Analysis Of Grendel And The Epic Of Beowulf - 1294 Words

Merriam Webster defines a hero as a person who is admired for great or brave acts and defines a villain as a character who does bad things. These definitions may not be so indubitable as John Gardner takes a hero and villain to a whole new level in his novel, Grendel. Throughout the years of novels and short stories, heroes and villains have been constructed as strictly good versus evil, but what if there is good in evil and evil in good? Grendel and the epic, Beowulf, revolve around this idea of heroes and villains and good versus evil. Gardner’s twist on the stereotypical hero leads to the true definition of a hero being changed as he creates one who has a nihilistic view on his atypical life. A hero in the eyes of the Anglo-Saxons has superman strength, undertakes a great quest which relates to society’s values, battles a great monster, and is required to pay homage to a god. Beowulf makes it black and white on whom the hero and villain are; Beowulf being the wonderf ul hero who kills the inimical villain, Grendel. Gardner’s novel, Grendel, has a skewed view on who the hero and villain Gardner uses the villain from Beowulf and creates a novel around him and his viewpoints on his world. However Grendel fits almost perfectly into the characteristics of a hero, according to the Anglo-Saxons. He posses super strength which is demonstrated through the altercations he has with man. In fact, man is Grendel’s evil or villain. Chapter one includes examples to prove Grendel’sShow MoreRelatedAnalysis Of Grendel s The Elegy / Epic Of Beowulf 1840 Words   |  8 Pagesthe elegy/epic of Beowulf hints at biblical references consistently. The protagonist that starts of the epic, Grendel, refers to as a descendant of Cain. His â€Å"monstrous† actions are often a direct reflection of the story of Cain and his brother found in Genesis chapter four. Although Grendel is known as a heinous monster, he is an embodiment of the faults of humans and a victim that has fallen prey to the power of jealousy, and the need to be known within a community. In other words, Grendel is a symbolRead MoreEssay on Good vs Evil in Beowulf1568 Words   |  7 PagesIn Beowulf, the clash between good and evil is the poems main and most significant focal point. Although the epic poem Beowulf utilizes many characteristics of Christian themes, the violence in the poem relates to paganism. By exploring the characteristics of â€Å"good vs. evil† such as Cain, Grendel and Beowulf, this paper will explore the elements of Beowulf in such a light. The Anglo-Saxon poem, Beowulf, was originally told orally then later was written down anonymously in the Old English languageRead MoreWhy Is Beowulf Considered A Hero?983 Words   |  4 PagesMay 2016 Why is Beowulf considered a hero? Beowulf, an epic hero of his time, has some people that don’t think he should be considered a hero, but I think otherwise. He killed many monsters, and creatures from various places, saving the people who live(d) there, and this is the definition of a hero, â€Å"a person, typically a man, who is admired or idealized for courage, outstanding achievements, or noble qualities.† That definition really describes Beowulf because of the outstandingRead MoreEssay about Beowulf Battles: The Death of Comitatus1101 Words   |  5 PagesIn the epic poem of Beowulf, written by an unknown monk in about 725 AD, the Anglo-Saxon virtue of comitatus is displayed as a slowly dying aspect of life. Comitatus is the basic idea that everyone protects the king at all costs even if it means a warrior giving up his own life, and if a king is killed, the warriors must avenge the death of the king or they can no longer serve as warriors for the next king. This value of comitatus is displayed mo stly through the three battles that Beowulf encountersRead MoreBeowulf s Last Battle Of The Epic Hero954 Words   |  4 Pagesevil Grendel and his mother, the epic hero, Beowulf, faces his third and final monster, a dragon that has been attacking Geatland. But this last battle will be completely different than the ones before, and spells the end for our epic hero. !!!Beowulf s Last Battle Starting around line 2200 of the great epic poem __ Beowulf __, we have the entrance of the last of the monsters that Beowulf must overcome as part of the epic hero cycle. But this battle is unlike the earlier battles Beowulf facedRead More Beowulf: Christian Vs Pagan Influence Essay1652 Words   |  7 Pages The European epic, Beowulf, was written sometime in the eighth century in England. This time period provides us with an idea for the mixture of Christian and pagan elements because of an English society that was in the process of converting from Paganism to Christianity. Examples of Pagan and Christian traditions are presented all throughout literature. Many of the influences deal with what it going on in the world, when the piece is written. When Beowulf was written, St. Augustine had just comeRead MoreGood vs. Evil Found in Beowulf807 Words   |  3 PagesGood vs. Evil Found in Beowulf In the story of Beowulf, there are many different themes found. Many people argue the main theme found in this story. This has been argued for a very long time and will go on for many more years to come. Although many themes in this story stick out and a main theme will never be accepted, one main theme is very noticeable in the story of Beowulf. The main theme found in Beowulf is good versus evil. Good versus evil is very easy to recognize. â€Å"Some peopleRead MoreBeowulf: Christian vs Pagan Influence Term Paper1665 Words   |  7 PagesThe European epic, Beowulf, was written sometime in the eighth century in England. This time period provides us with an idea for the mixture of Christian and pagan elements because of an English society that was in the process of converting from Paganism to Christianity. Examples of Pagan and Christian traditions are presented all throughout literature. Many of the influences deal with what it going on in the world, when the piece is written. When Beowulf was written, St. Augustine had just comeRead MoreThe Becoming Of An Epic Hero1240 Words   |  5 PagesThe Becoming Of an Epic Hero Beowulf became the epic hero he was, from his will for his love to succeed, his strength to never give up even if it meant death .He existed trying to become like his father or even to surpass him. He defeated the dragon and his pride lead him to his death, but he saved so many lives before his inevitable demise. He gave his life for what he believed in, for honor, pride and for his people. Which in turn creates the next hero, Wiglaf who served Beowulf willing to give hisRead MoreThe Theme Of Fight In Beowulf798 Words   |  4 PagesRomane Cadot ELA 12 Theme of Beowulf Theme of fight: First of all I will to give you a definition of fight: Fight means limited engagement in space and time of enemy land, air or naval formations. Learn more about. In the book Beowulf we witness 3 fights, this theme is therefore the articulation of the book. Indeed, these fights that Beowulf delivers, the hero of history, intrigues the reader. Thats why I chose this theme. During the fighting the reader can feel suspense, will the hero

