Patriotism Essays (383 words) - Patriotism, Communism,

Where would our country be without patriotism? Where would we be without patriotism? Would we be living in a Communist county? Would we have freedom, rights and security? Those are questions you should think about. Patriotism was in the brave Patriots and our founding fathers who came together and built our nation. Patriotism still matters to this day because we?re all still patriots at heart. We still fight to support our freedom and security. How would you like to live in a nation that picks who you marry, chooses where to live, makes you work a job that you might not want to, and does not allow you the freedom to speak your mind? If the people who founded our country did not have patriotism in mind, that is how we would be living. Even in present time, if our soldiers do not have patriotism, we would have lost our freedom. The American Government and Armed Forces do their best to prevent the spread of Communism and replace Communist Governments with Democracy. Or how about 9/11/01, after the terrorists attacked, our country did not sit around and moan, we stood up and fought back and took charge to show that we will do something about it. Without patriotism, we would be ruled by Great Britain because we wouldn?t have successfully revolted against Great Britain?s government. Great Britain is allies with us, but with all due respect, we wouldn?t be free. Our government is divided into three branches. Not one branch has more or less power that the other. Our system of government is headed by a President rather than a King. I?m not too sure about Britain?s government but to my knowledge, I believe they are still ruled by a King. Again, with all due respect, I believe America is a more free, a safer, and stronger country than Great Britain. Patriotism just doesn?t still matter, it is essential to our country. Patriotism was present on the day our county was born, and will still be here until the end of the world. Patriotism is like water to a plant. When a plant is given water, it grows stronger. The same applies to patriotism. When patriotism remains present in our country, our country grows stronger.

Free Essays on Zeno Ans The First Paradox Of Motion

Name: Preven Chetty Zeno of Elea and the first paradox of motion {including its correlation to the theory on Maya and an appendix on Lao Tzu} - In order to understand Zeno and his arguments against motion it would be helpful to know his background. This is difficult because Zeno was alive in 450 B.C and there are few materials about him. Most of our information is indirect and possibly all of Zeno’s arguments on motion have emerged from one book. What we can safely assume however was that Zeno was a disciple of Parmenides and a supporter of his theories. Background Theories Parmenides (c.515,445 B.C) believed that there is no real change in the world and that all of reality is actually one. Parmenides changed the course of Greek philosophy and not until Plato and Aristotle (384-322 BC) would any philosopher challenge his metaphysical assumptions. Parmenides writings are in the form of a philosophical poem and in the poem it is said that he was driven in a chariot to the gates of light and dark where he met a divine goddess who showed him that reality cannot be generated or destroyed, is all alike, unmoved and complete ( Mautner, T, 1996). It would be interesting to note at this point that Parmenides monistic view of the world is not only to be found in secular Greek philosophy but it is also the foundation of Indian philosophy. In ancient India, even before the time of Parmenides there was a growing consensus amongst scholars that the universe is illusory and is a projection of the One Being. Thus reality is an illusion (also known as Maya) and its varied and changing nature is false for it is in essence one thing (Edgerton, F, 1952). Common in Indian philosophy is the idea that the senses are also a product of Maya (i.e. : ignorance). Desire is perceived as false since it is born out of ignor... Free Essays on Zeno Ans The First Paradox Of Motion Free Essays on Zeno Ans The First Paradox Of Motion Name: Preven Chetty Zeno of Elea and the first paradox of motion {including its correlation to the theory on Maya and an appendix on Lao Tzu} - In order to understand Zeno and his arguments against motion it would be helpful to know his background. This is difficult because Zeno was alive in 450 B.C and there are few materials about him. Most of our information is indirect and possibly all of Zeno’s arguments on motion have emerged from one book. What we can safely assume however was that Zeno was a disciple of Parmenides and a supporter of his theories. Background Theories Parmenides (c.515,445 B.C) believed that there is no real change in the world and that all of reality is actually one. Parmenides changed the course of Greek philosophy and not until Plato and Aristotle (384-322 BC) would any philosopher challenge his metaphysical assumptions. Parmenides writings are in the form of a philosophical poem and in the poem it is said that he was driven in a chariot to the gates of light and dark where he met a divine goddess who showed him that reality cannot be generated or destroyed, is all alike, unmoved and complete ( Mautner, T, 1996). It would be interesting to note at this point that Parmenides monistic view of the world is not only to be found in secular Greek philosophy but it is also the foundation of Indian philosophy. In ancient India, even before the time of Parmenides there was a growing consensus amongst scholars that the universe is illusory and is a projection of the One Being. Thus reality is an illusion (also known as Maya) and its varied and changing nature is false for it is in essence one thing (Edgerton, F, 1952). Common in Indian philosophy is the idea that the senses are also a product of Maya (i.e. : ignorance). Desire is perceived as false since it is born out of ignor...

