting and moral panic. To support his argument he cites Margaret Butcher (17) .She claimed

Mass media have been staffed primarily by white middle class journalists who purposely or unconsciously communicate bias much more respectful of whites and white culture. (p0)

However these assumptions are far from secure. It is hard to blame a handful of white executives for the creation of stereotypes and prejudices. Despite it's weaknesses Berman does provide a valid argument. He argues that the media's attitude towards these groups intensify's white prejudices and segregation of society. As has been shown the larger the separation between 'us' and 'them' the easier it is to create a moral panic. By segregating society groups become increasingly sensitive and any threat can inflame panic.

Jones and Jones (1) created a model for the progression of moral panic. The model is simplistic and fails to recognise the complexity of the issue. The model fails to acknowledge that panic can be bred from a single person or the media itself. Apart from the models weaknesses it does provide a valid overview of progression. The model does highlight that the media must find the initial act "interesting". Jones and Jones back up Cohen's argument that the media searches for similar stories, heightening the panic as it snowballs. It can be argued that not all panics will take the path outlined by the model. Not all will result in greater social control or new legislation. Although the model provides a good overview of panic it simplifies the complex reactions. The model fails to acknowledge the overlapping causes of moral panic or leave room for alternative paths.

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Nazism

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Although it can be thought that Nazism is a matter of past, in the last years it has emerged groups named neo-Nazis that have been involved in violent incidents. They are groups, of youths usually, who attack inmigrants and spread racist and anti-semitic propaganda. Sometimes these groups are related, not just with politic ideology but with sports such as football. Some may think that this is a German phenomenon but the news show us that is extended in Europe and even in the United States. The culminating point of that was the victory of the Jorg Haider's far-right party (FPO) which became the second largest party in the last Austrian elections. All these facts lead to think about neo-nazism and if it represents a menace nowadays. In this essay I will try to present the different forms of neo-Nazism existing and to explain why, in my opinion, it should be controlled although they are in a minority.

In the last decade it has increased the number of news about violent incidents in which groups of neo-Nazis have been involved. It can be seen on television or read in the newspapers, they assault inmigrants, or people with different races or religions. Some may say that these are isolated facts and lead by adolescents who have a peculiar way of having fun. I strongly feel that they are very frequent and the fact that young people commit those crimes is even more worrying. In Germany this sort of violence is something almost usual since years ago. An article published by "The Times" narrates some of these incidents. In Rostock, a German town, more than a hundred youth set a refugee hostel on fire in 1 .In 1 five Turks were killed in the west of that country. The next year a hundred drunken neo-Nazis chased African students and hurt them badly with iron rods while they shut "Germany for the Germans". (The Times, May 14). These are only a few examples. From my point of view it seems that these are not isolated incidents since there is a lot of news in the internet and in the newspapers that can be found about this sort of attacks. Also I do not believe that this is adolescent innocent fun. I think that all that should be controlled and guilties should be condemned in order to stop this violence. For instance there were 48 people arrested in the incindent of the black students but charges were only pressed against two of them. So I feel that this is the most important problem and the pricipal fail of the authorities. Maybe laws should be modified or at least it is what I believe.

On the other hand, I strongly feel that those who affirm that they are small groups of youths are wrong. Maybe some think that as they are young they act spontaneously and they will be get bored when they grow up. In my opinion, looking at all the information compilated, some of them are well organized although they are in the minority. The article of "The Times" mentioned before talks about a "web of far-right extremists" , "neo-Nazis e-mail boxes, telephone information, lines and video distributors" and even a chain of karate schools used for meetings. An article published this year by the same daily explains that the German police intercepted Nazi literature "calling for a crusade against the Left". It was also foud a pipe bomb in neo-Nazi's cellar and explosives.(The Times, July 000). Of course it can be said that this organizations are not numerous and it is not easy have access to them. Personally speaking I think that nowadays, with the internet, is not difficult at all to obtain any kind of information. In my opinion it is necessary to stop that before it become a bigger problem but it can also be argued that this measure would attempt on the freedom of speech. From my point of view, it is necessary to take into account the fact that they attempt also on the human rights and offend human beings, so perhaps this should not be banned but it should be controlled up to a point.

Another important factor which I consider important to point out is that neo-Nazism and far-right ideology is extended in Europe and even it has reached America. Some may think that it is only widespread in Germany but the reality is that incidents like those described in former paragraphs occur in many other countries. One of "The Times" articles reveal the existence of organized groups from Sweden and Britain (like Combat 18 which will be mentioned in this essay). Also there is a well known American activist called Bill Riccio who were arrested a few years ago in the United States. A report broadcasted by "Televisión Española" showed how he devoted himself to spread racist and aniti-semitic propaganda and to teach adolescents Nazi doctrines. I think this could be dangerous in the future because it will keep on growing if it is not stopped now, not imposing any other ideology but educating children to think by themselves, teaching them History and instiling them respect for different ideas and races.

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Personally speaking I would say that sports can be linked with neo-Nazism at some point. Those who we know as "hooligans", groups of football supporters, sometimes are involved in violent incidents. For instance a British group, Combat 18, was related with an incident occurred in Düseldorf the last summer. A bomb exploded and few people were damaged, icluding a pregnant woman who lost her baby.(The Times, July 000). Of course it can be said that it was not proved. Also, some may argue that this is a different kind of violence and that they fight just to support their teams. From my point of view it may be true that they are football supporters, but I also think that they take advantage of the journeys they make to see teir teams.From my point of view it may be true that they are football supporters, but I also think that they take advantage of the journeys they make to see their teams to fight not only their football oponents but those who they think are the enemies according to their ideology. I also consider that the name of the group Combat 18 give us a clue, 18 are the first and the eighth letters of the alphabet, A and H, abbreviation of Adolf Hitler.

But which is in my opinion the most important point, is the importance that far-right parties have acquired in Europe in the last years. I will illustrate that with some examples. From the beginning of the 10's the far-right parties have had a series of local electoral successes in Germany. In 18 the extreme right wing party German Peoples Union (DVU) gained 1% of the vote and 16 seats in parliament of Saxon-Anhalt. In other countries like Poland,according to articlespublished by "Gazeta Polska", some politicians, such as General Wilecki, a candidate in the October 000 presidential elections, admitted his admiration for Hitler. Another politician, Tadeusz Iminski, chairman of the Polish parlamentary delegation to the European Union has been revealed as an anti-Semitic who published anti-Semitic books and articles compared with Goebbels' propaganda. But the culminating point of that was the victory of Jorg Haider in the last Austrian elections. He recived the 7,% of the vote and became the second largest party in Austria. Haider has anti-foreigner ideology and has used slogans inciting against "inundation" and "asylum abuse" (Spiegel on line, October 1). It can be argued that those parties have not been accepted by the European Union but I think that the fact of being elected is a clear proof of the advance of this, in my opinion, dangerous ideology which is important to stop now.

To sum up, I have tried to show in this essay how neo-Nazism is a reality nowadays. Although they are in a minority, it is possible to observe their advance in the last decade and I think it could be a menace in the future. The fact that young people are involved most of the times and that exist some organizations that go further the street fights, is, personally speaking, the most important factor which lead to think about the danger it could bring. The solutions are not easy to find, but with an impartial education, and instiling children to think by themselves and to be respectful with human beings I think this ideology will keep on being in the minority.

