Nietzsche And Hobbes Essays - Friedrich Nietzsche, Anti-Christianity

Nietzsche And Hobbes How are the philosophies of Nietzsche and Hobbes different on topics of Christianity, Human Nature, and Morality. The philosophies of Nietzsche and Hobbes' are radically different, Hobbes' philosophy is dominated by loyalty to the crown, riddled with references to the Christian scriptures, and a belief that life is "nasty, brutish, and short"(Leviathan, 133); while Nietzsche's philosophy was dominated by the pessimistic Schopenhauer, a belief that the human race was a herd, and that "God is dead"(Thus Spoke Zarathustra, S. 13). Hobbes and Nietzsche look at the world completely differently. Hobbes was a Christian who defended the bible, while Nietzsche called "Christianity the one great curse"(The Anti-Christ, s. 62). On the topic of human nature Hobbes thought life to be a "warre...of every man, against every man"(Leviathan, 232) while Nietzsche took a nihilistic approach and declared that " human nature is just a euphemism for inertia, cultural conditioning, and what we are before we make something of ourselves..."(Human, all to Human, 67). On morality these two philosophers have opposing views, Hobbes views on morality were straight out of Exodus, while Nietzsche holds that"morality is a hindrance to the development of new and better customs: it makes stupid [people]"(Daybreak, s. 19). These two philosophers lived at different times, in different locations, and their differing philosophies reflect the lives that they lived. Thomas Hobbes was born into an English upper class family in 1588, his father was the parish priest. Thomas was educated by his uncle until he was fifteen, when he was sent to Oxford to continue his studies. In 1608 he finished his formal education and took up with the son of Lord Cavendish, they undertook an adventure which saw them travel across Europe. Hobbes remained in England until the start of the English civil war when he fled to France. The civil war took place from 1642 till 1649, this conflict had a profound affect on Hobbes, particularly the execution of Charles I in 1649. All his writings after this event reflect Hobbes' quest to find a peaceful, stable form of government. Hobbes died in 1679. Fredrich Nietzsche was born into a upper class family in Germany, on 15 October 1844, his father was tutor for the royal family and also a priest. Nietzsche father died when he was twelve, this had life-long impact on him. At age eight-teen he discovered the philosopher Schopenhauer, the basis for much of his early work, and gave up Christianity. He was educated at the University of Bonn, at the age of twenty-five Nietzsche was appointed Professor of Philosophy at the University of Basle. He became close friends with composer Richard Wanger, who's work he enthusiastically supported. Nietzsche most productive years were to be his last, he drove insane by syphilis and died at the dawn of this century. Nietzsche declared in that"modern Christian civilization is sick and must be overcome"(The Anti-Christ, 156), Hobbes would have found that excerpt to be repugnant having declared that "God...when he speaks to any subject...he ought to be obeyed" (Leviathan, 492). Hobbes was a Christian, while Nietzsche was a atheist, their views on Christianity are completely opposite. Nietzsche held the belief throughout his life that "Christianity has taken the side of everything weak, base, ill-constituted, it has made an ideal out of opposition to the preservative instincts of a strong life; it has depraved the reason even of the intellectually strongest natures by teaching men to feel the supreme values of intellectuality as sinful, as misleading, as temptations,"(The Anti-Christ, S. 5) Professor Howard Rainer of Davis University states that "Nietzsche was uncompromisingly anti-Christian, for Christianity was the most potent force against those values which he prized most highly." Nietzsche felt that Christianity would hinder the emergence of the "overman"(The Will to Power, 546), a human being that follows their own path and not the herd's. Hobbes while being a Christian to the end, had a rather pessimistic view of it; Professor Ian Johnston of Malaspina University states that " Hobbes believed the public religion of the artificial state must serve the need for security to protect the selfish economic interests of the individuals composing it." Hobbes view of Christianity was quite radical for his time and he publicly scorned for his belief that Christendom was nothing more economic security blanket; Hobbes attacked the elements in the Christian church which profited from religion. The times in which Hobbes and Nietzsche lived in were very different, in Hobbes times "Deadly religious wars were fought across the European continent. It was in this climate the Thomas Hobbes proposed...[his] philosophy."(Howard Rainer, Lecture

