Best Analysis Green Light in The Great Gatsby

Best Analysis Green Light in The Great Gatsby SAT / ACT Prep Online Guides and Tips One of the most arresting images in The Great Gatsby is Nick's vision of Gatsby stretching his arms out towards a small green light on the opposite shore of the bay. The mysterious, almost mystical nature of this gesture is a sure-fire sign that this green light is a symbol. What is a symbol? It's something that is given extra meaning beyond itself. Something that stops being simply an everyday object, and instead represents thoughts and ideas that are bigger than itself. What are the abstract ideas behind the green light in The Great Gatsby? Read on to see where this symbol pops up in the novel, what themes it is connected to, which characters are most closely associated with it, and some ideas for essay topics on this symbol. Quick Note on Our Citations Our citation format in this guide is (chapter.paragraph). We're using this system since there are many editions of Gatsby, so using page numbers would only work for students with our copy of the book. To find a quotation we cite via chapter and paragraph in your book, you can either eyeball it (Paragraph 1-50: beginning of chapter; 50-100: middle of chapter; 100-on: end of chapter), or use the search function if you're using an online or eReader version of the text. What Is the Green Light in The Great Gatsby? Before we delve into the symbolic meaning of the green light, let's first establish what this object is in concrete terms. The green light is a permanently lit electric lamp that marks the end of Daisy and Tom's boat dock. It's a way to warn boats at night or during inclement weather that there is a structure there- this is why it is always on. Because the Buchanans' mansion is directly across the bay from Gatsby's mansion, Gatsby can always see the green light. Key Quotes About the Green Light In order to figure out what the green light means as a symbol, let's do some close reading of the moments where it occurs in The Great Gatsby. The Green Light in Chapter 1 The image of the green light at the end of Daisy's dock occurs for the first time at the end of the novel's first chapter. Before we have even met Gatsby, we get a description of him stretching out his arms towards something he can't reach- a gesture he will repeat over and over again. ...a figure had emerged from the shadow of my neighbor's mansion and was standing with his hands in his pockets regarding the silver pepper of the stars. Something in his leisurely movements and the secure position of his feet upon the lawn suggested that it was Mr. Gatsby himself, come out to determine what share was his of our local heavens. ...he stretched out his arms toward the dark water in a curious way, and far as I was from him I could have sworn he was trembling. Involuntarily I glanced seawardand distinguished nothing except a single green light, minute and far away, that might have been the end of a dock. When I looked once more for Gatsby he had vanished, and I was alone again in the unquiet darkness. (1.151-152) One thing in particular is interesting about the introduction of the green light: it's very mysterious. Nick seems not to be quite sure where the light is, or what its function might be: Although physically bounded by the width of the bay, the light is described as impossibly small ("minute" means "tiny enough to be almost insignificant") and confusingly distant. Even though we find out later that the light never turns off, here Nick only seems to be able to see the light when Gatsby is reaching out towards it. As soon as Gatsby disappears, Nick is in "darkness." This vagueness and mystery is a good way for the novel to underscore the fact that this light is a symbol- it stands not just for the physical object that it describes, but for an idea within the book. What's the idea? I'll talk all about it in the next section of this article. The Green Light in Chapter 5 We return to the image of the light exactly halfway through the novel, in the fifth chapter, when Gatsby is showing Daisy around his mansion after he "accidentally" runs into her at Nick's house. "If it wasn't for the mist we could see your home across the bay," said Gatsby. "You always have a green light that burns all night at the end of your dock." Daisy put her arm through his abruptly but he seemed absorbed in what he had just said. Possibly it had occurred to him that the colossal significance of that light had now vanished forever. Compared to the great distance that had separated him from Daisy it had seemed very near to her, almost touching her. It had seemed as close as a star to the moon. Now it was again a green light on a dock. His count of enchanted objects had diminished by one. (5.7-8) This appearance of the green light is just as vitally important as the first one, mostly because the way the light is presented now is totally different than when we first saw it. Instead of the "enchanted" magical object we first saw, now the light has had its "colossal significance," or its symbolic meaning, removed from it. This is because Gatsby is now actually standing there and touching Daisy herself, so he no longer needs to stretch his arms out towards the light or worry that it's shrouded in mist. However, this separation of the green light from its symbolic meaning is somehow sad and troubling. Gatsby seemingly ignores Daisy putting her arm through his because he is "absorbed" in the thought that the green light is now just a regular thing. Nick's observation that Gatsby's "enchanted objects" are down one sounds like a lament- how many enchanted objects are there in anyone's life? Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. The Green Light in Chapter 9 The last time we encounter the green light is in the final paragraphs of the novel. And as I sat there brooding on the old, unknown world, I thought of Gatsby's wonder when he first picked out the green light at the end of Daisy's dock. He had come a long way to this blue lawn and his dream must have seemed so close that he could hardly fail to grasp it. He did not know that it was already behind him, somewhere back in that vast obscurity beyond the city, where the dark fields of the republic rolled on under the night. Gatsby believed in the green light, the orgastic future that year by year recedes before us. It eluded us then, but that's no mattertomorrow we will run faster, stretch out our arms farther. . . . And one fine morning So we beat on, boats against the current, borne back ceaselessly into the past. (9.152-154) Now the light has totally ceased being an observable object. Nick is not in Long Island any more, Gatsby is dead, Daisy is gone for good, and the only way the green light exists is in Nick's memories and philosophical observations. This means that the light is now just a symbol and nothing else. But it is not the same deeply personal symbol it was in the first chapter. Check out the way Nick transitions from describing the green light as something "Gatsby believed in" to using it as something that motivates "us." Gatsby is no longer the only one reaching for this symbol- we all, universally, "stretch out our arms" toward it, hoping to reach it tomorrow or the next day. You can read a more in-depth analysis of the end of the novel in our article on the last paragraphs and last line of the novel. We're basically saying that the green light is Gatsby's precious, right? The Meaning and Significance of the Green Light in The Great Gatsby Like many of the most interesting symbols, the green light changes and develops its meaning through the novel. In the beginning, the light stands for Gatsby's dreams, hopes, and desires to reunite with Daisy and recapitulate their beautiful month of love from five years earlier. This positive association connects with the color green. Green means go (stoplights were introduced in the 1910s-20s, so this was a relatively new association), green means spring, rebirth, and the start of new life. The positive meaning also works well with the idea of a dock light. Daisy is a beacon, pulling Gatsby out of the darkness and steering him in the right direction. However, during the novel, Gatsby's dream is revealed to be the delusional conviction that he could ignore five years of events and Daisy's own personality and inner life to get what he wants. With this disappointment, the symbolic meaning behind the green light collapses. Daisy is