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Difference between traditional ira and roth ira

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Compare and Contrast

Roth IRAs to Traditional IRAs

Based Upon Farmers Insurance Information in 00

THE TASK AND THE FINDINGS

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Report Authorization

This analytical report of Roth IRA and Traditional IRA from Farmers Insurance Group is presented to Dr. Cynthia C. Barnes, Professor Department of Information Systems & Analysis, on November 11, 00. Research was conducted by Josh M. Martin of Financial Specialties Incorporated upon the authorization of this topic on August 1, 00.

Objective of Comparing and Contrasting the Roth Ira to the Traditional IRA

The objective of this report is to reveal the likes and differences as well as pros and cons of the Roth IRA to the Traditional IRA. The information gathered in this report will also help you to decipher which one would be right for you.

Research Tactics Used in Data Gathering

The method for gathering information in this report mainly involved direct contact with the employees of Farmers Insurance Group. Two employees were given questionnaires, but the bulk came from sales agent Mr. Alton Martin. This was not the only form of data gathering used. I have listed several others below.

Other methods for obtaining information was collecting data from booklets and pamphlets displayed throughout the office. Information booklets like these are readily available for the clients who come into the office. The internet played a role as well, it enabled me to search sources which were not available at Mr. Martin's office.

Layout of the Report

Throughout the paper you will first see what makes the Roth IRA and the Traditional IRA different. Second, you will find the positive and negative effects compared between the two. Third, you will read to find which IRA would seem to be more beneficial and which is used more. At the end, a conclusion will be drawn from the summarized information provided by Farmers Insurance.

GETTING TO KNOW ROTH AND TRADITIONAL IRAs

What Makes Them Different

Most people believe that a Roth IRA and a Traditional IRA are the same, but this is not so. "A Roth IRA is an Individual Retirement Annuity that allows you to buy an annuity with after-tax dollars now and withdraw principal and earnings income tax free after five years. The Traditional IRA is a little different, in that it allows for a tax deduction up to the contribution limit if an individual does not already participate in a retirement plan. The principal and interest will be taxed at withdrawal" (Martin). This here is the main difference between the two. Not everyone knows that the differences between the two are so detailed. Below several other differences will be discussed.

Ongoing Facts

As mentioned before a Roth IRA is not tax deductible, but the earnings grow tax-free. Once you have had a Roth IRA for five years you can start to draw from it. You can draw a certain percentage out that is tax-free. For example, you would use the money to put down as a payment on a first time home. On the other hand a Traditional IRA has earnings that are tax-deferred until they are withdrawn, but contributions are tax deductible. Taxes are taken out at the end of the working age when earnings are not as high. The taxes are typically higher at retirement age than at the working age. With a Traditional IRA you can withdraw from it without penalty at the age of 5.5. You may withdraw from it before then but there may be a ten percent penalty. The Traditional IRA requires a periodic withdrawal after the age of 70.5. Both the Traditional IRA and the Roth IRA have their positive and negative aspects.

PROS AND CONS OF THE TRADITIONAL AND ROTH IRAs

Positive Side of the Roth IRA

The Roth IRA can be distributed income tax free and accumulate tax-free. There is no tax deduction for contributions to the account. Contributions can be made beyond the age of 70.5 and there are no withdrawal requirements at the age of 70.5. Not everything is always a plus with these IRAs though. One positive for both the IRAs is the "contribution limit has remained at $,000, the annual IRA for both the Roth and the Traditional IRAs gradually increase to $5,000 by 008 with adjustments keyed to inflation thereafter" (News).

Positive Side of the Traditional IRA

Any kind of investment has good and bad attributes and both the Traditional and the Roth IRA are no different. As mentioned earlier in the report a positive point about the traditional IRA is that it is tax deductible. "If you're under 70 ½, you may be able to contribute up to $,000 a year if single, or $6,000 if married" (Farmers New). You are allowed a tax deduction up to the contribution limit as long as the individual is not participation in a retirement plan already. "Withdrawals are only subject to a ten percent tax penalty unless withdrawn after the age of 5.5 to pay for buying a first time home, to pay for higher education expenses, or if you become disabled or die" (Farmers).

Negative Points of the Roth IRA

One of the negative points of a Roth IRA that caught my eye is that it is not tax deductible. There are other negatives like a ten percent federal penalty tax for withdrawing earnings before 5.5. Another is that a persons yearly contributions are not deductible from income. So you can see a Roth IRA has it's down side also, but do not think that the Traditional IRA is perfect because it is not as you can see in the next paragraph.

Negative Points of the Traditional IRA

Not everything is positive with the Traditional IRA as mentioned in the previous paragraphs. With this IRA there will be a ten percent penalty if it is withdrawn from before 5.5 as well as the income is taxed. The Traditional IRA also requires that you periodically withdraw from it after the age of 70.5. Another negative thing is that when you withdraw the accumulated interest it is taxable. Anytime you invest in something there will be good and bad aspects. These aspects mentioned in the previous sections were some of the main ones.

BENEFITS OF THE IRA

Solid Information on the IRA

People are always looking for a way to better their life, especially the later part of their life when they decide to retire. These people go through many investment options such as stocks, 401K plans, and the IRA. Many times that person decides to go with the IRA for several reasons. One example is the amount of taxes you will pay with a taxable account opposed to an IRA. In the chart below you will be able to compare amounts of money saved in taxes with an IRA rather than a taxable account. In figure 1 above, "this chart compares the growth of an annual $,000 contribution to a Traditional IRA versus the same amount to a taxable account assuming a twenty-seven percent tax rate and seven percent average annual return" (Cohen). With figures like this, people tend to choose an IRA over any other plan.

CHOOSING WHICH IRA TO USE

The Process of Deciding

When people come in to choose an IRA, Farmers Insurance employees have them fill out a questionnaire to see whether the Roth IRA or the Traditional IRA better suites their needs and income. According to Mr. Martin the Roth IRA is the most commonly used. The reason for this was thought to be that the money from the Roth IRA is more accessible than the Traditional IRA. In addition, options like contributions beyond the age of 70.5 are permitted and distribution is not required at the age of 70.5 helps to make this plan more popular.

INVESTMENT RECOMMENDATIONS

In closing, the conclusions drawn from these previous sections points towards the fact that the Roth IRA is more beneficial.

q Importance in knowing the differences between the two.

q Exposing the positive and negative aspects.

q Benefits of the IRA as opposed to other solutions.

q The question of which to use.

q Value of the Roth IRA

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In the early 1960's folk music in America became an increasingly important focus of political protest

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Folk music had a history of being sympathetic to the working class citizen. This folk tradition which had been carried on in the 140's and 50's by Woody Guthrie and Pete Seeger became increasingly popularised and politicised in the late 50's and early 60's by people like Bob Dylan, Joan Baez, and Peter, Paul and Mary. Their new breed of folk music, a cross with rock 'n' roll, reached a far greater audience and had the youth listening.

Pete Seeger was a folk singer before, during, and after the war. He wrote many folk songs and is still currently writing. In 141 Seeger, Cis Cunningham and the Lomaxes formed a group called the Almanac Singers. Their aim was to bring social injustice to the awareness of others.