Free Essays on Music Critique

The first piece I heard was called â€Å"Sati† which literally means: mindfulness, attention, recall, wisdom, to reference to speed agility. It was written by Dana Wilson in 1983 and was performed by four instrumentalists. This was a twentieth century piece. There were three membranophones, one aerophone, two chordophones, and seven idiophones. The membranophones were the bass drum, tom toms, and congas. The aerophone was the alto saxophone which carried the melody throughout most of the piece. The chordophones were the electric cello, and the upright piano which was only used once for one or two phrases. The idiophones were the bells, two marimbas, a crash cymbal, a china symbol, a gong, and chimes. The timbre of the piece was very eerie and suspenseful. â€Å"Sati† was written in additive meter. Throughout the piece there were many crescendos and decrescendos ranging from pp to fff. There were many tempo changes as well with ranged from the original tempo o f largo to the climactic presto tempo and back to the largo tempo in the end of the piece. The alto saxophone starts off, very high in its register, and the cello and percussion then follow with accompaniment. Once in the piece the cello gets the melody, then the cello and saxophone play a homophonic melody together. When this concludes, there is a keyboard percussion solo. Following the solo, the saxophone comes back in with the melody. The piece concludes itself with a decrescendo into a single sustained monophonic note. The next piece was from the piece entitled â€Å"Partita,† written by William H. Bates in 1943. Mr. Bates himself was playing the piece unaccompanied. â€Å"Partita† was originally composed of seven pieces, but only five of them were played. The pipe organ, aerophone, was the only instrument used. The first movement was hard to describe only that there was little dynamic change with only one part with a distinguishable crescendo and decrescendo... Free Essays on Music Critique Free Essays on Music Critique The first piece I heard was called â€Å"Sati† which literally means: mindfulness, attention, recall, wisdom, to reference to speed agility. It was written by Dana Wilson in 1983 and was performed by four instrumentalists. This was a twentieth century piece. There were three membranophones, one aerophone, two chordophones, and seven idiophones. The membranophones were the bass drum, tom toms, and congas. The aerophone was the alto saxophone which carried the melody throughout most of the piece. The chordophones were the electric cello, and the upright piano which was only used once for one or two phrases. The idiophones were the bells, two marimbas, a crash cymbal, a china symbol, a gong, and chimes. The timbre of the piece was very eerie and suspenseful. â€Å"Sati† was written in additive meter. Throughout the piece there were many crescendos and decrescendos ranging from pp to fff. There were many tempo changes as well with ranged from the original tempo o f largo to the climactic presto tempo and back to the largo tempo in the end of the piece. The alto saxophone starts off, very high in its register, and the cello and percussion then follow with accompaniment. Once in the piece the cello gets the melody, then the cello and saxophone play a homophonic melody together. When this concludes, there is a keyboard percussion solo. Following the solo, the saxophone comes back in with the melody. The piece concludes itself with a decrescendo into a single sustained monophonic note. The next piece was from the piece entitled â€Å"Partita,† written by William H. Bates in 1943. Mr. Bates himself was playing the piece unaccompanied. â€Å"Partita† was originally composed of seven pieces, but only five of them were played. The pipe organ, aerophone, was the only instrument used. The first movement was hard to describe only that there was little dynamic change with only one part with a distinguishable crescendo and decrescendo...

