The Birling Family Essay Paper Example For Students

The Birling Family Essay Paper The play an inspector calls was first performed in 1946, set in 1912 (Edwardian era), in the midlands. The play is initially a battle ground of socialist and capitalist systems, cleverly implemented into the typical society with the lives of the Birling family. Through reading the play and studying its content, one can easily understand Priestleys socialist discontentment, in the structure of society. Throughout the play, we can see the message that is being put across to the audience. Priestley expresses his views, through the characters, dramatic devices exploring themes of responsibility and morality; areas in which he believes are corrupt. The characters are virtually an embodiment of his ideas; he shows corruption through the mockery of society, how capitalist beliefs are destroying society and how socialist views will help society prosper. Through this, he shows the true condition of what lays behind the cloud which we think is full of happiness and richness yet there is an unprincipled, decadent society where there is no love between them. We will write a custom essay on The Birling Family Paper specifically for you for only $16.38 $13.9/page Order now A technique of communication was the use of dramatic devices. Priestly uses alcohol to convey his message in the play. Although this may sound absurd, but I feel it is quite intelligent in how he communicates his message. In order for us to see alcohols pre-eminent role in the play we first have to understand the importance of alcohol in English culture itself, this allows us to understand the consumption in the play, and how the author uses this as a device to open to many themes. We know that people have been drinking for a long time in our history, and it is a general custom used for a variety of purposes, celebrations, relaxation and just being social. This custom is also used in Inspector calls; Priestley creates an ordinary 1912 middle class image. I think there is also a purpose behind the use of alcohol itself and the whole general scene in the play, because it is something customary and ordinary to society, therefore communicating through this makes the audience familiar with his general point. The audience see the story through wine; we shall now look at some of the characters in the play. You will begin to understand how he has embodied characters and link alcohol to their actions. Perhaps the main character in the play, where his capitalist dogmas are challenged most by Inspector Goole is Arthur Birling. The character is a factory entrepreneur who Priestley has positioned as a capitalist in the play, a self-centred, portentous man head of the Birling house-hold. Straight in to the play, Birling asks Edna for the port, he says it is exact same port Geralds father gets. Although Mr Birling is high in social status, he is inferior to the croft family. We learn from, the fact port being a classy wine, that Arthur is a social climber; he is concerned about his status. From reading the play, we know the story of Eva smith and how Mr Birling can be held responsible for carving the path of her death. Through his self-centred, character, no pitty for his fellow workers and actions we can infer that he does not take notice of principles or value to achieve his status. Every man is for himself. Birling is a strict believer on a man being for himself and that everyone should find their own way in the world. From the start of the play, Priestley with the use of alcohol has already informed the audience of capitalist character, there selfish views and how their lack of morality affects the innocent. To make Priestleys view stronger, he also uses irony, weve just been modestly celebrating my daughters engagement. Birling offers the inspector a drink, but he refuses, this also shows us how they turn to alcohol, not facing up to responsibilities, whilst kidding themselves. .uf42e3e941c4cc5c7ca4ba4ac48ffbc42 , .uf42e3e941c4cc5c7ca4ba4ac48ffbc42 .postImageUrl , .uf42e3e941c4cc5c7ca4ba4ac48ffbc42 .centered-text-area { min-height: 80px; position: relative; } .uf42e3e941c4cc5c7ca4ba4ac48ffbc42 , .uf42e3e941c4cc5c7ca4ba4ac48ffbc42:hover , .uf42e3e941c4cc5c7ca4ba4ac48ffbc42:visited , .uf42e3e941c4cc5c7ca4ba4ac48ffbc42:active { border:0!important; } .uf42e3e941c4cc5c7ca4ba4ac48ffbc42 .clearfix:after { content: ""; display: table; clear: both; } .uf42e3e941c4cc5c7ca4ba4ac48ffbc42 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf42e3e941c4cc5c7ca4ba4ac48ffbc42:active , .uf42e3e941c4cc5c7ca4ba4ac48ffbc42:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf42e3e941c4cc5c7ca4ba4ac48ffbc42 .centered-text-area { width: 100%; position: relative ; } .uf42e3e941c4cc5c7ca4ba4ac48ffbc42 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf42e3e941c4cc5c7ca4ba4ac48ffbc42 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf42e3e941c4cc5c7ca4ba4ac48ffbc42 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf42e3e941c4cc5c7ca4ba4ac48ffbc42:hover .ctaButton { background-color: #34495E!important; } .uf42e3e941c4cc5c7ca4ba4ac48ffbc42 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf42e3e941c4cc5c7ca4ba4ac48ffbc42 .uf42e3e941c4cc5c7ca4ba4ac48ffbc42-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf42e3e941c4cc5c7ca4ba4ac48ffbc42:after { content: ""; display: block; clear: both; } READ: Charles Dickens Analysis EssayBirling offers him whisky which is inferior, this shows us how the family think of lower class, their views and character towards them, and obviously Priestley is protesting to that. By alcohol as a dramatic device we can see how Birling seems to get along and think in a similar way with Gerald. (Stage direction pg 8) They share a drink quite frequently and Birling seems to have him in control; it also shows us he has succeeded in his status mission, as he has now got Lord and lady Croft on his side. It is obvious that Arthur is concerned about his status, perhaps even worried. Priestley expresses this through the status in wine, as different wine associates to different classes, as well as other techniques. Socialists are showing what really is behind this so called humble surface. Another example of his self-importance was during the interrogation, analysing his psychological state, we see that Mr Birling is in the spotlight of guilt, where his true thoughtless character is under interrogation, he then referred to his status in hope of frightening his opponent who infact has done nothing wrong. We see that he is using status to bend the rules. I was an alderman for years. Yet again proving my point of how his status was more of a vital success than the abiding law. His arrogance is to such a level, where even the law seems to have no authority over him. So in summary of studying Mr Birling, the dramatic device Priestley has used has developed our knowledge to character, morality and responsibility. He shows the capitalists are corruption in society as there is no respect for moral values. Already from analysing one character we can see how alcohol has enabled us to the issue of class in Edwardian society and the theme of responsibility. Eric is perhaps the most corrupted character in the play; this is where the most shallow morality can be found. Throughout the story, we see problems with Erics actions. First of all it is clear that he has drinking issue, this affects his actions later on. The deeper in immorality he goes the more he becomes dependant on alcohol as he lacks moral courage. He consumes alcohol for courage. He needs a drink now just to see him through. Erics drinking problem was perhaps the platform on how we get to explore his actions in morality and responsibility. This is also shows the effect of the dramatic device because through alcohol we begin see these issues. Again Priestley has addressed responsibility here and tells us how society is becoming more and more deep in corruption and the fact that another family member had said this, verifies my point more, it tells us that, the people around are aware of the hypocrisy but they still seem to kid themselves. Each individual should feel some guilt; yet most do not; therefore society is living in this hypocrisy. Eric also seems to visit the palace bar where prostitutes meet, again Priestley creates a familiar link with alcohol, a habitual scene as alcohol and palace bar go together. Where there is lots of alcohol, Priestley will look at many themes of immorality, therefore he is using alcohol as a dramatic device to covey his message. They dont realise how alcohol has become such an important role in their lives, it almost controls and seems to have an effect on all of their actions. The more dependant they become the more theyd do to get hold of it, this leads them to become immoral and irresponsible. Using alcohol Priestley allows the audience to see the various themes. The palace bar is not exactly high class; by being in these environments and committing immoral acts, he goes on to virtually rape Eva smith. This shows us the decadent behaviour, despite being the son of a high status man; this is what he goes on to do. Alcohol plays such an important role in their lives, but they dont see it, they fail to realise how dependant they are on alcohol and how they do not face up to responsibilities. We also see that alcohol was a source of courage for Eric, as he stands up to his father.