not a magically perfect creature, but instead a fallible and deeply flawed person. The love Gatsby feels for her can only be played out as a secretive and morally questionable affair. And the green light loses its "enchanted" qualities and instead is revealed to be the not particularly reliable indicator that it actually is (suddenly, it becomes invisible in the fog). Finally, as Gatsby's dream is dashed, the green light stops being something that is his alone, and instead takes on a universal quality. Now it stands for the unreachable dream that lives inside all people. For Nick, life is a constant struggle between our past mistakes, experiences, and sense of reality, which pull us back and weigh us down, and the green light of unrealistic hope that drives us to think we will do better and achieve more the next day. The green light ends up standing for this dream of an "orgastic future"- that's right, that means a future lived at the height of orgasm- which is constantly getting farther and farther away, and that we keep trying to grab for, despite the impossibility of reaching it. According to Nick, we all keep hoping our future will just be this for every second of every day. Fedora optional. Characters, Themes, Motifs, and Symbols Connected to the Green Light Jay Gatsby. Gatsby is most closely associated with the green light. He is the one who obsessively stares at this light at the end of Daisy's dock, dreaming of reuniting with her. He is the one who reaches his hands towards it, showing us that it is a symbolic representation of his dreams that are always just out of reach. And he is the one whose belief in the green light and its promise of a future of perfect happiness so profoundly affects Nick that Nick ends up admiring Gatsby. Daisy Buchanan. The green light is located at the end of Daisy's dock, and is Gatsby's only physical sign of her before he meets her at Nick's house. For a long time, the green light, Gatsby's ambitious hopes, and Daisy are all symbolically one and the same. Only when Daisy has an affair with Gatsby, showing that she is a flesh and blood person with her own desires, fears, and flaws, does she separate from this idealized symbol of hope. Nick Carraway. Nick is the one who realizes the significance of the green light for Gatsby when he sees Gatsby stretching his arms out towards it. He is also the one who connects the green light with everyone's hopes and dreams at the very end of the book. Society and Class. For Gatsby, just as Daisy is visible through the green light, but in reality out of reach, so is the old money contingent of wealthy Long Island society. No matter how high Gatsby rises and how rich he gets, he still can't break through that final barrier- and he can never quite grasp the green light. The American Dream. The green light comes to represent not just Gatsby's dream, but the aspirational American Dream that the novel shows in both its positive and negative aspects. Like this national myth, the green light is forever just out of reach, but also forever motivating feats of improbable achievement. Symbol: Colors. That the light is green is very significant in a novel that is methodically color-coded. Somewhat in opposition to its culturally positive associations, in The Great Gatsby, green tends to be a sign of either hopeful rebirth, or sickness, greed, and death. Wait, is the idea that we are constantly reaching for the unreachable happy or sad? Essay Ideas and Tips for Writing About the Green Light Now that we've explored the layers of meanings behind the green light at the end of Daisy's dock, you're in a good place to think about how to write about this symbol. How to Write an Essay About the Green Light Here are some tips on how to write an essay about the role of a symbol in a novel: Build from the text out. In this article, I first looked at the green light in context and discussed its meaning in the exact places where it appears, and only afterward wrote about its general significance in the novel. The same basic rule of thumb is good to keep in mind for your own essay. Work from small ideas to big ones, and your argument will be well supported. Make an argument. It's not enough to just describe the symbol and explain its possible meanings. Instead, you have to make sure that you're making some kind of point about why/how the symbol works. How do you know if you're making an argument and not just saying the obvious? If you can imagine someone arguing the opposite of what you're saying, then you've got an argument on your hands. Don't overthink it. Sure, the green light can be said to represent lots of things: Gatsby's dreams, Daisy, or the quest to grab the elusive brass ring. But that doesn't mean that it also stands for world peace, environmental degradation, or Nick's pining for his war days. In other words, watch out for stretching your symbol analysis too far from what the text is telling you. Essay Topic Ideas on the Green Light Here are some possible essay arguments. You can build from them as-is, argue their opposite, or use them as jumping-off points for your own interpretation. The green light is a kind of affiliation test for Gatsby. Those who imbue it with meaning like he does (like Nick) end up sympathizing with Gatsby; those who only see it as an object (like Daisy and Tom) are doomed to dismiss Gatsby also. Gatsby's downfall starts at the moment when he stops seeing the green light as a symbol for his dreams and goals. Ultimately, the green light means far more to Nick than to Gatsby. Essays: it's not an argument unless a pigeon is pecking a chihuahua. Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. Green Light in The Great Gatsby: The Bottom Line The green light is a permanently lit lamp that marks the end of Daisy and Tom's boat dock. The image of the green light occurs: At the end of Chapter 1, when Gatsby is reaching towards it and it is very mysterious. In Chapter 5, when Gatsby and Daisy have reconnected, taking the symbolic meaning away from the green light At the end of Chapter 9, when it transitions from being a symbol just for Gatsby and instead becomes a universal symbol of hope for the future. The significance and symbolic meaning of the green lights shifts: In the beginning of the novel, the light stands for Gatsby's dreams, hopes, and desires to reunite with Daisy. During the course of the novel, Gatsby's dream is revealed to be delusional and unrealizable, so the symbolic meaning behind the green light collapses. Finally, as Gatsby's dream is dashed, the green light stops being something that is his alone, and instead stands for the unreachable dream of an "orgastic future" that is constantly getting farther and farther away and that we keep trying to grab for. The green light is associated with: Jay Gatsby, who obsessively stares at this light at the end of Daisy's dock, dreaming of reuniting with her. Daisy Buchanan, since the green light, Gatsby's ambitious hopes, and Daisy are all symbolically one and the same. Nick Carraway, who is the one who realizes the significance of the green light for Gatsby and who connects the green light with everyone's hopes and dreams. Society and class, the upper echelon of which is just as out of reach for Gatsby as the green light. The American Dream, which is the aspirational hope that the novel shows in both its positive and negative lights. Colors, which are very significant in this methodically color-coded novel. What's Next? Review where the green light appears to get a better sense of its context: Chapter 1, Chapter 5, Chapter 9, explore the way the end of The Great Gatsby connects to its beginning through the recurring image of the green light and compare and contrast Nick and Gatsby to see what the different ways they relate to the green light says about them. Want to get some of that green light into your own life? Get yourself some Gatsby accessories from our list of the 15 must-have items for everyfan of The Great Gatsby. Check out all the other symbols that enrich this novel. Decide whether Gatsby primarily treats Daisy as an object, or whether he does have a sense of her as a person and loves her for herself. Read along as we walk through other works of literature with our analyses of "Do not go gently into that good night" (Dylan Thomas), The Cask of Amontillado (Edgar Allan Poe), and The Crucible (Arthur Miller). Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Juvenile Incarceration Linked to More Crime