Woodie Guthrie was also a folk artist during and after WWII. He wrote over 1000 songs before his death in 167 from a nerve disease. 'Where Have All the Flowers Gone?' and 'This Land is Your Land' were two of Guthrie's protest songs.

In 16 a young artist by the name of Bob Dylan came onto the folk scene with his self-titled album. Woody Guthrie had a huge impact on Bob Dylan. Dylan even wrote a song called 'Song to Woody', which paid tribute to Guthrie. '…Im a-singin you the song, but I cant sing enough, Cause theres not many men that done the things that youve done.'

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But it was not Dylan's debut album, it was his second and third albums released in 164 that had songs of protest against the Vietnam War. 'Blowin' in the Wind', 'A Hard Rain's A-Gonna Fall', 'Only a Pawn in Their Game', and 'The Times are They are A-Changing' were all songs protesting war and racism.

'Blowin' in the Wind' was a song protesting the Vietnam War. It asks how long and how many dead soldiers it will take before enough is enough. '…Yes, 'n' how many deaths will it take till he knows, that too many people have died…' and '…Yes, 'n' how many times can a man turn his head, pretending he just doesn't see?' are lines from the song that ask those important questions.

'A Hard Rains A-Gonna Fall' was another of Dylan's anti-war songs. It told the story of a US soldier who had returned from Vietnam. He tells his father of the pain and suffering of war. He describes the desolation and desperation, the horror and the heartache '…I met a young woman whose body was burning…' and '…I met another man who was wounded with hatred…' . These strong lyrics touched the youth of America and challenged their parents thinking in relation to support and acceptance of war as a legitimate way of resolving conflict. Dylan also expressed the hope and love that all people held onto at the darkest of times.

'The Times They are A-Changin' is a song one that spoke for the entire youth population in America. The fourth verse in the song told the story plain and simple that the old and new were vastly different and the new was going to be the wave of the future. '…Come mothers and fathers…And dont criticize, What you cant understand, Your sons and your daughters, Are beyond your command…' he said.

These songs caught the ear of the youth of America and they could understand what he was saying. By 164, Dylan was considered a spokesperson for varying causes. He appeared at the rally where Martin Luther King had given his famous 'I Have a Dream' speech. Dylan performed at this rally along with Peter, Paul and Mary.

In January of 165, Dylan recorded tracks for his new album Bringing It All Back Home. This album was distinctively different from his previous four recordings it incorporated electric guitars and a full band, which popularised his music as rock, attracting a much bigger audience than folk. This change from straight folk to folk-rock would prove instrumental in gaining many more listeners.

As the Vietnam War got older and the anti-war message spread, Dylan was experiencing booming record sales. His third, fourth, fifth and sixth albums all went gold (sales of 500,000) and his greatest hits album, released in 166, went multi-platinum (,000,000+). This was evidence that millions were hearing his messages of political protest.

It wasn't just Dylan that was leading this folk movement up the pop charts. Under the influence of Joan Baez and Peter, Paul and Mary, folk was turning more politically explicit, becoming increasingly identified with civil rights and pacifism.

Joan Baez, who performed with Bob Dylan in London in 165, was a protest folk singer who made her opposition to the Vietnam War quite public. Not only did Baez sing anti-war songs; she also led rallies and marches opposing the war. In 164, she also withheld 60% of her income taxes, the amount determined used for military purposes.

Peter, Paul and Mary are a trio of folk singers that have made albums. They first came along at the same time as Bob Dylan, in 16. They were avid anti-war campaigners who wrote many protest songs.

"I was motivated by two things, by a really powerful vision of what might be in the world and an absolute belief that there was something that was achievable, and number two, by a very clear sense that I was in a position to be a player, along with Paul and Mary, and to try to articulate that vision and lobby for its actualisation

Peter, Paul and Mary were not only anti-war, but in their music they aimed to make the public aware of the exploitation of the underprivileged. Their song 'The Ballad of Spring Hill' made the public aware of the conditions coal miners worked in. '…There's blood on the coal and the miners lie…' made up part of the first verse .

There were also many other folk/protest artists of the early 160's. Some of these artists included Eric Andersen, a song-poet and recording artist who released 18 albums. He was discovered in San Francisco and got his start in Greenwich Village along with Phil Ochs and Bob Dylan.

Judy Collins, well known for her political songs was a participant in The Civil Rights Movement and in 164 went to Mississippi with the Caravan of Music. Woody Guthrie and Pete Seeger and the traditional music of the folk revival fired her passion for writing songs.

Phil Ochs was one of the musical spokesmen of the 160s. His song, 'I Aint Marchin Anymore' was one of the anthems of the anti-war movement. He was a committed activist who never gave up. Ochs was also a part of the Caravan of Music of Project Mississippi in 164.

When Dylan turned electric, it opened a whole new door for folk music. It was a new branch in the music tree and it was to be called folk/rock. Simon and Garfunkle, Country Joe and the Fish , the Byrds, the Mamas and Papas, and Tim Hardin helped give folk/rock an identity. Over a short space of time, protest songs shifted over to rock music. The Rolling Stones, the Who and the Kinks were straight rock artists who incorporated protest in their music. 'Satisfaction' , 'Well Respected Man' , and 'My Generation' were three of their songs of protest and rebelliousness.

From traditional acoustic protest music, folk was popularised through Bob Dylan, Joan Baez and Peter, Paul and Mary. Its popularity grew when Dylan introduced electric guitars and a full band to his music. Dylan's electric influence created a new music genre folk/rock. The protest songs that the artists above sang were specifically against the Vietnam War and general rebelliousness. After a short time, rock artists were taking up protest songs and putting them at the top of the charts

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MOBY DICK

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Moby Dick by Herman Melville describes the "fight til death" tale between Moby Dick and Captain Ahab, one of whom is the protagonist while the other is the antagonist.

Captain Ahab is a stone faced, mad, and selfish man who is willing to have the whole crew killed in the process of getting his vengeance. He expresses his madness and his one-track mind when he says, "God hunt us all if we do not hunt Moby Dick to his death." Ahab accually believes that the whale is antagonizing him which he admits when he says "He tasks me, he heaps me". When a fellow whaling captain asks Ahab for help with finding his son, Ahab refuses and selfishly says "I will not do it. Even now I loose time. Good bye, good bye."

Moby Dick is a rare, fearless, and very aggressive white whale. Ahab makes it very clear that Moby Dick took his leg in statements like "it was that accursed white whale that razed me; made a poor pegging lumber of me for ever and a day!" During his quest, Ahab meets several other captains, one of whom describes Moby as a whale that "doesn't bite so much as he swallows." Moby Dick is truly an impressionable and feared being.

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Captain Ahab is a whale hunter while the whale is not a human hunter. This is proved when Moby swims away from Ahab on the hunt. Starbuck realizes this and tells Ahab, "See! Moby Dick seeks thee not. It is thou, thou, that madly seekest him." It is true that the whale is known to be a killer, but he is a killer in defense.

Between Captain Ahab and Moby Dick, the whale is by far the protagonist of the two.Moby Dick by Herman Melville describes the "fight til death" tale between Moby Dick and Captain Ahab, one of whom is the protagonist while the other is the antagonist.