The Horrors Behind Cherokee Removal - 967 Words

The Horrors Behind Cherokee Removal The day the colonists first set foot on American soil marked the beginning of an arduous struggle for Native Americans. When the colonists first arrived, there were ten million Native Americans; over the next three centuries, over 90% of the entire population was wiped out due to the white man. The removal of Native Americans marks a humiliating period of United States history. President Andrew Jackson attempted to consolidate the Native Americans when he told them â€Å"‘circumstances render it impossible that [they could] flourish in the midst of a civilized community. [They] have but one remedy within [their] reach, and that is to remove to the west. And the sooner [they] do this, the sooner [they] will commence your career of improvement and prosperity.’† In contrast to Jackson’s justification for removal, historians such as Charles Hudson describe removal as a â€Å"‘gentle, almost antiseptic word for one of the harshest, most crudely opportuni stic acts in American history.’† A number of American people were opposed to removal, the most notorious of which included newspaper editor Noh-Noh-He-Tsu-Nageh. Author Walter T. Durham seeks to illustrate the abdominal nature of Cherokee Removal in his article Noh-Noh-He-Tsu-Nageh and the Cherokee Removal† through Noh-Noh-He-Tsu’s personal accounts and through the flaws of the various treaties signed with the Native Americans. Firstly, Durham uses the perspective of Noh-Noh-He-Tsu-Nageh (Noh-NohShow MoreRelatedTrail Of Tears : Reasons Behind The Action1648 Words   |  7 PagesTrail of Tears: the Reasons Behind the Action The march of the Cherokee Indians in 1836 from western North Carolina to Oklahoma, known as the â€Å"Trail of Tears,† is one of the most traumatic events in American history. By 1830, the Native Americans had adopted the written language of the Anglo-Americans and signed treaties with them guaranteeing their rights to their land. Although the Natives often adapted to the Anglo-American ways of life and many Natives converted to Christianity, the relationshipRead MoreEssay Removal837 Words   |  4 Pagesunjustified actions carried out by all man kind. The removal of the Cherokee nation in 1838-1839 is one of the worst affairs ever carried out by the American government. As no one can deny that this event is a terrible atrocity, the question however of if it is justified is an issue to be thought of separately. Debated by historians still today, the Cherokee Removal act under the Jacksonian administration was one of the greatest horrors ever to be justified in American h istory. In 1828Read More Jacksonian Era: The Removal Policy Essay1177 Words   |  5 PagesAndrew Jackson, who was the 7th President of the United States, signed the Indian Removal Act in May 28th, 1832 and this policy granted Andrew Jackson the right to forcibly move the Native Americans to land west of the Mississippi. Even though â€Å"it is presumed that any explanation of Jackson’s purposes is an attempt to justify the mass killing of innocent people†¦Ã¢â‚¬  (Remini, 45) some would say his childhood affected him; seeing and hearing Indians Attacking places near his home. Or how he was the secondRead MoreEssay about The Trail of Tears: Indian Genocide2310 Words   |  10 Pagestitle given to an event that happened in 1838.In this event, the Cherokee community of Native Americans was forced by the USA government to move from their native home in the Southern part of the contemporary America to what is known as the Indian territories of Oklahoma. While some travelled by w ater, most of them travelled by land. The Cherokees took 6 months to complete an 800 miles distance to their destination. The Cherokee marched through, biting cold, rains, and snow. Many people died duringRead MoreThe Melting Pot By Harriet Jacobs874 Words   |  4 Pagesfinally given a glimpse into the horrors of slavery and the fight of the African American people. In 1859, America saw one of the first autobiographical/fiction novels written by Harriet Jacobs. In Incidents in the Life of a Slave Girl, folks were let into life as a indentured slave girl. Abused by the white family that owned her, she finds a way to respect herself and became self sufficient. This novel gave society of taste of things that were spoken of only behind closed doors and brought them outRead MoreThe Cherokee Removal Through The Eyes Of A Private Soldier3686 Words   |  15 Pagesâ€Å"The Cherokee Removal through the eyes of a private soldier† In the year of 1828, the president Andrew Jackson was appointed to the office of the American government with this the fact of the remaining Indians tribes were important which were named â€Å"The Five Civilized Tribes† including the Cherokee and with the pass of the â€Å"Treaty of Etocha† forced the Cherokee out of the land of Georgia also known as the â€Å"Trail of Tears† where thousands upon thousands of Cherokee were killed during the extractionRead MoreMarketing Mistakes and Successes175322 Words   |  702 Pagesfor example, to â€Å"google each other before dates.† Now large firms, such as Wal-Mart, the world’s biggest retailer, and Acura, a major automobile manufacturer, joined the entourage of firms advertising their wares on Google. What was the secret behind the rapid growth of Google’s advertising program? As we saw before, Google came up with an unique approach to advertising, an INFORMATION BOX WORK CLIMATE AT GOOGLE Employees worked long hours but were treated like family. There was even a gourmet

