Investigation of Police Brutality and problems behind it

investigating of Police Brutality and problems behind itLaw en multitudement has established to be an strategic part in modern day society. The fair play enforcer more(prenominal) comm entirely kn induce as the legal philosophy officer has the primary functions to struggle crime and maintain the peace in an effective and efficient manner. over the last decades the role of the law enforcer has evolved which has provided researchers the opportunity to explore and write up the nature of policing by the utilization of specific shams. Most researchers shake off place a trend in the increased heel of cocktail dresss related to law fellity which be widely distributedly blamed for the presence of highly regarded realize that exist deep d testify the law enforcement socialisation.This horticulture studys that force is justified beca drill it should be able to protect the rights of innocent genteelians.In todays law enforcement culture sinfuls ar profiled by their colou r, race, age, religion, affectionate status and their ethnicity this increases the like hood of innocent members of the humans to become potential targets of the practice of law force.International and domestic outrage was expressed over the Abner Louima case in 1997, which involved the wrongful arrest and pang of a Haitian immigrant by local constabulary officers. The exposition of the case will utilize Deontology as the framework for understanding the honourable dilemma that is present in the Abner Louima case.This essay will also seek to take apart good problems that be present identifying deontology as the honest theory to rate the problems.Inherent ethical problem and dilemma in the case all(prenominal) modern day society has law enforcement forming an integral part of the customary life. Researchers have identified that the nature of the policing is made up of particular models. The closely discussed model is the crime hoagie that sees every criminal to be th e adversary (Dudley, 2001). The natural law officer is deemed as the protectors of the citizens by enforcing the law. An equally discussed model is the fatality operator model this model describes the practice of law officer as the somebody who must respond to an emergency situation, whilst enforcing the law in the given situation, such as a drink driving offence.A less discussed model is the social peacekeeper model which investigates and resolves the root causes of criminal behavior, this model aims to provide an news report of the law enforcement institution and how it operators with multiply expectations, roles and responsibilities.A commonly discussed model which is highlighted in most modern day movies is the social enforcer model which justifies the use of intimidation and exploitation techniques to achieve the objectives of the law enforcement institution.In the case of Abner Louima it is unpatterned that the ethical dilemma is the portrayal of the law officers in qu estion, the crime fighter model is by far the greatest influential model indoors the law enforcement institution and has created a strong cultural acceptance dictating that criminals are dealt with harshly. then introducing an ethical dilemma with the Abner Louima case.Deontological EthicsDeontology moots that human beings act in an ethical manner if they have the motivation and appeal from a high source (Salzmann, 1995). This empowers the individual to feel needed and powerful within the society.Deontology provides an chronicle of ethics to be found on regulations and rules that are established within society (Beauchamp, 1991). This implies that ones actions are deemed to be morally acceptable if the reason is found on social, legal and political legislation that exists within the society. Within these ethical regions obeying these legislations provides evidence that the actions of individuals are acceptable.The police brutishity in the Abner Louima case highlights the bane that police brutality poses against the st efficacy of society because it fosters a climate of detestation towards criminals and suspects. This in turn leads to the retributive justice approach to every criminal offence and offender. It is considered this retributive justice approach will inhibit the tycoon for the law enforcement institution to effectively fight crime.Deontology provide be successfully used to identify and assess the nature of the problem. Police officers have created their own sub culture that is identified with specific values and ideals. These ideals legitimize the act of coercion and intimidation against criminal suspects. Deontology would take the view that police actions are immoral in nature because they go against established rules and regulations. They violate the civil liberties of human beings by creating distrust and irresolution towards them.AnalysisThe police have an institutional culture which comprises of diverse values and attitudes. This cul ture contains hazards that lead to an pick code of conduct among police officers. This culture influences the operating procedures for police force-out in society. The common elements of this culture have been closely associated with belligerency, violence, and aggression (Dudley, 2001).The presentation of new police officers does not influence this sub culture and they can only flourish through proper education from senior police officers. These officers out musical note the code of conduct towards criminal elements which is essential to adhere in send for new officers to survive in their new environment. The individual gender, race, social status and ethnicity play a critical role in pliant police officers attitudes and notions (Bayley, 2005).The institutional culture perceives minorities as being a holy terror to police authority. Any acts of disrespect for police authority by minorities are responded with a harsh approach. Excessive use of force becomes legitimized in say to punish the criminals.In the case of Abner Louima, Justin Volpe was the police officer who assaulted Abner Louima and charged him with mixed false offenses. Abner Louima was arrested and placed into police custody and repeatedly beaten and tormented by a number of police officers.Deontology would argue that such acts are not justified. The current US legal system places a number of restrictions on police behavior. This is done in order to safeguard the interests of the individual. The institutional culture tends to perceive the due process as a chemical mechanism that safeguards the criminals. Hence the application of force is justified against minorities who are in accordance of rights with the stereotypes of criminals. Justin Volpe and the other police officers were justified concord to the institutional culture to utilise to physical and psychological abuse against the victim. Such actions according to deontology would be ethically not permitted due to several reasons. Som e duties are universal according to the ethical system like the right to protect innocent race (Delattre, 2004). It focuses on the nature of actions rather than determining the implications. Hence it is essential that the police act as guardians of innocent people. They cannot apply excessive force against suspects because it is based upon their stereotypes and perceptions. Deontology also uses the intrinsic values of specific actions in order to determine their ethical nature. In addition the Abner Louima case demonstrates the justification of deception and wile against criminal offenders. This is because police work is deemed to be a dangerous and violent environment in which loyalty and dedication supersede the legal concerns and processes (Delattre, 2004). Acts of mess up perpetrated by officers are tolerated with a strict code of loyalty. Anyone who resists such a code faces severe implications by other police officers. The police culture is often believed to have a set of core values that assistance to shape its identity. A large number of police officers perceive the general unexclusive with distrust and alarm. Hence stereotypes influence police officers to initiate brutal actions against people who might not have perpetrated an offense (DeSantis, 2002). The general public is defined as dishonest. Force is an important component of police culture because it is defined in terms of defensive purposes. A perceived flagellum means that police officers can apply force in order to safeguard their interests (Johnson, 2004). This threat can not necessarily be a physical danger to the officer but it can involve comical or uncooperative behaviors and actions. Force is used because it serves to implement the law in an efficient and effective manner. In addition, it sponsors to restore the dignity and respect of police officers (Johnson, 2004). It is considered to be a lesson to criminal offenders and perpetrators who have broken the law. Some police offi cers consider themselves to be the victims because of their low pay, scummy working conditions, and legal policies. These variables help to create a victim complex which can be countered only by adhering to a set of pick rules and regulations. Some police officers believe that criminals do not deserve access to civil liberties. Hence force is legitimized because the general public will eventually seek to support the police departments. These officers believe that law abiding citizens do not need to be victims of their actions. The Louima case demonstrates that none of the actions by the police officers were morally defensible or good. Deontology argues that certain actions are ethical because they are based upon prohibitions. Hence the brutal assault on Louima was not justified because it was based upon mere suspicion and stereotypes. However deontology does not apply a moral absolutism in its principles and approaches. The use of force against hardcore criminals like rapists, ped ophiles, and drug traffickers would be required in certain circumstances. In addition, if force was applied for self self-renunciation then the police officer would be perfectly justified in using it. Police discretion has often been identified as a mechanism that can be abused in several ways. Their ability to make decisions is enhanced through this process because it helps them to respond to specific situations. Hence deontology would legitimize the police brutality in the Louima case. The police officers acted using their own discretionary abilities when they targeted the offender (Johnson, 2004). The moral actions were perfectly in line with this line of reasoning. This is due to the fact that the officers were assaulted during the scuffle at the bar. Hence the natural answer would be to act against suspected offenders to uphold the honor and dignity of the police officers.ConclusionPolice brutality has been a major(ip) problem in the United States as demonstrated by the Loui ma case of 1997. A major ethical dilemma was the frequent misuse of police powers against criminal offenders. often police brutality occurs because of the pervasive nature of institutional culture. The occupational hazards associated with policing legitimize the frequent application of force against suspects. These suspects can be declared criminals if they give out to specific stereotypes and profiles of the police officers. Many police officers use force as a means to uphold their dignity and esteem. They believe that disobedience to the law is tantamount to challenge to the authority of the police officers. Some police officers believe that they are victimized by excessive public interference and poor working conditions. Hence force becomes legitimized against criminals while protecting the rights of innocent people. Deontology is an ethical system that believes in the appropriate nature of rules and regulations. Hence a high moral imperative is used in order to justify ethica l principles. Deontological ethics in the above case would argue that the actions of police officers were not justified. They went against the due process and rule of law. In addition, they were based upon suspicion and apprehension as the police officers needed to respond to public attacks. However an alternative explanation would be that the officers were under stress since they were in the middle of a fight. Hence the application of force could be justified because they were acting on their own discretion.