Captain Ahab is a stone faced, mad, and selfish man who is willing to have the whole crew killed in the process of getting his vengeance. He expresses his madness and his one-track mind when he says, "God hunt us all if we do not hunt Moby Dick to his death." Ahab accually believes that the whale is antagonizing him which he admits when he says "He tasks me, he heaps me". When a fellow whaling captain asks Ahab for help with finding his son, Ahab refuses and selfishly says "I will not do it. Even now I loose time. Good bye, good bye."

Moby Dick is a rare, fearless, and very aggressive white whale. Ahab makes it very clear that Moby Dick took his leg in statements like "it was that accursed white whale that razed me; made a poor pegging lumber of me for ever and a day!" During his quest, Ahab meets several other captains, one of whom describes Moby as a whale that "doesn't bite so much as he swallows." Moby Dick is truly an impressionable and feared being.

Captain Ahab is a whale hunter while the whale is not a human hunter. This is proved when Moby swims away from Ahab on the hunt. Starbuck realizes this and tells Ahab, "See! Moby Dick seeks thee not. It is thou, thou, that madly seekest him." It is true that the whale is known to be a killer, but he is a killer in defense.

Between Captain Ahab and Moby Dick, the whale is by far the protagonist of the two.

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Rodriguez vs. Anyon

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Rodriguez vs. Anyon

Society portrays social classes and social separation in school as having a great effect upon the outcome of the students in their specific social classes. Working-class schools are at a major disadvantage when it comes to the job outcome of these students. Jean Anyon, chairperson of the Department of Education at Rutgers University and author of "From Social Class and the Hidden Curriculum of Work," strongly believes that students are being prepared to occupy jobs that are predetermined according to their social class. For example, Anyon suggests that working-class students are being taught in a manner that only allows them to acquire jobs among the working-class. Richard Rodriguez, author of "Achievement of Desire," was a student of the working-class that went beyond Anyon's proposed fate and obtained a higher-level job. Rodriguez is an exception to Anyon's belief, which poses that Anyon's studies are too general and not completely correct. Anyon's research will not be one hundred percent valid until she takes into account all the factors of the development of a child.

Rodriguez was indeed an example of the working-class student described in Anyon's research. Anyon understands that working-class children must adhere to their teacher's teachings to succeed in the classroom. The teachers that Anyon observed served as a vital influence upon the children because they gave the information to the students. Students are to "follow the steps of a procedure…[they] are told to copy the steps as notes [and] these notes are to be studied. Work is often evaluated not according to whether it is right or wrong but according to whether the children followed the right steps"(Anyon 177). Most of the work done at this level is based upon what the teacher tells the children to do and how well the student listens and reproduces these steps. Rodriguez was like the children in these working-class levels because his success came from following his teacher's every move. The basis of his learning was dependent upon what the teacher told him. "I came to idolize my grammar school teachers. I began by imitating their accents, using their diction, trusting their every direction"(Rodriguez 1). Rodriguez's immediate trust with his teachers and his learning skills that developed from following his teachers' instructions proves that he was an example of the working-class student portrayed in Anyon's research. Anyon has legitimate facts of how students in particular classrooms are taught; of course any person can observe and report factual statements. In the case of Rodriguez, Anyon's suggestion that working-class students are being taught to obtain jobs in the blue-collar workforce is incorrect.

In her research, Anyon suggests that working-class occupations are of a low-skill level. In her essay Anyon states, "The following occupations are typical [of the working-class] platform storeroom, and stockroom workers; foundry men, pipe welders, and boilermakers; semiskilled and unskilled assembly line operatives; gas station attendants, auto mechanics, maintenance workers, and security guards"(176). With these words, Anyon advocates that all working-class citizens hold jobs with little or no skill. She analyzes overall in her essay that working-class children grow up and receive jobs within the working-class system. Unlike Anyon's assumption, Richard Rodriguez is an exception. Rodriguez, author of "Achievement of Desire," presents his struggle of succeeding from the working-class world. Although Rodriguez's parents were among the blue-collar workers, he overcame the stereotype that all children obtain jobs similar to their parents and now has an immense record of job skill. The introduction to his excerpt describes his skills as "An associate editor…an essayist…a contributing editor…[and was] nominated for the Pulitzer Prize in nonfiction"(15). With these job qualifications, it is clear that Richard Rodriguez did not grow up to have a job with little skill. He is a prime example that not all working-class children turn out like their parents. He does not fall into the category that Anyon simplifies; therefore there is an exception to Anyon's generalizations that all working-class children turn out to have jobs similar to those of their parents.

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Although Rodriguez is an exception to Anyon's generalization of the working-class and social class separation, he is just one exception. Anyon has many valid points in her essay, and with more studies and research Anyon's point may prove to be a fully acceptable reality. As her research stands, Anyon cannot prove that her simplifications are always applicable. Anyon's examples came from a very small group of studies. While she did record classroom behaviors from the students in fifth grade classrooms, she neglected to observe other important aspects. Anyon tells us that, "The examples were gathered as a part of an ethnographical study of curricular, pedagogical, and pupil evaluation practices in elementary schools"(175). She gives the reader information of how the teacher responds to students and vice versa. She does give in detail the emphasis on each subject given in the fifth grade and explains how each teacher of each school preps their students with knowledge. What she does not portray, which is an important issue, is how students react to the teachings of their parents in the home. In most cases, parental guidance is necessary for children to move from average students to excellent students. How students react to home situations is greatly important in determining how they develop in school and ultimately into the job world. Richard Rodriguez is an example of a student that worked harder than normal to succeed in school. He gives credit to his family and to others. Rodriguez states, "Without extraordinary determination and the great assistance of others -at home and at school-there is little chance for success. Typically most working-class children are barely changed by the classroom"(18). Even though Rodriguez's family is part of the working-class, it does not mean that they do not give him support. He credits them as well as his schoolteachers for his great success in life. He admits in this statement that his determination and influence gave him the confidence he needed to succeed. He also suggests in his statement that it is rare for students in the working class without his type of determination and influence to succeed in school. While Anyon compiles her evidence of social separation, she has forgotten to include outside sources of influence. It cannot be ignored that Rodriguez had influence in his life other than the teachings he received in school. In order for Anyon's research to be convincing, she must take into serious consideration that there are outside influences in children's lives that affect their outcomes other than just what they learn in school.

While Anyon's studies appear to prove that working-class students will only obtain jobs in the working-class fields because of their schooling, there are exceptions to her observations. Richard Rodriguez, a boy from the working-class, went through school successfully and became a well-known author and English Scholar. Separation among social classes does exist, but Anyon's suggestion advocates more than just separation. She judges that schools are responsible for preparing students in a manner that will benefit them for the jobs they are predetermined to obtain. Anyon's assumptions are faulty because schools cannot be the sole blame for this predetermination of jobs; all variables must be taken into account. Class, race, sex, parents, teachers, and schools must all be viewed as sources for a child's development. No one group or person can be blamed or credited. As in the case of Rodriguez, it is possible that students from working-class families can succeed in life and obtain jobs skills required for higher levels of classes. In order for society to determine why children turn out the way they do and why they obtain the jobs they do, much more research will have to be done and analyzed.

Please note that this sample paper on Rodriguez vs. Anyon is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Rodriguez vs. Anyon, we are here to assist you. Your cheap custom college paper on Rodriguez vs. Anyon will be written from scratch, so you do not have to worry about its originality.