MIT Acceptance Letter Real and Official

MIT Acceptance Letter Real and Official SAT / ACT Prep Online Guides and Tips Each year, the Massachusetts Institute of Technology receives nearly 20,000 applicationsfrom high school hopefuls. Only 8% of them get a MIT acceptance letter.For example, in 2014, MITaccepted 1,447applicants from 18,356 candidates. That’s a small 7.9% admission rate.Unfortunately, the overwhelming majority of applicants get a rejection letter. â€Å"I'm very sorry to inform you†¦Ã¢â‚¬ When I was in high school, I was one of the lucky few to apply to MIT and receive an acceptance letter in the mail. This validated years of hard work, especially in the sciences and research. It was inspiring to know that they wanted me to be a part of their amazing community.Here’s my complete, official MITacceptance letter. Want to learn what it takes to get a MITadmit letter yourself? Read my How to Get Into Harvard, MIT and the Ivy League guide. I'll take you through the philosophy behind how to become the world-class student that schools like MIT, Harvard, and Princeton are looking for. You'll learn what it means to develop an application Spike, why being well-rounded is the path to rejection, and how to craft a compelling application yourself. Read this guide now before it's too late. Here's a scan of the original admissions letter sent to me by theOffice of Admissionsat the Massachusetts Institute of Technology. Even though I attended Harvard as an undergrad, MIT holds a special place in my heart because I attended Research Science Institute as a high school student at MIT. I also later joined the MD-PhD program at the Health Sciences and Technology program run between Harvard and MIT. You can learn more about RSI in my complete college application. Afterward, I'll give you tips on what it takes for you to get an acceptance letter like this for yourself. Dear Allen, On behalf of the Admissions Committee, it is my pleasure to offer you admission to the MIT Class of 2009. You were identified as one of the most talented and promising students in one of MIT’s most competitive applicant pools ever. Your commitment to personal excellence makes you stand out as someone who will thrive within our academic environment as well as contribute to our diverse community. At MIT, you join kindred spirits: scholars, builders, entrepreneurs, and humanitarians. We believe that you and MIT are very well matched for each other. You’ll our have offers from many fine schools, but we hope that you’ll choose to enroll at MIT. The deadline to accept our offer is May 1, and there’s a reply form enclosed in this packet. Between now and then, though, we look forward to building our relationship with you so you can get to know us better. Over the next several months, we’ll be in touch by email, over the phone and via your MyMIT portal account (http://my.mit.edu). Many of our students believe that the campus visit experience was the deciding factor in their choice to enroll at MIT. Therefore, we’d love to have you be our guest for Campus Preview Weekend (CPW), held on the MIT campus from April 7 through 10, 2005. CPW is an excellent way to experience MIT student life firsthand. You will go to classes, eat the food, listen to hallway conversations, and meet your future classmates. We encourage your parents to attend as well. Please see the enclosed CPW invitation for all the details. If you can’t come to CPW, please try to visit campus before May 1. To make arrangements to stay overnight with an undergraduate host, complete the online request form on the MyMIT website or just call the Office of Admissions at (617) 258-5515. If you are unable to visit the campus at all but are eager to get to know MIT, you’ll have the chance to speak with a current undergraduate soon; an MIT student will be calling you in April. I hope this letter is the one you were expecting and that it brings you the exhilaration you deserve to feel. I also hope that you will take the night off to celebrate with your loved ones. But as a mother, I expect you to get right back to work and finish up the year with top grades, since we don’t admit slackers to MIT and this offer of admission is contingent upon your successful completion of the school year. No senior slump allowed! Finally, I hope you’ll agree with us that MIT is the perfect place to prepare you for your future role in a world that badly needs you. Congratulations and welcome to the MIT Class of 2009. I look forward to seeing you on campus. Sincerely, Marilee Jones Dean of Admissions Compared to the Harvard acceptance letter, this is a lot more casual and informal, which I like. The second to last paragraph is pretty funny. OK....so now what? You probably have a reason forlooking at this acceptance letter. Let me try to help you out. If you just received a rejection letter from MIT, I'm sorry. When admissions officers say rejecting students is a gut-wrenching decision, they're being sincere. The good news is that you're in command of your future. There are MIT graduates who end up aimless and frustrated, and there are graduates from many othercolleges (and even people who never went tocollege) who make amazing achievements throughout their lives. You're in control of your own fate. So if you're disappointed about a MIT rejection, I hope you pick yourself up and excel from this point forward. Here's a guide on how to study effectively in collegeand prepare yourself for the future. If you're in high school and plan to apply to MIT, I hope this acceptance letter inspires you to work hard to get your own. Make no mistake, it took a lot of hard work to get to the point where I felt I was likely to pass MIT'stough admission requirements. I knew it was a very technical school, and my math and science game had to be on point. I had tostrategize carefully and spend my time effectively so I could balance a high GPA, the toughest AP science coursework,hightest scores, and challenging extracurricular activities. To help you out,I've written everything I know about succeeding in high school and college admissions. If you want your own Stanford acceptance letter, these are must-read guides: 1) How to Get Into Harvard, MIT,and the Ivy League This is the most fundamental guide to help you understand what top colleges like MIT and the Ivy Leagues are looking for. Here you'll learn: what kinds of students are most attractive to MITand why why being well-rounded is the path to failurein selectivecollege admissions what a Spike is and why an effective Spike will get you admitted to every college, including MIT how you can develop your own compelling Spike Make no mistake: this isn't easy.But in my experience with thousands of high school students across the country, far too many have the wrong idea about what colleges actually want. In the process, most studentswaste far too much time on things that aren't important and do nothing to raise their admissions chances to MIT. Even worse, they feel miserable and hopeless. That's why I wrote this guide. Read it before it's too late - it mighttotally change your high school strategy and get you into MIT. 2) My Complete Successful Application, including Common App and Supplement To complement my "How to Get Into Harvard" guide, I share my entire college application, page by page, word for word. You'll see the exact application that the admissions committee at Harvardsaw, including the Common Application, my personal essays, letters of recommendation, and transcript. Even though MIT uses its own application form, the elements of the application are pretty much the same. Even more importantly, my Spike was deep achievement in the sciences. I ranked #6 in the US National Chemistry Olympiad as a junior, and I participated in Research Science Institute at MIT. Both those things made me a very attractive candidate to MIT admissions. I discuss all these details and how I achieved them here. I've never seen anyone else provide this level of analysis and detail,so I believeyou'll get something out of it. 3) How to Get a 4.0 GPA and Better Grades Your coursework is a critical componentof your college application. Not only do you need great grades, you need great grades in what MITsays is "the most stimulating courses available to you." For MIT, you especially need strong grades in the toughest AP science and math courses. Thus it's no surprise that a lot of high school students are stressed out and anxious. The biggest problems I see in the students I work with are in mindset, habits, and strategy. ThusI've written a complete guide onhow to excel in high school coursework. I take you through three levels of detail, from high to low: Mindset and Psychology: Do you have the confidence to know you can even improve? Are you prepared to work hard? Overall Planning and Habits: Do you make the most out of every hour? Do you understand what teachers care about, and how to give them what they want? Do you know how to avoid procrastination? Individual Class Strategies: How do you excel in English classes? How is this different from math and science classes? I learned a lot of these lessons the hard way, throughout high school and college. This is the guide I wish I had before starting high school. Take the time to read it and you might get better grades while saving hundreds of hours of study time. 4) How to Get a Perfect SAT Score/ How to Get a Perfect ACT Score Besides GPA, theother critical number on your application isyour SAT/ACT score. This score isso important because it compares you to high school students across the country on a level playing field. Top schools like MIT expect you to be in the top 1 percentile of the country. You especially need near-perfect scores in math and science (for the ACT). If you don't show this, MIT will doubt whether you can really thrive in their super tough academic environment. In my perfect SAT scoreand perfect ACT scoreguides, I share the major strategies to boost your score above a 2100 on the SAT and 32 on the ACT - and edge closer to a perfect score. Also, check out my series on getting perfect scores in each of the sections on the SAT/ACT: SAT 800 Series: Reading | Math | Writing- Learn important strategies to excel in each section of the SAT. ACT 36 Series: English | Math | Reading | Science - Learn how to get a perfect 36 on each section of the ACT. 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:

Red King Crab Facts and Identification

Red King Crab Facts and Identification They are the biggest and most sought-after shellfish in Alaska. What are they? Red king crab. Red king crab (Paralithodes camtschaticus)  is one of several king crab species. They entice fishers and seafood consumers with their snow-white (edged by red), flavorful meat. If youre a fan of reality TV, you might be familiar with red king crab, as they are one of two species (along with snow, or opilio crab) fished on Deadliest Catch. What Do King Crabs Look Like? As youd probably guess from the name, red king crab have a reddish carapace that can vary from brownish to dark red or burgundy. They are covered in sharp spines. These are the largest crab in Alaska. Since they dont expend as much energy in reproduction, males can grow much larger than females. Females can weigh up to about 10.5 pounds. The largest male on record weighed 24 pounds and had a leg span of about 5 feet.   These crabs have three pairs of legs used for walking and two claws. One claw is larger than the other and is used for crushing prey.   While it may not be apparent, these crabs are descended from hermit crab ancestors. Like hermit crabs, a red king crabs back end is twisted to one side (more drastically in hermit crabs, so they can fit into the gastropod shells that provide their shelter), they have one claw larger than the other, and their walking legs all point backward.   How Do You Distinguish Male King Crabs from Females? How do you tell males from females? There is one easy way: To keep crab populations healthy, only male red king crabs can be harvested, so if youre eating a king crab, it is most likely a male. In addition to size differences, males can be distinguished from females by the flap on their underside, which is triangular in males and rounded in females (this flap is larger in females because it is used to carry eggs).   Classification Kingdom: AnimaliaPhylum: ArthropodaSubphylum: CrustaceaClass: MalacostracaOrder: DecapodaFamily: LithodidaeGenus: ParalithodesSpecies: P. camtschaticus Where Do Red King Crabs Live? Red king crabs are a cold water species native to the Pacific Ocean, although they were also intentionally introduced into the Barents Sea 200. In the Pacific Ocean, they are found from Alaska to British Columbia and Russia to Japan. They are usually found in waters less than 650 feet deep.   What Do Red King Crabs Eat? Red king crabs feed on a variety of organisms, including algae, worms, bivalves (e.g., clams and mussels), barnacles, fish, echinoderms (sea stars, brittle stars, sand dollars) and even other crabs.   How Do Red King Crabs Reproduce? Red king crabs reproduce sexually, with internal fertilization. Mating occurs in shallow water. Depending upon their size, females can produce between 50,000 and 500,000 eggs. During mating, males grasp the female and fertilize the eggs, which she carries on her abdominal flap for 11-12 months before they hatch. Once they hatch, the red king crab larvae look similar to shrimp.  They can swim, but are largely at the mercy of tides and currents. They go through several molts over 2-3 months and then metamorphose into a glaucothoe, which settles to the ocean bottom and metamorphoses into a crab that spends the rest of its life on the ocean bottom. As they grow, red king crabs molt, which means they lose their old shell and form a new one.  During its first year, a red king crab will molt up to five times.  These crabs are sexually mature at about 7 years old. These crabs are estimated to live up to 20-30 years.   Conservation, Human Uses, and the Famous Crab Fishery After sockeye salmon, red king crab is the most valuable fishery in Alaska.  The crab meat is eaten as crab legs (e.g., with drawn butter), sushi, or in a variety of other dishes.   Red king  crabs are caught in heavy metal pots in a fishery that is famous for its dangerous seas and weather. To read more about red king crab fishing, click here.   Deadliest Catch- a crustacean lovers favorite reality series- tells the harrowing at-sea adventures of the captains and crew on  6 boats. But there were 63 boats in the Bristol Bay red king crab fishery in 2014. These boats caught the 9 million pound quota of crab in about  four weeks. Much of that crab is shipped to Japan.   As for the U.S., it is likely the red king crab you eat isnt caught by the fishermen on the Deadliest Catch  boats. According to  FishChoice.com, in 2013, 80 percent  of the red king crab sold in the U.S. was caught in Russia.   Threats to Red King Crab Populations Although catches of red king crab are steady at the moment,  recent reports  show they are vulnerable to  ocean acidification, a lowering of the oceans pH, which makes it difficult for crabs and other organisms to form their exoskeleton.   Sources Ahyong, S. 2014.  Ã‚  (Tilesius, 1815)Paralithodes camtschaticus. Accessed through: World Register of Marine Species.Alaska Department of Fish and Game.  Red King Crab  (). Accessed January 30, 2015.  Paralithodes camtschaticusAlaskan King Crab Company. How to Cook and Prepare Alaskan King Crab Legs. Accessed January 30, 2015.  Carroll, S. B. 2011. A Lesson of Genealogy: Looks Can Be Deceiving. New York Times. Accessed January 30, 2015.  Christie, L. 2012. Deadliest Catch Not So Deadly Anymore. CNN Money. Accessed January 30, 2015.NOAA FishWatch. Red King Crab.  Accessed January 30, 2015.  Soley, S. 2013.  From Ocean to Plate: The Life of the Red King Crab. EarthZine. Accessed January 30, 2015.Stevens, B. J. Adaptations of Crabs to Life in the Deep Sea. NOAA Ocean Explorer. Accessed January 30, 2015.  Welch, L.  Fish Factor: Strong 2015 forecasts for pollock, Bristol Bay salmon. Alaska Journal of Commerce. Accessed January 30, 2015.