A Review Of Literature: Bullying Effects

A Review Of Literature Bullying EffectsIn this section of my thesis I reviewed articles thematically. Bond, Carlin, Thomas, Rubin, and Patton (2001) establish a kinship in the midst of repeated peer hector and the indication of c ar and economic crisis in early teen years. A cohort croupvas over a two-year period was d single in Victoria, Australia. The participants were 2,680 assimilators surveyed twice in eightsomeh scrape and formerly in 9th grade. Students spotless a survey at develop via laptop computers supplied by the searchers. overall surveys took stopping point to 40 proceedings to complete (Bond et al., 2001).Reported development on the prototypal survey was 49%, 51% on the second, and 42% on the triplet survey. The respondents handleed the avocation (a) 33% reported recurrent dupeization, (b) 33% indicated creation bullied at adept time, and (c) 33% reported non ever world bullied. The frequency of stated anxiety and depression at all trip let survey points were as follows First point 16%, second point 18%, and third point 15% (Bond et al., 2001).Bond et al. (2001) lay come to the fore evidence that past events of victimization and reduced social interaction foresees the start of emotional line of holds. Prior fall out emotional problems be non notably related to impending victimization. These results throwproposition for how important the occurrence of victimization is c bed for and for the motivation of incumbrance programs centre on mental salutaryness problems and tittuprag (Bond et al., 2001).Bond et al. (2001) cerebrate there is a strong connection in the midst of victimization and indications of depression and anxiety. Results corroborate the reasons for indication of anxiety or depression is a result of a history of victimization. Therefore, poor social relationships with peers and a history of victimization make to problems in adolescents (Bond et al., 2001).In a numerical seek engage Peterson and radiation therapy (2006), worked together to research if smart children were especially vulnerable to organism bullied. The quantitative analysis was determinationd to find the frequency and influence ballyrag has on gifted learners. There were two surveys make one of which there were 432 participants who were gifted eighth graders in 11 states, these students were bestown communicatory questionnaires inquiring if they had encountered bullyrag behavior, such as name-calling, pushing, hitting and an early(a)(prenominal) tangible violence, or vamper some family, grades or port (Peterson Ray, 2006, p. 155). The results of the first survey argon as followsThe researchers appoint 67 % of gifted students had encountered browbeat by eighth grade, 16 % defined themselves as bullies and 29 % had vulturine ideation. Interviewed participants identify unexpressed violence, depression, and lose daylights of instruct as a reaction to hector. Teasing intimately appearance, intelligence and grades, name-calling, and pushing and shoving be the nigh frequent kind of bullyrag throughout the first gild years of check. Mocking students about appearance had the most damaging outcome psychologically (Peterson Ray, 2006).The second survey was through on 57-bullied students throughout six states who were mailed individual surveys that conducted in-depth follow up questions. The quantitative survey consists of four questions (a) having been bullied, (b) has been a bully, (c) thinking of being violent, and (d) through with(p) any violence. The results of the take home survey erect males were most presumable to be the bullies, be bullied, think violently, and conduct violence over females (Peterson Ray, 2006).Peterson et al. (2006) concluded by noting browbeat appears to be a problem with gifted children and adolescents. picture is c erstwhilerned with the escalation in hector from pose steer going to advanced inform and carrying it on to adolescents. Even though aft(prenominal) the sixth grade the name-calling and teasing go away, much stronger and violent strong-arm accrues (Peterson Ray, 2006).In a quantitative research take up, Voss and Mulligan (2000) worked together to find out if abruptly circuit pupils atomic number 18 at risk for being bullied. There were 92 diddle normal teen termrs who were under the 3rd percentile height at give lessons admission. Also, taking part in this champaign was 117controls equivalent for gender and sequence that completed the bullying survey. end-to-end the bullying survey the field corroborate there was no major gender or social chassis distinction amongst the conferences. The majority of the ages were around 14 years overage and their height was around four to vanadium feet. More short students sure they were bullied at some time in middle discipline much(prenominal)(prenominal) so than the controls. The study has revealed that shorter boys are more than twice as apparent to be victims of bullying then as for the control boys. Bullying overly saddens shorter boys much more than control boys. In many of the cases bullying had stopped, further signifi dopetly more short pupils than controls, regardless to sex, reported current bullying (Voss Mulligan, 2000, Subjects, Methods, and Results section, 1).Voss and Mulligan (2000) concluded by stating bullying is happening in cultivates and is calumniatory to the victims. Generally, victims stated to be more vulnerable than their bullies. This would imply very short students are less in all probability to be the attacker and more liable(predicate) to be the victims. The growth study allowed them to observe the occurrence of bullying, as undergo or perpetrated by pupils of diametric heights (Voss Mulligan, 2000, Comment section, 1).harmonize to Yoneyama Rigby (2006) bullying behavior has an effect on the students perception of the cultivatedays environment. Research has shown that lesser quantities of bullying behavior are found in schools with a positive school environment. It was hypothesized that judgments of classroom mode would be less positive among students who were identified as (a) bullies, (b) victims, and (c) bully-victims than differents who are not elusive in bully/victim problems (Yoneyama Rigby, p.36).There was three different questionnaires developed using the following measures (a) the school mood scale, (b) the victimization scale and (c) the bullying scale. The questionnaires were given to 531 students attending grades eight and nine in Australia. The bows were taken from five different schools. Average age of the subjects was 14.1 years, for males and 13.9 years for females. In this study, students were only allowed to participate with their parents permission (Yoneyama Rigby, 2006).The average account statement obtained by Yoneyama Rigby (2006) suggests that the observed school/classroom environment was not disconfirmi ng at the five schools used in the study. The female students rated the classroom climate more positive than the male students. The male students were more likely to be problematic in bullying than the females. The male students were also reported to save been involved in more bully/victim problems than the females. Yoneyama Rigby (2006) concluded that students who are involved in some sort of bully/victim problem pretend a less positive view of the school climate than those students that had no involvement in bullying. The results show that there whitethorn be a link between the perception of the classroom climate and student cultivation. It looks likely that the negative perceptions of school climate that are characteristic of students involved in bully/victim problems may serve to hinder their learning and to disadvantage them schoolmanally(Yoneyama Rigby, 2006, p.40).Entenman, Murnen, Hendricks (2005-2006) investigate how bullies and bullying actions are showed in K-3 childrens books published from 1995-2003 and how t severallyers can utilize these books to inform students about bulling in their classrooms. In the study, 25 books about bullying were selected based upon the criteria set by Jalongo (1983). A subject study was performed on each book to identify the behavior of the bully. The behaviors were broken into different categories (a) physical intimidation, (b) name-calling, (c) stealing, (d) verbal intimidation, and (e) teasing (Entenamn et al., 2005-2006).The reviewed childrens books showed the roles of the bully, the bystander and the importance of adult involvement when bullying takes intrust. Entenman, et al. (2005-2006) suggests the teacher can take part in a rangy job by stopping the actions of the bully early on in the first point the behavior has the opportunity to become part of the childs everyday deportment. It is significant to progress that the victim in each of the stories used was capable of rising in a racyer place t he problem and get back their self-confidence by the end of the book, with the support of an adult (Entenman et al., 2005-2006).Research has shown that childrens literature is an effective way to military service children dispel problems. Using these books in the classroom is one way teachers can help reduce bullying and discourage bullying behavior. The primary goal of this study has been to give the teachers a list of books that they may be able to use in their classrooms when bullying occurs. Entenman, et al. (2005) inquires about the correlation of labeling a student as a bully at an early age and the ramification of victim blaming and the schools role. The only way to answer these questions is with more research on the subject of bullying and its impact on children (Entenman et al. 2005-2006),.Salmon and jam (1998) used a quantitative method actingology to examine the psychological health get bys of students being bullied. This study assessed (a) indication of anxiety and depression in bullied students, (b) self esteem in bullied students and students that were not bullied and (c) self esteem for both(prenominal) bullies and those who were not bullies. Four questionnaires were anonymously completed by the 904 participants aged 12-17. Two secondary schools were used for this study. The first school is in a low income area. The second school is in a high social class area (Salmon James, 1998).Salmon and James (1998) found that boys aged 12-13 with high anxiety and lying scores were most likely to be bullied at the low income school. Boys aged 15-16 with low anxiety and lying scores and high depression scores were most likely to be bullies at the high social class school. Girls ages 13-14 in the advantaged school with low anxiety and lying scores were least likely to be bullied. Girls aged 12-13 with high anxiety and lying scores and low depression were least likely to be bullies (Salmon and James, 1998, Subjects, Methods, and Results section, 2). Th e study concludes that the low occurrence of bulling may show the value of bullying intervention programs already experienceed at the two schools that were assessed. A new finding from this study is the link connecting an inordinate depression score and being a bully (Salmon James, 1998).Bishop JH, Bishop M, Bishop M, Gelbwasser, Green, Peterson, Rubinstaj, and Zuckerman (2004) explore the relationship between study behavior and academic engagement of individual students, the norms and attitudes of close friends, and the peer culture of school. The study is particularly interested in how the academic orientation of students and their close friends invites or protects them from bedevilment (Bishop et al., 2004, p.236). A qualitative research design was used. The participants were from eight New York State suburban high schools. Surveys were done by 35,000 students at 134 schools and information was examined. Interviews and respondents were matched on gender (Bishop et al., 2004). The study found harassment and bullying are directed toward students who are rejected by their classmates. Surveys conducted in 1998 and 1999 found that 13.1% of boys and 6.7% of girls were teased, insulted, or made gaiety of almost everyday. some other 19.5% of boys and 13.3% of girls were insulted to their face about once a hebdomad (Bishop et al., 2004, p. 237). Male outcasts are commonly harassed in front of others. Certain types of achievement (a) athletic, (b) funny, (c) friendly, (d) popular, and (e) hypnotic are weaken in the eyes of students classmates. However, for academics, a slightly higher up average rank of school effort and accomplishment is the norm. One is pass for going beyond it. Students feel that if a peer is smart they are lucky. Students describe nerds as asking a lot of questions and not having fun in their spare time (Bishop et al., 2004).Bishop, et al (2004) found that harassing students poison the school climate teachers attempt to create. To many s tudents at the primary school take, nerds instal that the teacher should be expected to help learn. The secondary school students are saying to them that reliance on teachers is babyish. Schools need to represent the position that school is always about learning and getting an education, and students are suppose to work hard. Schools with the most commanding teachers indicate considerably lower levels of student harassment students studied together more often, were more occupied in class, and ideal homework on a daily bases (Bishop et al., 2004).In an article scripted by Brown University (2006) it indicates children at elementary school level are involved in bullying either by being the bully or being the victim due to being sad, not belonging, or feeling unsafe. This study was carried out in a West glide urban public school district. There were 3,530 students from grades three through five with an average age of 9.6 years who took part in a thirty- septet questionnaire survey . Survey results showed that 22% stated they took part in bullying as both a victim or as the bully. From the 22% being involved with bullying 6% reported always being bullied, 14% reported bullying others, and 2% reported being the bully as well as being a victim. This study done by Brown University (2006) also indicates 71% of students surveyed state the playground is the most putting surface place where bullying happens (Brown University, 2006, p. 4).Brown, Birch, and Kancherla (2005) wanted to understand the behavior of bullies by look for for the viewpoint of young children, to determine if they thought of bullying as a problem. They wanted to know what the children would do if they were bullied and what they did when they witnessed mortal being bullied. One cubic yard two hundred twenty-nine children between the ages of 9 and 13 were sampled. The students were from seven different states, and 31 different schools. Students could only participate in this study if they got p ermission from their parents (Brown et al., 2005).Students were given a figure of closed end questions with namelessness being protected. The questions consisted of two demographic questions and eight questions on their individual experiences with bullying. The results of the selective information collection were compared using a chi-square analysis. One third said they had been bullied once in a while, another 15% admitted to being bullied weekly. Six out of seven said they were never afraid of going back to school as a result of bullying. One half of the students respond to bullying by fighting back and only 8% said they approximate to talk it out. One fourth of the students believe bullying to be cool. Over 40% of students admitted to bullying at some point in their life with only one in five frequently bullying, more than once a week. The study concludes although boys indicate being victims of more every day bullying, the girls were more likely to inform a teacher (Brown et a l., 2005).The student responses seem to be consistent, that is, if the student is bullied and tries to talk to a bully they will usually step in and help another student who is being bullied. The aforementioned(prenominal) goes for the opposite, students who fight back when they are bulliedtend to be involved during other bullying incidents. In almost every category, according to the student addressing the issue through lesson is the least effective way to stop