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Children of the Holocaust

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The Holocaust was one of historys most horrifying and most talked about events. Millions of people were killed during this terrible time; many of these people were children. Innocent Children were caught in the middle of a war of which they were powerless to stop and at a loss to understand. The children of the Holocaust were taken from their families and were treated harsh like the adults. These children should not have been dealt with this way and it is the responsibility of everybody to make sure it never happens again.

On August , 14 Adolf Hitler became the president of Germany and the commander in chief of the armed forces after the former President, Paul Von Hindenburg, died. (Alder 107) At that time, the German quality of life was low. Unemployment was high, and Germany was in a sort of depression. Hitler promised to improve the quality of life in Germany. (Giblin 6) He convinced the people that one "race" was responsible for the problems, Jewish. He set out to "cure" Germany, and many other countries such as Poland, Italy, and Russia. (78) Hitler truly hated Jews which came from his dad who had some sort of Jewish background left him. By 140 Hitler had completed taking over the continent. Jews that tried to escape to other continents were sent back, by appointed Hitler officials, to their homes to try and function as they did before. (Greenfield 1)

This systematic elimination of Jews, and many of other types of people such as blacks, homosexuals, Jehovahs Witnesses and just about anyone who Hitler believed was not part of the Master Race," was accomplished with tools of which came to be known as Concentration Camps. (Bachrach 11) Most of these were originally labor camps where prisoners were sent to perform slave labor for Their Reich, but were later used for elimination of people too old, young, or weak to work. This was done by way of the infamous gas chambers and crematoriums. The other poor souls were eliminated by simply being worked to death by their cruel overseers. (Kallen 10)

As the extirpating of Jews began, Jewish children were no longer allowed to attend German schools in 18 (Adler110), and then in 14 all Jewish schools were closed. (114) Jewish children were separated from any non-Jewish things, people, or places. This included schools, parks, and friends. They were made to feel ashamed for themselves and scorned for being of their heritage. (Greenfield 1) To make their lives worse they were forced to sew the Star of David on all their clothing. As all this continued Jewish families were sent to ghettos where children were left in the streets to search through garbage for something to eat. (Adler 57)

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Most of the people in the holocaust were adults, but many were children who were taken from their families and sent far from home. (Abells 6) These lost and confused children were taken to their own prisons where they were reviewed and, if they were lucky, sent to work camps. While not so lucky ones were sent to be killed. Babies and children had little chance of surviving the first selection and were sent immediately to the gas chambers. (Bachrach 5) Many of those that were killed were simply too young or not strong enough to be of any use. The people who were older than twelve years of age and younger than sixty-five were those that were usually placed in the work camps. (Dawidowicz 0)

As children were taken to the camps they were crying for water, their mother's hearts were shattered because they couldn't help their poor souls. (Adler 7) The Nazis hated the children for the sole reason of being Jewish. (Abells 5) Many children kept diaries of this awful time of their lives. One unknown boy wrote about the great hunger he experienced because he was given only about ounces of bread a week. (Holliday 7)

Another victim named Irene Freund was ten years old in 140 and was deported with her parents from Germany to Gurs and then to Rivesaltes (interment camps in southern France). A Jewish children society rescued Irene from the camp and took her to a Catholic Covent along with thirteen other Jewish girls. She was separated from her parents forever, for they were deported to Auschwitz- Birkenau, where they perished. (Bachrach 64)

Werner Galnik was also a child of the holocaust, and remembers seeing on April , 144 all the children under the age of ten, who could not work because of their age, were taken to Auschwitz, and gassed or burned. (Holliday 60) He also told how he and his brother drug wheel-barrows for work, and how the Children was very hard. (Holliday 5)

Those children who had not yet been found by Nazis were forced into hiding. The Hidden Children as they were called, faced many of the same horrors faced by those even less fortunate ones in the death camps, but they more often survived their ordeal. (Greenfield ) They lacked food and water, and due to their hiding places, which were often basements or even crawlspaces. They also lacked such luxuries as indoor plumbing, and a comfortable place to sleep. Those who did have such features as running water often times could not use it for fear of being discovered. (Greenfield 4)

Many times in the war would a kind gentile family would take in Jewish, or children of any other religion who were running from the war, into their homes and hide them from the prying eyes of the Nazis. These children were hidden in such places as cabinets, crawl spaces, and even in holes which would be dug beneath the floor of the family's house hold. These methods were rather successful in rescuing children who were attempting to escape the war. (Greenfield )

Liberation of the survivors in the German concentration camps did not come quickly. Then in 145, the Allies took Germany by storm and freed all the children and adult prisoners. The British and American soldiers were much more generous to these children. Accounts of people that were children in this time reported that these soldiers threw chocolate and chewing gum to these grateful survivors. (Adler 56)

Many of these children were reunited with their parents and traveled to the United States to start life anew. Others, who were not so fortunate, wandered through Europe and some found their way to other countries. Many ended up in America. Some who were not so lucky returned to Germany to find their homes and memories destroyed. Some were even killed as they wandered Europe. But none of these Children of the Holocaust will forget the horrific experience that changed their lives forever. (Adler ix)

The Holocaust was, and still is, one of historys most horrible, most unnerving, and most tear causing subjects. No one can tell you of its horror more than the people who were there, the children who watched history unfold before them, and the ones who lost their lives in the face of senseless racism. This pain and suffering of innocent people, of any magnitude, inflicted by another human being, is never the solution to any problems, and should never happen, though it sadly does. Even when polls were conducted about letting Jewish refugees and children into the United States, Americans voted against it. (Adler 4) However, the results of this major occurrence in history should give us motivation to fight to prevent another event like one of this sort to happen again. Therefore it is the responsibility of today's society to be sure that the children in this world are never faced with or put through such traumatizing situations. Bibliography

Abells, Chana Byers. The Children we Remember. New York Greenwillow Books,

18.

Alder, David A. We Remember the Holocaust. New York Henry Holt and Company,

18.

Bachrach, Sudan D. Tell Them We Remember The Story of the Holocaust. Boston

Little Brown and Company, 14.

Dawidowcz, Lucy S. The War Against the Jews 1-145. New York Bantam Books,

175.

Giblin, James Cross. The Life and Death of Adolf Hitler. New York Clanon Books,

00.

Greenfield, Howard. The Hidden Children. Boston Houghton Mifflin Company, 1.

Holliday, Laurel. Children in the Holocaust and World War II their secret diaries. New

York Pocket Books, 15.

Kallen, Stuart A. The Holocaust The Holocaust 140-144. Minnesota Library of

Congress, 14.

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Self directed woprk teams

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In recent times, the structural trend within organisations world wide has been towards self-directed work teams. These consist of a varying number of employees forming a team or work group, who then combine their efforts to work towards a common goal or purpose, which can generally be broken down into smaller, interrelated segments. The defining difference between a self directed team and a normal work group, is that the team will perform the task or process with a considerable amount of autonomy, lacking the traditional managerial supervision and taking on the roles of management within the team. There is a clear connection between self-directed work teams and increased productivity, that is the overall outputs which the teams are in control of, in relation to the inputs used to generate that outcome. In particular the information sharing and individual motivation which stems from this type of structure, has resulted in the organisations which have implemented self directed work teams increasing their productivity, and a notable difference in the productivity rates between these organisations and the organisations which are still more traditionally managed. There are inevitable problems associated with self directed work teams, especially in the implementation stage, which consist not only of the problems related to team working in general, but the more specific issues regarding the self-management within the self directed work teams. However, as the concept of self directed work teams is becoming more and more commonplace, research and experience has shown that there are various strategies which can be used to overcome these problems.