Brunelleschi And Ghiberti In Early Rennaissance Essay

, Research Paper The competition panels by Brunelleschi and Ghiberti were made in Early Rennaissance. They were two of the seven plants that competed for the series of doors for the Florentine Baptistery. The topic for the competition doors was the narrative of how the religion of the patriarch Abraham was tested by God, who asked him to give his lone boy, Isaac. Abraham took Isaac into the forests to give, accompanied by two retainers and a donkey. Just as Abraham sacrificed Isaac, God, convinced about Abrahams religion, sent a random-access memory by an angel who told him the forfeit of the random-access memory is adequate. The competition panels picturize this minute. They have differences and similarities in footings of Aristotle? s theories andterms. I think foremost they need to be examined through causality. The stuff cause, the natural stuff used, for both plants are the same, bronze. The efficient cause are the creative persons themselves. There are differences in footings of formal cause, that is the design layout by the artist. In the way the panels are made, Brunelleschi?s panel is made up of parts individually shaped and brought together. Ghiberti made the panel as one piece. The way the story is picturized is also different. Brunelleshi?s figures have daring poses, the movement of Abraham and the pose of Isaac are far from being balanced and harmonical. Abraham and Isaac and the other elements have a tension in the way that they are placed and shaped. The drapery and the figures are broken and sharp, again, far from natural. Ghiberti?s figures are more natural and gentle in their poses and movements. The boy?s head looking up towards the god accepting death, Abraham?s movement with knife more natural, the knife not touching, no tension. The angel and other elements also look natural in the way they interact with other elements and their individual poses. The final cause would be the same fot both panels, to tell the story of Sacrifice of Isaac on the door panels usin g bronze.

Responsible Marketing and Advertising Essay Example | Topics and Well Written Essays - 1000 words

Responsible Marketing and Advertising - Essay Example Arguably, these corporate businesses are themselves a subject of these systems of governance, regulation and responsibility but CSR demand corporate businesses to be subject and object of these systems simultaneously. In this connection, PepsiCo responsible advertising practices to ensure that only healthy choices are offered to schoolchildren are widely admired and echoed by corporate peers and competitors. If we zoom into corporate culture and behavior adopted by PepsiCo in previous two decades, its responsiveness to societal needs and demands became evident. A recent voluntary commitment of PepsiCo along with an alliance of multinational food and beverage manufacturers to advertise only the products of specific nutrition value to children under the age of 12 is an exemplary display of its socially aware corporate behavior. Stepping ahead of its competitors, PepsiCo has voluntarily adopted this policy as a global strategy not only in beverages rather it encompasses all food and sna ck’s brand of the corporation. Independent, third party sources have confirmed the success of PepsiCo compliance for this volunteer commitment to IFBA’s policy, formally known to be the policy for advertising to children by International Food & Beverage Alliance. The rate of this compliance is 100 percent for the year 2010 in USA and 98.5 for the rest of major Asian and European markets. Beyond this PepsiCo has taken another initiative. The objective of this initiative is to cut off the direct supply of all full-sugar soft drink to primary and secondary schools by the year 2012. This is a gigantic objective as far the corporate business is concerned. However, it is equally commendable for its social responsiveness on the part of a multinational brand like PepsiCo. Conclusion The need of socially aware and responsible advertising for children under the age 12 is globally recognized. However, the concept of Corporate Social Responsibility (CSR) does not validate its enfo rcement through legislative and disciplinary measures. The beauty of the concept is in its believe in corporate volunteer responsiveness owing to growing acceptance of corporations who are socially more aware of their responsibilities. A proactive approach in committing itself to IFBA’s policy for marketing and voluntarily barring its sales to primary and high schools has further endorsed the social image of PepsiCo as a brand that stems from society and remains committed to it. Access to Nutritious Food and Corporate Responsibilities Naturally, corporate actions and policies are focused to shareholders’ interest and even if it is not intended, they are commonly interpreted on these grounds. More recently, media and masses have begun to focus corporate behaviors towards society more closely and minutely. So it has become increasingly important for corporations to show responsiveness to social demands and needs. Especially for the deserving segments of the society, corp orations are closely watched and monitored. The National Diary Council and The Quaker Oats, a subsidiary of PepsiCo have jointly announced a program to increase the children's access to breakfast, nutritious snacks and physical activity. PepsiCo has responded to this societal demand quite vigorously and have engaged in several socially aware plans to ensure provision of nutritious food to children. The initiative of PepsiCo to engage other corporation in a socially responsive program has once again surfaced its