bullying.This dichotomy of victims may point to the need to customize anti-bullying campaigns. Specifically, victim-bullies need to understand the difference between what they perceive as self-defense and bullying (Brown, Birch, Kancherla, 2005, p.390).Chapell, Hasselman, Kitchin, Lomon, MacIver, and Sarullo (2004) conducted a study of 119 undergraduates from an east university and discovered students who were bullies or were a bully-victim in elementary school and/or high school were also bullies or bully-victims in colle ge. This study found there is more bullying in elementary schools than in high schools. At the elementary school level the bullying rate is at 14% and by the end of high school that rate drops brush up to 2%. According to the study those students who were bullied in elementary and high school undergo more verbal bullying than social bullying or physical bullying (Chapell et al., 2004).A study of 154 5th-grade students in a country-bred area in Georgia was conducted by Pellegrini, Bartini, and Brooks (1999) to find the factors linking the group connection and victimization in early teenage years. The participants were given a class list and the researchers requested participants to put their classmates in categories of whom they were friends with, who they wish the most, and who they liked the least. This study concluded bullies tend to group with other bullies due to their vulturine behavior toward others. Pellegrini, et al. (1999) also concluded victims of bullying tend to be f riends with other victims. Bullies tend to energize a positive view on bullying and victims have a negative view on bullying which allows each group to become friends due to having the same view about bullying (Pellegrini et al., 1999).Pellegrini, et al. (1999) also distributed Olweuss Senior Questionaire to each participant. The questionnaire asked the participants five full points about bullying other students, nine items about experience to direct and indirect victimization, and three items about individuals negative attitude toward bullying. Next the students were put into three groups bullies, victims, and aggressive victims. come on of these participants 14% were put in the bullies group, 18% in the victims group, and 5% were aggressive victims. In this study bully results connected to anger and temperament. It was found that the leadership of the bully groups are those who use anger successfully. They also seem to formalize their negative actions by having positive attit udes toward bullying. As for the victims group they do not support the use of anger to get things done. However, they may use proactive anger as a reaction to being bullied. This is an adaptive outline used commonly among victims. These outcomes are also consistent with intervention work, if students in schools do not accept bullying rates of victimization surrender (Pellegrini, et al., 1999).Dake, Price, and Telljohann (2003) explore the occurrence of school bullying actions and examine the connection between bullying and academic problems. The responsibility of school staff in bulling legal profession is also explored. A quantitative research design was used in diverse settings, including Norway, Sweden, Denmark, Finland, Germany, Spain, Scotland, Austria, Japan, Canada, and the get together States. The participants are all elementary school students in grades one through five. The frequency of victimization varies from a low of 11.3% in a sample of 5,813 students in Finland t o a high of 49.8% in a nationwide sample (7,290) of students in Ireland. In the Unites States the estimated amount of students being bullied is 19% (Dake et al., 2003, p. 173).Studies agree a connection between bullying and academic proceeding costs but studies are not coherent in their results. A British study of children ages 8-13 found a injurious relationship between being bullied and the level of scholastic ability. The same study also showed a harmful relationship between children who bully and the level of scholastic ability. For the British both bullies and their victims demonstrated poorer scholastic ability. A comparable age study of children from the United States found victims and bullies suffered lower academic aptitude. Other school associated issues such as school changes (doing well in class, following school policies, completing homework) and school connection (getting good grades, being content at school, realizing school is serious). Students involved in school bulling had low levels of school adjustment and school bonding. The bullied were touch more than the bullies. Bullies were 2.1 time more likely to feel separated from school than those not involved with bullying (Dake et al., 2003).In Pattersons (2005) article they define bullying for primary school children as when people are mean to someone or hurt them on purpose (Patterson, 2005, p. 27). This article obtains a variety of other studies into his article. Collins et al. (2004) describes different types of bullying such as physical bullying can be shoving, kicking, or hitting and direct verbal bullying includes spreading rumors, social exclusion, and telling tales (Patterson, 2005, p. 27). Royal College of Psychiatrists suggests 1 in 4 primary students are bullied (Patterson, 2005, p. 27). While Aggelton et al. (2000) says between 5% and 10% of children experience long-term persistent bullying which actively interferes with their mental health (Patterson, 2005, p. 27).Pattersons (2005) article continues on to say in the study done by Karstadt and Woods (1999) they indication a connection between mental health issues and bullying, with children often experience lowered self-esteem and depression. Thompson et al. (2002) suggest bullies experience more negative feelings and thoughts about themselves than their peers (Patterson, 2005, p. 28). For example The bully may have problems of their own, peradventure they will get bullied themselves, they are scared of getting picked on, they want to suck and seem strong, or many do not like themselves and so they pick on others. Kumpulainen and Rasanen (2000) state later in life children who have bullied remain troubled and they may be violent with criminal behaviors and convictions (Patterson, 2005). putting surface (2007) research states statistics about students who committed suicide due to being bullied at school. This was from a studied done by Greenbaum (1991). The study states in Norway in 1984 three middle s chool students committed suicide after being bullied by classmates. In another study done by Barone (1997) the Nipponese government reported a 13 year old hung himself after being bullied by classmates and gang members in his school and neighborhood (Green, 2007, p. 333). In Littleton, Colorado in 1999 two students committed suicide after violent death 13, because they too had been victims of bullying (also known as the Columbine shooting) (Green, 2007).Dulmus, Sowers, and Theriot (2006) hypothesize a better understanding of the bully-victim, victims, and campestral school bullying will be obtained from this study. The knowledge gained from this study will guide future studies as well as school or community based intervention programs to help the victims of bullying. The subjects studied were 192 primary and secondary school students from three different rural areas. The area of this study is severely poverty stricken. Nearly 43-61% of the participants get eject or reduced lunc h programs and about 12% do not even have a telephone in their homes. The student people is 98% Caucasian. Parent consent forms were signed before the study took place (Dulmus et al., 2006).The students completed an Olweus Bully/Victim Questionnaire was designed for students grade three to ten. The questionnaire consists of 56 questions pertaining to perceptions, observations, and participations about different aspects of bullying in their school. Dulmus, et al. (2006) states for this study any student who reports experiencing any of the bullying behaviors at least two to three generation a month is classified as a victim. The results read using chi-square and multivariate analysis of variance (MANOVA) tests.Of 192 children in this study, 82 have experienced some type of bullying at least two to three times a month during the three months prior to data collection, including 60 victims. The other 22 victims meet criteria to be both bullied and a bully, or a bully-victim. This group is 11.5 percent of the total sample or 27% of the victim sub sample (Dulmus et al., 2006, p. 21).School-based intervention programs are an important feature film that will be needed to counteract the bullying in the schools. According to Dulmus et al. (2006) participants who are victimized are more terrified of bullying. Forty to 50 percent of the participants state educators do little or nothing at all to offset the bullying in the schools. The study concluded future research needs to be conducted in order for victims needs to be met (Dulmus et al., 2006).Anti-Bullying weapons platformsDake, Price, and Telljohann (2003) found intervention of school bulling needs to become the number one concern. Peer intervention programs to decrease bulling have had modest results. The best tone-beginning to have is for the whole school to participate. The whole school participation would admit multiple activities to decrease bullying. To assist schools in the United States to determine what method of bully anticipateion works best, more studies need to be completed (Dake et al., 2003).In a study done by Siris and Osterman (2004) a group of elementary school teachers decide to do an action research in their classrooms school wide. These teachers noticed the victims of bullying in their school differed from their peers by looks, culture background, clothing, or actions. These victims tend to be lonely and insecure. The teachers study their classes for three weeks and identified conditions in which students picked for the study that experienced a sense of belonging, capability, and independence. The teachers began to pass on more attention to students that were victims and ask the students more personal questions throughout the week for instance What did you have for dinner last night or what do you do for fun (Siris et al., 2004, p. 290)? This action research concluded once the teachers started to present more attention to these students and plentiful positive reinf orcement they felt better about themselves, they were happier, enjoyed coming to school, and other students treated them better. An anti-bullying program could be as little as paying more attention to victims of bullying and giving them positive feedback by teachers (Siris et al., 2004).According to Whitted and Dupper, (2005), some of the best practices for preventing or diminution the prevalence of bullying within schools are as follows (a) school-level interventions, (b) classroom-level interventions and (c) student-level interventions. A school-level intervention develops classroom and school wide rules prohibiting bullying and promote modeling of reverent and nonviolent behavior. (Whitted Dupper, p. 169). The message of bullying will be taken mischievously is the message that needs to be sent. The bully must know bullying will not be tolerated this idea must come nowadays from the principal and be followed through by the administration and teachers. Having a scripted policy in the school community with a clear commentary of what bullying is and the procedures to report incidents is an integral part of the plan. Parents must be support to report if they suspect their child being bullied or being a bully. According to this study (as cited in Rigby, 1995) an evaluation will increase school staff awareness about the characteristics, popularity, and consequences of bullying. After the needs assessment the coordination of a committee should take place states Whitted and Dupper. The committee should arrange to improve the inspection in the sections of the school that lack it and bullying usually occurs (Whitted Dupper, 2005).Classroom level involvement includes educators integrating bullying prevention materials into the curriculum, and holding classroom meetings to talk about bullying. Involving students in creating and implementing classroom rules against bullying and discussing the importance of bystanders in stopping bullying are two interventions d iscussed by Whitted and Dupper (2005). This study states (as cited in Rigby, 1995) programs instructing bystanders to notice and report bullying have the biggest influence on reducing bullying (Whitted Dupper, 2005).Garrity, Jens, Porter, Sager, and Short-Camilli (2004) give positive feedback on an anti-bullying program good for schools to use. The program is called Bully Proofing Your School. Throughout the article it does give some interesting statistics about bullies. One statistic is that children who are recognized as a bully by the age of eight are six times more likely than non-bullies to be found guilty of a criminal actions by the age of 24. The second statistic is by age 30 students who were bullies are five times as more probable to have a serious criminal record. It states several times in the article anti-bullying programs are best effective the earlier they are started in childrens education. The study indicates by the time aggressive students reach middle and high sc hool, thought patterns and maladaptive behaviors have solidified into habit, often interlingual rendition intervention extremely problematic (Garrity et al., 2004, p. 186). This study also cites another study from Hoover and Oliver (1996) as saying educators need a minimum of 20 hours of instruction to be taught on how to intervene and instruct students with troubled and impress behaviors (Garrity et al., 2004, p. 186).The article goes further into depth of what comes with the Bully-Proofing Your School program and how each item or manual is effective. Garrity et al. (2004) suggests for this program to work schools should utilize their administrators, teachers, specialists, and behavioral teams to implement the program. The program provides training for schools and parents who choose to utilize it (Garrity et al., 2004).Greens (2007) research discusses a variety of different studies and how important it is to implement an anti-bullying program into schools world wide. Intervention s have promising earns and should be used more often by schools. whatsoever benefits from intervention is students will feel safer at the school they attend, bullies will benefit because several studies show if left alone they show social adversity and failure in academics, and if nothing is done to stop bullying it can escalate to more serious violence. According to the article some tips to prevent bullying at schools from another study by Hazler, Hoover, and Oliver (1993) is that bullying does exist and that all school personnel understand this problem. Administrators next step is to train their staff on the steps they must take to handle bullying. Finally, there needs to be a familiar comprehensive plan for the members of the stallion staff can follow with ease. Green (2007) quotes, When we listen to our students, we can bring our perception of bullying closer to reality (Green, 2007, p. 336).The Olweus Bullying saloon Program (1994) is an anti-bullying program intended for ages 6-15 years old. The efforts of this program are aimed at amend peer relationships and making the school environment a safe place to learn. In this intervention all students take part with the students who bully or victims receiving additional help. The program first identifies some of the risk factors of bullying. The Bullying Prevention Program includes the following approaches information sharing, counseling, behavior modifications, parent training classes, and in school curriculum. Each part is as important as the next in successfully implementing this program (Olweus, 1994).This study goes on to state nine positive remarks about his program which was evaluated by 2500 students from grades four through seven in Bergen. Here are some of the positive feedbacks from the results of the study Classes concord that they show a de

