Analysis Of Aurelius Augustine A Treatise On The Gift Of...

In an attempt to refute the views of a theologian named Pelagius, Aurelius Augustine published a work entitled â€Å"A Treatise on the Gift of Perseverance†, and in this work he explains a view on the gift of perseverance that is not fully in line with what scripture teaches. First I will describe Augustines ideals and stance on Perseverance of the Saints. I will continue by describing that his stance on this topic matter is not entirely coherent with scripture, and then show the overall result his doctrine has had on reformed theology. I will then argue against Augustines doctrine of perseverance from a strictly scriptural standpoint, and show that Augustines use of scripture is not fully encompassing of the whole truth. Aurelius†¦show more content†¦In the year 391, Augustine became presbyter of Hippo, which eventually led to his succession of Bishop of Hippo in 396 (ODonnell). While serving as Bishop of Hippo Augustine went on to publish many works that would passi onately describe his views in an exquisite manner. Several of Aurelius Augustines works were formed in opposition to the views of other christian sects such as his Anti-Donatist, and Anti-Manichean writings. One of Augustines more famed and influential works is his writings against Pelagius. Pelagius was believed to have been born around 354, and his birth place is widely debated upon as being either Britain, or Ireland, and was believed to have died around 418 in Palestine. Pelagius became a well known theologian and felt convicted by the yielding morality of the Romans. He felt that the reason for this very relaxed moral code was due to the view of divine grace. Pelagius believed and preached that mans free will, and own focus on God, would earn them spiritual advancement. This conviction led Pelagius to author his work â€Å"De Libero Arbitrio†, or â€Å"On Free Will†. In this work, Pelagius defended his view that spiritual advancement required a great deal of huma n effort, and that an idea such as perseverance could cause a great deal of moral laziness on the part of Christians. Pelagius published many works on his doctrines, that were often in direct contrast to the views of Augustine, including his view on original

United States and Foreign Policy Statement Free Essays

De Loom letter 5. Filipino revolutionary leader 6. Roosevelt received a Nobel Peace Prize for negotiating the peace treaty for this war 7. We will write a custom essay sample on United States and Foreign Policy Statement or any similar topic only for you Order Now Act that established Puerco Rice as an incorporated territory of the LISA 8. Amendment to the USA war declaration against Spain that asserted Cuban independence after the war 9. Rebel insurgents who hoped to expel foreigners from China 13. Name of the voluntary Calvary unit credited with capturing San Juan Hill 16. City in which the Spanish-American War peace treaty was signed 18. U. S. Battleship that sank dramatically in Havana harbor in 1898 19. Renegade Mexican revolutionary hunted by the U. S. For 11 months 20. Nation that denied the U. S. Bid to constructs canal through the isthmus of Panama 22. Territory the William Seward arranged for the USA to purchase in 1867 United States and Foreign Policy Statement By Rolls-Trace after Queen Ill surrendered her throne 1 1 . Policy initiated by Secretary Hay that called for free trade in China 12. Harbor in the Philippines that was captured by Commodore Dewey 14. Tabloid reporting that sensationalists the news in order to investments 17. Belief that it was America’s divine right to control all the territory legitimated U. S. Intervention in Mexico 7. Act that established Puerco Rice as an incorporated territory of the USA 8. Hunted by the U. S. For 11 months 20. Nation that denied the U. S. Bid to construct a How to cite United States and Foreign Policy Statement, Papers

A Comparison of Two Poems About Love Essay Example For Students

A Comparison of Two Poems About Love Essay The two poems I have chosen on the theme of love are Porphyrias Lover by Robert Browning and Stop All The Clocks by W.H Auden. Porphyrias Lover, a dramatic monologue was written as a piece of entertainment in Victorian times, it would have been acted out to an audience. The narrative of this poem is that Porphyria was seeing someone below her own social class and no one knew about their relationship. She left the party early to go and see him as shown in the lines When glided in Porphyria ; strait she shut the cold out and the storm even they both knew that they could never be together forever. Stop All The Clocks is about the death of a much loved partner , The speaker wants all the ordinary thing in his life to stop happening and he also wants the whole world to stop. Now he has lost the love of his life he has no reason to go on any more, as shown in the lines Stop all the clocks, cut of the telephone, prevent the dog from barking with a juicy bone Porphyrias Lover a very dramatic monologue as shown in the lines and strangled her. No pain felt she, I am quite sure she felt no pain. This shows that there is a use of dramatic language, he did not want her to feel no pain because he loved her, it also emphasises the point that she is dead. This poem is written as one long story, consisting of one long stanza. The poem is written in first person as if there is an imaginary speaker, the young man. No one knows who he could be, perhaps Browning heard about the story from real life and turned it onto a poem. Although there are very clear descriptions of both of them, as shown in the lines dripping cloak and shawl and laid her soiled gloves by, untied her hat and let the damp hair fall this helps you to see a reasonable description of how she looked that night. In Porphyrias Lover the speaker of the poem is in a deep mood of depression, shown in the lines the rain set early into the night, the sullen wind was soon awake this describes the characters mood but it also mirrors the weather and sets the scene of the poem, the young man also seems very lonely and depressed, I listend with a heart fit to break this shows that the man I very heartbroken and he just wants to be loved by her and he wants to be with her forever as shown in the lines and give herself to me forever, but he knows that it will never happen, as shown in the lines made my heart swell, and still it grew while I debated what to do! Throughout this poem there are several uses of alternate rhymes: awake and lake, warm and form and straight and grate. These words help the poem to flow and to unify it. The poem Stop All The Clocks by W.H Auden is a lot shorter and it consists of four equal stanzas and each one consists of four lines. This poem is much shorter and simpler. This helps the reader of the poem to understand the poets emotions. Unlike Brownings poem this poem expresses there feelings of someone who has lost of his loved one, as shown in the lines for nothing now can ever come to any good. The poem does not explain what has happened, it tells you how the man is feeling and about his loss, as shown in the lines My north, my south, my east, my west this shows that his loved one meant the world to him, and he now feels directionless and he doesnt no were to go or what to do. Also about his emotions and that he is grieving, as shown in the lines silence the pianos and with muffled drum, bring out the coffin, let the mourners come .The poem explains how the man is dealing with the loss of his loved one. The writer expresses his feelings very strongly, he thinks that his world has ended as shown in the lines pack up the moon and dismantle the sun. Also that he has no reason to live any more. The speaker uses his feelings to tell other people that may be in his position when they have lost their loved one. As shown in the lines Let aeroplanes circle moaning overhead the word moaning shows the grief that the speaker is feeling through the use of personification. It also gives the reader a sense of great loss. The feelings expressed in the poem overall devastation, leaving the reader of the poem in deep sympathy for the man because he seems lost without his long lost loved one, as shown in the lines my working week and my Sunday rest. He just wants his life to end, and everyone else to notice that he cant hack being alone by him self, so lonely, shown in the lines Pour away the ocean and sweep up the wood; for nothing now can come to any good. The communication aspects of the "Dead Poets Society" EssayThe woman in this poem is very out of touch and old fashioned as shown in the linesand made her smooth, white shoulder bare, and all her yellow hair displaced This shows that she was putting her shoulder on show on purpose, she was being very provocative because having your shoulder or legs showing in those days meant that you were being very open and provocative. Whereas nowadays if you did that everyone would not think any less of you and its known to be normal. By doing this she made the man think that she wanted him to see all of her flesh and that he felt happy and wanted because of the provocative way that she was acting. The man in the poem is in a much lower social class to the women and this is why they cant be together for ever. She is from a wealthy family and her father would have been an important person whereas the man in the poem was just a peasant compared to her family. He knows they would not approve and they certainly would not let their daughter marry him. However in Stop All The Clocks which is a 20th century poem nothing is mentioned about their social classes, because people these days dont really worry about that type of thing. These two poems are totally different, although they are about the same subject; one is more modern than the other one. In Porphyrias Lover the poet compares the dead lover to a shut bud. This is very weird as shown in the lines I am quite sure she felt no pain. As a shut bud that holds a bee , He murdered her, but he did not want to cause her any pain because he loves her. The metaphor a bee in a shut bud is used because a bee could not escape from a shut bud, just like Porphyria could not escape from him, also she was being held gently and a bee in a shut bud is held gently. Porphyrias Lover has a moral to the poem and Stop All The Clocks does not really have one. The moral of the Browning poem is to warn young ladies like her not to have a secret relationship with anyone especially if they are of a lower social class than you. The warning is to avoid falling in love with anyone thats not suitable and dont disobey and lie to your family about what youre doing and where you have been or where youre going. Stop all the Clocks is a clear expression of feelings when someone who is loved dies, most people cam relate to how painful death is. Personally I prefer the poem Stop All the Clocks By W. H. Auden; there are many reasons for this. Its a more modern poem, and it makes more sense to me. I like the use of metaphors and how they show the feelings of the speaker, He was my north, my south, my east, my west, my working week and my Sunday rest. This compares the love for the dead person with the points of a compass, which shows how big and strong the love was. However I dont think that there was no purpose to this poem when it was wrote, even though the words and feelings used to describe the feelings of the speaker do explain a lot and they tend to give you an impression of what has happened and what they have lost, it also tells you what it can feel like to loose someone close to you. Although if the reader has lost someone then they can relate to the poem and the feelings that have been described in the poem much more. The use of repetition adds impact on the thoughts of the reader, as shown in the lines my noon, my midnight, my talk, my song. When repetition is used it forces the message across to the reader, in this case the message was that the heart broken lover who lost there loved one is saying that his lover was only his and no one elses, also no one else would understand his feelings because o one would understand why he was hurting so much. The final reason why I preferred this poem to Porphyrias Lover is because the heart broken man just wanted everything in the world to stop as shown in the lines pack up the moon and dismantle the sun and I can understand that and it made me feel sympathy for him. The reason why he wanted everything to stop was that he had no reason to carry on in life. He has lost the person who was the centre of his world and he is now lost because he is by himself. This poem is a very expressive poem and it explains his feelings and what he is going through.