The organisational redesign which has been occurring in recent years has been triggered primarily by the managerial desire for work groups to have increased authority to deal with the problems and issues which they encounter. Although self directed work teams do not have the formal leader or manager similar to typical working groups or teams, they can select a leader within the group, interchange leadership depending on the task or they can choose to remain without a leader. However it is important to note that if the team does decide to elect a 'leader' within the group, that the leader is aware that their role r is not the same as the traditional role as a leader or manager and that they need to behave in a whole new set of ways. This leader must function more as an educator, coach and facilitator, and be there more as a resource for the team to use, than someone to take charge (Dyer 15). The team then has to take on all the roles which in a more traditional format, would be determined by management. These roles include areas such as setting the team work goals, which must be in sync with the organisational goals, training the employees within the team to ensure they can do what is required of them, agreeing upon a suitable work schedule and deadlines, hiring new employees and terminating members within the team that are not working effectively. The team is then responsible for a designated process, from start to finish. They are required to take an input and produce an output. The team is granted considerable autonomy in the way they go about getting from the input to the output, as long as they are completing the process accurately and promptly. For example, in the case of a power utility a self directed work team may be established to be in charge of repairs. In the case of an electrical fault, the team would be notified of the problem. Weather the team then decides to split the task into sections and assign a single employee to each task, or if they decide to assign three employees to work through the process of repairing the fault together is up to them, as long as the input, being the damaged or faulty equipment, is transformed into an output, being a properly functioning machine, in the required time.

Orsburn, J.D. (000) The new self-directed work teams mastering the challenge New York McGraw-Hill

Manz, C.C., Sims, H.P. (15) Business without bosses how self-managing teams are building high-performing companies New York John Wiley & Sons Inc.

McShane, S. and Travaglione, T. (00), Organisational Behaviour on the Pacific Rim, New South Wales McGraw Hill

Robbins, Bergman, Stagg, Coulter (00), Management, New South Wales Prentice Hall Australia

Accel Team.com (00), 'Section TwoEmployee Motivation in the Workplace' [Online], Accel Team United Kingdom, http//www.accel-team.com/motivation/ [1 October 00]

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The Alchamist by Paulo Coelho

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1

CORPORAL PUNISHMENT

We live in a society where we let our children do whatever they want. We spoil them

them rotten, and they live in the most prosperous country in the world. And how do we punish them

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when they do something wrong? We give them a time out. Oh yeah that¡¦s really going to hurt them

and prove to them they are not the princess and kings they think they are. In today¡¦s world the

timeout system is not going to cut it, we need to let the parents decide whats the best way to discipline

their child.

As a child my parents used corporal punishment as a mean of discipline. At the time I felt it

was unfair but looking back at it, it was good for me in the long run. I made me realize what was

right and wrong, provided boundaries, gave me discipline and respect to my elders. My brothers as

well are better people because my parents used corporal punishment. They would not respect any

type of punishment unless it was a spanking. Now every time I go to the store I see these kids running

around, grabbing everything at stores, throwing tantrums, you name it they do it. The worst part is

watching how the parents respond; some start counting others put them on a time out. It¡¦s

ridiculous; if the children respected the punishment the parents would give them then they would not

do those things in public domains.

When I say we should spank our kids I am not saying just go and hit your kids. Spanking

should not be over used but done in times where it is appropriate. If your child responds better to

other forms of discipline then they should use that form instead. Spanking is one of those last resort

options. Some children respond better to other forms, so if you can discipline your child by another

means other than spanking than by all means do so. People are always misinformed on what

spanking is, they think you just pull down their pants and whale away. It is just a mild slap on the

butt ox region.

Many critics of corporal punishment make unlogical arguments against it. Spanking

children is not only tantamount to child abuse but also fosters a more aggressive society at large by

teaching children that violence is an acceptable way to settle problem.(Samuelson) This point is one

many from his side use over and over. I am just wondering if he lives in the same country as I do.

Most people would agree that a higher percentage of parents today don¡¦t spank than say 0

years ago. Many child-development experts cite studies linking corporal punishment to higher rates

of adolescent delinquency, adult depression and even lover intelligence among children.(Samuelson)

So kids that are spanked are less intelligent that those who are given time outs. These two things are

in no way linked together as a cause and affect problem. How could you prove that, you can¡¦t prove

something like this. But yet many people use it but not on the spanking issue.

The part about children disrespecting adults is the key in this quote. How could a kid who

does whatever he wants at home have respect to adults outside his home. They would do the same

thing everywhere because they know they will get away with it. A time out will make a kid think

twice before doing something bad, and by emphasizing that point they will grow up knowing what¡¦s

good and bad. And spanking is the only way some kids will learn.

Both sides of the debate want to be associated with being morally right, and you cannot be

more morally right than have the bible on your side. Do not withhold discipline from your children;

if you beat them with a rod, they will not die. If you beat them with the rod, you will save their lives

from hell. This passage is in the bible; know how can you be morally wrong in this country if you

Have the bible on your side. It says that the parents have the right to spank their kids as a form of

discipline. No one will argue that the bible is morally wrong or will they, especially since most things

that we consider if they are morally right or not are defined by the religious part of us.

Spanking among younger children for whom reasoning is less effective can instill a sense of

right and wrong. Spanking a toddler who touches the stove, for example, can send a clear and

morablemessage about the physical dangers of the youngster¡¦s actions. A lengthy, rational

explanation about why stoves are dangerous, by contrast, would likely be incomprehensible to a child

and therefore ineffective.(Chiusano) Its true sometimes a simple slap to the butt compared to along

speech is better. The kid will know right away not to do it again. You will not be hurting the kid, its

just a little slap to let him know don¡¦t do it again.

There is also a misconception that corporal punishment is inhuman while verbal discipline

isn¡¦t and there fore corporal punishment is dangerous. Any type of punishment if taken to the extreme

can be dangerous as well; a verbal scolding is as painful as a physical one. People see it as in humane

because they perceive the parents doing it out of rage. But a proper spanking is the exact opposite,

you just hit the child calmly to say yeah you did something wrong but it¡¦s for you own good.

Many parents feel it is the school systems fault their disciplinary tactics are being looked at

as a bad thing. The problem is the schools are becoming far too liberal. Many moral values that are

taught at home are contradicted at school. One of them is corporal punishment; I am not saying the

teachers should spank their kids.

They should not teach the kids that it is morally wrong if a kid gets spanked at home. And

that is happening all over the country. This practice is probably contributing thought that by

spanking your kids you are doing wrong. The schools should not tell the parents how to parent.

The Supreme Court ruled the 14th amendment specifically the part that say no person shall

be deprived of liberty. Well liberty the courts ruled also gave the parents the right to establish a

home and bring up children the way his own conscious feels fit. So if the parent feels the child would

be better served being spanked than they could spank. As long as the child is not abused, this means

bleeding, bruising... Case closed the constitution says we can use corporal punishment so I think

that¡¦s good enough for me. Especially since the United States citizens live by the constitution.