Juvenile Incarceration Linked to More Crime Juvenile offenders who are incarcerated for their crimes are more likely to have significantly worse outcomes in their life than youngsters who commit the same crimes, but receive some other form of punishment and are not incarcerated. A study of 35,000 Chicago juvenile offenders over a 10-year period by economists at the M.I.T. Sloan School of Management found substantial differences in outcomes between kids who were incarcerated and those who were not sent to detention. Those who were incarcerated were much less likely to graduate from high school and much more likely to wind up in prison as adults. A Deterrent to Crime? One might think that it would be a logical conclusion that teens who commit crimes bad enough to be incarcerated for will naturally be more likely to drop out of school and wind up in adult prison, but the MIT study compared those juveniles with others who committed the same crimes but happened to draw a judge who was less likely to send them to detention. Approximately 130,000 juveniles are incarcerated in the United States each year with an estimated 70,000 of them in detention on any given day. The MIT researchers wanted to determine if jailing juvenile offenders actually deterred future crime or it disrupted the childs life in such a way that it increases the likelihood of future crime. In the juvenile justice system, there are judges who tend to hand out sentences that include incarceration and there are judges who tend to mete out punishment that doesnt include actual incarceration. In Chicago, juvenile cases are randomly assigned to judge with different sentencing tendencies. The researchers, using a database created by the Chapin Hall Center for Children at the University of Chicago looked at cases in which judges had wide latitude in determining sentencing. More Likely to End Up in Prison The system of randomly assigning cases to judges with different approaches to sentencing set up a natural experiment for the researchers. They found that juveniles who were incarcerated were less likely to return to high school and graduate. The graduation rate was 13% lower for those who were jailed than offenders who were not incarcerated. They also found that those who were incarcerated were 23% more likely to end up in prison as adults and more likely to have committed a violent crime. Teen offenders, especially those around age 16, were not only less likely to graduate from high school if they had been incarcerated, but they were also less likely to return to school at all. Less Likely to Return to School The researchers found that incarceration proved to be so disruptive in the juveniles lives, many dont return to school afterward and those who do go back to school are much more likely to be classified as having an emotional or behavior disorder, compared with those who committed the very same crimes, but werent jailed. The kids who go to juvenile detention are very unlikely to go back to school at all, said MIT economist Joseph Doyle in a news release. Getting to know other kids in trouble may create social networks that might not be desirable. There could be a stigma attached to it, maybe you think youre particularly problematic, so that becomes a self-fulfilling prophecy. The authors want to see their research duplicated in other jurisdictions to see if the results hold up, but the conclusions of this one study seem to indicate that incarcerating juveniles does not act as a deterrent to crime, but actually has the opposite effect. Source: Aizer, A, et al. Juvenile Incarceration, Human Capital, and Future Crime: Evidence from Randomly Assigned Judges. Quarterly Journal of Economics February 2015.