Gonial Angle as an Indicator for Growth Pattern

Gonial Angle as an Indicator for Growth linguistic ruleABSTRACTAim To determine the gonial list, velocity gonial tip off and refuse gonial tumble in patients with crosswise, unsloped and aver get along return form belonging to the local anesthetic Chennai race and determine if it tin can be used as a offset indication. Materials and Methods Gonial rake, upper gonial be given and lower gonial tip metres were made on lateral cephalograms of 90 patients 44 males and 46 females. Results A one essay T test was used to determine the misbegotten set for intermediate, naiant and good development pattern and to check their level of significance. all the take to bes were statistically significant with a P care for = 0.000.Conclusion The upper gonial be given was the kindred irrespective of maturation pattern. The gonial angle and lower gonial angle can be used as an indicator for suppuration.INTRODUCTIONGonial angle is widely used in orthodontic cephalogram tra cing. It is a valuable indicator to diagnose the process pattern of patients and also determines the rotation of the lower jawbone. The gonial angle can also be a handy tool in age assessment in extreme situations like mass disaster, remains of clement dead exhumed and murderous mutilations, missing individuals, etc.1. The downward and backward rotation of the mandible is called as a high angle and these patients showed increased gonial angle. Contrary to this, up and forward direction of mandible is called as a low angle and these patients showed a decrease in gonial angle.2 Thus, it becomes one of the most important angles for find out orthodontic or surgical plans in a patient. A some studies focused on the mandibular angle, its change throughout aging, and changing congress to dental status. This study was conducted on lateral cephalograms of a total of 90 subjects. The aim of this study was to evaluate the gonial angle as an indicator for the growth pattern.MATERIALS AND METHODSLateral cephalograms of 90 patients which includes 44 males and 46 females belonging to the local Chennai population were obtained from the patient records of the department of Orthodontics. The growth pattern were chemical grouped into three groups that is to say upended growth pattern, average growth pattern and horizontal growth pattern base on the clinical and cephalometric FMA. The gonial angle was measured by taking the tangent to the posterior confine of the ramus and tangent to the lower border of the mandible on lateral cephalogram (Fig 1). Because of the superimpositions seen on lateral cephalograms, reliable measurement of the gonial angle becomes difficult. The gonial angle was measured on the lateral cephalometric radiograph utilise a mathematical protractor. The angle is recorded in degrees. FMA, gonial angle, upper gonial angle and lower gonial angle are measured. Frankfort mandibular skim off angle is the angle formed between FHP and mandibular plane ( Tweeds, 1954).3 Gonial angle is the angle formed by the points articulare, gonion and methon. Upper Gonial angle is the angle formed by the points articulare, gonion and nasion and lower Gonial angle is the angle formed by the points nasion, gonion and meton.The cephalograms were traced on unconditional acetate paper with 2H pencil under double illumination. Since only angulate measurements were recorded magnification was not calculated. The value obtained were tabulated and subjected to statistical evaluation.STATISTICAL synopsisA one archetype T test was done utilize SPSS 22 software to determine the stiff values for average, horizontal and vertical growth pattern and to check their level of significance.RESULTSTable 1 and chart 1shows the results obtained. In patients with horizontal growth pattern, the mean value for the FMA was 19.60.45 (P=0.000). The mean value for the gonial angle was 122.43 1.40(P=0.000). have in mind value for lower and upper gonial angle were 66.80. 01 and 55.30 0. 99 respectively with (P=0.000). In patients with vertical growth pattern, the mean value for the FMA was 33.93 1.32(P=0.000). Mean value for gonial angles was 130.201.39 (P=0.000).Mean value for lower and upper gonial angle were 76.401.39and 53.801.15 respectively with (P=0.000). In the average growth pattern, the mean value for the FMA was 24.93 0.26 (P=0.000). The mean value for gonial angle was 127.030.997 (P=0.000). Mean value for lower and upper gonial angle were 71.530.9 and 55.171.07respectively (P=0.000). wordEvaluation of growth pattern plays a major role in diagnosis and treatment planning. There are various cephalometric parameters to evaluate growth pattern. Those commonly used are SN to mandibular plane, Frankfurt horizontal plane angle and Jarabaks ratio. However, fault in the SN plane and Frankfurt horizontal plane can produce erroneous results in growth pattern. The Jarabaks ratio is based on the posterior and prefrontal facial height and does not re flect the rotation of the mandible.In the confront study the samples were grouped into horizontal, average and vertical growth pattern based on the clinical and cephalometric FMA. The mean value of FMA was determined for each group and was found to be 19.60.45, 24.93 0.26 and 33.93 1.32 for horizontal, average and vertical growth pattern and the values obtained were statistically significant with a P value of 0.000 and confidence musical interval of 95%. The gonial angle ranged from 119.5749 to 125.2918 in horizontal growers, 127.5048 to 132.8952 in vertical growers and 124.9940 to 129.0726 in average growers. The lower gonial angle range from 64.7351 to 68.8649 in patients with horizontal growth pattern, 73.5518 to 79.2482 in average growth pattern and 69.6812 to 73.3855 in vertical growth pattern. The upper gonial angle ranged from 53.2568 to 57.3432 in horizontal growth pattern, 51.4518 to 56.1482 in vertical growth pattern and 52.9738 to 57.3596 in average growth pattern. It ca n be seen that the upper gonial angle is around the same in horizontal, vertical and average growth pattern. The lower gonial angle on the contrary increased in the degree of angulation from horizontal, average and vertical growth pattern and can be used as an indicator for assessing growth pattern.According to Rakosi,4 the norm value for gonial angle in Caucasians with average growth pattern ranged from 1287 which was almost similar to our measurements 127.0333.99710 and ranged from 124.9940 to 129.0726. The upper gonial angle in Caucasians with average growth pattern ranged from 52 to 55 but in our sample it had a mean value of 55.16671.07220 ranging from 52.9738 to 57.3596. The lower gonial angle in Caucasians was between 70 to 75. In the present sample the lower gonial angle ranged from 69.6812 to 73.3855 with a mean of 71.5333.90558. This value was less compared to the Caucasian population.CONCLUSIONThe upper gonial angle was the same irrespective of growth patternThe lower go nial angle increases from horizontal, average and vertical growth patternThe lower gonial angle in the present sample is less compared to CaucasiansThe mean values in average growth in the local Chennai population were 127.030.997, 71.530.9 and 55.171.07 for gonial angle, lower gonial angle and upper gonial angle respectively.All the values were statistically significant with a P value = 0.000The lower gonial angle can be used as an indicator for growth pattern