Tainted Blood free essay sample

Camilla woke up on something hard, most likely the rough stone ground. All around was the darkness, as it engulfed all certain possibility of light. She could barely move. She thought she was paralyzed, but then realized she could easily move her legs. She twisted around and propped up on one elbow, trying to stand up. She balanced, but then fell down again, sprawled against the cold. She sighed, breathing heavily, using all her energy. She thought she could hear voices, but thought nothing of it. But then, she heard someone speaking. â€Å"Shut up and come on!† She heard a male voice snap. â€Å"I love her though!† Another voice replied. Then it was silence. Camilla held her breath, hoping they didn’t know she was here. They spoke again. â€Å"Are you serious?† The first male voice asked. â€Å"Yes,† replied the second. â€Å"Why?† â€Å"Well, because†¦ I don’t know, I can’t say, I just do. We will write a custom essay sample on Tainted Blood or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † â€Å"You can’t,† the first male voice said, his voice a little high. Camilla took a quick breath and then held it again. â€Å"Why not?† The second male voice asked, confused. â€Å"Well, because, I†¦Ã¢â‚¬  â€Å"Yeah?† â€Å"It’s because I love her!† There was silence again. Camilla suddenly knew where she was. She was in the cave, the cave from her dreams. But how did she get here? Her head was aching and she felt so bleary she couldn’t remember anything. The voices began to speak again. â€Å"You can’t,† the second voice whispered. â€Å"Well, I do,† the first voice replied, almost arrogantly. â€Å"How dare you!† â€Å"What?† â€Å"You†¦ you†¦ you don’t love her! You’re just saying that!† â€Å"No, that’s not like it at all,† the first male voice answered, kind of sarcastic. Camilla was confused. She then remembered who the voices wer e. Haden and Seth. But they sounded so alike that she couldn’t remember which one the voices belonged to. â€Å"Yes, it is! You didn’t even want her to come. You wanted to abandon her back at the castle. You’re a backstabber, you know that? You pretended to be her friend. You can’t love her. You can’t even like her!† Yes! That was Haden. Haden was the one who got all jealous and angry and then he decided to – Camilla choked, thinking what was soon to happen. â€Å"She already told me that she loves me, though, too.† â€Å"No! You’re lying! You’ll just hurt her, and I won’t allow that to happen! You’re going to pay! Don’t even try to come near her!† â€Å"What? Hey, what are you doing?† Camilla could suddenly hear an earsplitting crack, as if a bone broke. She then heard that Haden and Seth were fighting. She tried to move, her hand groping out for something to pull her up. She tried to scream, but only a faint croak came out. She tried louder. It came out as a whisper. She tried and tried. The fighting then stopped, as she heard someone fall to the ground. She tried harder to scream, hoping she could stop it if she did. She then heard him crawling, and grabbing something. She heard a click. Camilla yelled. Suddenly a thunderous explosion exploded. It sounded so because it was coming from the cave. Camilla then screamed as loud as she could. She realized it was she who screamed in her dream. She cried and felt blind there in the darkness, tears streaming down her face, her heart hurting. She heard the person who was shot slump to the ground, crashing hard down. Camilla cried harder, her body shaking violently now. Her cries were uncontrollable, as she threw her head back and yelled louder. She heard someone walking slowly to her. She tried to crawl away if she could, but everything hurt too much. She saw a light, and tried crawling out, as she heard the f ootsteps going slower, but louder, every time it moved closer. Camilla realized she had made it all the way into the opening of the cave. There were many shrubs and trees and boulders in every area, and she realized that this cave was in the middle of the forest. A full moon was glowing bright ahead, and she cried. Her heart stopped, and she froze. She saw a shadow coming out of the cave. Oh my God, Camilla thought, as she shook violently again, her hands hugging her waist, as she stood on her knees. This is what it has come to. Haden will execute me or he shall capture me as his Bride. Haden has turned fanatical. Oh, woe is me! Haden did come out. Camilla’s hand flew to her mouth as she saw what she had not expected. A dark red circle was on the front if his shirt. Blood trickled from the corner of his mouth. He walked slowly towards her, his hand against his chest, soaked in the blood. He fell forward, crashing to the ground. Camilla screamed and crawled towards him. â⠂¬Å"Haden?† She turned him on his back, and saw Haden’s eyes, once dark and full of passion and mystery, now glazed over lifelessly as he stared at the sky. â€Å"Haden, talk to me,† Camilla urged, a note of panic in her voice. â€Å"Haden, what happened?† Haden turned his head to look at her, and smiled. His beautiful smile had blood all over it. â€Å"I tried to save you.† â€Å"How?† Camilla cried. â€Å"What happened?† â€Å"We were at the castle,† Haden spoke. â€Å"You got hurt. Cristofer and his gang tried to hurt all of us. Meaning Seth, you and I. We escaped through the tunnel, leading into the cave. You were unconscious, and I wanted to stay with you. Seth didn’t. â€Å"We then argued. I told him I wanted to stay, because, well, because I loved you. He then said I couldn’t because he loved you. He was lying. He tried to trick us because, Camilla, he was a vampire too, like us†¦ only one of Cristo fer’s gang. â€Å"I fought with him and tried to get him away from you. I think I snapped his neck, somewhere, which should have killed him right away, but I guess it took a while, at least a minute. And in that minute he got a gun out and shot me.† Tears stung at Camilla’s eyes, and she let them fall. They fell on Haden’s wound. He cried, and Camilla moved a bit away. â€Å"I’m sorry.† Haden smiled at her, shaking his head, pulling her close again. â€Å"No, no†¦ I want them to fall. That way a part of you will always be apart of me.† Camilla smiled, but still the tears fell. â€Å"Please don’t go, Haden,† she whispered. â€Å"Please don’t go. You can’t. You can’t die.† Haden smiled. â€Å"It’s alright. I’ll always be with you, in spirit.† Camilla moaned, clutching her heart. â€Å"No, Haden! Don’t you get it? You can’t do that because we have no soul. Vampires don’t have souls!† Haden chuckled. â€Å"Oh, we may not have souls, Cami. But we sure as hell have hearts.† He chuckled again, but felt his heart slowing. Camilla felt it too. â€Å"Oh, Haden†¦Ã¢â‚¬  she cried. Haden laughed again. â€Å"Life is hard.† Camilla tried to smile, but that hurt. â€Å"Compared to what?† Haden smiled. â€Å"Cami?† Camilla nodded. â€Å"Yeah?† â€Å"Do you love me?† â€Å"Yeah, Haden,† she replied, swallowing. â€Å"I love you, so much, dear, dear Haden.† Haden laughed again. â€Å"Cami?† Camilla bit her lip, as tears fell down, her heart screaming from the hurt. â€Å"Y-yeah?† â€Å"Did you know that I loved you? Not just because you’re beautiful, or artistic, or smart, or graceful, or compassionate, or independent, or any of that. But because of the time when I got my foot stuck in a tree, you called the ambulance for me. Or that other time when Austin broke his leg you stayed with him all day just to watch CSI shows and eat soup. Or when Marcus and Nicholas were being jerks and selfish and pretending to be better and going around school and bullying people, you made that wonderful poem saying how everyone was equal which totally changed them. Or when Gene forgot to write her English paper, you stayed up with her all night just to help her finish it. You see, Cami, I think you’re most beautiful when you care for people, or teach them, or help them. You always do that because you’re just a caring person. And do you want to know what else?† Cami nodded, as she bit hard on her lower lip, and the blood seeped through her mouth. â€Å"I love you for all of those things. And I know for sure that you’re going to become an angel when you die, because angels are beautiful, caring creatures, and you’re one of them, Cami. A beautiful and caring creature.† He breathed in harshly. â€Å"Ah†¦ Cami, it won’t be long now. I’m surprised I’m actually still alive. I should be dead by now.† Cami shook her head. â€Å"Don’t say that. Maybe you won’t die. You have to be hit in the heart after all.† Haden smiled, but it was a grim one. â€Å"This bullet was tipped in holy water and garlic powder. I felt it running through my veins and entering my heart. Or maybe all that pain was because I finally found out that you loved me too, and I feel so happy for it.† Cami shook her head, her eyes widened. â€Å"Oh, no Haden! I’ve always loved you. You just seemed so†¦Ã¢â‚¬  â€Å"Arrogant and juvenile?† Haden offered, with a smile on his sad face. Cami nodded. â€Å"I’m sorry, Haden.† Haden raised a hand, as if to silence her. He felt heavy, and his breathing her heavily. â€Å"N-no†¦ I†¦ I†¦ it’s not your fault, Cami. I’m just sorry that you’ll feel sad when I’m gone. But you have to remember, that God is a caring person, just like you. I have a good feeling he will allow me to come up there, ‘cause just because you think you may not have a soul, doesn’t exactly mean that’s true.† Cami looked up as a rain drop fell against her face. She looked down at Haden who was smiling at her. â€Å"Is that a rain drop or a tear?† Cami cried. Haden suddenly pulled himself up, using all of his energy. Cami sat beside him, crouching over on her knees and she stared at him. He suddenly touched the sides of her face, gently, as he pulled her close, their heads touching. Camilla’s pulse quickened. Haden parted his lips, and then†¦ he kissed her. It was a gentle, soulful kiss. Camilla wrapped her arms around his neck, holding him close. She never wanted to let go, and she didn’t want Haden to go. The kiss was sensual and slow, it seemed like it lasted forever, which Camilla hoped it would. It was so deep that she felt like she lost her self in it. The world seemed to disappear and time stood still. It was as if everything melted away to nothingness, and there was just the two of them. The rain pattered against them and the Earth. Haden pulled away, feeling his heart tighten. â€Å"Cami?† Cami cried louder. â€Å"Oh my god, Haden, please, don’t go! I love you so much! Please, I beg of you. Don’t go!† â€Å"Cami?† Haden asked again, and sighed, letting his head fall against the gentle, wet grass. â€Å"Valediction.† Cami couldn’t hold it in longer. She screamed and cried as she raised her head and stared into the sky, the rain pouring against her face. She pounded the Earth and fell down, lying on her back. She rolled onto her stomach and screamed into the ground. She breathed in, and screamed louder as she realized it hurt to breathe living without Haden. Actually, it hurt to live without Haden. She choked as she heard someone behind. Was Haden alive? She turned around only to stare into the eyes of Nicholas, Nicola, Adrian, Marcus, Austin and Gene. They all stared sadly down at Camilla. Gene pulled her up, and Nicola hugged her. Marcus patted her back as Austin and Adrian lifted up Haden. Nicholas murmured, â€Å"Oh my God†¦ Haden†¦Ã¢â‚¬  The seven of them, eight including the departed Haden, all headed back towards Camilla’s house. Camilla then stopped. Everyone turned to look at her. â€Å"Camilla?† Gene called. Camilla shook her head, and turned around, running as fast as she could, through the cold night air. **** Camilla didn’t know where she was going. She just wished she could go where she knew. Where she knew Haden would be. She ran over a river that after being polluted so much had turned yellowish green. Then she came to big piles and clumps of dark brown dirt, and almost fell into it. She cried harder until she got to a dark forest, and running through where the trees stood tall and bare, and the grass was a dark green. Finally she came to a large meadow that seemed pale green in the moonlight. She realized she couldn’t run anymore, and stopped, slowing crouching down and lying on the soft grass, tears flooding her face. She gasped, choked, and cried harder. She swallowed, and gasped again. She suddenly felt another present coming close to her. She tried to hide her head beneath a pile of weeds and a very tall area of grass that had not been hacked down. She heard the figure breathing, but normal breathing, only more heavier, like a man’s. She forced herself to turn her head ever so slightly to see who it was. Her heart did a little back flip, and she forgot how to breathe, but only for a second. Cristofer Cardei stood above her. He seemed, almost, uncertain of something. Maybe making second thoughts of killing her, perhaps? His usually smooth black hair was tousled, and his bright blue eyes were bloodshot. Camilla gulped, looking up at the once sophisticated and feared Cristofer, son of the terrible Great Count Cardei. He attempted a smile down at Camilla. â€Å"Hey†¦ what’s up?† Camilla said nothing, just stared. Cristofer looked away. â€Å"Um, I just wanted to say†¦ sorry.† â€Å"Ha!† Camilla laughed loud. Cristofer raised a brow. â€Å"For what happened to Haden†¦Ã¢â‚¬  Camilla nodded, looking away too. Then she shook her head, and stood up. â€Å"Shut up. Shut the hell up, you psycho! You†¦ monster! I hate you, and this is your entire fault that Haden is dead! You’re a murderer!† Now it was Cristofer’s turn to be angry. â€Å"What? I don’t think I’m the one that shot him! It was that idiot Seth’s fault. You know†¦ your boyfriend?† Camilla shook her head, turning away. Her voice was cold. â€Å"He’s not my boyfriend. He’s not even my friend.† â€Å"Which is, of course, opposed to Haden?† Cristofer smirked. Camilla sighed, and walked away, but Cristofer yelled, â€Å"Wait, I’m sorry!† Camilla turned around and walked slowly back. â€Å"Say that again?† Cristofer muttered, â€Å"Oh, don’t get me started. I’m sorry, all right? I guess, yeah, I loved power†¦ but I am definitely not a murderer†¦ I’m nothing like my idiotic father.† Now Camilla was very confused. â€Å"What? I thought you would give your life up to be exactly like old Daddy. Guess I was wrong?† Cristofer laughed. â€Å"Guess you were. Nah, I hated him to death. I just craved power so much I kind of became a bully. But never a murderer. I can promise you that.† Camilla looked down. â€Å"But how can I really trust you, Cristofer?† Cristofer shrugged. â€Å"You can’t. But you could try.† Camilla sighed. â€Å"It’s just so†¦ hard. To trust, I mean†¦ for everything. This world has turned so cruel and hopeless that you can barely try to love again.† Cristofer lifted her chin, looking into her eyes. â€Å"It’s hard to trust, I know, to do any of those things. But if everything was easy, could anyone get anywhere in life? Could we all truly succeed? And yeah, the world is cruel and hopeless, but you’ve just got to make it not cruel and hopeful. ‘Cause when one person makes a difference everything can change. You have to make the love for yourself, Camilla. ‘Cause where there’s darkness, this is always light.† Camilla gaped at him. â€Å"You know, I never knew how deep you were. Kind of reminds of Haden. It’s so sad without him.† Cristofer nodded. â€Å"Hey, Camilla?† Camilla nodded. â€Å"Yeah, Cristofer?† Cristofer laughed. â€Å"Just call me Cris. Anyhow, Camilla? Could we be friends?† Camilla smiled. â€Å"Yeah, sure Cris. Why do you ask? What about your gang?† Cristofer shook his head. â€Å"They’re not my gang. They’re not even my friends. In fact, I’d have to say you’re the first.† Camilla looked down. â€Å"Really?† Cristofer nodded. He smiled at her, and Camilla actually saw a light shine in his eyes. The bloodiness seemed to be gone, and they shone like two crystal diamonds. â€Å"Thanks, Camilla. Haden was right. You really a good and compassionate person.† Camilla smiled back. â€Å"When did he say that?† Cristofer rolled his eyes. â€Å"Long ago, when he I used to hang around. He said that everyone time you left. It got kind of annoying. But to him, it was like he was speaking about love, and what a beautiful and wonderful thing it was. In fact, I think he actually referred to you as love.† Camilla swallowed, as tears filled her eyes. But she smiled. â€Å"Yeah. He was a good guy.† â€Å"He still is,† Cristofer said. Camilla smiled. â€Å"Yeah†¦ because he’s angel.† Cristofer laughed. â€Å"Yeah. I think Haden proved that to us all.† Cristofer then stopped. He leaned close to Camilla. â€Å"You know, Camilla. I’ve heard of God actually giving vampires another chance. The good ones, I mean. Like, they can become human, once they died.† Camilla frowned. â€Å"Hmm? Right, like that’s true. I’m just going to accept the fact that Haden is an angel. Or a ghost. As long as he’s resting in peace and not getting burned up in some flames of hell.† Cristofer smiled. â€Å"Yeah†¦ let’s hope.† Camilla smiled, nudging him. â€Å"We should, because someone told me that there is always hope. In this case, I’m pretty sure he was right.† Cristofer laughed. â€Å"I’m pretty sure too.† Camilla sighed. â€Å"Yeah†¦ there’s always hope.† And as she looked at the dark sky she saw a star glimmer in the distance. That star reminded a lot of the gleam she would always miss seeing in Haden’s eyes. Camilla smiled, thinking of him. â€Å"There’s always hope,† she murmured to herself. â€Å"We should always trust in those words.† And she did.