Malaria Prevention and Treatment Essay Example | Topics and Well Written Essays - 1500 words

Malaria Prevention and Treatment - Essay Example According to World Health Organization, â€Å"half of the world’s entire population that is approximately 3.3 billion people is at the risk of malaria† (WHO, 2010). This results into two hundred fifty million cases of malaria every year with the majority belonging to the underdeveloped countries. Africa, in particular is highly vulnerable to the disease with 20% of the deaths in children attributed to this disease, which means that roughly every 30 seconds, malaria takes away one young life. What is malaria? Malaria is a â€Å"parasitic disease characterized by high fever, flu-like symptoms, and anemia† (WHO, 29, 2010). It results from a parasite carried from one human to another by the bite of a female mosquito, Anopheles. As the infection transfers, the parasites called sporozoites enter the bloodstream and arrive at the liver where they develop into merozoites and then attack the red blood cells present in the blood. The symptoms of malaria occurs 10 days to a month after the infection strikes the red blood cells but this time span can fluctuate from 8 days to over an year. The symptoms include â€Å"nausea, vomiting, chills, sweating, muscle pains, jaundice, headache, fever, bloody stools, and convulsions† (WHO, 2010). These symptoms are outcomes of anemia, which might follow from the destruction of red blood cells or a surplus of hemoglobin in the blood due to massive breaking of these cells. Not only human to another human, parasite can also transfer from a mother to her unborn baby and by blood transfusions as well. However, the parasite thrives in high temperature, which makes the countries on the equator most vulnerable to the disease. A major challenge is that in some parts of the world mainly Africa, the malarial mosquitoes have developed a strong immunity towards the insecticides, which means that it is getting harder and harder to get rid of them. Worse, the parasites, which attack the cells of

Management Information System Research Paper Example | Topics and Well Written Essays - 750 words - 2

Management Information System - Research Paper Example Internet is the interconnection of networks across the world which connects computers to servers hence linking the billions of people around the world. The internet which begun in the 1970s has continued to experience tremendous growth in technology and clientele base. Internet is provided by the internet service providers which offer connection to designated internet domains. Sending of information though the internet is a complex process that most people who are not computer technocrats cannot understand. However, the simple explanation is that each computer has an Internet Protocol Address which is unique to that computer. Once information is sent through the internet, it has to be decomposed sending information to the designated address and then reassembled when it reaches the designation and the process is repeated over again with information sought. This process happens so fast that people do not even notice (Laudon & Laudon, 2014). Internet users connect to the internet through the three different domain name system: top-level, second-level and third-level domains. With each domain level, the information is narrowed down to the specifics of the information searched. The top-level domain includes government level, organizational level, and education among other which are abbreviated with .com or .org among others. It is at the third level that information is refined to the main search words. Some of the common internet services include emails, transferring files, having news groups and using the World Wide Web to send or retrieve information such as graphics and texts. The most common internet usage is the chatting and sending of instant messages commonly the social media (Abbate, 2000). The internet with all its glory and numerous advantages also has its own disadvantages. People have the freedom to load in any information on the internet which can then be accessed by others