Accomplishing Goals Free Essays

Donnaree Allison I have always been told the choices I make now are going to determine my future. Everyone goes through a struggle and I have had my fair share, but no matter how hard I knew exactly what I wanted. I wanted to succeed. We will write a custom essay sample on Accomplishing Goals or any similar topic only for you Order Now I was struggling in High School and decided to give up. It didn’t take long for me to realize this is not what I wanted. By dropping out of High School I wasn’t succeeding. I thought to myself how could I accomplish any of the goals I set for myself? So I decided to enroll in Job Corps and attained my G. E. D within two months. That wasn’t enough. I wanted to go to college. Choosing a college was hard. Then it dawned on me what better college than the one my mom attended, and so I chose Monroe. Goal is a very important subject for me. I have already planned and completed some of my goals, which improved me a lot, however, my long time goals in the future are not easy as the past; it will take a longer time to complete and will be the most challenging mission for me, but with determination and hard work I will pull through. The first thing I am doing is complete my education. I plan to put my best foot forward excelling through each college course. I want to absorb as many learning opportunities and experiences as possible. In conclusion no matter how old or young one is; it is never too late or too early to start working towards an educational goal in becoming a college graduate! Like My Mother always said it is only the lack of belief in ourselves that stops us from achieving those things and it is only through our own understanding, ability and perseverance that we see them become realities until then, they are little more than visions in a crystal ball, with no chance of development. How to cite Accomplishing Goals, Essay examples

Cultural Baggage free essay sample

M. Venegas English Composition Professor Christine Redman-Waldeyer 11th week assignment Word count; 228/272 Summary of â€Å"Cultural Baggage† In the article â€Å"Cultural Baggage† published at The New York Times magazine on May 3, 1992, the author Barbara Ehrenreich assess and weighs hers and other people’s cultural and religious background. By listening to an exciting friend about her cultural legacy, Mrs. Ehrenreich abruptly understood that she hasn’t defined one. However, she impliedly denotes some English heritage. In the 60’s and 70’s era, she witnessed ethnical and cultural awakening.These celebrations carried on her some guiltiness about her Anglo-Saxon roots. While as a child, she ate ethnic foods that didn’t represent her owns, but her mother encouraged her to â€Å"Try new things†. She liked the idea of being Irish descendant, but displeased of their ancestral savage behavior. As motherhood arrived, she wanted to married a man with Yiddish roots in order to provide their children with a solid heritage. We will write a custom essay sample on Cultural Baggage or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Sadly, it did not work out because her kids knew that their grandparents did not honor their Jewish traditions either. Consequently, she realizes that nobody at home follows any religious line. She also remembers that her mother never mentioned any learned way to do house work. Nevertheless, she learned from her parents that anything new is better than the old ones. The aphorisms â€Å"Try new things, Think for yourself and Always ask why† were her only heritage, and thus passed along to her children. She calls this lacking of heritage the race of â€Å"none†. Venegas2 Reaction to â€Å"Cultural Baggage† In the article â€Å"Cultural Baggage† the author Barbara Ehrenreich philosophizes about her meager heritage and the heritage of others in America. We all came from descendants from any point in history and the world.We just didn’t appear on earth from thin air. Civilization of â€Å"none† is a delusion, a chimera. It may be fine title for a blockbuster movie, but not in real life. What are we? If answer it by a physician, he would say that we are an organic subject made of flesh and bones down to cells and DNA formation, which will decompose within decades and die. A religion representative would say that we are a creation of an almighty entity that cares about our body, mind and soul. A psychologist would say everything that comes with us genetically and everything that we are environmentally influenced.Therefore, our genes make a race or ethnicity and the environmental and surround our culture. But only we can decide how deep those roots can go under and how high we can climb on our cultural legacy. Americans have a culture made by basic values that locals and foreigners adopt as own. We proudly looked at Pilgrims and their devotion to create a nation that would be unique to the world. The man against wilderness and the rouged individualist made the American culture of inventiveness and â€Å"can do spirit† that the world have a high regard for.Despite the fact that some people don’t follow a religion; we all carry the protestant heritage of self-improvement, material success, hard work, self discipline and volunteerism in one way or another. Having an identity is part of the American culture and consolidating all these heritages into a strong one makes our culture. In other words, it is known as tolerance and respect for all. Being American is carrying all that cultural and historical baggage that most foreigners admire.

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How Many AP Classes Do You Need for Ivy League Schools