Top 6 career options for teachers who are tired of the classroom

Top 6 career options for teachers who are tired of the classroom So you got a degree in teaching and are thinking the classroom life isn’t for you. Or maybe you’ve been teaching for years and you suddenly realize you need or want a career change. Don’t fret! If you want to do something else, you don’t have to feel fenced in by your chosen path of study or your resume worth of experience. Here are a few great career options for degreed and trained teachers who would rather not teach, but would like to put their highly transferrable skills to good use. 1. TutoringOkay, this is still teaching, but it’s more one-on-one, much more flexible schedule-wise, and the hourly pay is usually stellar (think $60–$100 an hour, depending on your subject and experience level). If you crave helping kids on a more individual basis and you want something outside of the classroom, this is a great transition. You can start by taking on some tutoring gigs while you still have a full-time job. Once you build up a solid and regular client base, it will be easier to step away from a steady teaching gig. Bonus: you can design your own hours, making this an ideal job for working parents.2. Teaching Outside of a SchoolHere’s another option if the major drawback of traditional teaching for you is having to stand in front of a class. You can definitely keep teaching but just ditch the desks, chairs, and tables. There are more and more opportunities these days to teach entirely online, or to teach homebound children or hospitalized kids. You could even contract out to groups of homeschooled kids.3. BusinessThe skills you’ve amassed in your education and work experience (being organized, efficient, collaborative, managerial, hardworking, and flexible; the ability to communicate with people of all ages; curiosity and a passion for learning) are some of the most highly valued in the business world. You can pump these skills up on your resume and throw your energy into all sorts of positions from sales and marketing, to HR, to management.4. Non-profitsTeachers have great communication skills and lots of experience collaborating with and helping people. If you want to switch to a role in the non-profit sector, consider a career as a grant writer. And  if your passion is still helping kids (but you want to leave the classroom), seek out youth-focused organizations that help kids thrive through mentorship and education.5. Inmate EducationLeave the classroom behind and switch to teaching in prisons, where you can help inmates to gather valuable skills that will help them reintegrate into society after they have done their time. Teach anything from GED prep, to art, to drama, to philosophy- use your expertise to empower and inspire. Recent studies have shown that inmates who take part in education programs are far less likely to return to prison once released.6. ConsultingIf you’ve been in the profession for a while and can confidently advise on how to make classrooms more effici ent, consider becoming an education consultant. First, you have to pick an area of focus. Do you want to advise your school district on adopting a different math pedagogy? Do you have the expertise to help schools integrate more technology in the classroom? Focus on one area of strength and look for positions in your district where you can advise and shape educational practices.

3 negros

During the reconstruction period, the status of African-Americans in South American society is steadily worsening. Since 1877, the possibility of African-American progress has almost completely disappeared. For African Americans voting rights and political power are lost due to threats such as Lynch. The remaining political and economic interests made during the reconstruction eventually weakened by the laws of the south. By the 20th century, African Americans could hardly get political, social and economic power. If it happens in a small town it will expel the citizens from their house, and it is uncomfortable, it falls behind the back of a very far place in the tobacco patch ... their 3 or 4 blacks are working, I talk to those black people, they say that the clouds are red appearance ... and they emit noises like heavy rain in the distance. In my opinion, Lebanon The reduction of specimens gathered in: Very easy to explain: We are familiar with experience, the influence of the wind , and the strength of the wind - full of damage by the wind called hurricane remaining in our memories In the fresh town, that town, the wind is blown away. Things were shipped for 10 or 20 miles. There are other winds called whirlwinds that have the ability to lift the substance into the air and transport them far away As early as the great era of the United States, the term nobility black was applied to black males who dared to leave the space defined by the white order dominated social order. In order to overcome the white obstacle of the Jim Raven era, Uppity Negroes encountered a violent purpose. Uppity Negroes is fighting for voting rights. Uppity Negros aims to learn and learn to use system rules to transform the system itself. Recently, some serious Uppity Negroes tried to announce the value of Black Lives in Ferguson, Missouri. Calling on this country to achieve its vision is always the mission of Uppity Negro. When a black child reached working age, he found that the US of fered him much less than the whites he offered. The unemployment rate of black adults is twice the white job unemployment rate, but the unemployment rate of black youth is about three times that of white teenager. The annual average income of black men who graduated from the university for four years was only $ 110 higher than white men with only high school diplomas. Blacks occupy 11.5% of the population, but 2% of lawyers and judges, 2% of doctors, 3% of dentists, 1% of engineers and 6% of professors of universities and universities .

MGMT Assignment Example | Topics and Well Written Essays - 750 words

MGMT - Assignment Example Performance appraisal is a very beneficial process. It is a positive experience and can contribute to the overall wellbeing of the company and organization if implemented properly it helps individuals to perform better, raise their confidence and give them motivation. On the whole it strengthens the relations between management and their subordinates within the organization and paves way for commitment. Performance evaluation is not something which can be ignored and taken lightly (J.Daniels) 2. What are the best performance management practices? Like (Feedback, communication, reword) Some of the best management performance practices are: 1. Performance Appraisals and Feedback 2. Communication For performance appraisals to be effective and produce the desired results, clear cut objectives need to be chalked out. They should have a clear objective of why it is done and what for. Performance appraisal is a process. As stated by Northhouse in his account on performance appraisals that i t is most likely to fail if its objective is not linked to good personnel management and is implemented with a vague purpose and line of thought. (NorthHouse) Different arguments have been put forward by different authors. Kelly believes that Communication of performance is a very integral part of the entire process. (Kelly) She has further argued that anyone who is leading and directing the activities of others under him should know the art of conducting an effective performance review meeting. It should not be taken lightly. It should be seriously and should not be considered as a meaningless chit chat. It should be sought for as an opportunity for improvement by both the manager as well as his sub ordinates. 3. What are the Career Success key elements? Career success key elements are sustained hard work, sincerity to one self and to the organization and commitment to organizational goals. It is important to ensure that the employees are aware of what direction they are treading o n and how effective they have been so far. Employer feedback helps immensely and has a major role to play in the career success. 3. How to conduct a Performance Management Assessment Performance Management is an entire process as mentioned above. However the final phase of the performance management cycle is the performance management Assessment. It offers an excellent opportunity for one to communicate past performances to the employee, evaluate his job satisfaction and chalk out plans for his future performance. During the assessment it is important to develop a supporting environment that states clearly the purpose of the discussion. Key areas of responsibility should be discussed and examples of specific results need to be cited. Similarly clarifying questions need to be asked and employee performance should be acknowledged wherever needed be. Past performances that could have been done better should be discussed with a clear focus on future performance. It is important to ensur e that the employee has an understanding of future expectations regarding performance. It should be concluded on a positive note with an emphasis on the benefits of the conversation. 4. What the traditional approaches to performance management describe succinctly with meaning Following are the traditional approaches to performance management: 1. Essay Appraisal Method: In this the description of the performance of the employee is provided by his superior 2. Straight Ranking Method:

Occupational Safety and Health Administration; A case study analyzing Thesis

Occupational Safety and Health Administration; A case study analyzing US workplace illness and injuries. Has OSHA contributed to reduced incidents in the workplace - Thesis Example For government workers, however, the rates are higher with 6.3 cases for every 100 workers. These statistics still indicate an imperative need for improvements to be made in the workplace3. This paper shall evaluate the US workplace illnesses and injuries and shall determine if OSHA has contributed to the reduced incidents in the workplace. This paper shall use statistics and graphs in order to determine the pattern of incidence rates of workplace injuries and fatalities in the United States. Through these statistics, a thorough analysis of the subject matter can hopefully be implemented. In the 1970s, the workplace was a dangerous place to be. At this time, an estimated 14,000 deaths in the workplace in a year were seen; and in 1970 alone about 2.5 million workers became disabled and occupational diseases registered at 300,000 for 1970 alone4. These alarming statistics prompted the United States Congress to enact passage of the Occupational Safety and Health Act of 1970 which then led to the establishment of the Occupational Safety and Health Administration (OSHA). The act was passed in order to cover all employees in the United States as well as its colonies. Each state was allowed to develop its own safety plans so long as they were in accord with the provisions of the Act. In 1971, the enforcement of the act began5. During its initial phase, some of the actions and policies of the agency were successful, others were not so successful. Because of limited resources, the agency targeted the protection of workers in a worse-case-first approach; hence, those who were in the most dangerous and most unhealthy workplaces were targeted first6. During its first three years, the agency imposed the implementation of the provisions of the act immediately – August 1971 – instead of using the two year phase period which the law would have allowed7. The

Gambling among Adolescents in North America Essay Example for Free

Gambling among Adolescents in North America Essay Lottery, card games, sports betting and money wagers. These are a few kinds of gambling that adults engage in; however, the youth of today are also found to be gambling more than adults (Derevensky Gupta, 2002; Huang Boyer, 2007). According to Derevensky Gupta (2002), there is an alarmingly high percentage of children and adolescents engaged in gambling activities. In a long-term analysis between 1984 to 1999, it was found that the prevalence of youth gambling in North America increased from 45% to 66% and that the proportion of the youth who have serious gambling-related problems have increased as well from 10% to 15% in the same time period (Huang Boyer, 2007). In the past 25 years in the United States and Canada, it has been found that the youth is significantly associated with gambling-related problems; the percentage of youth classified under the Sub-clinical or problem gambling (Level 2) and the pathological gambling (Level 3) were at 14. 6% and 4. 8% respectively in 2006, which is more than twice of the adults who only have a percentage of 2. 5% and 1. 5% each (ibid). Among the youth, it has also been found that more young men gamble more than women and they are also identified to be problem gamblers than young women and even among adults (Huang Boyer, 2007). In North America today, approximately 80% of adolescents have participated in some form of gambling for money within in their lifetime (Felsher, Derevensky Gupta, 2003; Messerlian Derevensky, 2005). This is an alarming rate. The number of youth who are engaged in adolescent gambling is higher today more than ever before and it is starting to become a serious public health issue that many nations, especially the United States and Canada, are trying to address (Messerlian Derevensky, 2005). Considerable research by psychologist and sociologists are being conducted regarding this problem. This paper will identify the causes of adolescent gambling, its consequences and what psychologists and the government are doing to treat this issue. Causes of Adolescent Gambling The availability and accessibility of gambling increased progressively in the United States and Canada from 1984-1999, which was also the time that an increase in youth gambling also occurred (Derevensky Gupta, 2002). This increase in youth gambling has been attributed to the support of the two governments in the lucrative gambling industry. Political economy theories of Sauer maintain that this is due to the need for revenue generation of the large governments (Messerlian Derevensky, 2005). The youth have become exposed to numerous gambling establishments, directly and indirectly (Felsher et al, 2003). The widespread legalization of the different kinds of gambling in North America has greatly exposed the youth to the addictive game (ibid; Huang Boyer, 2007). Gambling has already become a â€Å"well-established recreational form of entertainment† (Felsher et al, 2003) and there is already an estimated 15. 3million adolescents in North America who have engaged in gambling activities and 2. 2 million of these are problem or pathological gamblers (Huang Boyer, 2007). Among 12-17 year old Americans, 4%–8% of them are already pathological gamblers and another 10%–15% of the youth are at risk of developing a serious problem (Felsher et al. , 2003; Messerlian Derevensky, 2005). Adolescents gamble because they are tempted by the â€Å"lure of excitement, entertainment, and potential financial gain associated with gambling† (Messerlian Derevensky, 2005). Increased exposure to gambling will teach the kids to gamble, and the social learning theory of Albert Bandura points out the role of observation and imitation in the acquisition and maintenance of socially desirable and undesirable characteristics (Felsher et al. , 2003). The increased exposure they have in gambling influences them to do the same. Family and friends are the primary reference groups, but it is the parents who have a stronger influence since they occur earlier than the peer group (ibid). The parents are observed to be having fun and adolescents surveyed said they gamble because their parents play for enjoyment and excitement, and it is the parents who play their children and engage them in gambling (ibid). In the social learning theory, there are six mechanisms identified that is involved in the development of gambling and these are: 1) affective states such as anxiety or depression; 2) cognitive distortions about gambling; 3) behavioral reinforcement schedules; 4) social and institutional determinants such as opportunity to gamble; 5) sub-cultural conditions like prevailing attitude towards gambling and values of the adolescent’s social context and reference groups (as seen in the preceding paragraph); and 6) internal fantasy relationships with personifications like the parents or â€Å"lady luck† (Upfold, 2007). Lottery is the most favored form of gambling by adolescents because of its ease of accessibility and the minimal amount of money required to participate in the draw (Felsher et al. , 2003). Parents purchase the lottery tickets and they include their children in their gambling activity by asking for their advice, such as what number/s they should pick, let them carry the money, fill in the lottery stubs, scratching the numbers, etc. (ibid). This observation and direct participation of gambling from significant reference groups, such as the parents, influences the youth’s participation in gambling activities (Messerlian Derevensky, 2005). The parental acceptance of gambling as a recreational activity further encourages the youth to partake in it (Felsher et al. , 2003). Adolescents who gamble say that they have learned it from their parents. 15% of children made first bet with their parents and another 20% with other family members (Messerlian Derevensky, 2005). Parents gamble in close proximity to their children and they have a poor understanding of the negative consequences that this will have on their child (ibid). The Cognitive-Behavioral Model, which is part of the social-learning theory, may explain this cause. The model is based on the principles of learning from imitation, observation, schedules of enforcement and cognition or how the youth would interpret and draw conclusions about the events around him or her (Upfold, 2007). They are enforced to gamble since the adolescents report that their parents are aware of their gambling and that they do not object to it; 50% of parents are aware and are not worried, disregarding the age of the child (Felsher et al. , 2003). 58. 5% of children in the study of Felsher et al. (2003) also say that they wager money with their parents, hence they are taught to gamble; some parents even purchase lottery tickets for their child’s behalf and it has been found that the more severe gambling a child is doing, the more tickets there are purchased by parents. Also, adolescents who were found to be regularly gambling report that they gamble with their family members and 40% say they do it with their parents (Messerlian Derevensky, 2005). â€Å"Problem gambling is governed by a complex set of interrelating factors, causes, and determinants: biological, familial, behavioral, social, and environmental† (ibid). Under environmental, ease of access of online-gambling sites on the Internet is a new problem since the youth can easily access it and can be enticed by the visual appeals of Internet gambling (ibid). Another important reference point and part of the environmental factor which indirectly teaches gambling to children and reinforces it is the school. There are schools who promote gambling through fundraising activities including lottery, raffle draws, bingo, casino nights, and by permitting card playing within schools (ibid). Another explanation for causes of gambling is the Psychodynamic Model, which proposes that personal problems â€Å"lie within the psyche and are an attempt at self-healing or a strategy of resolving unconscious psychic conflicts†¦beyond voluntary control,† (Upfold, 2007), hence the individual continues to engage in gambling. There are three main components in this model and they are: 1) Gambling is an unconscious substitute for aggressive outlets; 2) Gambling involves an unconscious desire to lose- a wish to be punished in reaction to guilt; and 3) Gambling is a medium for continued enactment of psychological conflict (ibid). Adolescents do not engage in gambling for money but for excitement and enjoyment; through video lottery terminals, sports betting, cards, lotteries, bingo and other forms of gambling, adolescents with a gambling problem exhibit a number of dissociative behaviors such as escape into another world where they have altered egos (Derevensky Gupta, 2002). Their personality traits that are correlated with risk-taking behavior such as excitable, extroverted, anxious and lower self-discipline show that they have poor coping and adaptive skills, so when they cannot cope with many hardships in their life or the stress of being a teenager, they gamble to â€Å"escape from the realities of daily life† (ibid). Gambling has been a way for adolescents who experience negative life events and use emotional-coping strategies to escape their problems, even if they have claimed to have social support from their peers (ibid; Bergevin, Gupta Derevensky, 2006). The Trait Theory of Gambling is also part of the psychodynamic model and it show that there are certain personalities that is related to the problem of gambling such as depression, anti-social personality disorder- particularly for pathological gamblers, and narcissism- as seen in the compulsive gamblers (Upfold, 2007). Other identified risk factors that may lead to adolescent gambling include male gender, alcohol and drug use, deviant peers, family history of gambling, and impulsive behavior (Pietrzak, Ladd Petry, 2003). Consequences of Adolescent Gambling The consequences of adolescent gambling are somewhat similar to that of adult gamblers; they not only affect themselves but society as a whole. Adolescent gambling does not only affect the individual adolescent but their families, peers, communities and health services (Messerlian Derevensky, 2005). The consequences the adolescent gamblers face are widespread and affects their psychological, behavioral, legal, academic, family and interpersonal domains- they become delinquent, have poor academic performance, impair their academic performance or even drop out from school, disrupt their relationship with family and friends, and display criminal behavior (ibid). They face negative health, psychological, social, personal and financial consequences that is why gambling is becoming a public health issue (ibid). It has been found that there is a strong correlation between adolescent gambling and the increased likelihood to drink alcohol, smoke tobacco and use drugs (Hardoon, Gupta Derevensky, 2004). Huang Boyer (2007) also says that adolescent gamblers are more likely to experience psychiatric problems, especially substance use disorders. The common factors that lead to this among adolescents are low self-esteem, depression, suicidal thoughts, victim of abuse, poor school performance, history of delinquency, poor impulse control, being male, early onset of gambling, parental history of gambling, and community/family acceptance of gambling (ibid). This will greatly affect the future of the youth since all that they indulge in is gambling. They become dissociated from the real world and spend much of their time gambling that they do not get to develop themselves as individuals anymore. They become more susceptible to suicide ideation and attempts, they replace their old friends with their gambling associates and they have a higher risk to develop an addiction or poly addictions (Gupta Derevensky, 2002). In the study of Felsher et al. (2003), they found that 94% of young male gamblers and 93% of young female gamblers are not afraid to get caught. This shows their lack of concern on what may happen to them if they are caught and this may also show the acceptance of their parents. Since parents and most institutions fail to recognize gambling as a serious problem or certain activities to be gambling (Derevensky and Gupta, 2002), the adolescents are at a higher risk to further develop their gambling addiction. The course of gambling varies from one individual to another; however, the social learning theory shows that since gambling behavior is acquired it can be thought of as a continuum or stages from problem-free gambling all the way to pathological gambling (Messerlian Derevensky, 2005; Upfold, 2007). Messerlian Derevensky (2005) states that â€Å"as gambling escalates and one moves along the continuum of gambling risk, the negative outcomes begin to outweigh any potential benefits† and this is when they would start experiencing different kinds of impaired personal, health, financial and social consequences. Treatments to Adolescent Gambling The numerous psychosocial costs of gambling to the individual, his/her family and to the community shows that this is a problem that must be addressed and treated (Derevensky and Gupta, 2002). Some adolescents do not know that they have a gambling addiction or disorder and this prevents them from getting proper treatment (ibid) however, with the intervention of family, friends or event the school, the adolescent may get treated. There are several kinds of treatment for adolescents who are already problem or pathological gamblers. Before these are discussed, prevention models for gambling will be discussed first since prevention is better than cure. Government policies should be stricter regarding gambling, particularly On-line gambling since that is readily accessible to the youth. Public policies that can influence the social environment and minimize unhealthy gambling behavior such as â€Å"legislation on advertising and promotion, laws regulating minimum age-requirements and their enforcement, provision of programs for harm minimization, fiscal measures, and regulation of the availability of products† should be balanced with the economic gains of the gambling industry (Messerlian Derevensky 2005). Other prevention models suggested by Derevensky Gupta (2002) include the need for awareness of the problem; activities that increase knowledge on adolescent gambling; programs to help modify and change attitude that gambling is not harmless; teaching of effective coping and adaptive skills to prevent problematic gambling; changing inappropriate conceptions about skill and luck, the illusion of control and independence in gambling activities; and identification, assessment and referral of students who are indicative of being at risk to gambling problems. Psychosocial approaches are one of the methods used to treat pathological gambling and this for adults this includes Gamblers Anonymous (Pietrzak et al. , 2006). For the adolescents several youth groups have been formed such as youthbet. net in Canada and wannabet. org in the United States; these website are managed by youths and non-governmental organizations to offer assistance and collaboration to adolescents (Messerlian Derevensky, 2005). Piertzak et al. (2006) found that cognitive-behavior therapy (CBT) and eclectic therapy have been helpful in reducing problematic gambling behaviors. CBT involves altering the inaccurate perceptions, beliefs and attitudes of adolescents about gambling. The eclectic therapy is the individual approach to treating gambling problems and consists of: detailed assessment, acceptance of the problem, development of effective coping skills, restructuring of free time, involvement of family and social supports, cognitive restructuring, establishment of debt payment plans and relapse prevention (ibid). The motivational enhancement therapy (MET) is also used and is based on the concept that behavior change occurs through identifiable stages: pre-contemplation, contemplation, action and maintenance (ibid). In this approach, the therapist is non-confrontational and elicits the adolescent’s understanding of the consequences of gambling and strengthens the commitment to change the ways of the individual; since it has a shorter duration that CBT and other therapies, MET is recommended for onset problems (ibid). A disease model is also sometimes used to treat gambling problems. In this approach, the compulsive gambler is made to embrace abstinence from gambling, to participate in self-help groups and to maintain abstinence by going through therapy to deal with previous or latent psychological problems (Upfold, 2007). There is also the Ecological Approach wherein gambling behavior is viewed from multiple perspectives and addresses the behavior from an individual and socio-environmental level where interventions are made at five levels that affects an individual to gamble: biological, familial, behavioral, social and environmental (Messerlian Derevesnky, 2005). Internal and external factors cause an adolescent to gamble. Occasional gambling is harmless but once exposed to gambling especially at a young age, gambling problems may occur and develop into an addiction, which may affect the social, academic and personal life of the adolescent. Treatments vary such as cognitive-behavioral therapy, eclectic therapy, motivational-enhancement therapy and ecological approach; however, prevention of adolescent gambling is still the best and this can be done through increased awareness about the public health problem and stricter government policies regarding access of adolescents to gambling venues, especially online gambling. Bibliography Bergevin, T. , Gupta, R. and Derevensky, J. (2006). Adolescent gambling: Understanding the role of stress and coping. Journal of Gambling Studies, (22), 195-208. Derevensky, J. L. and Gupta, R. (2002). Youth gambling: A clinical and research perspective. The Electronic Journal of Gambling Issues. Retrieved April 9, 2008 from http://www. camh. net/egambling/issue2/feature/index. html Felsher, J. R. , Derevensky, J. L. , Gupta, R. (2003). Parental influences and social modelling of youth lottery participation. Journal of Community Applied Social Psychology, 13: 361-377. Hardoon, K. K. , Gupta, R. and Derevensky, J. L. (2004). Psychosocial variables associated with adolescent gambling. Psychology of Addictive Behaviors, 18 (2), 170 – 179. Huang, J. H. and Boyer, R.. (2007). Epidemiology of youth gambling problems in Canada: A national prevalence study. The Canadian Journal of Psychiatry, 52 (10). Messerlian, C. and Derevensky, M. (2005). Youth gambling: A public health perspective. Journal of Gambling Issues (14). Pietrzak, R. H. , Ladd, G. T. and Petry, N. M. (2003). Disordered gambling in adolescents: Epidemiology, diagnosis and treatment. Pediatr Drugs, 5 (9), 583 – 592. Upfold, Darryl. (2007). An introduction to conceptual models of problem gambling. Center for Addiction and Mental Health. Retrieved April 13, 2008, from http://www. problemgambling. ca/EN/ResourcesForProfessionals/Pages/AnIntroductiontoConceptualModelsofProblemGambling. aspx