Why Was God so Important to Descartes Essay Example for Free

Why Was God so Important to Descartes Essay Why is God so important to Descartes’ philosophical project in the Meditations? Answer with reference to Descartes’ attempts to prove the existence of God in Meditation 3. The existence of God has an extreme influence on the majority of philosophical debate and questioning and no more so than with Descartes and his meditations. His meditations and his method of approaching philosophical questioning all derive from a rationalist ideology. Therefore he argues that all humans are thinking beings and have ideas prior to experience due to their intellectual existence and not of a sensual one. His meditations are primarily to dismiss Empiricism and to reveal that doubt is necessary to our life. Perhaps even to warn us of the dangers of our own deceitfulness and not to trust anything forced upon us by our perceptions. That is why God is so important to his meditations; as Descartes believes God is perfect and cannot be deceived and cannot fail us therefore in his trust we do not need to doubt. Descartes believes the starting point of anything is in the thinkers mind. In his third meditation he uses the thinker’s first starting point of idea to suggest the existence of God. If they have the idea of God, then the features and attributes we have of him, he must have and therefore exist. His line of thought is evidently anti- empiricism, proven further by his statement: â€Å"The existence of God would be obvious if we weren’t distracted by life in the sensory world. And the knowledge of God saves us from doubt about other things we are certain of. † This gives an insight into why Descartes relies so heavily on the God in his meditations. It seems he uses God to support his meditations and uses God as a solution to his philosophy of doubt. God is vital as he is the answer to Descartes’ most complex ideas on doubt and enables him to preach God’s ability to relieve us of doubt but further more he want to reveal to us that God is the reason for all matter , for our existence and he cannot do this by suggesting God is simply a product of our own imagination, he has to prove that he is real. It could be suggested the reason that Descartes is so determined to prove God is not simply a device created in his mind, is to give some sort of insight into how we were brought into existence. He is certain that there must be a creator to something as complex as the human race and that we simply couldn’t come from nothing. He uses an ancient Greek philosophy to reinforce his argument that nothing can create nothing and there is most definitely a cause and that cause is God. God is the reason we have the idea of God and therefore he is he reason to our entirety of our own ideologies. This gives further insight into why God is so important to Descartes; it provides the first starting point to his philosophy of the human thought and comforts his doubts surrounding the deceptiveness of our own mind. With the perfection that God bestows and being the creator of our own mind then it surely can help us -with the truth and perfection of God- overcome the falsities of our senses. It also reassures us that our inherited knowledge cannot lead us to falseness as it has been gifted to us by God and therefore this helps Descartes claim that his philosophical debate is truthful as it came from his knowledge via God who never deceives. However in meditation 4, Descartes insists that we posses independent perceptions that potentially and theoretically always hold truth but only depending on our own free will and if we abide by it properly can we use our perception correctly. We can use a criteria to distinguish what is true or false in our perceptions and this is ability and its validity is insured by God but only in accordance with ourselves and our will to choose correctly. So, he is saying that we can still fall into error by misjudgement or even ignorance but if we are patient and summarise and judge all situation we should avoid any mistakes in life. Descartes uses God and his tolerance of error to further prophesise his anti epistemologist line of thought. He proposes that we make errors in our perceptions of representations, as we are easily deceived by false representations that are either non-existent or false. It is through misjudging these representations that we make errors. Yet this weakness in us is vital in testing our souls; we must have the choice to do bad and to make mistakes in order to measure our will power to fall into error as little as possible. By doing so we can prove ourselves to either be good or bad , worthy of reward or punishment. Descartes proposes that God enabled this free will to help us also make our own decisions and become righteous by our own means. This suggests why God is so vital to the meditations; he creates us with the many perfections of himself but does make us culpable of wrong doing and free of will to decide how we live our lives. So God’s existence is to help us and guide us in a rightful way but not carry us. Therefore the meditations have more importance than before as they now are not simply methods that we must accept as part of our way of living, we are not forced upon them. We can in fact choose to follow them or not, we may take the risk of ignoring them and facing the consequences but that according to Descartes is God’s will, therefore his meditations are God’s will and further heightening God’s importance on his meditations. God is clearly deeply important to Descartes as he provides his only proof of how we came to existence but also why and how we live our lives the way we do. Also God is integral in his whole argument regarding dismissing Empiricism and insisting that we have the means to live a meaningful and good life but despite the ability , we must also be righteous in our choices in life. Bibliography Search for a Method in Meditations Flage, Daniel E. (Routledge), 03/1999 A VIEW OF THE PHILOSOPHY OF DESCARTES, The Journal of Speculative Philosophy, Vol. 18, No. E. H. (Penn State University PressStable 3 July, 1884), Descartes Meditations, Francks, Richard ( Continuum International Publishing ), 07/2008 Rene Descartes, Meditations on First Philosophy, Trans. Donald A. Cress (Cambridge: Hackett), 1998 Starting with Descartes, Prado, C. G. (Continuum International Publishing,06/2009), [ 1 ]. A Search for a Method in Meditations Flage, Daniel E. (Routledge), 03/1999, p. g 252 [ 2 ]. A Search for a Method in Meditations Flage, Daniel E. (Routledge), 03/1999 p. g 181 [ 3 ]. Descartes Meditations, Francks, Richard ( Continuum International Publishing ), 07/2008, p. g 150 [ 4 ]. Rene Descartes, Meditations on First Philosophy, Trans. Donald A. Cress (Cambridge: Hackett), 1998, p. g 69 [ 5 ]. Starting with Descartes, Prado, C. G. (Continuum International Publishing,06/2009), p. g86 [ 6 ]. Starting with Descartes, Prado, C. G. (Continuum International Publishing,06/2009), p. g85 [ 7 ]. A VIEW OF THE PHILOSOPHY OF DESCARTES, The Journal of Speculative Philosophy, Vol. 18, No. E. H. (Penn State University PressStable 3 July, 1884),p. g 230 [ 8 ]. A VIEW OF THE PHILOSOPHY OF DESCARTES, The Journal of Speculative Philosophy, Vol. 18, No. E. H. (Penn State University PressStable 3 July, 1884),p. g 230 [ 9 ]. Starting with Descartes, Prado, C. G. (Continuum International Publishing,06/2009), p. g110.

Essay --

Juxtaposing Justice: Retribution to Rehabilitation Tà ©a Francesca Price Arizona State University Timelessly capturing in written works the complexities of the human condition is a feat rarely accomplished by writers. However for the â€Å"Father of English Literature,† Geoffrey Chaucer, and the world’s pre-eminent dramatist, William Shakespeare, conveying the essence of humanity artistically was seemingly effortless. Both observant authors are known for their ability to compose characters that juxtapose recognizable human characteristic such as hatred and love, jealousy and goodwill, and justice and mercy. Within Chaucer’s 14th century collection of stories entitled The Canterbury Tales is a comical narration of a somber topic called The Wife of Bath’s Tale, which draws speculation for the justice served to a Knight of Camelot who rapes a maiden. While King Arthur would have the Knight executed for his heinous actions, Queen Guinevere grants the knight a year and a day to discover what women desire, the very thing he disregarded whilst committing his crime. Another work that features a similar concept of justice is the Elizabethan era comedy, The Merchant of Venice, by William Shakespeare; through his own unique and mastered skill, Shakespeare embodies the quality of justice precisely in the character of Jewish moneylender Shylock, who in dogged pursuit of a bond against the merchant Antonio, receives the very fair dealing he craves through the character of Portia, the personification of mercy. Each author observed and understood that through human weakness justice is often undermined, for people disobey society’s laws to their own iniquitous ends. Their works depict a transformation in the practice of justice, from... ...Press released an article called â€Å"Death Penalty Isn’t a Deterrent on Murder Rate: National Research Council,† which discussed the lack of evidence in the effectiveness of the death penalty deterring crime. The article identifies issues that include not considering alternatives to capital punishment or sufficiently weighing how killers assess the risk of execution. The authors of the report are quoted to be â€Å"disappointed to reach the same result as a 1978 study†. If retribution as justice has yet to be proven beneficial to society, an alternative to consider is the concept of justice outlined in works like The Wife of Bath’s Tale and The Merchant of Venice. They are important pieces of literature to promote, for despite their age and comedic style, both works prompt a debate over the concept of justice and in what way justice is most effectively served.