Analysis on Mi Abuelo

The grandfather released his angst through the narrator. The conflict of the poem is that the narrator could not understand why the grandfather always told him that his hair is a sieve. He argues with the grandfather saying that his hair is not a sieve but the old man continued to insist the sieve hair. From this context, it was seen that the character is a weak person because he could not show his real emotions towards one situation or thing. He turned his guilt and insanity towards other people to hide the complexities of thinking. The author attacked within the poem in a simple rationalization. As the reader, I saw two different conflicts that emerged in the whole poem but the author resolved only one conflict, which is the narrator’s conflicts towards the issue of having a sieve hair but the grandfather’s conflict within his own self was unresolved. The sieve hair in the poem symbolizes the life of the grandfather. His journey and struggle were sieved in an untangled path of existence. He said that the narrator’s hair is a sieve because by the end of it all, the narrator’s life will be the same as the grandfather. In terms of the poem’s construction, it was not fully understandable because the author’s way of dividing each line and stanzas do not have complete essence. Each line could not stand its own meaning alone because it depends on the next line in a complex manner. The term â€Å"Mi Abuelo† was not thoroughly defined. This term was only compared to the grandfather without justification of its true essence and meaning as a word. Because of this, readers would become confuse with the statement of Mi Abuelo and being the title of the poem. Despite of it all, the poem is a simple thing that is easy to understand and discuss. It shows the life and issues that old people used to obtain whether it is meaningless or senseless, for them these are still important and relevant to life.    Reference (1982). Mi Abuelo.  Ã‚   From Whispering to Fool the Wind. New York: Sheep Meadow. Retrieved 23 February 2008. Analysis on Mi Abuelo The grandfather released his angst through the narrator. The conflict of the poem is that the narrator could not understand why the grandfather always told him that his hair is a sieve. He argues with the grandfather saying that his hair is not a sieve but the old man continued to insist the sieve hair. From this context, it was seen that the character is a weak person because he could not show his real emotions towards one situation or thing. He turned his guilt and insanity towards other people to hide the complexities of thinking. The author attacked within the poem in a simple rationalization. As the reader, I saw two different conflicts that emerged in the whole poem but the author resolved only one conflict, which is the narrator’s conflicts towards the issue of having a sieve hair but the grandfather’s conflict within his own self was unresolved. The sieve hair in the poem symbolizes the life of the grandfather. His journey and struggle were sieved in an untangled path of existence. He said that the narrator’s hair is a sieve because by the end of it all, the narrator’s life will be the same as the grandfather. In terms of the poem’s construction, it was not fully understandable because the author’s way of dividing each line and stanzas do not have complete essence. Each line could not stand its own meaning alone because it depends on the next line in a complex manner. The term â€Å"Mi Abuelo† was not thoroughly defined. This term was only compared to the grandfather without justification of its true essence and meaning as a word. Because of this, readers would become confuse with the statement of Mi Abuelo and being the title of the poem. Despite of it all, the poem is a simple thing that is easy to understand and discuss. It shows the life and issues that old people used to obtain whether it is meaningless or senseless, for them these are still important and relevant to life.    Reference (1982). Mi Abuelo.  Ã‚   From Whispering to Fool the Wind. New York: Sheep Meadow. Retrieved 23 February 2008.