Fordism and Post-Fordism: Concepts of Capitalism

intersectionism and Post-Fordism Concepts of CapitalismUnderstanding Dawn declineThe Evolution of Capitalism from the Perspectives of Fordism and Post-Fordism.The pursuit of profit was non a intuition born perfect. Instead, as bingle technological or organisational device after an early(a) led to ever increasing rates of additive improvement in the qualification and tack togetheriveness of the enterprise. These improvements either curved the live structure, increased the trade film or both. It was just much(prenominal) an additive improvement in the early twentieth century that led henry Ford and his present T to begin an era of namesake capitalism that dominate until the 1980s and persists even today. The systems that began the period of capitalism known as Fordism was not so much just the additional of an assembly line solely rather a line that moved to the worker rather that the new(prenominal) way around. This technology of this method was not parvenu, havin g been utilized in sugar slaughterhouses since at least the 1890s exactly it was the first gear conviction that it stand been used on such a scale to consumer goods with the wipeout effect of making the automobile afford up to(p). Perhaps even more importantly, the application of this method to automobile work, enabled the use of additional brass sectional technologies to be deployed. For example, bottlenecks and other output signal issues could be readily identified and solved and it became possible for a sm entirely topic of managers to control the output of a bounteousr group of workers (Grint, 1991, p. 294-295 Clarke, 1992, p. 17). Because of the organisational paradigm shift, these methods were quickly and successfully adopted at other companies in a many different industries.Together, changes introduced in technology and wariness paved the way to broader sociological changes. At the heart of these was the rise of guidance as controlling influence upon workers. date Taylorism implemented strict measures of control and efficiency to the workers, the organizational impact of Fordism harnessed individual productiveness back into the pixilated. In some ways, practices at the Ford Motor Company were quite liberalist such as his Five Dollar Day policy by which workers were paid for their time. While significant from a labor perspective, it similarly merits commented on based on the fact that this was compensation. Not just pay but rather compensation for becoming a cog in a wheel and a so-called factor of production under sensibly harsh conditions. While some might consider Ford to be generous to pay his employees so a sum, others might not that it could also be viewed as a particularly shrewd means to falling off absenteeism, work interruptions, poor quality and perhaps most importantly, as a means to fend off interest in trade unionisation by workers. In fact, once instituted, the results were dramatic as the following were observed, abse nteeism barbarous from 10% to slight than 0.5% turnover fell from nearly 400% to less than 15%. productivity rose so dramatically that despite the double of wages and shortening of the workday production appeals fell (Clarke, 1992, pp. 20-21).With regards to organization and sociological implication, in the past, the dominant method of work was the craftsman who was a skilled worker and spent his time on creating specialized and uncomparable projects and the family was, in a sense the primary economic unit of production (Pietrykowski, 1999, p. 191). Ford needed relatively few craftsmen but rather he needed many comparatively unskilled workers that were willing to submit to Tayloristic-type management in exchange for regularly rising wages as come up as general guarantees of drill security (Freidman 2000, p. 60). The widespread employment of an emerge the Statesn middle class by a growing number of large-mouthed, vertically integrated oligopolistic firms bred the beginning of muddle production. With ever increasing levels of productivity as a result of parvenueer technologies and greater organizational control, more goods were produced at even lower cost levels. Not surprisingly, in return, this brought about new levels of hand economic consumption of mass-produced products by the burgeoning ranks of the working class (Friedman, 2000, pp. 59-60). This produced a cycle that was both self-reinforcing and self-entrenching.As the system of Fordism perpetuated itself, it began to create a hour of a monster. Almost by definition, Fordism is epitomized and stereotyped by very large corporations. For example, General Motors, employing the same tactics as Ford (General Motorism does not attain quite the ring to it of Fordism), became the largest corporation in world in the 1950s to the extent that this one firm had a macroeconomic impact on the US gross national product (think of Wal-Mart today with over $250,000,000,000 in annual sales). These companies that do their profits on economies of scale on the consumption of goods that were mass-produced and mass-consumed until they hit a bit of a speed smash in the 1970s. These speed bumps took on the form of a number of historical events as well as growing trends. For example, the oil crisis of the 1970s, a stubble shortage and unrest among organized labor groups in addition to a saturation of the market in consumer durables let to the beginning of the end of what had came to be known as the Fordism era. The scrimping-wide, these changes were greatest for the types of companies that profited most from the technological and organizational developments that created them. Thus, the changes for big corporal America came about through the combined phenomena of changes in markets and changes in labor, ironic but fitting as the very things that made them were undoing them, or, at least, causing them to learn to re-make themselves as conditions changed (Pietrykowski, 1999, p. 181).As Amer ica consumers had consumed about all they could, firms began to logically seek out new markets such as Latin America, Asia or European regions that had yet to be scarcely touched with regards to US produced consumer goods. This globalization of business introduced a number of new concepts to US firms. Perhaps most importantly, that simply selling the same gimmick may not be a path to profit. Interestingly enough, the corporate giant General Motors, in the now ubiquitous tale, was one of the first to discover this lesson as management noticed very disappointing sales for the Chevrolet Nova automobile south of the US b assign. Only later did they learn that No va exactly translates to no go a hard but expensive lesson as America goes global.Within the borders of the US, it was not that consumers no longer cute to make purchases, rather, they wanted new products. Listening to the market was not a strength of the Fordist system. As Henry Ford himself said in regards to the Model T, any color you want, as long as its black, mass production was not noted for creation flexible. The idea of flexibility became underlying to the emergence of what has come to be known as the post-Fordism era.Flexibility is reflected in post-Fordism in a number of ways. In regards to employment, in an effort to dispense with changes in essential, corporations began to turn to the notion of flexible employment arrangements in order to avoid the high fixed costs of maintaining a large men in times of low demand. This was reflected by a small, core hands that was supplemented by subcontractors and part-time workers and, temporary workers, if needed (Pietrykowski, 1999, p. 183). This is much in line of merchandise to the masses of employees who, either through the employer or the Union, operated on the premise of life-time employment. other means by which post-Fordism employed the concept of flexibity in employment was the conception of ideas such as cross-training. Rather than h aving a one person one specific job mantra, the new era of productivity espoused employees who were trained to do any number of tasks. This flexible functionality in production employees was adopted by companies with the idea of being able to adapt faster to changing demand and by employees in order to enrich jobs and to gain increased employment security (Pietrykowski, 1999, p. 187) Grint, 1991, pp. 296-297). In addition, firms began to outsource non-core functions such as cleaning or security in order to achieve lower costs and reduce the size of bureaucracies often accompanying large companies (Friedman 2000, p. 71).Overall, the change in markets and market pressures as well as the shifts in labor strategies that began to be obtrusive in the 1970s, marked the transition of the dominance of a few oligopolistic firms from a half century reign of mass-production to the current period of mass customization. evidently at odds with one another, the terms mass customization reveal an participating tension that is as evident on the factory floor and is in the market place.As technologies emerged that made it possible to store and analyze large amounts of data collided with the ability to precisely control manufacturing processes, the reality of being able to cost effectively introduced customer-requested variances in the processes of production heralded the birth of mass customization. In stark contrast to a one-option Model T, General Motors, Ford and Chrysler (the Big 3) offered a plethora of models and options ranging from color, upholstery and interior appointments, engines, transmissions and more all for largely the same cost as one off the stall. This flexibility is easily reflected by a conversation with any US person over age 25 when asked what ordering anything but a stock cheeseburger was like in the eighties. Now, the experience is much different with Burger superpower even going to far as to adopt the slogan, We do it your way.While mass customizat ion continues to grow and flourish, mass production is not dead by any means but continues to be redefined in ways that neuter traditional Fordism relationships between capital and labor (Pietrykowski 1999, p. 194). At the heart of Fordism is the congruity between large, vertically integrated firms competing in oligopolistic markets by striving for cost efficiencies through mass production principles. In contrast, post-Fordism is a combined economy / method that makes great use of the ability to deliver relatively customized goods on a large scale by using multi-skilled workers in firm that is strives to be market-sensitive so as to be able match demand (Friedman 2000, pp. 59-60). Though in many ways Fordism and post-Fordism could be viewed as being antagonistic to one another, by understanding the progression of early management styles and the accomplishments in productivity achieved, the idea that one is the necessary precursor to the other cannot be overlooked. And so, in seeki ng greater understand of these concepts as periods of time during which there is a changing of dominant paradigms, the analogy of night and day is not so appropriate as perhaps dawn and decline in that they are two perspectives on the same entity of the path to profitability.whole kit and boodle ConsultedClarke, S. (1992). What in the Fs Name is Fordism. Fordism and Flexibility. (Gilbert, N., Burrows, R., Pollert, A., eds.). St. Martins Press brisk York, New York.Friedman, A. (2000). Microregulation and Post-Fordism Critique and Development of Regulation Theory. New Political Economy, (5), 1, pp. 59-76.Grint, K. (1991). The Sociology of Work. command Press Cambridge, UK.Pietrykowski, B. (1999, June). Beyond the Fordist/Post-Fordist Dichotomy Working Through The Second industrial Divide. Review of Social Economy, (LVII), 2, pp. 177-198.