Identification Essay Example | Topics and Well Written Essays - 2500 words - 1

Identification - Essay Example This has been reinforced by the fact that some nations that are non-democratic have managed to achieve impressive economic production. Fascism has been successful in a number of countries including Germany as well as Italy and Japan. It is even believed that what is needed to fix the problems facing the world today is; the availability of more information and the systematical analysis of that information. It is even argued that a dictator would help solve the various problems facing the world today by simply applying analysis. This would however require that democratic interferences and tradeoffs not to be applied (Ingram 3). Those who champion such arguments have gone to ask why smart people with the freedom to do what is right under democratic governments have not been able to solve the problems facing us. According to them, what is needed more are resources to do policy analysis. This stand is definitely miss -placed if not totally misguided as the people fronting it because there are so many policy analyses that have been done and are available by both governments and international agencies that are responsible for various sectors. The issue is not little information or lack of policy analysis as thought or fronted in Die Welle, but the problem is the opposite; there is too much information that it is overwhelming to make a policy choice unilaterally. With no clear and universally accepted criterion in place to make those whose interests are not catered for to accept policy that has been made by analysis, it is hard to implement these policies and solve the problems. If this is the problem that dictatorship is supposed to solve then Die Welle is a big joke. Have they considered the civil unrest, the violent opposition and confrontations? Also, no government has the resources to allot to extensive policy analysis (Ingram 8). And, if even if a dictator does this, he or she would in turn affect other operations of government there by creating a whole new probl em while trying to solve one. Furthermore, there has never been a single definition of all problems so that a policy analysis can handle all of them. In addition, there are limitations when it comes to policy making in an analytical manner because it is always fallible, costly, lacking the ability to conclusively resolve conflicts in terms of value and interests. It is therefore impossible to substitute politics with analysis as depicted in Die welle. It is however possible to improve policy making by increasing information and analysis but politics cannot be removed (Ingram 32). This authoritarian myth of Die welle is a misguided one that should not be supported because even states that are not democratic still rely on consent from members of their societies to a certain level. Even if it through coercion as in the case of Hitler in Germany. Federal Systems Federalism is a departure if not a rejection of majoritarian democracy as defined by its principal features or as depicted in the Westminster democracy model (Lijpart 3). Non-mojoritarian democracy is also referred to consensus democracy and can be further divided into federalism and consociationalism. While the two forms of non-majoritatrian democracy do not coincide, they always overlap to an extent that is significant. Also, it is important to note that they cover such areas such as balance when it comes to legislative relations, sharing of executive power, representation that is proportional,

History J2 Essay Example | Topics and Well Written Essays - 500 words

History J2 - Essay Example ense moment of Christianity suppression process came in the year 1635 as a result of the 1635 edicts which forbid the Japanese from any affiliation with foreigners especially the foreign missionaries. The Japanese people were forced to denounce Christianity through either reward or punishment. The rewards included a high political role in the society while the punishment was basically death and intense torture (Laver, 2011). The 1635 edict demanded for all incoming ships to be investigated for Christian priests before entering Japan. A reward was offered if any high ranking priest was located and presented to the authorities. Foreign ships which brought goods to Japan were investigated of any Christian influence. The Japanese citizens were forbidden from leaving or entering the country after staying in overseas for a long time. The Japanese authorities were thorough in their investigation of traces of Christianity. All these steps were focused towards the complete suppression of Chri stianity. Trade was immensely affected by the 1635 edicts. The Japanese natives were refrained from buying directly goods from foreign ships. Goods that originated from foreign ships were bought directly from Nagasaki where Chinese merchants operated their businesses. All the Japanese currencies brought by foreign ships were distributed to local traders in cities. Direct trade between the Japanese traders and foreigners ended in 1636 when the departure date for foreign ships was set on the 20th day of the 29th month. This day was set by the Japanese trade authority and included in the 1635 edict (Laver, 2011). The Japanese shoguns were affected by the 1635 edict as they were forbidden from leaving the country and interacting with the communities that were overseas. The Japanese shoguns that had travelled overseas were forbidden from entering the country as they were thought to have acquired foreign influence which was basically loyal to Christianity and practiced the missionaries’