How Many AP Classes Do You Need for Ivy League Schools SAT / ACT Prep Online Guides and Tips At many high schools, AP courses are the toughest classes you can take. Extremely competitive colleges are looking for students who are willing to challenge themselves, so they're more likely to admit students who have taken at least a few APs. In this article, I'll go over how many AP classes Ivy League schools expect you to take and how these expectations can change based on the conditions at your high school. How Many AP Courses Do Ivy League Schools Expect Students to Take? There’s no concrete answer to this question because itdepends on how many APs your school offers and how many of them your classmates are taking.Ivy League schools want to admit the best students in the country while also maintaining diversity in their student bodies. They will only consider students who are performing at the top of their high school classes, but they also make an effort to admit applicants from a wide range of different environments and types of schools. You might only take two AP classes your senior year because those are the only ones available to you.In this case, you will compare favorably to other students at your high school since you’re making the most of your opportunities (and no one else will be taking more APs than you). A student at another high school who elects to take three AP classes senior year might not look as goodifother students at the same school are taking five. When admissions officers look at applicants from a certain secondary school, they may use the fact that one student took fewer AP classes than others in the group as an excuse to demote that student to the waitlist.This isn't always the case, though. If you take three AP classes in core subject areas, and someone else takes five but two of them were irrelevant to that student's interests, schools probably won't make much of a distinction between you.Top colleges are looking for students who have taken advantage of their opportunities, which means taking the most difficult courses available that fit with their interests. If you’re looking for a specific number of APs that you should take, it will depend on your school’s offerings, but a safe number for admission at Ivy League schools is usually between 7 and 12 AP classes throughout high school. It's best tospread out these classes over four years with the majority of them clustered in your junior and senior years.Freshman year you might take one or two AP classes if they’re available.Sophomore year you can ramp it up to two or three.Junior year, if you’re hoping to attend an Ivy League school, you should consider taking three to five AP classes in core subject areas. Avoid overloading yourself too much during your senior year because you’ll be applying to college. Still, many students who apply to Ivy League schools take five or six AP courses senior year. It's up to you todecide how much you can handle without feeling overwhelmed or dropping the ball in any of your classes. Why? Why did I do this to myself? The binders. So many binders. (Don't let this be you.) Here are some quotes from Ivy League admissions websites to give you a better sense of what these schools are looking for: Princeton Says... â€Å"We consider it a promising sign when students challenge themselves with advanced courses in high school. We understand that not all secondary schools offer the same range of advanced courses, but our strongest candidates have taken full advantage of the academic opportunities available to them in their high schools.† â€Å"Whenever you can, challenge yourself with the most rigorous courses possible, such as honors, Advanced Placement (AP) and dual-enrollment courses.† Columbia Says... â€Å"We look at a variety of factors to help us inform our decision on a candidate including: The student’s curriculum and grades - we hope to see that a student is challenging herself or himself with a rigorous course load. The context of a particular candidate, including family circumstances, secondary school, community, interests and access to resources.† Brown Says... â€Å"To assess preparedness, we review the depth and breadth of the academic learning you have undertaken thus far. We want to know whether you have taken advantage of the courses available to you in your school, and whether you have challenged yourself in advanced classes, and whether you have stretched yourself with outside-of-school educational opportunities.† â€Å"We know that curricular offerings vary from school to school. Our strongest candidates have taken full advantage of what is available to them in their own schools.† The gist of these statements is that you need to challenge yourself as much as possible in the context of the opportunities your high school provides for you. With that in mind, don't just take any and all AP courses that your school offers.Think critically about which courses are most relevant to your interests and goals. Also, make sure you’re not sabotaging your GPA by taking more classes than you can handle. I’ll gointo more detail on this in the next section. Brown University: Once you get in, you can take whatever classes you want! Are Some AP Courses Better Than Others in the Eyes of Ivy League Schools? Don't take an additional AP class on top of your regular course load if the subject doesn't interest you. Iwould advise you to take AP courses primarily in core subject areas to avoid stretching yourself too thin. Taking AP classes just for the sake of adding another AP to your course record may be damaging to your GPA as a whole. It also won't add much to your college application.Ivy League schools want you to take the most challenging classes in math, science, social studies, English, and foreign language.If you take all APs in those subject areas but skip AP Music Theory, admissions committees won’t fault you for it. Some people mistakenly believe that you should take as many AP classes as possible at all costs. You should take full advantage of your opportunities in areas thatinterest you, but you shouldn’t devote time and energy to classes that are unrelated to your goals and academic interests.Colleges want to see students who prioritize worthwhile learning experiences over hollow achievements. They're also looking for students with very high GPAs. Stay balanced: You don’t want to overload your schedule with too many hard classes and end up with lower grades overall. The eyes of the Eye-vy League are watching youuuuu. What If Your High School Doesn’t Have AP Courses? Some students worry about their chances at top colleges because their school doesn’t offer AP classes.In this situation, just take the hardest classes that are available to you.You shouldn't be concerned about the lack of APs. Colleges will understand that you didn’t have the opportunity to take them, and they can’t fault you for that. Your school may offer IB courses instead, which colleges view as being essentially equal to AP courses.As I’ve said before, Ivy League schools will compare you to other students from your high school to see how you measure up.If you’re pushing yourself as much as you can within the academic constraints of your environment, you'll still have a good chance of being accepted. A student who doesn’t have access to APs but takes high level classes throughout high school and is ranked in the top five percent of his or her class will have a better chance of attending an Ivy League school than a student who takes a few AP classes here and there and has a less impressive class ranking. If your school doesn't have APs, it's ok. Shhhh. Listen to this rock. Conclusion Ivy League schools and other competitive colleges are looking for students at the top of their high school classes who have taken the most rigorous courses.These often include AP classes. Most students who attend extremely selective schools have taken anywhere from 7 to 12 AP courses in high school, although there are exceptions to this rule.If a high school offers only a limited number of AP courses or none at all, colleges will not fault students for taking fewer of these classes.Above all, they want to see students who have challenged themselves as much as possible within the constraints of their high school curriculum. The bottom line is, if you want to attend one of the most competitive schools in the country, you should strive to take as many difficult courses as possible without overwhelming yourself and sabotaging your GPA.For some students this means taking all three of the AP classes their school offers, and for others it means choosing to take twelve AP classes out of the twenty their school offers.As long as you do the best you can to challenge yourself academically, there’s no absolute number of AP classes you need to take to be admitted to a top college. What's Next? Still trying to figure out how to structure your schedule? Learn what a rigorous course load in high school should look like. If you're hoping to be admitted to competitive colleges, it's helpful to join an honors society. Find out more about honors classes and societies that you can be a part of in high school. Your GPA is critical in the college admissions process. Read this article for more information on whether colleges consider weighted or unweighted GPAs and how this might affect you. 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:

Hospitality question and answer Essay Example | Topics and Well Written Essays - 2000 words

Hospitality question and answer - Essay Example Responsibility and authority are affixed with top down arrow and accountability is represented by bottom up arrow in the organizational chart. . Leading/Directing: Leadership is the ability of to get work done through others, while at the same time winning their confidence, respect, loyalty, and willing cooperation. The Food and Beverage Director is trained to lead and direct the entire team. They are also trained to be accountable for the actions of the team members. Staffing: Job analysis is carried out and tasks are identified in each job. Job position standards are set at all levels of the hierarchy. Recruitment is carried out as per job description in case a shortfall arises. Records regarding the employee performance are maintained. It is important to know the duties of supervisor in the employment and management function, to have the knowledge of employment laws, employment awards, classification and grades, internal and external effects on employment grades, statistical formulae, job analysis, performance standards, Job/position description, Job/Position Specification, Essential and Desirable Criteria for the ‘right’ applicant, recruitment, the job application, selection, employment interview, company orientation and job induction. Monitoring/Controlling: The Service Director, Executive Chef, Executive Steward and Beverage conduct quality control, quantity control, cost control, time control, people control, inventory control, safety control and report to the Food and Beverage Director who further reports to the Manager. Controls are grouped as Steering Controls, Screening Controls and Post action Controls. Steering controls highlight deviations from the set standard or the objective to be achieved before the activity is completed. Check points during the task can steer the worker in the correct direction toward the goal. Screening goals are referred to as Yes/No goals. They monitor

Filipino Migrants to the United States Term Paper

Filipino Migrants to the United States - Term Paper Example Migration to the US has been going on for many years, and migrants to the US have come from various countries and corners of the globe. One of these countries is the Philippines. There are now thousands of Filipino migrants to the US, and these migrants have become very much a part of the American culture and landscape. As of 2008, â€Å"there were 2.9 million members of the Filipino diaspora residing in the US†¦including 1.4 million native-born US citizens of Filipino ancestry† (Filipinos for Justice, p. 1). This paper shall discuss Filipino immigrants to the US, where they came from, why they left their native countries, why they chose to come to the US, what they accomplished in America, and what they contributed to America. This paper is being carried out in order to establish a clear and comprehensive understanding of Filipino immigrant presence in the US and to understand their place in American society. Discussion There are millions of Filipino immigrants now livin g in the United States. They come from the Republic of the Philippines, an archipelago located in the South East Asian region (Philippine History). This country was first discovered by Spanish explorer Ferdinand Magellan in the 1500s, and later was named after Prince Philip of Spain. It would be ruled by Spain for over 3 centuries until the Philippine revolt in the late 1800s (Philippine History). ... Like many migrants to the US who have gone before and after them, Filipino migrants have also had a colorful history in their migration in the US. There are three waves of Filipino entry into the US. The first wave was seen from 1906 to 1935 when mostly Filipino men were recruited by American labor unions to work as cheap laborers in the sugarcane and pineapple plantations which were severely bothered by labor disputes (Riedmiller, p. 4). They were brought into the US as nationals since the Philippine islands were a US territory at that time. The second wave of Filipino US immigration was prompted by the US situation during the Second World War. President Roosevelt’s Executive Order signed on the 26th of July 1941 called on members of the Philippines Commonwealth Army to serve in the US Armed Forces of the Far East (USAFFE); they were offered â€Å"US citizenship and other benefits† (Riedmiller, p. 4). However, the Rescission Act of 1946 declared these veterans ineligib le to receive promised benefits. Nevertheless, women migrants to the US were seen in this second wave of migration, as they were brought into America as brides. This law was passed to ease racial tension caused by the anti-miscegenation laws which prevented various inter-racial marriages (Riedmiller, p. 4). The third wave was very much different from the first two waves with the new immigrants flowing in great numbers to the US due to America’s need for professionals. They started reaching the US in the third preference category of the Immigration and Nationality Act of 1965 (Riedmiller, p. 4). This third wave mostly accounts for the current significant number of Filipino doctors and nurses in the US health sector. In the current context,

Criminal justice Essay Example | Topics and Well Written Essays - 500 words - 17

Criminal justice - Essay Example When a person studies law and is even given the license to practice it, one is made aware of the unforgiving unethical mistakes one can commit against the court among which is perjury and falsifying the documents of the court. This offense not only shows disrespect to the court but to the legal system and the American inhabitants at large all of which depend on the court and its legal officers to follow the law. Taking over the houses of other people is theft and a lack of justice and integrity. Instead of helping the owners or their relatives get their property back or even know of its existence as a lawyer, Sheldon went ahead to take over the property as his own intending to make millions off them through fraudulent means. The houses were abandoned but according to the law which he is well aware off, these are supposed to do to the state if no next of kin or living relative is acknowledged. The act committed by the lawyer amounts to lack of proper moral judgment a virtue that is a necessity in his career as an attorney of the court. Because of his unethical behavior and lack of guidance to the rest of his crook associates as a lawyer, he might be earning himself 15 years in jail for the counts brought up in court by the prosecutor. Obtaining money or property through fraudulent means always leads to negative consequences sooner or later. Attorneys and other court officers should be subjected to constant review of their property including bank accounts even offshore ones. This procedure should be carried out indiscreetly and randomly. This is in a bid to unveil those engaging in unethical actions that are also against the law. If this had been done, then Sheldon’s unethical scheme would have been unveiled as soon as it started saving him embarrassment, jail time and even his family and job. The other way to curb such unethical behavior is to carry out tough actions against those court officials