A major concern of parent¡¦s rights opponents is that parents could abuse their children

4

legally under measures that allow parents the right to the discipline of their children. Thomas

Birch, the legislative counsel for the National Child Abuse Coalition, expressed concern in January

16 that the language of most state parental rights amendments could tie the hands of child

protection agencies by making it more difficult to investigate abuse, even when a child

complains.(Appleborne). But proponents of parents of parents rights say that those fears are

unfounded.

They cite cases in which social

workers have removed children from their parent¡¦s homes merely because parents spanked children

or because children did not agree with their parents house rules. Parents rights measures are

carefully worded, they say to ensure that no true case of child abuse will be tolerated. Parents

judgement in discipline their own children should be respected.

If you as a parent can discipline without spanking all the power to you. But the fact is not all

kids are like that, many need spankings to grow up and have respect for others. No one is saying its

goodto spank, its a necessity. I dont want to be the guy in the store who cant control his kid. I just feel that the

parents should be given more lee way on how to raise their own kids. They shouldnt have to fear that

by spanking social services might take away their kid. Spanking if done right is harmless and there is

no diciplinary device before it.

In my opinion if its in the bible i do not see anything wrong with it.

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Man or Metaphor: Who is the Inspector in Inspector Calls and how does Priestley present his character?

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Man or Metaphor Who is the Inspector in Inspector Calls and how does Priestley present his character?

The play 'An Inspector Calls', was written in 145 just after the Second World War but is set before World War One (in 11). The time span between the dates used (11-145) is intentional and encourages the reader to reflect on the mistakes of this era. The choice of this date is significant because it was a time of complacency prior to one of great turmoil. Priestley skilfully produces a play that may be viewed at a number of different levels. The story may be just an inspector investigating a murder or a subtle use of metaphors to discuss reasons why the World went to war twice within three decades. The central figure is the inspector and he may be viewed at a number of different levels.

At one level the play is very neatly constructed. As a murder mystery, it has an apparent ending (we know each character is going to be implicated), apart from the final twist. However, this rather obvious construction actually supports the view that the Inspector is not intended to be viewed as 'real' but rather a vehicle for a moral message, to represent truth and be a representation of justice. There could also be a logical/practical reason behind Eva's death and the Inspector could be viewed as a super-natural force. His name, Inspector Goole (compare with ghoul) suggests this, as does his melodramatic way of arriving at the house of Mr and Mrs Birling. His words are very prophetic and this could explain why all the suspects are compelled to answer questions instantaneously. He is moralistic as exemplified in the middle of Act One

Birling Rubbish! If you don't come down sharply on some of these people, they'd soon be asking for the earth.

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Gerald I should say so!

Inspector They might. But after all it's better to ask for the earth than to take it.

The reader has to decide whether the inspector is unusually moral as a policeman or is Priestley using him for metaphorical purpose to discuss the intolerance of society. Priestley presents the inspector's personality as inquiring but also emotional. A real police inspector may not get so involved. Is this the emotion of a man or is Priestley trying to use the inspector as a metaphor to describe how moral views can produce unexpected passion? Here is an extract from the play (end of Act )

Inspector (Birling tries to protest, turns on him) "Don't stammer and yammer at me again, man. I'm losing all patience with you people…"

It is likely that a real police inspector would have more respect for Mr and Mrs Birling, especially as Mr Birling is a friend of the chief of police! This extract is from the beginning of Act

Sheila (urgently cutting in) You mustn't try to build up a kind of wall between us and that girl. If you do then the Inspector will just break it down. And it'll be worse when he does.

Mrs B I don't understand you. (To inspector) Do you?

Inspector (very plainly) Yes. And she's right.

Mrs B (haughtily) I beg your pardon!

Inspector (very plainly) I said yes I do understand her. And she's right.

Mrs B That, I consider to be a trifle impertinent, Inspector.

Again the reader can decide whether the inspector is an exceptional individual or this may be a metaphor for being decisive when faced with difficult decisions. Sometimes appeasement may not be the brave decision.

The character of the Inspector is described as creating "an impression of massiveness, solidity and purposefulness…" He speaks carefully, weightily and has a habit of looking hard at the person he is addressing. This increases the dramatic tension and the reader anticipates the person being questioned will tell something important about the death of Eva Smith. There is little background information about Inspector Goole but he seems to be very knowledgeable about the issues relevant to the death of Eva. Priestley may intentionally give little background about the inspector because World history between 11 and 145 is well known. Perhaps he wants to concentrate on the reasons relating to this time rather than the facts. The lack of description about the Inspector gives him an eerie air and increases the feeling of mystery. The reader instantly anticipates dramatic tension. With the mixture of lighting and the Inspector creating an impression of massiveness, one can start to relate back to the possibility that the Inspector is more than just a man. Much of the Inspectors speech is highly prophetic and this is present when he says, "I tell you that the time will soon come when, if men will not learn, then they will be taught it in fire and blood and anguish." The inspector may be preaching or this may be a metaphor relating to the First and Second World Wars. Priestley uses the dates very cleverly because the play is set in 11 but written at the end of the Second World War. Priestley was writing at a time when many people in the world had been traumatised by the effects of the two wars and were looking for an explanation for why the wars had started and how they might be prevented in the future.

The prophetic speech and the very demanding, very cutting, incisive manner in which he cross-examines each character draws a reaction from the reader.

Gerald (showing annoyance) Any particular reason why I shouldn't see this girl's photograph, Inspector?

Inspector (coolly, looking hard at him) There might be.

Eric And the same applies to me I suppose?

Inspector Yes…

The INSPECTOR is watching BIRLING and now BIRLING notices him.

Inspector I think you remember Eva Smith now, don't you, Mr Birling?

The inspector may be just questioning a suspect or the metaphor may represent the lying or denial of murderers after the wars.

Another example for the Inspector's prophetic manner is when he says

"But just remember this. One Eva Smith has gone but there are millions and millions and millions of Eva Smiths and John Smiths still left with us, with their lives, their hopes and fears, their suffering and chance of happiness, all intertwined with our lives, and what we think and say and do. We are responsible for each other. And I tell you that the time will soon come when, if men will not learn that lesson, then they will be taught it in fire and blood and anguish…" (Relating to the First World War that will soon come). This again is linked to the title and supports the view that the Inspector is used as a vehicle for a moral message. With the above points in mind, the play can be seen as metaphorical. The Birlings represent bad qualities in humanity e.g. Greed (Birling), lack of charity (Mrs Birling), Jealousy (Sheila), Lust (Gerald) and drunkenness (Eric). The family is used as a metaphor in the same way as the Inspector is and this reminds us what people can be like.

The Inspector helps Priestley show us how the middle class people act in society and the way in which they regard lower citizens. He hopes we will realise how the younger generations are the ones who can change the society in which we live. He shows this when Mr and Mrs Birling learn nothing from their mistakes while Eric and Sheila reflect and change. The inspector brings the play to a close, summarising Priestley's message when he says, "We don't live alone. We are members of one body. We are responsible for each other", exactly the opposite of what we are told to believe by Mr Birling, that everybody should look after himself or herself. Priestley conveyed his message well, showing us how the situation can be changed and who to depend on to change it. This play is more than a simple murder story, it questions the values of Priestley's society in 145.