Islamic Unit Study Guide Essay Example for Free

Islamic Unit Study Guide Essay In Arabic, the word â€Å"Islam† means submission or surrender, it is derived from the root word â€Å"salam† in which you can also derive the root words peace and safety. 2. What is Zamzam? The name of the holy well located in Mecca believed to be revealed when Abraham’s infant son Ishmael kicked the ground desperate for water. Millions of Muslims today drink from the well while performing their pilgrimage to Mecca 3. What is the Ka’bah? One of the most sacred sites in Islam, it is a large marble structure located in the middle of al Masjid al Haram (Sacred Mosque). It’s said to be built by Abraham and his son Ishmael to dedicate to Allah, and also houses the sacred Black Stone. No matter where you are, Muslims supposed to be facing the direction of Kaaba when in prayer. 4. Fully describe the role Abraham played in Islam. Ibrahim is considered to be the father of both Arabs and of Jews according to Muslims. It’s also believed that he is neither a Jew nor a Muslim, but somebody who is a hernif somebody who essentially and intrinsically knows that there is really only one God. Much of what Islamic tradition is about, along with rituals such as the Hajj stem from the pre-Islamic era and are translated into Islamic rituals through Ibrahim. The Kaaba was built because God spoke to Ibrahim about constructing a sacred house for God. 5. When was Muhammad born? 570 AD, Mecca 6. What did Muhammad dislike about his birthplace, Mecca? It was filled with idol worship and when he was assigned by God to call people to Islam per God revelation of Quran to him, the disbelievers disliked his views against discrimination. The people of Mecca were steeped in their ways and opposed Muhammad and his small group of followers in every way. 7. Describe the â€Å"Night of Power† and how Muhammad became the Messenger of God. The Lailat ul-Qadr or â€Å"Night of Power† is the night in which the Holy Quran is revealed to the Prophet Muhammad. At the age of 40, while engaged in a meditative retreat, Muhammad received his first revelation from God through the Archangel Gabriel. Muhammad began to recite the words he heard from Gabriel and to preach the truth which God had revealed to him. . What is the â€Å"Night Journey? † Be sure to include in your answer a discussion of Isra and Miraj. The Night Journey starts out with the Isra, where Gabriel presents to Muhammad the heavenly winged steed called the Buraq. With the Buraq, he then journeys to the Al-Aqsa Mosque in Jerusalem where he met and prayed with Prophets Moses, Abraham, Jesus, and John. Gabriel then gives Muhammad the decision to dri nk the wine or milk, Muhammad chooses the milk which fulfills the prophecy. After this, is the Miraj, where Muhammad is ascended into heaven and passes the seven heavenly realms, where he meets God. 9. What is the significance of Medina? It’s considered the first Islamic Republic and is the location of the first Mosque built 10. Describe in detail the Five Pillars of Islam:  · Shahada : It is the declaration of belief in the oneness of God and acceptance of Muhammad as Gods prophet.  · Salat : The practice of formal worship to Allah  · Zawat :  · Sawm : Arabic word for fasting regulated by Islamic jurisprudence. In the terminology of Islamic law, the observance of sawm during the Islamic holy month of Ramadan.  · Hajj : the pilgrimage to Mecca that every Muslim is required to make at least once in his life, provided he has enough money and the health to do so 11. Briefly describe the conflict between the Sunni and Shi’ite Muslims. The schism occurred when the Islamic prophet Muhammad died in the year 632, leading to a dispute over succession to Muhammad as a caliph of the Islamic community spread across various parts of the world which led to the Battle of Siffin. Sectarian violence persists to this day from Pakistan to Yemen and is a major element of friction throughout the Middle East. 12. What does â€Å"caliph† mean? The chief Muslim civil and religious ruler, regarded as the successor of Muhammad. 13. What is an â€Å"Imam? † The title of a Muslim leader or chief 14. Describe in detail the holy writings of Islam:  · Qur’an : the sacred text of Islam, divided into 114 chapters, or suras: revered as the word of God, dictated to Muhammad by the archangel Gabriel, and accepted as the foundation of Islamic law, religion, culture, and politics. Hadith : Hadith is the collection of the Prophet Muhammad’s statements and actions coupled with the statements and actions of his companions believed to have been collected 150 years after Muhammad’s death, and it is the basis of jurisprudence for Islamic or Sharia law. Muslims classify hadith in four different categories. The first three categories refer specifically to Muhammad. Awl are the transmissions of Muhammad’s statements, filiare the transmission of Muhammad’s deeds or actions, and taqrir are the actions or deeds of the Prophet’s companions or others that Muhammad has approved of. The fourth category of classification is qudsi, which are the Prophet’s words, inspired by Allah, that are not recorded in the Quran.  · Sharia : the moral code and religious law of Islam. Sharia deals with many topics addressed by secular law, including crime, politics, and economics, as well as personal matters such as sexual intercourse, hygiene, diet, prayer, and fasting. Though interpretations of sharia vary between cultures, in its strictest definition it is considered the infallible law of God—as opposed to the human interpretation of the laws 15. Describe in detail the Aqida. Be sure to include the six articles of the faith. 16. Explain the concept of Jihad. Be sure to include the meaning of the word â€Å"Jihad,† and the distinction between â€Å"Lesser Jihad† and â€Å"Greater Jihad. † 17. What is the meaning of the Star and Crescent Moon, the symbol of Islam? The crescent moon and star symbol pre-dates Islam by several thousand years when polytheism was the majority in the Middle East. The crescent and star are often said to be Islamic symbols, but historians say that they were the insignia of the Ottoman Empire, not of Islam as a whole. 8. What is the Aqiqa? Islamic practice of shaving the head of the newborn male and contributing the weight in silver for charity as well as 2 lambs. One lamb is slaughtered for a baby girl. 19. Briefly define the following groups:  · Nation of Islam : an organization composed chiefly of American blacks, advocating the teachings of Islam and originally favoring the se paration of races: members are known as Black Muslims.  · Wahabi : a follower of ? Abd al-Wahhab (1703–1792), who stringently opposed all practices not sanctioned by the Koran. The Wahhabis, founded in the 18th century, are the most conservative Muslim group and are today found mainly in Saudi Arabia.   The Twelvers : the largest branch of Shi’ite Islam. Adherents of Twelver Shi’ism are commonly referred to as Twelvers, which is derived from their belief in twelve divinely ordained leaders, known as the Twelve Imams, and their belief that the Mahdi will be none other than the returned Twelfth Imam who disappeared and is believed by Twelvers to be in occultation. 20. Define the following terms:  · Arabia Peninsula of southwest Asia between the Red Sea and the Persian Gulf. Politically, it includes Saudi Arabia, Yemen, Oman, the United Arab Emirates, Qatar, Bahrain, and Kuwait. Arabia has an estimated one third of the worlds oil reserves.  · Allah Islamic word for God  · Ishmael Son of Abraham  · Muslim A believer and follower of the teachings by the Prophet Muhammad  · Mecca City is Saudi Arabia, the religious centre for one of the five pillars of pilgrimage (hajj)  · Abu Bakr One of the close companions of Prophet Muhammad and the first caliph  · Khailifahs Muslim religion leaders or chiefs Mosque Muslim house of worship  · Ramadan The ninth month of the year in the Islamic calendar, a time of fasting.  · Hajj The religious pilgrimage to Mecca, one of the five pillars of Islam  · Sufism Islamic mysticism  · Ali Cousin and son in law of Prophet Muhammad, a caliph  ·  · Hidden Imam Twelver Shii doctrine holds that the twelfth imam did not die but went into a spiritual form of existence known as occultation, and will return at the end of time as a messianic Mahdi to restore justice and equity on earth. The sacred dress of Muslim pilgrims, consisting of two lengths of white cotton, one wrapped around the loins, the other thrown over the left shoulder.  · Kafir Infidel or pagan  · Id Al-Fitr A festival that ends the fast of Ramadan  · Id Al-Adha Commemorates Abraham’s willingness to sacrifice his son Ishmael  · Sunnah The way of life prescribed by the normative of Islam  · Tawhid Asserting and maintaining the divine unity, Islams central doctrine.  · Ummah Means â€Å"the people† in Arabic, it refers to collective community of Islam peoples