Teen Sexual Activity Causes Sexually Transmitted Diseases, AIDS, Pregnancy, and Emotional Trauma :: Expository Cause Effect Essays

Teen Sexual Activity Causes Sexually Transmitted Diseases, AIDS, Pregnancy, and Emotional Trauma Set aside the moral imperatives, the screams and shouts of the conservative masses, the legislators on Capitol Hill who know what's best, and religious scripture that denounces physical pleasure and there exists a very basic premise: Human beings have a preoccupation with sex. It was once stated that "our concern with sex is innate, as much a part of is as the blood and bone with which we were born." An absolutely truthful statement, the subject of sex has become prevalent in today's society. Prevalent, because every aspect, voice, form of communication, law passed, and free thought, expresses the opinion on the subject. Maybe centuries of society's need for "sexual oppression" which led to the "sexual revolution" of the twentieth century, is the cause for the entrance of human sexuality into the mainstream. Regardless of the when's, why's, and how's, the bottom line is that sex and the issues revolving, affect every human life, from pornography and abortion, teen pregnancy and laws concerning sexual violence. These heavily weighted issues that plague the minds of parents, lawmakers, teenagers, and religious leaders, often operate under the premise that everyone is having sex, and that no one believes in abstaining until marriage. So where is the lost voice that cries out and defends the small minority of young people that want to wait, and further doesn't anyone believe there are benefits to waiting to have sex? Those who condemn teenage sex and support abstinence are the same people who answer "yes" to the question. Unfortunately, that voice is not the voice that represents the teenage population. Young people who chose to wait have many different reasons why, and believe that there do exist positive effects of abstaining from sex until marriage. One of the most important reasons young people wait, is to avoid the risk of poor or unfavorable physical health. Sexually transmitted diseases, pregnancy, and AIDS are all factors that claim the lives of millions of people every year. Avoidance of these health risks is an incentive to young people and probably the most positive effect of abstaining. No one doubts that sexual desire and needs do not exist, but there are alternatives to sexual intercourse. Teenagers can have a very healthy and active physical relationship with their partner and not have sex. These activities, which can be just as satisfying, carry a 100% less risk factor that sexual intercourse. Teen Sexual Activity Causes Sexually Transmitted Diseases, AIDS, Pregnancy, and Emotional Trauma :: Expository Cause Effect Essays Teen Sexual Activity Causes Sexually Transmitted Diseases, AIDS, Pregnancy, and Emotional Trauma Set aside the moral imperatives, the screams and shouts of the conservative masses, the legislators on Capitol Hill who know what's best, and religious scripture that denounces physical pleasure and there exists a very basic premise: Human beings have a preoccupation with sex. It was once stated that "our concern with sex is innate, as much a part of is as the blood and bone with which we were born." An absolutely truthful statement, the subject of sex has become prevalent in today's society. Prevalent, because every aspect, voice, form of communication, law passed, and free thought, expresses the opinion on the subject. Maybe centuries of society's need for "sexual oppression" which led to the "sexual revolution" of the twentieth century, is the cause for the entrance of human sexuality into the mainstream. Regardless of the when's, why's, and how's, the bottom line is that sex and the issues revolving, affect every human life, from pornography and abortion, teen pregnancy and laws concerning sexual violence. These heavily weighted issues that plague the minds of parents, lawmakers, teenagers, and religious leaders, often operate under the premise that everyone is having sex, and that no one believes in abstaining until marriage. So where is the lost voice that cries out and defends the small minority of young people that want to wait, and further doesn't anyone believe there are benefits to waiting to have sex? Those who condemn teenage sex and support abstinence are the same people who answer "yes" to the question. Unfortunately, that voice is not the voice that represents the teenage population. Young people who chose to wait have many different reasons why, and believe that there do exist positive effects of abstaining from sex until marriage. One of the most important reasons young people wait, is to avoid the risk of poor or unfavorable physical health. Sexually transmitted diseases, pregnancy, and AIDS are all factors that claim the lives of millions of people every year. Avoidance of these health risks is an incentive to young people and probably the most positive effect of abstaining. No one doubts that sexual desire and needs do not exist, but there are alternatives to sexual intercourse. Teenagers can have a very healthy and active physical relationship with their partner and not have sex. These activities, which can be just as satisfying, carry a 100% less risk factor that sexual intercourse.