Please note that this sample paper on Man or Metaphor: Who is the Inspector in Inspector Calls and how does Priestley present his character? is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Man or Metaphor: Who is the Inspector in Inspector Calls and how does Priestley present his character?, we are here to assist you. Your cheap custom research papers on Man or Metaphor: Who is the Inspector in Inspector Calls and how does Priestley present his character? will be written from scratch, so you do not have to worry about its originality.

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THE JURY MIGHT BE OUT, BUT THERE IS ENOUGH EVIDENCE TO CONVICT

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THE JURY MIGHT BE OUT, BUT THERE IS ENOUGH EVIDENCE TO CONVICT

In the "rational" 0th century, many people truly believed that christianity had been proved inaccurate by science. Certainly, there have been those in that field who have consistently tried to portray that as the case, but, on the other hand, there are many across the scientific community who are proud to call themselves Christians. In the 1st century, rationalism is still part of the scene, but there is an increasing number of people for whom evidence, even if there should be some to support Christianity, is irrelevant. We can call these people "neo-rationalists" or even "relativists." Their belief is that there is truth in all creeds and whatever you believe is okay.

So who is correct? Is Christianity out of date, or doesn't it indeed matter?

The truth is it does indeed matter if Christianity is wrong, or inacurate, or based upon false premises. If it is wrong historically, says the Apostle Paul, then we might as well close up shop and stay at home. Paul, one of the chief proponents of Biblical Christianity and the author of much of the New Testament, believed in the historicity of the claims of Christianity. So did Jesus, himself. Jesus wasn't just concerned with saying nice things and being nice to people. He claimed to be the Truth and the only way to God. He called upon people to trust Him for salvation. If we are to trust someone, they must be telling the truth. If not, it is not good to follow them it could even be disastrous. It is not enough to say well, the teaching is good. It must be okay. Hitler's followers thought that and look what happened. Pol Pot's followers believed he was right, and nearly destroyed the Cambodian nation. The founder of any creed must be found trustworthy and we must be sure that what we have written of his teachings represents his words, not those collected by people hundreds of years later, nor teachings supposedly based upon his words.

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History is important. Very important.

So what historical evidence have we for Christianity?

Firstly, the text of the New Testament which we have today is what the first Christians had in front of them. There have been no additions or subtactions or changes of belief to suit the changing circumstances Christians found themselves in in later centuries. How do we know this?

We do not have the original manuscripts of the New Testament documents (yet!!!), but we have such a collection that the accuracy of the text can be .% ascertained. Scholars, both christian and non-Christian have at their disposal manuscripts of every NT document, some from within a generation of the originals. And not just one or two, but thousands. It seems that in the first few centuries after the resurrection, Christians were in a flurry to disseminate the words of Christ and his apostles and were furiously copying the originals.

But, could that not lead to inaccuracies as documents went from hand to hand? That is a possibility. But the early Christians came out of the Jewish tradition, which had developed copying methods to limit mistakes long before the NT period. These methods included counting words, columns and letters and constantly cross-checking. There have been mistakes, but they are so minor so as not to concern the accuracy of the text. Most errors were spelling errors, missing lines or substituting one word for another with the same meaning (eg king-ruler).

We also have the writings of early church leaders, such as Clement. Clement quoted copiously from the NT writings, so much so that almost the entire NT can be reconstructed from his letters alone!

There were, in 180, over 5000 NT manuscripts in Greek alone (because the NT was written in Koine Greek), but then there are also the translations. Christianity, in its early years, had not settled into the "sacred language" fixation possessed by Roman Catholicism,and so, translated the NT works into the languages of peoples to whom the Gospel was brought. Within a short time, translations into languages such as Latin, Coptic, Assyrian, and Persian were available and eventually the Greek Christians moved into the Slavic lands. It was the Christians who first gave the Slavs an alphabet, and the first book written in Slavic was the Bible. So also, the first written Germanic text was the Lord's Prayer. The list of languages goes on and on. By comparing the translations with the Greek texts, we can see, even more, the accuracy of the received text of the NT. In the 180's, there were over 0 000 early translations still in existence.

If we compare the NT with other books from the ancient European/ Middle Eastern world, we can see even more, how historically accurate the NT is. Euripides wrote between 480-406 BC, but the oldest manuscript of his works is from 1100 AD, over 1500 years later. Only manuscripts exist of his works. Catallus, a Roman author, wrote in 54BC, but the earliest surviving manuscript of his works dates from 1550 AD! Homer wrote the Iliad in 00 BC, and the earliest manuscript dates from 500 AD. He is the best represented of the ancient authors, with 650 manuscripts surviving. The NT, written between 40-100 AD, has over 5 000 surviving manuscripts, the earliest written within 50 years of the originals. Yet few question the textual accuracy of the ancient authors! Why, then, with such evidence for the NT, do people continue to question the accuracy of the received text?

The second area of accuracy is whether what the authors wrote was true, even if it has been transmitted accurately. No one believes the writings of Homer these days, even though we may have an accurate transmission of his manuscripts, so why believe the NT?

It was a 1th century game to constantly and publicly doubt the historicity of the Bible. This lost impetus in the 0th century as archaelogical and literary evidence for the NT piled up (don't even start me on the OT!). Excavations of Jerusalem have unearthed the Pool of Siloam where Jesus healed the lame man, a slab with the name of Pontius Pilate on it and the burial box of Caiaphas, the High Priest. There is even a possibility that the sarcophagus of Jesus' brother, James, may have been found, though the jury is out on that one for the time being. Since Jerusalem was razed in AD 70, the distinctive features of the city at the time of Christ were unknown to later writers. That the NT accurately describes the life and times of pre-destruction Jerusalem, shows that the NT was written by people who were there and who were concerned to relay the truth to those reading and listening.

When Luke, quoting the Apostle Paul, writes of the apostle's sea voyages, his narrative is so accurate that it is used as the major text on seafaring in the Mediterranean in the first century. His use of titles for various rulers and officials is spot-on, and shows a man who is a stickler for detail. Could such a person have misreported the words of Jesus in the Gospel account he also wrote? Not likely.

If so, then not only is the NT historically accurate, and not only is it textually accurate, but, if Jesus said "I am the Way, the Truth and the Life no one comes to the Father but by me", then those words must be spiritually accurate. Jesus believed he was God's Son, the Saviour of the world. There are only three possibilities that he was a lunatic, a liar or the Lord. Even the most relativist people in the 1st century would never say that Jesus was a lunatic or a liar at the least they claim he was a good spiritual teacher. Jesus says you don't have that choice. I didn't come to teach goodness and niceness. I came to teach Truth. And I am that Truth. Either you accept it or reject it. If you accept it, then the consequences are phenomenally good. Reject it and you will regret it eternally.

So, while the jury may be out on James' funeral box, there is enough evidence to convict Jesus of being who he claimed to be the Lord of All, the coming Judge of the world, the Word of God.

Please note that this sample paper on THE JURY MIGHT BE OUT, BUT THERE IS ENOUGH EVIDENCE TO CONVICT is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on THE JURY MIGHT BE OUT, BUT THERE IS ENOUGH EVIDENCE TO CONVICT, we are here to assist you. Your cheap custom college paper on THE JURY MIGHT BE OUT, BUT THERE IS ENOUGH EVIDENCE TO CONVICT will be written from scratch, so you do not have to worry about its originality.

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