The Relationship between Animal Abuse and Human Abuse Essay

The Relationship between Animal Abuse and Human Abuse - Essay Example Abuse to animals is a horrible crime that ultimately touches us all, both as a society and as individuals. It is a documented fact that many serial killers began their life of violent crime by abusing animals. The evidence is in - it can no longer be denied: There is a connection between animal abuse and violent acts against humans such as domestic violence, elder abuse, child abuse and murder. Recent research has indicated that animal abuse and other forms of family violence often co-occur. Further, a child's violence towards animals is an indicator of potential future violence towards people Given these links, human and animal welfare organizations are beginning to work together to better detect and prevent violence towards both animals and people. In some parts of the U.S. these initiatives have been incorporated into the legal framework. Partello (1997) found that pets fill a variety of human needs, from acting as child substitutes, to providing companionship and unconditional love. These companion animals no longer live in barns and kennels but are an integral part of the human family. Ironically, this means that they suffer at the hands of abusers, just as children do. In a study by DeViney, Dickert, and Lockwood (1983) it was found that companion animals were abused in 88% of the families in which children were abused. Because abuse of animals by children invariably signals great distress, parents and other significant adults need to be informed that certain forms and/or patterns of cruelty should not be dismissed as typical childhood actions. You will note that cruelty to animals can be a sign of conduct disorder, and hurting animals is considered one of the earliest reported symptoms. A child's cruelty toward another animal can be an attempt to gain control over a creature that is smaller and weaker and may be the only way the child can feel powerful. It may reflect a desire to inflict pain or be a displacement of hostility. A child experiencing brutalization may also act on it towards animals. It is imperative that social workers, teachers, administrators, and psychologists become aware of animal abuse and its relationship to human violence so that they can design appropriate prevention and intervention programs. Primary prevention may focus on educational programs that protect children with clear guidelines for acceptable behavior with animals. Because abuse of animals by children invariably signals great distress, parents and other significant adults need to be informed that certain forms and/or patterns of cruelty should 4 not be dismissed as typical childhood actions. I. Animal Abuse Expands into Human Abuse Carpenter (2006) for those

Compare and contrast marx and weber's theory of mondern domination Essay

Compare and contrast marx and weber's theory of mondern domination - Essay Example Marx argued that this is main feature of capitalism. Markets existed in Europe before the advent of capitalism where commodities were bought and sold. Capitalism developed as peasants became free to sell their labor power. They no longer possessed their own land. In return they received money which allows them to survive. He termed the peasants who sold their labor as â€Å"proletarians†. Marx stated that the struggle between capitalists and workers determines the wages in which victory is for the capitalists. The capitalists are more united and can live longer as compared with the workers (Tucker, 48). The wage rate determined by the capitalist is very low for the worker because it is at the subsistence level. It allows the worker to survive and support his family only. Capitalism also leads to production of men as commodities. The worker is treated like a commodity under the capitalist system. An excess supply of workers leads many to become beggars or starve. The life of th e worker is dependant on the whims and desires of the rich and capitalists. Any fluctuations in the market price make the worker lose everything. The capitalist can direct capital into another channel which forces the workers to submit to every demand of the capitalist (Tucker 52). Karl Marx stated the worker does not gain anything beneficial when the capitalist does, but he always loses when the latter loses. Marx explained that workers are eventually the losers because of the monopolies and trade secrets of the capitalist. The prices of labor are constant as compared with the prices of other commodities. The wages of the labor are different when compared with the profits of the capitalists. Marx believed that individual activity should be rewarded but capitalism denies that reward and is indifferent to individual activity. Generally Karl observed that workers have to