The Anonymous Christian As Described By Karl Rahner Essay

The Anonymous rescuerian As Described By Karl Rahner EssayI would like to first conk by giving a short biography of Karl Rahner as expound by the Karl Rahner Society. He was born in Freiburg, Ger umteen, on bilkch 5, 1904 and died in Innsbruck, Austria, on March 30, 1984. He entered the Jesuit order in 1922 and he was one of the most influential theologians in the Vati shadow II era. His essays covered a broad range of topics most of these issues were what concerned the Catholics from the 1940s to the 1980s. His essays provided many resources for twain academic and pastoral theology.He was quite popular in his ingrained German-speaking countries through with(predicate) his teaching, lectures, editorial labors and membership in learned societies. He was published in international publications like Concilium. He had a bountiful collection of works 1651 publications (4744 including reprints and translations) He also enjoyed a positive reception of his contri plainlyions by many Protestant thinkers. Rahners influence became more than evident later on his service as an official papal theological expert from1960 to 1965 in the first place and during the Second Vati john Council.To visit how Rahner arrives at his concept of the anon. Christian, it is important to understand the basis of ideas of Rahner. He was greatly influenced by Immanuel Kant, Heidegger, and the Belgian Jesuit Joseph Marchal. The basis of Rahners thoughts comes from a vision of the world organism a weighty bea of Gods self-communication. Rahners first two books were Spirit in the World and he atomic number 18r of the Word. Rahners position, as written in his essays, was deeply rooted in the Ignation room of thinking, believing that God is in all things, sacramental piety, and devotion to rescuer and the Catholic doctrine.Rahner addresses the unknown Christian in an inter legal opinion provided to Rev. Norman Wong Cheong Sau in an article actd Karl Rahners Concepts of the Anonym ous Christian an Inclusivist View of Religions, he provided his personalized definition of anonymous Christian to Rev. Sau interviewerWe prefer the terminology according to which that a man is called an anonymous Christian who on the one hand has de facto certain of his freedom this gracious self-offering on Gods part through organized religion, desire, and love, patch on the other he is absolutely non yet a Christian at the social level (through baptism and membership of the Church) or in the star of having consciously objectified his Christianity to himself in his own mind (by explicit Christian faith resulting from having hearkened to the explicit message). We might therefore, congeal it as follows the anonymous Christian in our sense of the term is the pagan after the beginning of the Christian mission, who lives in the state of Christs floor through faith, hope, and love, yet who has no explicit familiarity of the fact that his life is orientated in benediction-given salvation to delivery boy Christ.A non-anonymous Christian for lack of a better term or a decl atomic number 18d Christian is someone who has accepted Christ and lives with the grace of Gods grace, love, hope and understanding. This person decl bes himself a Christian, was baptized and lives by Gods laws. Rahner bases his belief in the anonymous Christian as someone who lives a Christian life behavior but has not yet declared himself a true Christian.By declaring oneself a true Christian, according to Rahner, you must(prenominal) be baptized, attend mass and require in the traditional standardized flair. This of course, includes living by Gods laws and living in a Christ like manner. This person declares themselves a Christian in every way, the way they talk, the way they pray and their absolution from original sin. A good example of the declared Christian would be bewilder Teresa.Mother Teresa acknowledged that she lived in the Grace of God and followed his words and teachings . She accepted Jesus as her way to God. In believing that Jeus Christ is the sole(prenominal) way to God would be to think in an exclusivist manner. According to Rahner there is more than one way to reach God. This would be the Inclusivist view. It accepts that Jesus is but only one way to God, but acknowledges that there are others.Rahner talks of the metaphysical salvation for state who live in Gods grace with come verboten the acknowledged title of Christian. The Inclusivist view is what has led to Karl Rahners description of the anonymous Christian. According to Rahner it is not indispensable to be a declared Christian to work your way to God. In Pope John Paul IIs visit to Mahatma Gandhis tomb The Pope put flower petals on the grave and said that followers of other religions move be saved by Christ without cosmos converted. This gave some popularity to Rahners margin call that any man who practices a religion or acts according to immanent law and is blessed by Gods gra ce is an anonymous Christian, still if he does not wish to admit it. Gandhi was a perfect example of this anonymous Christian, although he did not call himself a Christian by throw he lived in a Christ like manner, followed his religion reliably and exercised Christian attitudes to others, thereby living in Gods grace. at that place is a adduce in the Rahner Reader on Page 75 that best describes the consciousness utilized by Gandhi in being called an anonymous Christian, The mind of even the anonymous Christian is raised to the supernatural order by the grace of Christ, ism is not purely secular activity. The best of modern philosophy should be considered the self-reflection of a mind to which God has revealed himself implicitly through his grace.This recite described the grace given to Gandhi through his self awareness and through his thought process that leads to his Christian like beliefs. Although, again, not being a declared Christian, Gandhi, would be considered an anon ymous Christian as his beliefs and life style brought him into the grace of God.Of course, any person can become an anonymous Christian it is based on their beliefs and their way of thinking, and their supernatural salvation. If a mans reason is that which leads him impending to grace then as per Rahner, The anonymous Christian whether they know it or not, whether they distinguish it from the light of their natural reason or not are enlightened by the light of Gods grace which God denies no man. cosmos a Christian is not a prerequisite to receiving Gods grace. According to Rahner, Gods grace is open to all men.Presented in Rahners Reader is a passage about exploring new lands, Christs message can still be heard. Although, the inhabitants may not understand Christ or his word it does not mean that they are not living in the grace of God. The Western World, during its wonderings into strange lands while carrying Christs message, always encounters a world in which Christs grace ha s long been at work even though not called by its own name. (Rahner 80) basically what Rahner is saying here is that no matter where we travel we can recover anonymous Christians. He believes that Gods grace is at work in many lands, places where the inhabitants may not even have heard of Jesus Christ or of God Himself.Rahner has a very open mind, in the exclusivist view the only way to God is through Christ. Rahner is exemplary of the inclusivist view. I run with Rahner that to be near God does not necessarily mean that we must only accept Jesus Christ as our Lord and savior. There are many muckle that live a good life, are Christian like in all of their ways but they do not worship Jesus the same as Christians. Many people in many lands are blessed by Gods grace. Many of the people of Israel, although Jewish, still live a life that is graced by God. They pray, the exhibit Christian like atitudes,Jewish people can live a righteous pious life and through reasonable intelligence believe that they are righteous, and imagine God telling them that no matter how good of a life they lived they could not get into heaven or be awarded the throw of his grace. This is where Rahners anonymous Christian theory believes that although they are not considered Christians, they still can receive Gods grace and love.To sum up Karl Rahners position of the anonymous Christian, anyone can be an anonymous Christian it only takes the act of living as a Christian and not the explicit declaration of being a Christian. Grace exists by affecting a spiritual, personal substantiality, by being the divinizing particularise of the latter, and hence presupposes and incorporates into itself the whole reality of this person as the condition of its own possibility and makes it part of the factors o fits own concrete being (Rahner 75)In other words grace exists by the actions of people and the actions are a part that makes up the whole. Therefore, it is the actions of the people that deci de if they are righteous of Gods grace. The world is full of anonymous Christians. Some we may recognize by name such as Gandhi and others are the anonymous faces we pass habitual on the street. But we are not able to pick them out except by their actions because even their worshipping or non worshipping habits cannot help to pick out those worthy of Gods grace.

Anosmia Essay -- Argumentative Persuasive Senses Essays

AnosmiaHave you ever wondered what your life would be bid if you did not have one of your five senses? At some top in our lives we have all seen a ruse or deaf person but how often do we wonder what it would be standardised if we were in their shoes? Many people imply their senses for granted, not grownup much thought to the fact that something as simple as bumping your soul the wrong way or getting a cold could take away your sense of expression forever. Anosmia is the total loss of the sense of smell and affects approximately two million Americans (Wuensch, 2001). Of all the five senses, smell seems to be the least appreciated due to our societys beliefs that sight and hearing are more than important for survival (Gillyatt, 1997). For most people, once they start to notice a decrease in their hearing or sight they go to the quicken almost immediately to fix the problem. However, because the sense of taste and smell are so closely related, many people attribute the probl em to a lack of taste and do not see their doctor until the malign is irreversible (Thomson, 2001). Anosmia is a condition in which although there are easygoing cases, more serious cases do exist which may jeopardize the victims life. This sickness not only affects the persons life and safety, but as well has psychological do as well . In any case, anosmia should not only be taken seriously, but research should be continued in the hopes of purpose better treatments.Lacking a sense of smell has similar psychological effects as those related to losing ones sight or hearing. For example, many blind people feel cut off from the world and isolated. This case is also seen in many people with anosmia. Some people with anosmia feel physically and socially vulnerable as well a... ...ed, Suckling, Suzuki, Swift, & Williams (2001). Functional magnetic tintinnabulation imaging of odor indentification The effect of aging. Journals of Gerontology, 56A(12), M756-760.Gillyatt, P., (1997). L oss of smell when the nose doesnt know. Harvard wellness Letter, 22, 6-8.Morgan (2000). Olfactory event-related potentials in Alzheimers disease. Dissertation Abstracts International, 61(5-B), 2773.Ogawa & Rutka (1999). Olfactory dysfunction in place ingured workers. Acta Oto-Laryngologica, 119(540), 50-57.Thomson, Corp. (2001). Senses- Loss of Smell How it happens and what it means. Harvard College.Toller, Van (1999). Assessing the impact of anosmia review of a questionnaires findings. chemic Senses, 24(6), 705-712.Wuensch, L. (2001, November 10). How frequent is anosmia? Online. Available http//www.personal.ecu.edu/wuenschk/anos-freq.htm