SIR :: essays research papers

CANTERBURY TALES THE MERCHANT’S TALE Chaucer has let January become the character he is partially down to the fact of his age. We know January is highly sexually driven without a doubt. Yet Chaucer leads us to believe that this is down to his personality and character rather than his age being used as a justifiable tool; so what if the man is 60 he still wants to have sex right? We are told that January has a sexual appetite and regularly feeds with mostly a selection of middle aged women, so when he acquires himself a young and "untouched" girl as a wife we are taken aback. At this point Chaucer casts age into the conundrum and we begin to see just how January thinks and more precisely what he desires. Justinus and placebo's scene with January for me is more like him talking to himself and there being an angel on one shoulder and a devil on the other. (This scene is very resemblant of Dr Faustus in which the Good Angel and Evil Angel appear to Faustus.) Placebo is the "devil" and the free thinking conscienceless side of January whilst Justinus is the angel who shows morals and ethics. This is almost an externalization of his mind frame, revealing both halves of his thought. Chaucer has used this scene well to show us exactly the knight's thoughts. As the characters tell him what they think, inversely it is really what he thinks. (He chooses to ignore Justinus and by listening to Placebo he listens to what he wants and desires.) The recklessness for January is his great lack of realism. Not only is it portrayed by the way he expects to have a young wife at the age of 60, but by the way he thinks that he "still has it" and that his age has not affected his status with women. This is one of the seven sins that Chaucer uses in all of the Canterbury tales; vanity. This is reinforced by the way he refuses to listen to Justinus. Although he is a bachelor right unto the point where he meets May and marries her, we have been given little or no real background to his life, his age and his masochistic ways. The total expectation of a "young and fair" wife is surely meant to be interpreted as arrogance. Yet the way January voices his expectation, one casts asides their views of his arrogance and surprisingly adopt one of empathy towards him.

Essay: Case Study

G became aware what the counterpart has planned for the agenda and he was surprised and concerned about he detailed and long business meals and cultural trips without any information or expenditures, knowing that the companies budget is limited. Asking for more information, the local organizer of the counterpart ignored Mr†¦ G's requests, even the solicitation to speak with the boss, was rejected due to busyness and non-existent importance. At the end of the conference Mr†¦ G was surprised in the positive way, that the conference finally was a complete success.Why were the communication and the procedure of organizing the conference between the two parties so efferent? According to the theory of Edward T. Hall Is this, a classical example of monochrome and polychrome cultures. In polychrome cultures like in the example of the venue, time Is flexible. It Is accepted to do various things at once, agendas and business meals were extended at the pleasant way or laid, and cultur al events will be organized without consultation. Also communication, via emails like in the example of Mr†¦G, is not always enjoyable with people from this culture. Because of the different meaning of time. Time is wasted and not taken seriously because it can be changed in seconds; they have a constant state of flux. Scheduled events or plans can be discarded or changed immediately. They interact with several customers at once, and are entangled with each other. Arranging dates therefore is very difficult. In the view of Mr†¦ G, who is obviously a monochromatic type, is this situation awkward. He likes doing things one by one and in an accurate way.Plans or events are scheduled down to the last detail without Interruptions and In a linear way of time. It is important take ointments seriously without breaking deadlines. Monochromatic types are short- term oriented and therefore leisure time Is only accepted after the Job Is done and projects are promptly and satisfactory. Another culture difference, which occurs In this example, is the dimension of power distance from the theorist Egger Hefted. And expect that power will be allocated unequally. According to Hefted there are two differences, low power distance and large power distance.In large power distance cultures as in the case, employees are awaiting for instructions by their boss. They need to be told what to do, in the way it has to be done and they also accept the high differences in the range of salaries and executive positions. Mr†¦ G requested several times for more information's but Ms. K the local organizer ignored his objection, even a request for a conversation with the boss of the local organizer was denied due to busyness of the boss. Which means the boss has other important things to do and no one is allowed to interrupt him or to question his decisions.Here the subordinates accept the high power status, and when the boss gives the control way like in the case, organizing the e vent, neither Ms. K nor Mr†¦ G has to doubt about the planning progression of the international conference. In lower power distance culture, subordinates like Mr†¦ G and others superiors consider to be treated equally. Flat hierarchies are expected, without having differences in executive positions. That's why Mr†¦ G felt quite unsatisfactory to be treated unfairly. He only wanted to be well informed about the progression for the conference and be aware of new circumstances for his planned project.

Value of science

Richard Funnyman Is a world renowned physicists, he is known especially for his help In the development of the atomic bomb. Considering that he Is the creator of the worlds most dangerous weapon, The Value of Science can be interpreted on an entirely different level as Funnyman goes back and forth on the concepts of good vs.. Evil as a way to reflect his moral conscience. Richard Funnyman' morality can be seen through his passages about good and evil in the world of science and the world outside of science.During Funnyman' opening point he states that when good things re created because of science It Is because â€Å"moral choice† (Funnyman 64) led them to that discovery. In other words, when someone makes something beneficial in science it is simply because while they were making it they were considering what is right and wrong. He continues by saying that each scientist is given the power â€Å"to do either good or bad† (Funnyman 64). However, there are no instruction s on how to decipher which one you are doing.Therefore, you could create something disastrous due to the lack of direction. In addition, he references a Buddhist proverb, â€Å"To every man Is given the key to the gates of heaven; the same key opens the gates of hell† (Funnyman 64). He is relating this quote to the good and bad choices that can be made in science. For example, in the proverb the â€Å"kef' would be the science, â€Å"heaven† would be the good that can come from science, and â€Å"hell† would be the bad that can come from science.However, whether it be the power to do something good or bad or the key to heaven or hell there are never and instructions on which choices will lead you here. If you don't have Instructions, â€Å"the key may be a dangerous object to use† (Funnyman 64). Based on the diction he uses In this section It suggests that he Is feelings guilty for the effects of the atomic bomb since he is using words such as â€Å"bad †, â€Å"evil†, and â€Å"dangerous†. It suggests that perhaps Funnyman feels as if he opened the gate to hell rather than the gate to heaven through his invention.His guilt is further shown with his comparison of science to the world outside of science. Richard Funnyman uses things outside of science to compare and Justify his morals about what he has done In science. For example, he states that education, communication, and applied science can be a â€Å"strong force, but for either good or evil† (Funnyman 69). It can be interpreted that he is referencing the atomic bomb by the repetition of the words â€Å"strong force† because the atomic bomb is the most feared bomb in the world due to how much power it is has.Also, when he says that these strong forces can be used for â€Å"good or evil† (Funnyman 69) it could mean that the mob could be used for good, In which cases It wouldn't harm any civilians, or It can be used for evil, like how It was used In World War II where the bomb was used and killed 80,000 people instantly. He is using these examples outside of science as a way to show that, yes, science can create horror, but there are so many other things in the world that can create the same outcome. Following this further, he states that â€Å"nearly everybody dislikes war and continues by saying that â€Å"our dream today is peace† (Funnyman 69).However, he further explains this point by giving an example of how eventually peace turns Into a bad thing also. This rationale used by Funnyman war. If this is the case, his example of peace being a bad thing would reference the fact that, the atomic bomb ended the war, but there was so much horror in the way it ended that it is impossible to actually have peace. The passage â€Å"Education, for Good and Evil† as a whole suggests that he is trying to take attention off of science alone being bad, by bring other things into the equation.This section of his writing shows his morality through his diction and repetition, if there were no remorse for his decisions the whole piece would take a completely different purpose. Origin, an ancient theologian, once said, â€Å"the power of choosing good and evil is within the reach of all. † Richard Funnyman shows that this is entirely possible to do, given that the person making the decision is in touch with their morals. Good things can be created from knowledge, but the biggest part of creating something great is the use of moral choices.