Analysing Utilitarianism By John Stuart Mill Philosophy Essay

Analysing Utilitarianism By John Stuart Mill Philosophy Essay John Stuart Mill opens his essay, Utilitarianism, by mentioning that theres little progress being made toward a standard system that judges peoples actions as morally right or wrong. For over 2000 years, philosophers have tried to lay the foundation of morality, but have yet to come closer to an agreement of what the notions of right or wrong are based on. Mill argues that unlike science where particular truth precedes general theory, ethics needs general laws in order for morality to have legitimacy or significance. (944) In ethics and law, all actions exist to promote a particular end; thus an action can be deemed right or wrong depending on what ends are being pursued. If the ends are good, the action is therefore a good one; if the ends are bad, the action is therefore a bad one. Therefore, it is necessary to know by what standard human actions should be judged. It is important to note that Mill defines moralitys purpose as that of bringing about a particular state of the world. Mill continues and states that utilitarianism, or the greatest happiness principle as Bentham called it, is the cause in forming moral doctrines and keeping them stable and solid over the years. He explains that his essay will be an attempt to prove utilitarianism in ethics and demonstrate why this moral foundation is so central to our existence as human beings. In Chapter 2, Mill tries to present and respond to criticisms against utilitarianism. He notes that many people misunderstand the true definition of the principle. They define it in a restricted and colloquial sense in which utility is the opposition to pleasure. (946) When in reality, it has everything to do with pleasure and absence of pain. Utility or greatest happiness principle hold that actions are right in proportion as they tend to promote happiness, wrong as they produce the reverse of happiness. By happiness is intended pleasure, and the absence of pain; by unhappiness, pain and the privation of pleasure. (946) He continues and says that pleasure of freedom of pain are the only things desirable as ends. Thus, things are desirable only if they bring about pleasure and prevention of pain; actions are good when they lead to general happiness and bad when they fail to do so. Mill targets the critics that claim that he and other Epicureans reduce and degrade the meaning of life to pleasures like those of swine, and replies that human pleasures are superior to those of beasts. Human beings have faculties more elevated than the animal appetite. (947) Once we are aware of these higher faculties, we will never be happy until these faculties are gratified. When making moral judgment, utilitarianism takes account not just the quantity but also the quality of the pleasures resulting from it. Mill differentiates between high and lower pleasures. A pleasure is of higher quality if one chooses it above any other pleasure, even if its accompanied with discomfort. It is also something that wont be traded for any quantity of the other pleasures. Furthermore, according to Mill its an unquestionable fact that when given many pleasures one would choose that in which appeals to their higher faculties. Even if it means hell suffer more in life, he would never choose a lowe r existence, preferring instead to maintain his dignity. Few human creatures would consent to be changed into any of the lower animals, for a promise of the fullest allowance of a beasts pleasure; no intelligent human being would consent to be a fool, no instructed person would be an ignoramusà ¢Ã¢â€š ¬Ã‚ ¦ (947) Mill continues and responds to those who say that happiness, in any form, cant be a rational purpose of human life and action because its unattainable. In addition, critics claim that people can exist without happiness; that all noble men have become virtuous by renouncing happiness. First, Mill replies its an exaggeration to state that people cannot be happy. If happiness is defined by a perpetual feeling of pleasure, then Mill admits that its impossible to obtain it. The state of pleasure is not long lasting; its temporary and intermittent. He contends that happiness are moments of rapture occurring in a life troubled by few pains and when defined as such is indeed possible to attain. It would be possible to all people, if level of education and social arrangement would allow it. Moreover, those who cant find happiness generally care for nobody but themselves and have failed to open their minds and exercise its faculties; they are selfish and have a lack of mental cultivation. Thus , if people are educated to learn and develop appropriate values, they have the capabilities to be happy. Next, Mill addresses the argument that state that people can do without happiness. He admits that its true that people have existed without happiness, but they were martyrs, doing so voluntarily. This is usually done to achieve an end greater than happiness, which is virtue. The sacrifice of giving up their happiness is done so, so others dont have to make a similar sacrifice. They increase the amount of happiness in the world. They would not commit such an action if it would produce no fruit for any of [their] fellow creatures. (951) However, Mill does say that these martyrs are proof of what men can do, but not an example of what they should do. Nevertheless, the willingness to sacrifice your happiness for that of others is the highest of virtue. Mill specifies that utilitarians only see sacrifices as good insofar it promotes and increases the state of happiness. If it fails t o do so, its considered a waste. He emphasizes that utilitarians judge an act as right if it affects the happiness of all people and not of the individual. The morality of an action depends on the goodness of its results only, and not the motives behind the actions. It is all about consequences. Mill, however, states that since many dont affect large numbers of people on a daily basis, they only need to consider his or her own actions in relation to every individual involved in the action. Its only those who have an impact on the public that should think about public utility on a regular basis. Another criticism against utilitarianism is that it underestimates human nature to find exception to rules. For example, someone will justify breaking the rules by simple stating that a given action increases utility. Mill argues that this is not only the case with utilitarianism; this happens in every moral system. There is no ethical creed which doesnt temper the rigidity of its laws. (956) He further says that having the application of the standard of utility is better than having none at all. A philosophy cannot be binding if it does not contain inherent consequences for those who break the rules. In chapter 3, Mill discusses what motivates us to act in ways approved of by the principle of utility. He explores all the possible sanctions utilitarianism might impose, upon those who do not abide by it. He writes that theres no reason utilitarianism cant have or wont impose all the sanctions that belong to other moral systems. These sanctions can be either external or internal. External