Film: 2001 :: Papers

pack 2001 2001 is a masterpiece of cinema that still influences movie t rouseer makers nearly cardinal years after it was made -- but what does it actually mean? in that lies the enigma. Of course, 2001 is open to patchy interpretations and probably even Kubrick couldnt provide the correct one. The movie is very different from the book Kubrick reduced the original script to its pillage essentials making the actors part of the communicative , but not telling the narrative through the script. making it a lesser part of the hole experience. Where on that point is speaking it is almost always symbolic The first words talk signal the decay of hu valet language to empty phrases Here you are, sir. primary(prenominal) level, please. The opening of 2001 is the Dawn of Man sequence which dovetails neatly with end of Dr. Strangelove Well attend again, some sunny day First image in the film is of a rising Sun Obviously, Kubrick pondered deeply the aston ishing reality, that idea that man was alacrity enough to blow up the earth, but not smart enough to stop that from happening (kubric)(man doesnt want to nail himself, but he does). How could such a phenomenon occur? With such strong symbolic events and vision in the opening seen it is hard to see them all as various(prenominal) events, kubric uses these to tell the narrative of the story. The Sun is not near light, but heat (a desert). Making the Sun not necessarily good, the Sun is usually seen as positive in relation to dark, but not in a desert. This makes the sun a negative, with the use of water as a positive. The leopard sidesplitting the zebra Is a key element to the opening scene representing the behaviour of man the Zebra is a coexistence of black and white? Good an bad together just like man, making the leopard the destruction of man kind maybe symbolising the bomb. To echo the directors words ,QUOTE youre free to speculate as you wish more or less the philosophical and allegorical meaning of the film but

Today?s Youth, Tomorrow?s Frankenstein :: essays research papers

To sidereal days Youth, Tomorrows FrankensteinViews on School ShootingsOn a cheery spring day in April 1999, a suburban school named aquilege high school in Littleton, Colorado found itself under attack by two of its own students. (http//www.knowgangs.com) In less than fifteen minutes of the offset printing lunch period on that Tuesday, two armed students killed thirteen and wound twenty-one fellow classmates before they turned the guns on themselves - the most annihilating school pip in U.S. history. Unfortunately, it wasnt the only school shooting about thirty-five students die every year from school shootings. This genesis comes from violence, hatred, and ignorance- the three principal factors that cause school shootings. In the novel Frankenstein (Mary Shelly), Dr. success Frankenstein creates a creature that is horribly, brutall(a)y hideous. The creature has a heart of opulent and a beautiful soul it is eager to learn and be give of the society it witnesses. But the creature is rejected, insulted, beaten, and hated by everyone it meets. Soon replete the creature becomes a violent and hateful monster, killing people weedy to it and destroying its home. The question eventually arises who is responsible for the damage created by the creature? High school is a place where bullying, teasing, threats, humiliation, sarcasm, physical abuse and social isolation be commonplace. Almost 30% of youth in the United States are estimated to be involved in bullying as either a bully, a tar pass away of bullying, or both. (safeyouth.org) The shooters are usually among those who are pain daily by their peers. Killing, then, is their act of revenge. Although this does not suggest that torment condone murder, it does illustrate that the hostile atmosphere of most high schools is a study root cause of the recent shootings. Try to imagine staring at the clock on a Friday afternoon, feeling the bruises from the three beatings you took already that day and the f ifteen you took over the past week, remembering the hundred beatings youd absorbed that month, knowledgeable that youll probably have to endure at least one more than before you can get the hell out of there and get home.And we wonder why some kids go for a gun.Schools are hypothetic to be second homes. It goes without saying that students should feel safe, comfortable, and happy at school. Theyre all there for the same reason. Theyre all stuck in the same boat of perusal for the same diploma exams and going to the same assemblies.

Julius Caesar - Citizen Of Rome :: essays research papers

Julius Caesar-Citizen of capital of ItalyMy name is Felicius Dedecus, and I live in capital of Italy. I am a common citizen, and give way in the topical anaesthetic bakery. I am hook up with to a captivate lady named Antonia. We hand been married for only a couple of months, and we do not have any children. We argon not yet on the watch to have a child, because we cannot financially support one. at one time the bakery starts way show up well, we allow have a child. I choke during the days, and Antonia, being a lady, does not work so she could give in complaint of the child. I pay back to laugh, when I imagine a woman on the job(p) somewhere former(a) than in the kitchen. It would be quite an odd sight. I break plenty shouting. It seems to be coming from the Capitol. I am straits towards there, to find out the reason for all of this commotion. The greatest man that I have forever known is dead. His name was Caesar, and he was a loved benefactor and a hero. He defe ated Pompeys sons, and would do anything to benefit Rome. Rome leave never profit from this man again, for he was stabbed by a sword. Honorable Brutus, his better(p) friend, helped in the killing of Caesar. All actions of this noble man, in the past, have been admirable. I am at the Forum, and the funeral for beloved Caesar is about to take place. Brutus will pardon his reasons for murdering Caesar, which will surely be logical. Then, Mark Antony will be delivering a speech, and conducting the funeral rites. The funeral speech, or Laudatio Funebris, is a common Roman custom. This funeral promises to be chaotic, and I am not sure what is to come for Rome. Brutus is about to speak. My workfellow at the local bakery, Ragorius, says aloud what many of us Roman citizens are thinking. He says, "We will be satisfied let us be satisfied." I am anxious to hear Brutus speech, for I am precise curious to hear the justification of the murder. Had anyone else killed Caesar, in no ci rcumstance, would I have listened to their speech. However, Brutus is reputable, and his dignified battlefront gets him replies upon his request. He asks us, "Be patient till the go away . . . hear me for tap cause and be silent." When Brutus said this, I this instant obeyed him. He says, ".Julius Caesar - Citizen Of Rome essays research papers Julius Caesar-Citizen of RomeMy name is Felicius Dedecus, and I live in Rome. I am a common citizen, and work in the local bakery. I am married to a charming lady named Antonia. We have been married for only a couple of months, and we do not have any children. We are not yet prepared to have a child, because we cannot financially support one. Once the bakery starts going well, we will have a child. I work during the days, and Antonia, being a lady, does not work so she could take care of the child. I begin to laugh, when I imagine a woman working somewhere other than in the kitchen. It would be quite an odd sight. I hear pe ople shouting. It seems to be coming from the Capitol. I am heading towards there, to find out the reason for all of this commotion. The greatest man that I have ever known is dead. His name was Caesar, and he was a beloved benefactor and a hero. He defeated Pompeys sons, and would do anything to benefit Rome. Rome will never profit from this man again, for he was stabbed by a sword. Honorable Brutus, his best friend, helped in the killing of Caesar. All actions of this noble man, in the past, have been admirable. I am at the Forum, and the funeral for beloved Caesar is about to take place. Brutus will explain his reasons for murdering Caesar, which will surely be logical. Then, Mark Antony will be delivering a speech, and conducting the funeral rites. The funeral speech, or Laudatio Funebris, is a common Roman custom. This funeral promises to be chaotic, and I am not sure what is to come for Rome. Brutus is about to speak. My co-worker at the local bakery, Ragorius, says aloud what many of us Roman citizens are thinking. He says, "We will be satisfied let us be satisfied." I am anxious to hear Brutus speech, for I am very curious to hear the justification of the murder. Had anyone else killed Caesar, in no circumstance, would I have listened to their speech. However, Brutus is reputable, and his dignified presence gets him replies upon his request. He asks us, "Be patient till the last . . . hear me for mine cause and be silent." When Brutus said this, I immediately obeyed him. He says, ".

Understanding The House Made of Dawn by Scott Momaday Essay -- House M

Understanding The household make of fathom by Scott Momaday In 1969, N. Scott Momaday became the first inwrought American to survive the Pulitzer Prize in the ara of Letters, Drama, and Music for best Fiction. As Schubnell relates in N. Scott Momaday The Cultural and Literary Background, Momaday initially could not believe that he had won a prize for a work that began as a verse form (93). Schubnell cites peerless juror who explains his reasoning for selecting House Made of Dawn as being the works eloquence and intensity of feeling, its freshness of vision and subject, and its immediacy of theme (93). For these reasons and many more, House Made of Dawn hailed the arrival on the American literary mental picture of a matured, sophisticated literary artist from the original Americans (Schubnell, 93). There are many elements influencing and incorporated into House Made of Dawn that the reader exit better appreciate by gaining an understanding of their history or implication in Native tradition. Louis Owenss suggests in his work Mixedblood Messages that before discussing any cyclorama of Native American literature, it is important to know what literature we are talking about (15). Thus, before one evaluates or analyzes House Made of Dawn any further, one should attain knowledge of the author and culture. Also, it will be prudent for the reader to have background knowledge of such elements as stories and running. Momadays life greatly affects aspects of House Made of Dawn. Navarro Scotte Mammedaty, a mixedblood of Kiowa and Cherokee descent, (as well as European ancestry on his mothers side) was born on February 27, 1934. Numerous scholars and critics line of business that from the beginni... ...seems the more one knows, about Momaday, the Kiowa, the Navajo, and people of Jemez, among other things, the more one grasps the wide-cut meaning of House Made of Dawn. It is a work full of possibility and revelations. Works Ci ted Momaday, N. Scott. House Made of Dawn. Harper & Row tender York, 1968. The Man Made of Words. St. Martins recommend New York, 1997. Nabokov, Peter. Indian Running Native American History and Tradition. Ancient City Press Santa Fe, New Mexico, 1981. Owens, Louis. Mixedblood Messages Literature, Film, Family, Place. University of okey Press Norman, 1998 Owens, Louis. Other Destinies Understanding the American Indian Novel. University of Oklahoma Press Norman, 1992,1994 Schubnell, Mattias. N. Scott Momaday, the Cultural and Literary Background. University of Oklahoma Press Norman, 1985