OBriens Things They Carried Essay: Truth, Fiction, and Human Emotion

The Things They Carried: Truth, Fiction, and Human Emotion  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are many levels of truth in Tim O'Brien's The Things They Carried. This novel deals with story-telling as an act of communication and therapy, rather than a mere recital of fact. In the telling of war stories, and instruction in their telling, O'Brien shows that truth is unimportant in communicating human emotion through stories. O'Brien's writing style is so vivid, the reader frequently finds himself accepting the events and details of this novel as absolute fact. To contrast truth and fiction, the author inserts reminders that the stories are not fact, but are mere representations of human emotion incommunicable as fact. O'Brien's most direct discussion of truth appears in Good Form. He begins with, "It's time to be blunt," and goes on to say that everything in the book but the very premise of a foot soldier in Vietnam is invented. This comes as a shock after reading what seems to be a stylized presentation of fact. In the sequence of Speaking of Courage followed by Notes, O'Brien adds a second dimension of truth to a story so vivid that the reader may have already accepted it as the original truth. In Notes, O'Brien steps out of the novel and addresses the reader to discuss the character, Norman Bowker, and the formation and history of the previous story, Speaking of Courage. In a letter from Norman Bowker, Tim O'Brien is asked to write a story about his part in the war. In discussing this, O'Brien presents an elaborate picture of the story's development and the main character's real-life demise: "Speaking of Courage" was written in 1975 at the suggestion of Norman Bowker, who three years later hanged himself in the locker room of a YMC... ...O'Brien goes beyond the telling of war stories in The Things They Carried to say something larger about the art and purpose of story-telling. Contrasting truth and fiction, O'Brien shows that the truth cannot always communicate human emotion. O'Brien's personal guilt at seeing a man die from a grenade blast is real, and must be communicated as such in a story. Norman Bowker's guilt at seeing Kiowa sink into the muck leaves him with a sense of direct personal failure. By incorporating this sense of failure into fictional events, O'Brien is able to communicate the true human emotion behind the story, rather than just the facts. Above and beyond a simple set of war stories, The Things They Carried reduces fiction to the very heart of why stories are told the way they are. Works Cited: O'Brien, Tim. The Things They Carried.New York: Penguin Books USA Inc., 1990.   

Education and Gender Equality

Gender Inequality and Education World Health Organization defines gender inequality as ’the difference between men and women which systematically empowers one group to detriment of the other. ’1 For an example, throughout in world, women have lower cash income on average than men. Gender values and norms can give rise to gender inequalities which when combined with gender differences give rise to inequalities between men and women in access to education. For example a girl or woman is unable to access the education because the norms in her community prevent her from doing so.Another example from developing countries can be that, children are unable to get education as they need to work hard to support the family, as accessing food and money is their major priority, for living may be. The given table of education presents the percentage ratios of variables like; literacy rates, participation to pre-primary, primary and secondary school participation in between male and f emale and access to internet and mobile phones per hundred population, in different countries and regions.Generally speaking we observe that the percentage ratio in accessing education is higher among developed countries as compared to developing countries. But we also observe strikingly high difference of education-participation among developing countries when we take a look at them, especially developing countries from the South-East Region. For example Sri Lanka and Maldives come up with very high education-participation ratio which is extra-ordinary.And I have discussed it in one of group-mate discussion post that Sri Lanka is a country where Education is given one of higher priority and facilitated free of cost by the government from the pre-primary level up-to university level. Maldives is a rich and well established state and the education is on top priority by the government which makes it easily and highly accessible to everyone.Talking about access to internet and mobile p hone per hundred population, a surprising fact comes up that the users of these devices are higher in rich and developed countries but especially the countries in European region, for example Finland, Croatia, Germany, Italy, etc. But we also observe that the use of mobile phone is very much higher if compare them with internet usage. The main reason can be the very easy and lower cost of access to mobile phones everywhere as it is one of the most useable devices for social-communication in the world.On the other hand, accessing to internet is not always easy and available in all parts within a country, especially in rural areas and it can be very expensive to afford sometimes. If I talk about my country, Pakistan, being the second largest Muslim country after Indonesia, gender inequality in education still exists despite the Noble Quran’s spirit of â€Å"Iqra† (Read/Study). The main reasons for holding back gender equality of education are gender discrimination, early marriage and pregnancy, cultural stereotypes, etc.As a conclusion I believe achieving education for all requires a truly global commitment. A lot of work needs to be done in this aspect and to make complete the goals of the United Nations’ Millennium Development Program for achieving universal primary education, promotion gender equality and empowering women. Reference: World Health Organization: Why Gender and Health. Available at: http://www. who. int/gender/genderandhealth/en/index. html