The Categories of Value

It’s easy to assign Importance factors or risk categories to inanimate objects such as buildings, bridges, airplanes, dams, cars, and buses. It is agreeable to say that the structural integrity of a hospital is more important than that of a single family residence; especially, in the case of an emergency. When assigning importance or value to individual lives, we are confronted by an overwhelming social dilemma: How does society assign value to someone’s life?The essence of life or simply living and given the opportunity to become a contributing member of society is priceless and has an unsurmountable monetary value; however, within the constraints of the society we live in, we are forced to assign a monetary value to an individual life. If we strip away what makes us human – our souls— we can assign value and categorize human life by the sum of their contributions to society and the impact their absence would make. Those that commit horrible crimes and co ntribute negatively to society belong to the first category.Those who contribute very little or haven’t had the chance to contribute to society belong to the second category. Those contributors whose sudden absences affect a small amount of people belong to the third category. Those whose sudden absence affects many people belong to the fourth. Finally, those whose sudden absence can affect an entire society for generations to come belong to the fifth category. Murderers and individuals who wish harm on innocent people belong in the first category. They are in the first category due to their lack of contribution and harm to our society.Truly without them there would be less damage and fear in today’s world. You can easily distinguish the difference between the first and second category in the perspective of comparing them to someone in the second category, such as children and individuals whose lives were cut short, and sadly unable to even begin to contribute to socie ty; the ones in the first category are the ones who usually end up in prisons for violent crimes or serious violations, while the ones in the second category generally contains young people who haven’t had a chance to make a difference in society.Individuals in the third category would be the ones whose deaths would affect a small amount of people such as a blue collar worker who supports their family with their salary. The sudden loss of this person would be saddening but only the immediate family will typically need monetary compensation to cover any expenses left behind. In comparison, the ones in the fourth category whose deaths would affect a much larger amount of people such as, owners of important businesses whose death may result in the layoff of many employees.The individuals in the fifth category are the ones who have a huge contribution to our society, such as individuals who find cures to devastating diseases, physicist on the verge of making a great breakthrough, world leaders, and important policy makers. Without them our society let alone the whole world, would not be the same, they are the ones who make a difference in people’s lives. In the article, â€Å"What Is the Value of a Human Life? † by Kenneth Feinberg, he explores the moral problem with assigning different values to different members of society.The author finds it troubling that the compensation for someone’s death be related to that person’s financial situation. For example, someone in the fourth category mentioned above will most likely be a wealthy business owner while the person in the third category may be a modest middle class individual and would receive compensation accordingly. At the end of the article he states that in the future, he will provide equal compensation regardless of the person’s financial circumstances or status in society.I believe that monetary compensation should only cover funeral expenses and enough income to allo w their immediate families time to adjust to the loss and become self-sustaining. It is okay for a society that is based on capitalism to compensate and assign a monetary value to individuals. It is our souls and humanity that will always be in conflict with manmade laws and forged societies. That is why this debate will never end. The day that currency becomes obsolete will be the day that society will truly discover that the only thing worth valuing is life itself, not money.

Written Task Dolls House

Outline Prescribed question: Power and privilege: â€Å"How and why is a social group represented in a particular way? Title of text for analysis: A Doll’s House by Henrik Ibsen, Norway 1879. Task is related to course section: Part 3: Literature texts and context Task focus: This essay focuses on Ibsen’s way of representing women, it explains why does he represent them in that specific particular way and how the time, era and context he lived in affected this aim. It states that women are represented as capable and independent individuals because of Ibsen’s concern of society’s acceptance of this new role of women.It compares women showed in â€Å"A Doll’s House† with the actual women of that time. It uses examples and quotation from the text in order to prove Ibsen’s posture towards the topic, and to answer the question of how and why women are represented in that particular way. Written Task: Henrik IIbsen was a Norwegian playwright , very concerned of women and human rights in general. Because of his thoughts and worries he wrote a play, â€Å"A Doll’s House† in 1879, which took him to being one of the most important Norwegian drama playwright. In this play he expresses his thoughts of how unfair women were treated in those days.The typical female stereotype was the mother and wife that usually stayed at home and took care of the children and house cleaning, the ones that sacrificed their lives and their personal goals for what society expected women to be. Ibsen’s idea for the play was to show how this stereotype had to change by accepting women as equal individuals as men. For this he created different women characters that expressed how wrong it was to follow this stereotype because of society. Throughout the play we will see women breaking this ideal stereotype, proving men and society wrong.In this essay we will reveal the how and why were women represented in this particular way. We already know that Ibsen had concerns of how women were treated, this was because of the context and time he lived in. Through all his life he lived in a society that showed women as unequal individuals. For some reason this did not make sense to him. He did not understand why women had to be treated differently. This was one of the main reasons of why he wrote â€Å"A Doll’s House† referring to society as an actual Doll’s House, were women were manipulated and to make people reconsider women’s role in society.The characters he created all alluded to how women were treated in those days. For example, Nora, the principal character, at the beginning of the play, was shown as a submissive wife: the typical woman stereotype. As the story continues she starts showing a new hidden side of her, that showed she was not going to follow societies expectations any more. Ibsen creates a situation in which Nora has to sacrifice for her family, because of Torvaldâ€℠¢s (her husband) sickness, by breaking the stereotype she should follow. She asks for a loan and lies to Torvald; she tells him that her father gave her the money.In order to pay for the loan she had to secretly work. When Torvald finds out that she lied, he judges her and tells her that it’s unbearably wrong. Nora realizes that Torvald does not really love her but he always loved the fact that she was dependent of him, the moment she stopped being dependent because of trying to save his life, he couldn’t take it. This led Nora to leave him; she was tired of being treated like this, she knew she was capable of much more. â€Å"I have been performing tricks for you, Torvald†¦ It’s because of you I’ve made nothing of my life. Here we can see how determined Nora is of her capacities, she blames Torvald because of her failure in life. She also points out that she’s been â€Å"playing tricks† all her life, for Torvald and society, acting as expected. Ibsen also reveals how a woman at that time, was impaired to find out who she is, in this case, Nora, really was and all she was capable of doing, not only for herself but in benefit of her family. Through having to tell lies, to her husband about how she obtained the money when he was ill, and to Krogstad, about her father? signature, she comes to realize that she is a valuable and more than capable person, although her ways of doing things was not correct. Her final goal was so important to her, protecting her family, she knew she had to do whatever was necessary, even if that meant not being true to her husband or society. In the end, she realizes that it was more important to her husband his reputation, than what it had meant to Nora, all she had done for the love of her family, concluding to the raw truth that her husband didn? really love her: he loved what she represented before society, a loving, faithful wife that compelled to all his expectations. She knew that to love her children, she needed first to understand and love herself, a thought way beyond and ahead of time, for a woman in the late 1800? s. Another woman, having a different role in society, such as Nora? s friend, Christine Linde, a childless widow, that proves to be an individual capable of surviving on her own, in a society who thought that a respectable women should be married and dependent of her husband. She once had been a â€Å"doll† like Nora.She also shows that she is a resourceful woman. When Nora tells Christine what is happening with Krogstad, Christine tells Nora not to worry that she will help her dissuade Krogstad (and she does), because she was once in love with him, but didn’t marry him since she needed money to help her sick mother and family. She proves here that a woman can act on her own, not being manipulated by men as it usually occurred, but being able to influence a man for her own purposes or even to help a friend. Nora, like a lot other women definitely felt like a â€Å"doll† being â€Å"played† by men and society.We can conclude that in the play women are represented in a particular way, women that could be independent and totally capable individuals with the intention to prove men and society of those times wrong. Ibsen’s posture towards this subject is so definite in that women should be treated as equal, that we can understand why he represented women like this; it was just the way he wanted society to accept them. Maybe one of the few ways of expressing this kind of thoughts was by creating a fictional drama play that showed women, as he wanted them to be accepted by an equal society. Word Count: Outline 151 Written task 1000

Free Essays on A History Of Christianity In Egypt

The history of Christianity in Egypt dates back verily to the beginnings of Christianity itself. Many Christians hold that Christianity was brought to Egypt by the Apostle Saint Mark in the early part of the first century AD. Eusebius, Bishop of Caesarea, in his Ecclesiastic History states that Saint Mark first came to Egypt between the first and third year of the reign of Emperor Claudius, which would make it sometime between AD 41 and 44, and that he returned to Alexandria some twenty years later to preach and evangelize. Saint Mark's first convert in Alexandria was Anianus, a shoemaker who later was consecrated a bishop and became Patriarch of Alexandria after Saint Mark's martyrdom. This succession of Patriarchs has remained unbroken down to the present day, making the Egyptian Christian, or Coptic, Church one of the oldest Christian churches in existence. Evidence for this age comes in the form of the oldest Biblical papyri discovered in remote regions of Upper Egypt. These papy ri are written in the Coptic script and are older than even the oldest Greek copies of the Bible ordered by Constantine in AD 312. The Egyptians before Christianity had always been a deeply religious people, and many readily embraced the young religion, having had their old beliefs effectively destroyed by the coming of the Roman Empire and the final dethroning of the god-king Pharaohs. Many of the concepts of Christianity were already familiar to the Egyptians from their ancient religion, such as the death and resurrection of a god, the idea of the judgement of souls and a paradisiacal afterlife for the faithful. The ankh too, the Egyptian symbol for eternal life, is very similar to that of the cross revered by Christians (especially in the form of the Coptic cross, seen at right), itself also a symbol for eternal life. Furthermore, the belief that God had chosen Egypt as a safe place for His infant son to hide him from Herod was a great source of pride to... Free Essays on A History Of Christianity In Egypt Free Essays on A History Of Christianity In Egypt The history of Christianity in Egypt dates back verily to the beginnings of Christianity itself. Many Christians hold that Christianity was brought to Egypt by the Apostle Saint Mark in the early part of the first century AD. Eusebius, Bishop of Caesarea, in his Ecclesiastic History states that Saint Mark first came to Egypt between the first and third year of the reign of Emperor Claudius, which would make it sometime between AD 41 and 44, and that he returned to Alexandria some twenty years later to preach and evangelize. Saint Mark's first convert in Alexandria was Anianus, a shoemaker who later was consecrated a bishop and became Patriarch of Alexandria after Saint Mark's martyrdom. This succession of Patriarchs has remained unbroken down to the present day, making the Egyptian Christian, or Coptic, Church one of the oldest Christian churches in existence. Evidence for this age comes in the form of the oldest Biblical papyri discovered in remote regions of Upper Egypt. These papy ri are written in the Coptic script and are older than even the oldest Greek copies of the Bible ordered by Constantine in AD 312. The Egyptians before Christianity had always been a deeply religious people, and many readily embraced the young religion, having had their old beliefs effectively destroyed by the coming of the Roman Empire and the final dethroning of the god-king Pharaohs. Many of the concepts of Christianity were already familiar to the Egyptians from their ancient religion, such as the death and resurrection of a god, the idea of the judgement of souls and a paradisiacal afterlife for the faithful. The ankh too, the Egyptian symbol for eternal life, is very similar to that of the cross revered by Christians (especially in the form of the Coptic cross, seen at right), itself also a symbol for eternal life. Furthermore, the belief that God had chosen Egypt as a safe place for His infant son to hide him from Herod was a great source of pride to...