Bleeding Kansas

In this paper I will point out some events leading to Bleeding Kansas, one of the cruelest wars in history. I would also like to include some facts about John Brown, an abolitionist who led his men to the Border Wars, which caused $400,000 worth of damage. I will also explain several wars that occurred leading up to the American Civil War. After reading my research paper readers will have a better understanding of the violence that occurred during these crucial times in Kansas.The Kansas-Nebraska Act of 1854 set the scene by allowing the new territories of Kansas and Nebraska to decide by popular sovereignty, an idea advocated by US Senator Stephan A. Douglas, if they would be free or slave states. The government assumed that few slave owners would attempt to settle in Kansas and make it a slave state, because it was thought to be too far north for profitable exploitation of slaves. Instead, it resulted in immigration to Kansas by activists from both sides, which began the bloody war s of slavery which lasted from 1854 to 1858.In October 1855, John Brown traveled to Kansas territory to fight slavery. November 21, 1855 the â€Å"Wakarusa War† began when Charles Dow, a free-stater, was shot by a pro-slavery settler. May 21, 1856 a group of Border Ruffians entered the Free-State town of Lawrence, where they burned the Free-State Hotel, destroyed homes, stores, two newspaper offices, and their printing presses in an effort to wipe out this â€Å"hotbed of abolitionism. † The next day Republican Senator Charles Sumner was brutally attacked by Democratic Congressman Preston Brooks as a result from Sumner’s fiery speech called â€Å"The Crime Against Kansas. These acts inspired John Brown to lead a group of men into the Kansas Territory on an attack at a pro-slavery settlement at Pottawatomie Creek. Here, John Brown and his men dragged five pro-slavers out of their homes and hacked them to death.John Brown had the opportunity to kill as many as ni ne men but he settled at five, the same number of antislavery men who had recently died at the hands of southern settlers. In August, thousands of proslavery Southerners formed into armies and marched into Kansas. Brown and several of his followers engaged 400 pro-slavery soldiers in the â€Å"Battle of Osawatomie. The last major outbreak of violence was the â€Å"Marais des Cygnes massacre† in 1858, where Border Ruffians killed five Free-State men. Brown fought off all attempts to apprehend him and maintained publicity that his acts were ordered and justified by God. Brown then led and armed his men to raid the US Federal arsenal at Harpers Ferry, Virginia. By doing so Brown had hoped to arm slaves and spark an uprising attack on the slaveholders. The abolitionists were overpowered by a company of US Marines under the command of Robert E. Lee. Ten of Brown’s group including two of his sons was killed.Five of them escaped and seven including Brown himself were capture d. Brown and the others were tried by the state of Virginia shortly after. Brown was convicted of murder, conspiring in a slave rebellion, and treason. On December 2, 1859 John Brown was executed by hanging in Charleston. Brown believed that the only way to overthrow slavery was by violence. On January 29, 1861 Kansas was admitted into the Union as a free state, as a result from the Wyandotte Constitution, a document presenting the abolitionist view. The four-year Civil War Began in April of 1861 which took more than 600,000 lives and abolished slavery.

Mission San Diego de Alcalá

The Mission San Diego de Alcalà ¡ is the first of the many missions for which California is famous and is known today as the birthplace of California Christianity.   The first church in California, the mission began with a group of Spanish missionaries in 1769. Founded by Blessed Father Junipero Serra the mission proposed to serve Native Americans of the area. The Native Americans, which the mission proposed to serve, were wary initially at the newcomers. The initial mission structure was built close to the water. Later, the mission would construct a more permanent structure inland, about 5 miles away. The new structured was demolished in an attack by native Americas and the mission was moved back inland some years later. Mission San Diego de Alcalà ¡ and church of today were completed by the early 1800’s. The Mission San Diego de Alcalà ¡ is the first of more than twenty such mission build by the Spanish to serve the Native Americans. The Native Americans have been called by different names throughout history. Originally known as Kumeyaay and Yuma, they were later called Mission Indians or Diegueno. The Kumeyaay were a nomadic group who had never seen cloth until the missionaries arrived. In 1976, Pope Paul VI designates the Mission San Diego de Alcalà ¡Ã‚  Ã‚   as a Minor Basilica. The mission today is an active Diocese of San Diego parish. The mission housed many of the Native Americans, who lived and worked at the mission and grew crops including; corn, barley and grapes. Cattle and sheep in addition to horses were also raised on the mission compound. In the late 1700’s, the mission began to construct a system of aqueducts to bring water to the area and assure successful farming. This was the first irrigation project in this region of California. When California became part of the Untied States, the mission was used for military purposes and then in 1863, President Lincoln gave all of the mission properties to the Roman Catholic Church. At that time The Mission San Diego de Alcalà ¡ was in ruins. Restoration of the mission began in the late 1800’s. In 1900, the land Marks Club of California provided funding, along with other organizations to restore the mission. They worked with local architects to begin stabilizing the mission buildings. Originally build with adobe, the mission buildings were reinforced with concrete during this time in an attempt to add stability and strength.   One of the most famous elements of the mission in the Bell Tower. Today’s Bell Tower has one of the original bells form the early mission. When the Bell Tower was originally constructed it had a central function to the operation of the mission, as clocks were not yet part of everyday life.   Bells were used to signal time for gather for meals, church work and other functions. These restoration efforts were followed by work from other civic groups and school who viewed the mission as historical landmarks and were committed to painstaking and accurate preservation.   The restoration was wrought with financial problems and was not completed until the 1940’s at which time the church became an active parish. Today the mission serves also as a place of historical display and entertains frequent visitors. The site provides the history of both the Native American in the region and the European influence. References The California Mission Site. Ed. The Civic Group. 24 Sept. 1998. Bevil, Alexander D. The Sacred and the profane: The Restoration of Mission San Diego de Alcala. The Journal of San Diego History, Summer 1992, Volume 38, Number 3. History of San Diego de Alcalà ¡ Mission http://www.acces