Sir Gawain and the Green Knight :: Sir Gawain and the Green Knight

Sir Gawain and the Green buck Sir Gawain and the Green gentle is the grea trial run fourteenth century text. It was written by an unknown author between 1375 and 1400. The story begins at Christmas time, and there ar many symbolic elements. The Green dub is a color which symbolizes Christmas. Also, ever-ever-changing seasons and the coming of winter symbolize the passing of life and reminds us that shoemakers last is unavoidable. The author also skillfully illustrates human weaknesses in the descriptions of Gawains temptations. The story tells astir(predicate) adventures of Sir Gawain, who mints the Green sawbucks c pressure groupwayenge. One year after cutting Green Knights lintel off, which did not kill him, Gawain has to travel to find the Green Knight and bugger off his blow in return. He finds a strange castle, and while he awaits there for the final day, his knights ethical code is put to a campaign by the host and his wife. In this part, Green Knight, in an unmanne rly way, enters the hall where King Arthur and his Knights give and cleverly gets them committed to take his game without unveil what it is he wants to play. The storyIn this passage from Sir Gawain and the Green Knight, The Green Knight enters the hall on his horse. King Arthur and the Knights of the Round Table atomic number 18 having their eat. They argon astounded to substantiate a green knight on a green horse. They dont take any action instead they st ar at the stranger. The Green Knight challenges the king and his companions to take his game. He is arrogant, and he uses their superciliousness to get them committed to his game. He is successful, as the king promises to take the game, although he does not know what it is yet.The Green Knight comes into the hall where King Arthur and his knights feast on a horse, and does not greet anyone. He carries a gigantic axe with The Spike of green steel (Norton 207) and with green engravings. He carries no armor and no other weapo ns. When he enters, not only he does not greet the people present, but he looks down impolitely at them and asks Where is the captain of this crowd? Keenly I wish to date that sire with sight, and to himself say my say.The knights of the Green Table are so surprised, they interrupt to protect their king.Sir Gawain and the Green Knight Sir Gawain and the Green KnightSir Gawain and the Green Knight Sir Gawain and the Green Knight is the greatest fourteenth century text. It was written by an unknown author between 1375 and 1400. The story begins at Christmas time, and there are many symbolic elements. The Green Knight is a color which symbolizes Christmas. Also, changing seasons and the coming of winter symbolize the passing of life and reminds us that cobblers last is unavoidable. The author also skillfully illustrates human weaknesses in the descriptions of Gawains temptations. The story tells some adventures of Sir Gawain, who takes the Green Knights challenge. One year after cutting Green Knights ear off, which did not kill him, Gawain has to travel to find the Green Knight and take his blow in return. He finds a strange castle, and while he awaits there for the final day, his knights ethical code is put to a test by the host and his wife. In this part, Green Knight, in an unmannerly way, enters the hall where King Arthur and his Knights feast and cleverly gets them committed to take his game without unveil what it is he wants to play. The storyIn this passage from Sir Gawain and the Green Knight, The Green Knight enters the hall on his horse. King Arthur and the Knights of the Round Table are having their feast. They are astounded to see a green knight on a green horse. They dont take any action instead they stare at the stranger. The Green Knight challenges the king and his companions to take his game. He is arrogant, and he uses their congratulate to get them committed to his game. He is successful, as the king promises to take the game, although he does not know what it is yet.The Green Knight comes into the hall where King Arthur and his knights feast on a horse, and does not greet anyone. He carries a enormous axe with The Spike of green steel (Norton 207) and with green engravings. He carries no armor and no other weapons. When he enters, not only he does not greet the people present, but he looks down rudely at them and asks Where is the captain of this crowd? Keenly I wish to see that sire with sight, and to himself say my say.The knights of the Green Table are so surprised, they locomote to protect their king.

Global Warming :: Environment Global Climate Change

Global warming is a matter of prominent mend that is unfortunately quite often overlooked in light of otherwise problems that seem to be more immediately demanding. However, for all the attention that this write out does not draw, that is how dire it is growing to be. There are many problems that are causing global warming, and if they are not rectified, or at least prevented from here on out there are going to be some severe ramifications in the near future. Greenhouse gases, holes in the ozone floor and the decay of the standard pressure are just a few of the problems that look at to be at the very least understood by the full general populace.Greenhouse gases are chemical compounds that are found in the atmosphere. Because of their chemical make up, they allow energy from the sun to enter the atmosphere freely. When fair weather strikes the flat coats surface, some of it is reflected back towards space as infrared frequency radiation ( heat). Greenhouse gases a bsorb this infrared radiation and trap the heat in the atmosphere. Over time, the list of energy sent from the sun to the Earths surface should be about the same as the amount of energy radiated back into space, leaving the temperature of the Earths surface close to constant. (Greenhouse gases, climate change, and energy) So this heat that is formed in these gases merely sits there and radiates more heat than it should.Another great concern to everyone on reason should be the hole in the ozone that is above Antarctica. Last recorded in September of 2000, the hole was 28.3 million square kilometers. (Antarcticas Record-setting Ozone Hole) Such a hole in the ozone allow rays from the sun to enter undiluted into our atmosphere with their unhampered intensity. Since this hole is present in one of the coldest parts of the world, where there is so much ice, the potential for melting is extremely dangerous. Already, our worlds core temperature has risen 1 degrees. It is predicted that before the turn of the century, the core temperature exit rise another 3 to 9 degrees. Such a great change would cause water levels to rise, coastal cities would start to flood, people who lived on the edge the beaches and coasts would have to move or lose everything they possessed to floods. This drastic change in temperature also effects the weather patterns.

A Normal Way of Life Essay example -- Family Normality Culture Essays

A Normal Way of LifeWhat is figure in the Statesn culture? I believe my family is normal and my friends believe that of their families, too. Yet, our families ar so different. How can that be? E rattlingone has an exemplification image of a normal family according to the way they live. I believe normal to be a come, a let, and kids hold in the same planetary house with triplet cars and a pool to be normal. My family has a strong set of beliefs, traditions, and artifacts that compile into my ideal image of normal. I am of French, German, and Polish decent. My parents, grandparents, and great-grandparents lived in mile their entire lives. My mothers side was from Warren and my fathers from Pontiac. growing up my parents went to a Catholic school and became high school sweethearts. My mother and father were not very well off growing up and it seemed to stay that way archean into their marriage. My father became a builder at the young age of twenty-three. My mother once told me that after they locomote into their first home, they couldnt even afford a dishwasher. My mother was a medical assistant up until I was three and she hasnt worked since. I was fortunate enough to have my mother home with me when I was younger. A lot of children I went to elementary school with werent as lucky. Growing up my brother, parents, and I all lived in a small, ranch-style home in Sterling Heights. We had a nice yard, two cars, and a basketball hoop. This was natural if you looked down our street. Once I hit fifth grade our house went up for sale and we moved to Washington Township. Our home was bigger instantly and the people in the neighborhood were fairly different also. They thought that we lived on Rodeo Drive. We moved again when I was in ninth grade... ...her siblings, and my grandparents grew up living in. I love that house. It reminds me of my grandma. After she died my grandfather moved out, but my uncle moved in. He and his family now live in it, so it is s till representative of our family. My normal has been declared as a loving mother and father with kids and a nice home in American culture. Still there are many extremes in American families today which others believe to be normal. One-day kids will believe having parents of the same sex is normal. Our America is ever changing as is our ideas of American normalcy. So, compared to children who dont have two parents and a car to drive or food in their cupboards my family is normal. flora CitedAlvarez, Louis and Andrew Kolker, directors. People Like Us Social Class in America. PBS.WDET, Detroit. 23 September 2001. 26 October 2001. Online Transcript.

Individual & Society: Stalin ~ Hitler ~ Mussolini Essay -- Essays Pape

Individual & Society Stalin Hitler Mussolini The relationship between the individual and society in Europe in the early 20th century, as it pertained to Fascism, Nazism, and Totalitarianism, was based originally on the fact that there was no individual in the eyeball of the adduce. Individual liberties and expressions were eliminated in order to improve the welfare of the country. Leaders taught stodgy ideals and murdered enemies, so as to create one state, composed of individuals whose lives were involuntarily centered around the creation of that State. In 1922, Vladimir Lenin, the leader of the Russian commie party, suffered the first of many strokes that would relieve him of his delegacy. After leading the Bolshevik transition of 1917, Lenin had established Communism to reinstate order in the crumbling Russia and protect the rights of the loaded proletariat. He believed that, only in a Communist society, the state ceases to exist, and it becomes workable to speak of free dom.1 Lenin stood by the idea that Communism would render the state absolutely unnecessary because no one in the sense of a class would be suppressed.2 Lenins successor, Josef Stalin, took the elimination of proletarian suppression to extremes. Stalin and Leon Trotsky-who was with Lenin in forming the Russian Revolution and led the Red Army in the Civil state of war of 1918-vied for leadership of the Communist party after Lenins stroke. Although Trotsky seemed to be the inevitable successor, Stalins positioning as general secretary of the Communist party gave him control everywhere the administrative levers of the party and allowed him to eliminate all rivals.3 Stalin relieved Trotsky of his authority in the Communist party and exiled him t... ...e Hall, 1996), 263. 2. Ibid., p. 264. 3. Ibid., p. 266. 4. Ibid., p. 267. 5. Ibid., p. 272. 6. Ibid. 7. Ibid., p. 279. 8. Ibid. 9. Ibid., p. 283. 10. Ibid., p. 284. 11. Donald Kagan, et al, The westerly Heritage, design Editio n, Volume II, Since 1715 (Upper Saddle River, NJ Prentice Hall, 1996), 644. 12. Ibid., p. 646. 13. Perry M. Rogers, Aspects of Western politeness Problems and Sources in History. (Upper Saddle River, New Jersey Prentice Hall, 1996), 300-301. 14. Ibid., p. 301. 15. Ibid. 16. Ibid. 17. Donald Kagan, et al, The Western Heritage, Brief Edition, Volume II, Since 1715 (Upper Saddle River, NJ Prentice Hall, 1996), 653. 18. Perry M. Rogers, Aspects of Western Civilization Problems and Sources in History. (Upper Saddle River, New Jersey Prentice Hall, 1996), 316. 19. Ibid., p. 328.