An Essay Of Man Is A Philosophical Poem Religion Essay Essays

An Essay Of Man Is A Philosophical Poem Religion Essay Essays An Essay Of Man Is A Philosophical Poem Religion Essay Essay An Essay Of Man Is A Philosophical Poem Religion Essay Essay An Essay of Man is a philosophical verse form by Alexander Pope. It was published in 1734. In this verse form the writer makes an effort to explicate complex dealingss between adult male and God. The writer makes an effort to explicate people their finish and will of God. Pope presents complex philosophical, political and ethical thoughts in the signifier of the verse form. This signifier is unusual for the philosophical content, but Pope accomplishes this undertaking brightly. He describes complex thoughts in interesting literary signifier. This mode go more entertaining for the readers and people get an chance to comprehend complex thoughts in more interesting signifier. The verse form consists of four epistles. Originally they were published individually and the anonym, but subsequently Pope collected them into one long verse form. An Essay on Man is an effort to understand the nature of adult male an to detect things which may assist people to go happy. He wants to separate the topographic point of adult male in the society and in the universe around him. He speaks about different contentions, which normally influence human life: Know so thyself, presume non God to scan The proper survey of Mankind is Man. Placed on this isthmus of a in-between province, A Being darkly wise, and impolitely great: With excessively much cognition for the Sceptic side, With excessively much failing for the Stoic s pride, †¦ Pope speaks about controversial nature of adult male. He views adult male as a combination of different traveling forces. From this place the adult male becomes a alone animal who combines in his nature controversial things. From the one side this contention makes it difficult for adult male to happen interior harmoniousness but from the other side it becomes a traveling force which helps to detect new things about interior nature and external universe. As provinces Pope: He hangs between ; in uncertainty to move, or remainder ; In uncertainty to hold himself a God, or Beast ; In uncertainty his head or organic structure to prefer ; Born but to decease, and reasning but to mistake ; Alike in ignorance, his ground such, Whether he thinks excessively small, or excessively much ; †¦ The writer describes major struggle which is presented in each adult male. This struggle is a struggle between passion and ground. The writer see the manner out in commanding passions and utilizing ground in order to acquire a virtuous life. Pope makes an effort to acquire a deeper apprehension of human nature. His positions are common for intellectuals of the 18th century. In the first portion of the poem Pope makes an effort to demo harmonious nature of the existence. He wants his readers to see that the existence has perfect and harmonious order and people besides have their particular topographic point in this existence. Pope believes that people can better their life if they understand this order and their topographic point in the Universe. In the 3rd rap of the verse form Pope speaks about the dealingss between single and the society. He explores functions and maps of single in the society and the dealingss between personal demands and desires and demands of the society. The writer explores the beginning of province power and division of societal category system. The 4th portion of the verse form makes an effort to reply the chief inquiry posted by the writer it makes an effort to happen that mechanism which would assist people to go happy. The job described by the writer in this epistle becomes the relation between personal selfish desires and a desire to convey usage to other people. Virtuous life and desire to convey usage to other people the writer respects as the chief beginning of human felicity. The verse form explores many of import subjects and philosophical inquiries. The writer combines literary genre and philosophical manner of the narrative. It gives his readers the chance to read complex philosophical thoughts in easy and interesting manner. Pope investigates the subject of being of Supreme Being or Supreme Power, the construction of the existence and the function and topographic point of people in it. He underlines that God is the strongest power of the universe and people may hold happy populating merely if the follow the will of God: Yet call, If Man s unhappy, God s unjust ; If Man entirely ingross non Heavn s high attention, Entirely made perfect here, immortal at that place: Snatch from his manus the balance ( 10 ) and the rod, Re-judge his justness, be the GOD of GOD! The verse form expresses the most of import philosophical, ethical and societal constructs of the writer. It give a cardinal descriptions of Pope s perceptual experience of the universe and cosmopolitan order. These rules were expressed by many outstanding bookmans, minds and creative persons, but Pope presents them to the populace in alone and interesting mode. Pope turns to universal human values. When he speaks about faith, he does non turn to any specific spiritual confessions and philosophies. He wants to show his reader a cosmopolitan image of the universe order which would be suited for people of different spiritual beliefs. The writer counts on cosmopolitan spiritual and philosophical thoughts which underline the common nature of all people. In his work he centers on things which make people likewise and assist them to happen common land instead on the thing which separate them. The cosmopolitan order and perfect construction of the universe are among the chief subjects of the verse form. The writer wants his readers to understand that the word if absolutely organized and that the apprehension of the cosmopolitan rules of universe construction may assist people to hold a successful and happy life. He regards adult male as a portion of natural order and talk about his great ability to salvage and back up this cosmopolitan order: But ALL subsists by elemental discord ; and Passions are the elements of Life. The genral ORDER, since the whole began, Is kept in Nature, and is kept in Man. The writer presented complicated and of import thoughts in his philosophical verse form. His manner and mode of narrative give the readers easy manner to understand complicated things. The genre of philosophical verse form