Chicago Referencing †Citing an Edited Book (Proofread My Paper)

Chicago Referencing – Citing an Edited Book Chicago Referencing – Citing an Edited Book With Chicago referencing, citing an edited book or a chapter from a collection of essays isn’t quite the same as referencing other books. There’s also a difference between the two formats used in Chicago referencing (author-date citations and the footnote and bibliography system). In the following, we run through both. Author-Date: In-Text Citations The Chicago author-date system requires giving the author’s surname, the year of publication and relevant page numbers in parentheses for citations: Ricoeur is â€Å"attuned to plurality† (Langsdorf 2002, 41). With an edited book, it’s usually the author of the chapter that you should cite. The only time to use the editor’s name in citations is when citing an edited book in its entirety. Author-Date: Reference List In the reference list, the information required for a chapter from an edited book is: Author Surname, First Name. Year of Publication. â€Å"Title of Chapter.† In Title of Book, edited by Editor Name, page range. Place of Publication: Publisher. For instance, the paper cited above would appear as: Langsdorf, Lenore. 2002. â€Å"The Doubleness of Subjectivity: Regenerating the Phenomenology of Intentionality.† In Ricoeur as Another: The Ethics of Subjectivity, edited by Richard A. Cohen and James L. Marsh, 33-55. Albany: State University of New York Press. If referencing the volume as a whole, cite the editor(s) in place of the author(s): Cohen, Richard A., and James L. Marsh, eds. 2002. Ricoeur as Another: The Ethics of Subjectivity. Albany: State University of New York Press. Note that when a book has more than one author/editor, it’s only the first listed whose names are reversed. Footnote and Bibliography: Footnote Citations In the footnote and bibliography system, superscript numbers are used to indicate a citation (e.g., 1, 2, 3). In the footnote, the information to provide for a chapter from an edited book is: n. Author Name(s), â€Å"Chapter Title,† in Book Title, ed. Editor Name(s) (Place of Publication: Publisher, Year), page number(s). In practice, this would appear as follows: 1. John van den Hengel, â€Å"Can There Be a Science of Action?,† in Ricoeur as Another: The Ethics of Subjectivity, ed. Richard A. Cohen and James L. Marsh (Albany: State University of New York Press, 2002), 73-74. As above, cite the editor(s) in place of the author(s) when referencing an edited volume as a whole. Subsequent citations of the same source can then be abbreviated to just the author/editor surname, chapter title and page numbers: 1. John van den Hengel, â€Å"Can There Be a Science of Action?,† in Ricoeur as Another: The Ethics of Subjectivity, ed. Richard A. Cohen and James L. Marsh (Albany: State University of New York Press, 2002), 73-74. 2. Richard A. Cohen and James L. Marsh, eds., Ricoeur as Another: The Ethics of Subjectivity. (Albany: State University of New York Press, 2002), viii. 3. van den Hengel, â€Å"Can There Be a Science of Action?,† 80. Footnote and Bibliography: Bibliography In the bibliography, the information required for a chapter from an edited book is similar to the first footnote, but with different punctuation, a complete page range and the first listed author/editor’s name reversed: van den Hengel, John. â€Å"Can There Be a Science of Action?† In Ricoeur as Another: The Ethics of Subjectivity, edited by Richard A. Cohen and James L. Marsh, 71-92. Albany: State University of New York Press, 2002.