sanctions include outer impacts on an individual, such as peer pressure or the fear of gods wrath. Internal sanctions come from within, from ones conscious. It is a feeling in our mindà ¢Ã¢â€š ¬Ã‚ ¦attendant on violation of duty. (957) Internal sanctions are more powerful than any external sanction, given that internal sanctions have more potential to influence ones actions. Thus, if internal sanctions provide the strongest influence over peoples actions, utilitarianism must appeal to peoples inner feelings in order to have a binding force on them. Mill believes that moral feelings are acquired and notes that they are no less natural because of it. Moral feelings may not be part of human nature, but they are a natural outgrowth from it. They are capable to spring up spontaneously, but at the same time, they can be cultivated and educated. However, bad moral principles can also be likely to come about due to external sanctions. Because these moral feelings are imposed and not naturally developed, theyre called artificial moral feelings. Mill notes that it is very easy to distinguish between the two. Artificial moral feelings eventually fade and crumble under scrutiny analysis, while naturally developed feelings do not. Since the principle of utility doesnt break down under analysis, we can assess theres a natural basis of sentiment for utilitarian morality. (959) In chapter 4, Mill discusses what is required of utilitarianism for it to be believed as valid, even if its impossible to prove the first principle by logic. If a person can actually see an object that means, that said object is visible. If a person hears something, that means there is sound. With that in mind, Mills argues that the proof of something being desirable is that people desire it. Hence, happiness is desirable since each person desires his own happiness. We can also say that each persons happiness is a good to that person and general happiness a good to all people. If something desirable is an end to an action and happiness is desirable, then its clear that happiness is one of the ends and one criterion of morality. However, in order to show that happiness is the only criterion for morality, its essential to show that people never desire anything but happiness. Mill claims that you could say that people desire things like virtue or the absence of vice which is generally s eparate from happiness. Then again, he argues that happiness is a whole idea with component parts. People desire virtue because its part of happiness and promotes the general happiness. Mill notes that theres a difference in desiring something as a means to happiness and desiring something because its part of happiness. Whether or not its true, can only be answered through self-reaction and observation of others. Mill says that throughout history one of the biggest obstacles to the acceptance of the principle of utility has been that fact that it doesnt allow for a theory of justice. In chapter 5, Mill defines justice and makes the connection between justice and utility. Mill takes on the meaning of justice. He lists things that are commonly associated with being just and unjust. First, it is considered unjust to deprive any one of his personal liberty, his property, or any other thing which belongs to him by law. (965) However, this concept has exceptions. For example, a person may have legal rights he should not have due to a bad law. While people vary whether bad laws can be justly disobeyed, all people agree that laws can be unjust. Therefore, law cannot be the ultimate standard of justice. Second, it is considered to be unjust when someone withholds from any person something he has a moral right to possess. Third, it is considered just when a person receives what he deserves (whether goo d or evil) and unjust when he receives a good or undergoes an evil in which he doesnt deserve. Mill explains that this, is the clearest and most emphatic form in which the idea of justice is conceived by the general mind. (966) People are thought to deserve good things if they have done right and evil things if they have done wrong. Fifth, its considered unjust to show favoritism and preference to one person over another, in inappropriate circumstances. This can be the case in a courtroom, when a judge sways the verdict based on his own fondness and not based on facts. But, when regarding the issue of friends and family one doesnt have to be impartial. Lastly, the idea of equality is seen by many to be part of justice. Mill further investigates the meaning of justice by looking at its etymology. In most languages, the words origin comes from either positive law or authoritative custom. Therefore, the most primitive element of justice is the idea of conformity to the law. Ultimately, Mill argues that the ideas of justice are united by the concepts of rights. In cases of justice, the person who has been wronged has had his or her moral right imposed upon and has the moral right to seek repayment. Mill then turns to argue that the sentiment of justice can be linked to the principle of utility. He says that there are two components to justice. The first is the desire to punish. The second is the knowledge that there is an individual whos a victim of wrongdoing. The desire to punish comes from the impulse of self-defense and the feeling of sympathy. Like all animals, humans have instincts of self-defense. Unlike animals, humans are capable of sympathizing not only with loved ones, but also with strangers, people they have no connection with at all. Justice then, reflects the natural feeling of retaliation and vengeance, expanded by the feelings of sympathy and intellect to apply to things that harm society. These feelings are not moral feelings but we can see the justices moral component can be seen in the way people are outraged by the injustices they see, not just on themselves, but also on everyone else. This demonstrated a moral concern. Mill also claims that the idea of a right is not a concept separate from justice. When we call anything a persons right we mean, he has the valid claim on society to protect him in the possession of it, either by the force of law, or by that of education and opinion. (970) The reason for this is utility. Mills then argues that if justice is indeed independent from utility than why is questions related to justice are often debatable. We are continually informed that Utility is an uncertain standard, which every different person interprets differently. (971) Hence, justice is grounded on utility and is the most important part of all morality; it concerns many of the most basic essentials of a humans well-being. Furthermore, the preservation of justice keeps the peace among the people. Therefore, there is a strong utility interest in preserving and enforcing what justice commands. Most of the applications of justice discussed earlier are ways to maintain the notion of moral rights. The Greatest happiness principle doesnt have meaning unless each persons happiness is valued exactly the same as somebody elses, which is basically the idea of impartiality and equality. In addition, people are seen to have an equal entitlement to happiness, and an equal entitlement to the means of happiness.