Depression of the 1890s Essay Example | Topics and Well Written Essays - 750 words

Depression of the 1890s - Essay Example On the state of political affairs in the U.S at the turn of the century, however, the four-year depression reflected through – (1) debates over bimetallism; (2) protests raised by the National Farmers’ Alliances and Industrial Union which eventually drove the Farmers Alliances to enter politics; as well as (3) incessant political corruption. To Americans, the initial stages of achieving an industrial economy occurred to have formed a revolutionary social order that only raised confusion especially among the working class, making them suspiciously ponder and react upon the possible outcomes of social development for the nation. It entailed a notion that such approach to spontaneous progress determines allocation of power and social security as via socio-political strength. In this perspective, reformists of the period were led to conceive that potential peril exists with the significant concern that as a response to it, people of the lower class may act in tumultuous agg ression in exercising their democratic right over to suppress individual economic growth thinking that liberty of acquisition of rights to property, particularly with those who could afford, would only emphasize inequality among social divisions and thus create on appropriating amount of common interests. Through the practice of commodity money regime that used to be popular until its initial decline in 1873, the period of depression witnessed how political parties tackled the issue of remedying the incompetent monetary supply by considering replacement or linkage between and one of two precious metals. In 1894, when Republican arguments on the predicament of bimetallism triumphed over those of Democrats, the political tension was carried on by the Populists who found the need to support the Democrats based on the pressure set upon the Congress in having to authorize the Treasury to release currency that may be held in equivalence to either gold or silver. As a consequence, neverthe less, political efforts led to dollar devaluation on adopting back the concept of bimetallism. Similarly, the impact of depression of the 1890s particularly brought farmers to seek acquisition of role or position in the government. Apparently, this resulted out of the failure for cooperatives to be managed and capitalized adequately so by becoming a political member, the establishment of the People’s Party among the farmers was expected to provide financial aid in combating the state of depression. Farmers, in this regard, sought after commodity credit system with the help of the Populists in order to be allowed storage of crops in the federal warehouse until such time the produce bears the capacity to attract good market. Concerns toward personal economy further resonated in politics even after the era of Reconstruction the latter 19th century depression was also witnessed to characterize corruption by the state authorities and widespread operation of fraudulent activities i n the U.S. government. Unsettled personal economic interests had inevitably allowed democratic freedom to scandalize certain officials suspected of such misdeed or crime against the nation

Performance against the Project baseline Research Paper

Performance against the Project baseline - Research Paper Example This involves Earned Value Management technique is employed to measure the project performance against the planned baselines and to forecast any deviations from the planned activities to bring project variations within acceptable limits. Planned expenditures, budgeted expenditures and actual expenditures form the basis of Earned Value calculations. In 1960’s, US Navy formally began to use this technique in their projects. It was later made more user-friendly based on define set criteria by National Defense Industrial Association to effectively employ this technique in public and private sector projects (David, 1994). Earned Value Management is the most commonly employed method, which relates project scope, cost and schedule for measurement of project performance. The most common metrics used to measure the project performance are Cost Variance (CV) and Schedule Variance (SV). The variance in CV and SV decreases as more work is accomplished towards project completion. Also values of acceptable variances in CV and SV can be determined early during the project planning (Charles, 2010). 3.4 Cost Variance (CV). Difference in Earned value (EV) and actual cost (AC) gives the cost variance. At the project completion, cost variance can be calculated as difference of Budget at Completion (BAC) and Actual Cost incurred. 3.6 Cost Performance Index (CPI). Cost Performance Index (CPI) is a ratio of Earned Value (EV) to Actual Cost (AC). CPI value is a cost efficiency indicator showing either a cost overrun (less than 1) or a cost underrun (greater than 1). 4.1 Project Baseline. Earned Value Techniques relate Earned Value against the project baselines. More accurate the project baseline is, more beneficial would be outcome of earned value management, Thus, cost overruns would occur if project is under budgeted and scope creep would occur if project scope baseline is not

Synthesis of Tris Pyrazolylborate Lab Report Example | Topics and Well Written Essays - 1000 words

Synthesis of Tris Pyrazolylborate - Lab Report Example Trispyrazolylborate (Tp) is an organic anionic tetradentate or tripodal ligand that has the chemical formula [HB (C3N2H3)3]. Trispyrazolylborate specifically refers to the derivatives substituted on the pyrazolyl rings. In the resonance structures of this compound, the nitrogen centers that are not bonded to boron are basic (Topaloglu-Sozuer et al., 2005). These centers bond to three adjacent sites of a metal such that the simple adducts have C3v symmetry. The bonding mode is similar to that of cyclopentadienyl ligands though the ligand field stabilization energy of Tp- is weaker as indicated by the fact that Fe (Tp)2 is a spin crossover complex while ferrocene is low spin (Yong Heng, Aoki, & Feng Ying, 2004). The Tp ligands are prepared in the laboratory by reacting pyrazole with potassium borohydride according to the equation:KBH4 + 3C3H3N2H → K [HB (C3N2H3)3] +3H2The intermediate compounds include the monopyrazolylborate ([H3B (C3N2H2)2]- and the bispyrazolylborate ([H2B(C3 N2H2)2]-. The potassium Trispyrazolylborate is a colorless solid that is soluble in polar solvents and has a melting point of 188-1890C (Maldonado, & Vahrenkamp, 2006).When 3-substituted pyrazoles are condensed with borohydride, the corresponding substituent Trispyrazolylborate derivatives are formed. The substituent formed pushes boron the less hindered nitrogen center and hence 3-phenylpyrazole gives [HB (C3N2H2Ph) 3]- whereas the phenyl substituents project away from the metal.

World War I Essay Example | Topics and Well Written Essays - 1000 words

World War I - Essay Example The rise of pan-Slavism and consequent rise of German nationalism also played a great role in enhancing the war combined with imperialism and militarism (Sammis, 2002). The American government first remained neutral until 1917 when it entered the war due to pressure from the German military that were sinking ships on Britain waters. The American President Woodrow Wilson was very instrumental in ending the war in 1918, and in designing the Treaty of Versailles as well as forming the League of Nations. The paper will discuss the events that led to the war and the events that followed. European nations before the war employed imperialist policy. According to Spielvogel (2009) by 19th century, Britain had 5 continents while France occupied large areas of Africa. The Britain and France occupied huge tracts of land hence creating rivalry with German which began to scramble for the remaining parts of Africa. The colonizers were undergoing a period of industrialization hence saw the new colo nies as a source of labor and market for finished goods. Imperialism created a lot of rivalry and tension among nations as they competed for power. Most of the colonized people were under the power of colonizers and followed the rules of the colonizing state. However, the Slavic states yearned for freedom from the controlling states. They formed a cultural and political movement in the 19th century known as pan-Slavism which united all the Slavic. The movement got support from Russia whose main aim was to extend its rule over Slavic people (Stone, 2009). The nations also felt threatened by their counterparts hence wanted to unite their people so that in case of war, the states would fight against a common enemy. The attack on German speaking central Europe by France in Napoleonic wars instilled a sense of nationalism (Sammis, 2002). Bismarck had the idea of uniting Germany but Austria which had much power was resistant. Bismarck used diplomacy to create an atmosphere for war between Austria and Prussia and reinforced Prussian army so as to defeat Austria thereby relinquishing its position to Prussia. France was unhappy with the defeat hence waged war on Prussia but had no allies as opposed to Prussia which was supported by all German states. France was defeated and lost two provinces Alsace and Lorraine to Germany hence tension between the two nations (Stone, 2009). German was unified in 1871 under Prussian rule with Wilhelm as the new emperor. Austria began concentrating on the Balkans hence forming the Austro-Hungarian Monarch. The Balkan war in 1912-1913 saw their freedom from Turkish control but a conflict of interest by Russia and Austro-Hungary. The nations in order to outdo each other and in preparation for war engaged in arms race and gave the army and military a lot of power in controlling government policy. Spielvogel (2009, p.534) notes that the European military machines had doubled in size between 1890 and 1914. The German empire led by Bismarck e ngaged in massive shipbuilding in order to produce large naval fleet than Britain. In 1914, Britain had 49 battleships while German had 29 (Duffy, 2009). New highly destructive weapons such as; submarines, tanks, and poison gas were made which worsened the war. The readiness for war culminated into alliances. Various alliances were formed by the powers to help each other in case of war and to protect themselves from potential threats. Heyman (1997) observes that the prime ministers, foreign ministers and military leaders were crucial in the formation and dissolution of alliances. For example,