Extension Activities for Bread and Jam for Frances

Extension Activities for Bread and Jam for Frances Engaging in activities related to favorite children’s books is a great way to incorporate relaxed homeschooling and low-key learning with young children. And, its fun for the whole family.  As C.S. Lewis said, â€Å"A childrens story that can only be enjoyed by children is not a good childrens story in the slightest.† One of my familys favorite picture  books is  Bread and Jam for Frances, by Russell Hoban. In the story, Frances the badger only wants to eat bread and jam. Her picky eating habit are frustrating for Frances mother. She says Frances won’t try anything new. Parents of picky eaters can surely relate. Read Bread and Jam for Frances with your child, then, try some of these fun activities! Hands-on Learning Activities Using the Picture Book Bread and Jam for Frances 1. Jump rope. Frances seems to always have her jump rope handy. She jumps while chanting, â€Å"Jam on biscuits. Jam on toast. Jam is the thing that I like most.† Talk to your child about the importance of physical activity. Discuss her favorite activities and the health benefits of fresh air and sunshine. Encourage your child to get active by jumping rope. It’s a fantastic cardiovascular activity that helps kids develop better coordination and rhythm. See if you can jump in time to Frances’ chant or try making up jump rope rhymes of your own. 2. Make homemade bread. Frances loves bread and jam. Who can blame her? Homemade bread is especially tasty. Try making your own bread. Baking bread offers many educational benefits, such as: Reading a recipeMeasuring and fractionsFollowing directionsDiscovering the science of yeast Following easy bread baking tips for beginners, you can make a simple, one-loaf yeast bread. If you don’t want to make your own, take a trip a bakery. Call ahead to arrange a tour so you can see how bread and other baked goods are made on a large-scale basis. 3. Make jam. Store-bought jam is definitely easier, but homemade jam is delicious! Try  making a simple, homemade jam  to enjoy.  Depending on the time of year, consider taking a field trip to pick your own strawberries or blueberries for your homemade jam. 4. Plan a nutritional meal. Frances prefers bread and jam to the nutritious meals her mother prepares. Even Frances’ younger sister is willing to try new things. And, Frances’ friend Albert has practically turned his lunchtime routine into a work of art. Talk with your child about what it means to make healthy food choices. Discuss which foods are the best for a healthy diet and what foods make healthy snacks for kids. Then brainstorm together to plan a healthy menu for the day. Include foods for breakfast, lunch, dinner, and snacks. Be sure to experiment with some healthy recipes that are new to your family. Make a shopping list for the meals on your list and visit the grocery store. Many grocery stores offer field trips for homeschool groups. Our local store offers a tour that includes a discussion about healthy food choices and provides students with an opportunity to sample foods they may not have tried before. 5. Practice setting the table. Frances makes a big deal out of the last meal we observe her eating at the end of the book. Not only is she excited to try new things, but she takes the time to set a lovely table to enjoy the meal. Talk with your child about how to set a table. Discuss  good table manners. You can even make some tissue paper flowers to place on your table. My kids and I love all of the Frances books, but Bread and Jam for Frances is one of our favorites. Use these  simple extension activities from the story of the picky-eater badger as a springboard for fun learning opportunities.

Methods And Models Of Critical Thinking Essay Example | Topics and Well Written Essays - 750 words - 1

Methods And Models Of Critical Thinking - Essay Example Critical thinking is effectively used in the decision-making process and helps to remove doubt. It involves having an objective to achieve and the tests of whether that objective is being achieved or not form the control criteria. Another definition is proposed by Halpern (1996): "Critical thinking is the use of those cognitive skills and strategies that increase the probability of a desirable outcome purposeful, reasoned and goal-directed - the kind of thinking involved in solving problems, formulating inferences, calculating likelihoods, and making decisions" (McGuiness, 2004). In general, decisions involve the future and involve choice, therefore, they can be wrong. The point to consider is, who makes decisions in an organization, and what are the criteria in delegating some decisions to subordinates These questions can be answered by finding out those decisions where the chances of being wrong are high and the cost of correction is large: these can then be reserved for top management. Lower ranks would be allowed to decide where there was more certainty of being correct and the cost of correction is low. Many decisions are made by managers from a certain number of factors they have considered. The reality of the situation is that there may, in fact, be many more factors unknown to them that they should have considered. Analysis (based on critical thinking) of alternatives and their possible consequences can be assisted by techniques and the use of probability theory. It may be useful to look at decisions in terms of systems theory. Any choice that induces flow, or changes in the flow rate, is a decision (McGuiness, 2004). The main benefit of critical thinking is that it allows managers to solve complex problems and to understand the consequences of the decision. Rates are where the action is, i.e. what takes place between levels in a system.

Education and Technology Essay Example | Topics and Well Written Essays - 500 words

Education and Technology - Essay Example chnology based learning in schools, to support literacy about newer technologies in students, to assist distance education, and to improve the teaching process by using latest techniques supported by ICT (Information and Communication Technology). For primary school children, that is, key stage 1 and 2, it should be the decision of teachers where to make use of ICT tools to support their teaching process. According to Harriet Price (2008), ICT in early years helps children enhance their independence in their use of ICT tools like digital cameras, digital images and role-play toys; develop creativity in areas like art, dance, writing and music; and, improve their outdoor learning experience using appropriate ICT tools. Students can be made familiar with computer aided simulations and educational games. For teaching math, teachers can download softwares like christmath which deal with making young children familiar with patterns, sequences, addition, subtraction, ordinal numbers and me mory games. Teachers can use spreadsheets and interactive whiteboards (IWB) to help children learn numeracy while interacting with one another. Math board games such as dice games, bingo and calculator games, geometry games with interactive layout can be used to help children take hold of main arithmetic and geometry skills together with times tables, word problems, ratio, percentage and mental addition. CD-ROMs are another important resource which teachers can use to store their math lessons. For teaching science, teachers can use activities like Animal Magic that are easily available online. This particular activity asks children to sort out and name animals. It uses animations to attract the interest of kids. Teachers can use interactive science games about life processes, living things and physical processes. Students at key stages 1 and 2 can be encouraged to use digital cameras and video cameras at zoo trips and then write their experiences with the help of videos they make.