Irony in Hamlet Essay -- GCSE Coursework Shakespeare Hamlet

Irony in Hamlet  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚   This essay will discuss the issue of irony in Hamlet by dealing with the problems that arise as a result of Hamlet's attempt to avenge his father's death. One of the central problems is the clash between Hamlet's overpowering need to believe in the ghost of his father, who is the authoritative figure in his life, and the awareness that he lacks empirical knowledge of the truth. In trying to achieve this knowledge, Hamlet sets out on a mixed mission of accusation, revenge and the search for truth, finally causing the upset of the original revenge plot when it ricochets off Polonius' dead body and hits Hamlet in the name of Laertes.   Ã‚  Ã‚  Ã‚   As a tragedy, Hamlet deals very heavily in anguish and frustration that are not necessarily allowed the means to be resolved or dissipated.   Marvin Rosenberg notes in his essay, "Subtext in Shakespeare", that in tragedies, there are greater uncertainties and the "mystery of the character deepens, and the subtext is subtler, more open to variable interpretation"(82). Hence, unlike Viola, Hamlet's actions overlay motivations of greater ambiguity and these actions, as the play progresses, seemed that they are not primed to make the situation come a full circle. Instead of a an equilibrium, therefore, one finds a form of usurpation where the crown of Denmark, represented by both Claudius and Hamlet, is removed and taken by a foreign prince, Fortinbras.   Ã‚  Ã‚  Ã‚  Ã‚   Hamlet's desire for vengeance came about as a result of the ghost's appearance and his accusatory speech in which he extorts his son to "Revenge his foul and most unnatural murder" (1.5.25). Hamlet is at once struck with the problem of whether he should believe that the ghost is really that of his father and ... ... 1998. Kreiger, Elliot. "Malvolio and Class Ideology". Bloom (19-26). Leverenz, David. "The Woman in Hamlet: An Interpersonal View". Schwartz, Murray M. and Coppelia Kahn, eds. Representing Shakespeare: New Psychoanalytic Essays. Baltimore: John Hopkins U P, 1980. Nevo, Ruth. Comic Transformations in Shakespeare. London: Methuen & Co., 1980. Rosenberg, Marvin. "Subtext in Shakespeare". Thompson, Marvin, and Ruth Thompson, eds. Shakespeare and the Sense of Performance. Newark: U of Delaware P, 1989. (79-90). Shakespeare, William. The New Cambridge Shakespeare: Hamlet, Prince of Denmark. Ed. Philip Edwards. Cambridge: Cambridge U P, 1985. Thatcher, David. Begging to Differ: Modes of Discrepancy in Shakespeare. New York: Peter Lang, 1999. Vickers, Brian. Appropriating Shakespeare: Contemporary Critical Quarrels. New Haven: Yale U P, 1993    Irony in Hamlet Essay -- GCSE Coursework Shakespeare Hamlet Irony in Hamlet  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚   This essay will discuss the issue of irony in Hamlet by dealing with the problems that arise as a result of Hamlet's attempt to avenge his father's death. One of the central problems is the clash between Hamlet's overpowering need to believe in the ghost of his father, who is the authoritative figure in his life, and the awareness that he lacks empirical knowledge of the truth. In trying to achieve this knowledge, Hamlet sets out on a mixed mission of accusation, revenge and the search for truth, finally causing the upset of the original revenge plot when it ricochets off Polonius' dead body and hits Hamlet in the name of Laertes.   Ã‚  Ã‚  Ã‚   As a tragedy, Hamlet deals very heavily in anguish and frustration that are not necessarily allowed the means to be resolved or dissipated.   Marvin Rosenberg notes in his essay, "Subtext in Shakespeare", that in tragedies, there are greater uncertainties and the "mystery of the character deepens, and the subtext is subtler, more open to variable interpretation"(82). Hence, unlike Viola, Hamlet's actions overlay motivations of greater ambiguity and these actions, as the play progresses, seemed that they are not primed to make the situation come a full circle. Instead of a an equilibrium, therefore, one finds a form of usurpation where the crown of Denmark, represented by both Claudius and Hamlet, is removed and taken by a foreign prince, Fortinbras.   Ã‚  Ã‚  Ã‚  Ã‚   Hamlet's desire for vengeance came about as a result of the ghost's appearance and his accusatory speech in which he extorts his son to "Revenge his foul and most unnatural murder" (1.5.25). Hamlet is at once struck with the problem of whether he should believe that the ghost is really that of his father and ... ... 1998. Kreiger, Elliot. "Malvolio and Class Ideology". Bloom (19-26). Leverenz, David. "The Woman in Hamlet: An Interpersonal View". Schwartz, Murray M. and Coppelia Kahn, eds. Representing Shakespeare: New Psychoanalytic Essays. Baltimore: John Hopkins U P, 1980. Nevo, Ruth. Comic Transformations in Shakespeare. London: Methuen & Co., 1980. Rosenberg, Marvin. "Subtext in Shakespeare". Thompson, Marvin, and Ruth Thompson, eds. Shakespeare and the Sense of Performance. Newark: U of Delaware P, 1989. (79-90). Shakespeare, William. The New Cambridge Shakespeare: Hamlet, Prince of Denmark. Ed. Philip Edwards. Cambridge: Cambridge U P, 1985. Thatcher, David. Begging to Differ: Modes of Discrepancy in Shakespeare. New York: Peter Lang, 1999. Vickers, Brian. Appropriating Shakespeare: Contemporary Critical Quarrels. New Haven: Yale U P, 1993