Peter Eisenmans Memorial to the Murdered Jews of Europe

Peter Eisenmans Memorial to the Murdered Jews of Europe Throughout history, nations have sought to exhibit social memory of their past achievements whilst conversely erasing the memory of transgressions committed during their development. These nostalgic reflections of historic events have been both literally and figuratively portrayed in didactic monuments, which carefully edify the events into clear depictions of state victory and triumph. However, shifts in the discourse of twentieth-century politics have given rise to the voice of the victim within these stories. The traditional nation-state is now answerable to an international community rather than itself; a community that acknowledges the importance of human rights and upholds moral conditions. These states continue to construct an identity both in the past and present, but are expected to acknowledge their own exclusions and accept culpability for their previous victimisations. In this new climate the traditional memorial does not become obsolete, but instead evolves beyond a celebratory monument, increasingly referencing the states transgressions and role as perpetrator. This progressive switch in attitude has given birth to a new form of memorial: the anti-monument. These contemporary memorials abandon figurative forms in preference of abstraction. This medium facilitates a dialogical relationship between viewer and subject whilst also promoting ambivalence. Critically, this new typology allows the narrative of the victim and perpetrator to intertwine into a single united form, a so-called move towards political restitution. This essay analyses the tradition and characteristics of historic monuments and the post-industrial development of the anti-monument. The essay studies and questions abstraction as the chosen vehicle of the anti-monument, using Peter Eisenmans Memorial to the Murdered Jews of Europe as a case-study. I argue that despite its achievement as a piece public art, fundamentally, it fails to perform its function of commemoration through its abstracted, ambiguous form. Traditional monuments use figurative imagery to form an intuitive connection to the viewer. They use language and iconography to present the onlooker with the states idealised perception of a significant event in history. Throughout time, these monuments have often outlasted the civilizations or political regimes who constructed them and as a result their unchallenged specific narrative becomes definitive; all memory of an alternative narrative is lost with the passing of witnesses who could recall the actual events. This has the negative consequence of alleviating the present-day visitor of responsibility for the past and fails to accommodate the constantly changing and varied perspective of the viewer. In this respect, the permanence of the traditional monument presents an unchallengeable story which becomes an active presence to the visitor, who is always the receptive element. However, events of the twentieth century such as the atomic blast at Hiroshima and the atrocity of the Holocaust altered commemorate practice. Memorials were no longer militaristic and celebratory but instead acknowledged the crimes of the state against civilians. Designers were faced with the innumerable challenge of memorialising the most quintessential example of mans inhumanity to man the Holocaust. An event so catastrophic it prevented any attempt to singularly record the individual victim. The new typology that emerged would later be defined as the antimonument. The anti-monument aimed to dispel previous memorial convention by favoring a dialogical form over the traditional didactic monument. This new memorial typology avoided literal representation through figurative expression and written word in favor of abstraction. This move toward the abstract enabled the viewer to now become the active element and the monument to become the receptive element; a role-reversal that allowed the visitor to bring their own interpretation to the memorial. James E Young commented that the aim of these memorials: is not to console but to provoke; not to remain fixed but to change; not to be everlasting but to disappear; not to be ignored by passersby but to demand interaction; not to remain pristine but to invite its own violation and desanctification; not to accept graciously the burden of memory but to throw it back at the towns feet. In this way, James E Young suggests that the anti-monument acts receptively to history, time and memory. He also states: Given the inevitable variety of competing memories, we may never actually share a common memory at these sites but only the common place of memory, where each of us is invited to remember in our own way. The anti-monument facilitates the ongoing activity of memory and allows the visitor to respond to the current sufferings of today in light of a remembered past. It is this point that fundamentally determines the important and necessary dialogical character of all modern Holocaust memorials. Consequently, in 1999 the Federal Republic of Germany passed a resolution to erect a memorial to the murdered Jews of Europe. This memorial intended to honour the murdered victims and keep alive the memory of these inconceivable events in German history. An open competition selected American, Peter Eisenman as the winning architect, who proposed an expansive field of 2,711 stelae and the Ort, a supplementary information centre. The memorial is not only significant for its purposes of remembrance, but also represents the first national monument to the Holocaust to be constructed with financial and political support from the German Federal State. The location of the memorial itself is considered arbitrary by some, as the site has no previous connotation with the Holocaust or Nazism, but instead was a former no-mans land in the death strip of the Berlin Wall. Whilst the commemorative power of this location may be questioned, the significance of its placement lies within its integration into Berlins urban realm. The edge condition of the memorial presents a natural transition between the stelae and the pavement. The ground plane and first stelae sit flush to each other before gradually rising and recessing into two separate data that create a zone of uncertainty between. The memorial does not acknowledge the specificity of the site and the lack of central focus intends to reflect the ambient nature of victims and perpetrators in the city of Berlin. Within the stelae each visitor senses the memory of the victims somatically by experiencing feelings of claustrophobia, uneasiness and disorientation within the narrow walkways and scale of the monument. It was not Peter Eisenmans intention to emulate the restrictive condition of a death camp, but instead, to encourage the personal reflection of the individual in their role of carrying memory in the present. In this monument there is no goal, no end, no working ones way in or out. The duration of an individuals experience of it grants no further understanding, since understanding is impossible. The time of the monument, its duration from top surface to ground, is disjoined from the time of experience. In this context, there is no nostalgia, no memory of the past, only the living memory of the individual experience. Here, we can only know the past through its manifestation in the present. In this sense, each visitor is invited to experience the absence created by the Holocaust and in turn, each feels and fills such a void. It cannot be argued that this corporeal engagement with absence is not potent; however, in most instances the feeling becomes ephemeral. Each visitor walks precariously around the memorial, pausing for thought and anticipating the next corner. They are forced to change pace and direction unwillingly and face the constant threat of collision at every turn and intersection of the towering stelae. It is this condition, in my opinion, that instills the feeling of threat and uneasiness into most visitors as opposed to the perceived connection between themselves and the victims. The memorial does not dedicate any space for gatherings of people and hence inhibits any ceremonial use in the act of memory. The collection of stelae is reminiscent of the cemeteries of Jewish ghettos in Europe where due to space constraints; tombstones are piled high and crowded together at different angles. Some visitors treat the memorial as a cemetery, walking slowly and silently, before stopping and layering flowers or candles at the side of a stele. The presence of these somber mourners and their objects of remembrance are one of the only indicators that clearly identify the stelae field as a memorial. However, the objects discarded at the memorial are always removed by the staff, suggesting the monument be experienced in its intended form; a relationship more akin to public art rather than that of a memorial. In Eisenmans opinion, the memorial is emblematic of a seemingly rigid and understandable system of law and order that mutates into something much more profane. The visitor experiences this first-hand when feeling lost and disorientated in the environment they once perceived as rational and negotiable from the outside. The project manifests the instability inherent in what seems to be a system, here a rational grid, and its potential for dissolution in time. It suggests that when a supposedly rational and ordered system grows too large and out of proportion to its intended purpose, it in fact loses touch with human reason. It then begins to reveal the innate disturbances and potential for chaos in all systems of seeming order, the idea that all closed systems of a closed order are bound to fail. Through abstraction, the memorial attempts to acknowledge both the victims and perpetrators in a single, integrated form. The regular grid of the memorial and its deceptive portrayal of rationality acknowledge the perpetrators of the crime: the Nazi Third Reich. Whilst viewed from afar, the stelae resemble tombstones in a cemetery, granting the victims a marker for their life, a marker previously denied to them by a Nazi regime who aimed to erase all memory of their existence. Eisenmans memorial is concerned with how the past is manifested in the present. His interest lies not with the murdered Jews the memorial aims to commemorate, but instead, how the present-day visitor can relate to those victims. In this respect, the memorial permits remembrance displaced from the memory of the holocaust itself. Eisenman wrote: The memory of the Holocaust can never be one of nostalgia. The Holocaust cannot be remembered in the nostalgic mode, as its horror forever ruptured the link between nostalgia and memory. The monument attempts to present a new idea of memory as distinct from nostalgia. The field of stelae does not present a nostalgic recollection of Jewish life before the holocaust; neither does it attempt to encapsulate the events of the genocide. Instead, the memorial connects with the visitor through a corporeal engagement that facilitates an individual response to memory. The stelae have the effect of creating a ghostly ambience as the sounds of the surrounding streets and city are deadened, exaggerating the visitors discomfort. However, the ambience is disturbed by the shouting, laughter and conversation of visitors lost in the stelae looking for one another. In marked contrast, the subterranean information centre has the effect of silencing its inhabitants. The exhibition provides a literal representation of the atrocities of the holocaust, didactically displaying the clothing, letters and personal belongings of a handful of victims. Eisenman originally rejected the inclusion of a place of information so that the stelae field would become the exclusive and definitive experience. However, his competition win was conditional upon its inclusion. It is my opinion that The Ort or information centre has become the significant place of memory and commemoration despite being simultaneously downplayed by the architect and German state. The small building is located underground and accessed via a narrow staircase amongst the stelae. As with the memorial as a whole, there is no acknowledgement of its existence or function, and as a result must be discovered through wandering. It performs commemoration far more successfully than the stelae field by generating an emotional response from the visitor. In the exhibition, the distress of the visitor is apparent as they walk around solemnly, the reality of the holocaust becoming perceptible. The acoustic presence of crying and sobbing are far removed from the laughter and shouting in the stelae above. The exhibition features spaces where the biographies of victims are made audible, explaining the sequence of events that led to their deaths. In these rooms the smallest details of the victim s forgotten lives are told in a sonorous voice which immediately gives substance to the individual and collective loss. The visitors trauma is perceptible here as the inconceivable statistics are not portrayed as abstract representations, but instead are literal and personified. It is the only section of the memorial where the holocaust is explicitly present; where visitors are not removed from the horrors but instead confronted with them. At street level, the memorial has no signs or indicators to its purpose and the stelae present no carving or inscription. The abstract nature of the stelae and site as a whole have the affect of making the memorial a relaxed and convenient place to be. The monument has transcended the theory that memorials command respect by their mere existence, with the site becoming a part of everyday life for Berliners as a place of leisure. Many stumble on the memorial as an empty maze, a childrens playground where people walk across the stelae, jumping from one to another. They are faced with conflicting emotions between an instinct to show respect and a desire to satisfy a spontaneous need to play. The memorials ambition is to enable every visitor to reach their own conclusion and ascertain an individual experience, which through abstraction it achieves. However, by the same means, it facilitates a detachment between the individual and the memorials primary function of commemoration. The theor etical narrative of the stelae field is an extremely complex and powerful idea, however the ambiguous, abstracted design fails to allow the visitor to truly relate to the victims or gain an understanding of the atrocities of the holocaust. Therefore, whilst experienced in its singularity, the abstract stelae field fails to commemorate, instead being dependant on the didactic approach of the information centre to allow the visitor to relate to the holocaust and its victims. When appraising the entries for the original competition Stephen Greenblatt wrote: It has become increasingly apparent that no design for a Berlin memorial to remember the millions of Jews killed by Nazis in the Holocaust will ever prove adequate to the immense symbolic weight it must carry, as numerous designs have been considered and discarded. Perhaps the best course at this point would be to leave the site of the proposed memorial at the heart of Berlin and of Germany empty Perhaps this approach would have ultimately become more pertinent. How does one design a monument in memory of an event so inconceivable that in some way doesnt have the adverse affect of making it more palatable? Perhaps, as Archigram often insisted, the solution may not be a building. The absence of a memorial delegates the responsibility of commemoration to the individual who as bearers of memory, come to symbolise the absent monument. The Memorial to the Murdered Jews of Europe is an intriguing and unique perspective on cognitive memory that undoubtedly has advanced the development of the antimonument, setting a new precedent in memorial architecture. However, the memorials effectiveness is fundamentally undermined by the assumption that all visitors are aware, and will continue to be aware of the specific events of the holocaust. For example, how will a second or third generations interpretation differ from that of a survivor who visits the memorial today? Its abstracted, ambiguous form fails to contextualize the memorial without the accompaniment of explicit, literal representations presented separately within the Information Centre. It is for this reason that the memorial seemingly becomes a victim of its own impossibility. Bibliography: Rauterberg, Hanno. Holocaust Memorial Berlin. (Lars Muller Publishers) 2005. Young, James E. The Art of Memory: Holocaust Memorials in History. (Prestel) 1994. Heathcote, Edwin. Monument Builders: Modern Architecture and Death. (Academy Editions) 1999. Williams, Paul. Memorial Museums: The Global Rush to Commemorate Atrocities. (Berg) 2007. Young, James E. The Texture of Memory: Holocaust Memorials and Meaning. (New Haven) 1993. Boym, Svetlana. The Future of Nostalgia. (Basic Books) 2001. Sion, Brigitte. Experience and Remembrance at Berlin. (New York) 2007. Choay, Francoise. The Invention of the Historic Monument. (Cambridge University Press) 2001. Eisenman, Peter. Notations of Affect. An Architecture of memory (Pathos, Affekt, Gefà ¼hl) 2004. http://www.pbs.org/wgbh/pages/frontline/shows/germans/memorial/eisenman.html Memorial to the Murdered Jews of Europe Project Text. 2005. Photographs: Magnuson, Eric. Pathways. (http://www.flickr.com/photos/esm723/3754775324) 2009. Ndesh. Platform Games. (http://www.flickr.com/photos/ndesh/3754009233/in/photostream)2009. Ward, Matt. Flowers. (http://www.flickr.com/photos/mattward/3472587863) 2009.