Ancient Spartan Public Education

Ancient Spartan Public Education T. Rutherford Harley (The Public School of Sparta, Greece Rome, Vol. 3, No. 9 (May 1934) pp. 129-139.) uses Xenophons Polity of Lacedaemon, the Hellenica, and Plutarchs Lycurgus for evidence of the Spartan education system. The following is a summary of the relevant sections of his article with a few more recent references. Upbringing of Children to Age 7 A child deemed worth raising is given to its mother to be cared for until the age of 7, although during the day, it accompanies its father to the syssitia (dining clubs) where it sits on the floor picking up Spartan customs by osmosis. Lycurgus instituted the practice of appointing a state officer, the paidonomos, who puts children in school, supervises and punishes. Children are barefoot to encourage them to move swiftly, and they are encouraged to learn to withstand the elements by having only one outfit. Children are never satiated with food or fed fancy dishes. Schooling of 7-Year-Old Boys At the age of 7, the paidonomos organized the boys into divisions of about 60 each called ilae. These were groups of peers of the same age. Most of their time was spent in this company, according to Figueira. The ilae were under the supervision of an eiren (iren) aged about 20, at whose house the ilae ate. If the boys wanted more food, they went on hunts or raids. So seriously did the Lacedaemonian children go about their stealing, that a youth, having stolen a young fox and hid it under his coat, suffered it to tear out his very bowels with its teeth and claws, and died upon the place, rather than let it be seen.From Plutarchs Life of Lycurgus After dinner, the boys sing songs of war, history, and morality or the eiren quizzes them, training their memory, logic, and ability to speak laconically. The Iren, or under-master, used to stay a little with them after supper, and one of them he bade to sing a song, to another he put a question which required an advised and deliberate answer; for example, Who was the best man in the city? What he thought of such an action of such a man? They used them thus early to pass a right judgment upon persons and things, and to inform themselves of the abilities or defects of their countrymen. If they had not an answer ready to the question Who was a good or who an ill-reputed citizen, they were looked upon as of a dull and careless disposition, and to have little or no sense of virtue and honor; besides this, they were to give a good reason for what they said, and in as few words and as comprehensive as might be; he that failed of this, or answered not to the purpose, had his thumb bit by his master. Sometimes the Iren did this in the presence of the old men and magistrates, that they might see whether he punished them justly and in due measu re or not; and when he did amiss, they would not reprove him before the boys, but, when they were gone, he was called to an account and underwent correction, if he had run far into either of the extremes of indulgence or severity.From Plutarchs Life of Lycurgus Spartan Literacy It is not clear whether they learn to read. [For more on the issue of literacy in Sparta, see Whitley and Cartledge.] Physical Training The boys play ball games, ride, and swim. They sleep on reeds and suffer floggings silently, or they suffer again. Spartans study dance as a kind of gymnastic training for war dances as for wrestling. This was so central that Sparta was known as a dancing place from Homeric times. [For more on the importance of dancing in Sparta, see Dionysiac Elements in Spartan Cult Dances, by Soteroula Constantinidou. Phoenix, Vol. 52, No. 1/2. (Spring - Summer, 1998), pp. 15-30. ] Foster Sons Allowed in Spartan Schools Not only were the schools for the sons of the Spartiate, but also for foster sons. Xenophon, for instance, sent his two sons to Sparta for their education. Such students were called trophimoi. Even the sons of helots and perioikoi could be admitted, as syntrophoi or mothakes, but only if a Spartiate adopted them and paid their dues. If these did exceptionally well, they might later be enfranchised as Spartiates. Harley speculates that guilt may be a factor here because the helots and perioikoi often took in the children that the Spartiates had rejected at birth as unworthy of rearing. From Agoge to Syssitia and Krypteia At 16 the young men leave the agoge and join the syssitia, although they continue training so they can join the youth who become members of the Krypteia (Cryptia). Krypteia The passage from Plutarchs Life of Lycurgus: Hitherto I, for my part, see no sign of injustice or want of equity in the laws of Lycurgus, though some who admit them to be well contrived to make good soldiers, pronounce them defective in point of justice. The Cryptia, perhaps (if it were one of Lycurguss ordinances, as Aristotle says it was), Gave both him and Plato, too, this opinion alike of the lawgiver and his government. By this ordinance, the magistrates dispatched privately some of the ablest of the young men into the country, from time to time, armed only with their daggers, and taking a little necessary provision with them; in the daytime, they hid themselves in out-of-the-way places, and there lay close, but, in the night, issued out into the highways, and killed all the Helots they could light upon; sometimes they set upon them by day, as they were at work in the fields, and murdered them. As, also, Thucydides, in his history of the Peloponnesian war, tells us, that a good number of them, after being singled out for their bravery by the Spartans, garlanded, as enfranchised persons, and led about to all the temples in token of honors, shortly after disappeared all of a sudden, being about the number of two thousand; and no man either then or since could give an account how they came by their deaths. And Aristotle, in particular, adds, that the ephori, so soon as they were entered into their office, used to declare war against them, that they might be massacred without a breach of religion. Sources: The Public School of SpartaT. Rutherford HarleyGreece RomeVol. 3, No. 9 (May 1934) pp. 129-139.Cretan Laws and Cretan LiteracyJames WhitleyAmerican Journal of ArchaeologyVol. 101, No. 4. (Oct. 1997), pp. 635-661Literacy in the Spartan OligarchyPaul CartledgeJournal of Hellenic StudiesVol. 98, 1978 (1978), pp. 25-37.Mess Contributions and Subsistence at SpartaThomas J. FigueiraTransactions of the American Philological Association (1974-) Vol. 114, (1984), pp. 87-109

Drug and Alcohol addiction in Teens Essay Example | Topics and Well Written Essays - 750 words

Drug and Alcohol addiction in Teens - Essay Example Moreover, currently, 46 percent of the students in high schools are steady and continuous users of these substances. Furthermore, more than 90 percent of the American population, who meets the medical criteria for addiction, started using drugs and alcohol well before the age of 18 years. Therefore, the point here is that drug and alcohol use within the teenagers of the US is amongst one of the biggest health concerns for the administration of United States (Park, 2011). One of the prime reasons behind drug and alcohol use within teens is peer pressure. It is basic psychological need for children to be accepted into the social groups of their surroundings and fit-in with their friends. Furthermore, teenagers which come from troubled families, divorced parents, lower income class families and other sorts of troubled backgrounds fail to get the right amount of attention that they desire from their parents, which puts them at greater risk of going to extraordinary lengths for getting attention from their friends. Furthermore, amongst other reasons, curiosity, history of health issues, being bored, and others are some of the reasons behind teens trying drugs and alcohol (Kleiman, et al., 2011, p. 382). Over the past few years, the society and the media has been sending mixed messages to children regarding drug use. Some parents and even educational institutions have adopted this attitude that, â€Å"they are kids and they will eventually try it at least once, what’s the big deal?† The most fundamental problem with this attitude is that during the teenage and adolescent years, the cognitive parts of the brain, which are responsible for judgment, decision-making, and impulse control, are not fully developed by then. Therefore, if the teenager starts using drugs during these early years of life, the brain might not get the opportunity to understand, completely, and grasp the consequences of