The Reasons of United States Participation in the War of 1812 Research Paper

The Reasons of United States Participation in the War of 1812 - Research Paper Example At that time, the US was providing France with most of the goods that she needed along the way. Using the power of her navy, Great Britain blocked all ways by which the trade happened between the French coasts and the Caribbean and the US Atlantic coasts. The only vessels that were allowed to pass unimpeded to the US were those that had passed through one of the ports of Great Britain. This raises many questions like; Why did the US enter into a war with Great Britain despite conducting trade with it? What were the economic interests of the US to enter the war? And how popular was the war among the Americans? To address these questions, this paper will; first, discuss some of the consequences of the American Revolution and personal interests of the Americans, the Amerindians, and the British whose conflicts contributed to the commencement of the War of 1812; second, explain the strategies used by the Great Britain to restrict the export of the American goods to France that provided t he US with an objective reason to start the war in national defence and explains that the firm support of the native Indian uprisings in the western territories of the US as well as in the continental US for the British government in Canada was a huge concern for the Americans, and third, briefly discusses the results of the war and the advantages and disadvantages of the participation of the Americans in the war. The advantages described there also highlight some of the potential reasons for the participation of the US in the War of 1812. II. Body The Revolutionary War was brought to an end as the Treaty of Paris was signed in the year 1783. As a result of the Revolutionary War, the US was established among the world’s nations. However, the Treaty of Paris neither provided any guarantee for the survival of the new nation nor guaranteed that the European powers would always respect the rights of the new nation. In order to be in the position to freely carry out the trade with all countries across the globe, the government of the US strived hard to strike a balance between diplomacy and preparedness of the military. From the year 1793 to the year 1815, Great Britain and France saw a period of prolonged wars that instigated the French Revolution, and immensely complicated the tendency of the US to safeguard the rights of sailors and shipping. In addition to that, a significant population of the Americans along the western frontier of the nation believed that the Indian raids were encouraged by the British in Canada on their settlements. After the American Revolution, not everyone was satisfied with the way the land had been divided. The British and the Canadian merchants were both displeased over the loss of the Ohio River valley that encapsulated numerous routes through which trade could be conducted. Also, a large Amerindian population dwelled in the Ohio River valley, a major part of which had sided with the British during the American Revolution, and were by then willing to have an Indian state created toward the Lake Erie’s south and west. The idea was warmly welcomed by the British because it served numerous interests of the British. For one, this would facilitate the fur trade.  Ã‚  

Responses to the Boasian School of Anthropology Essay Example for Free

Responses to the Boasian School of Anthropology Essay The Boasian school of anthropology, headed by Franz Boas, was among those that pioneered modern concepts in anthropology. The Boasian school was critical of overgeneralizing perspectives or theories in the sciences, including the cultural evolutionary school in anthropology, choosing instead to adopt rigorous empiricism in its approach. The Boasian school believed in the world having distinct cultures and that cross-cultural generalizing often made in the natural sciences are not possible in anthropology. The school today uses the four field approach that divides the field into socio-cultural, biological, linguistic and prehistoric anthropology. While Leslie White was educated in the Boasian school of anthropology, he later began to question the anti-evolutionary views of his early education. He developed and advocated an anthropological, ethical and political view of the world almost targeted against the Boasian school. Leslie White embraced two contradictory models of culture: the sut generts conceptions from his Boasian education and the materialist-utilitarian framework developed out of his concern with cultural evolutionism. White never reconciled the two but he definitely gave stress to the Boasian-based sut generts in case of conflicts. White feared that the Boasian schools concept of cultural determinism represented an emasculation of anthropology and instead advocated science and evolution, particularly 19th Boasian School 1 century theories. White regarded culture as superorganic made up of the technology, social organization and ideology levels. It should be noted, however, that White still held on to the Boasian-based sut generts and that he still tended to downgrade the impact made by the natural environment on culture and society. Julian Steward was a fellow evolutionist with Leslie White. Differing slightly from White, Julian stewards concepts of evolution and progress was not limited to 19th century concepts. Steward, who was a pluralist in terms of openness to other views, never sharply broke up with the Boasian school. But he did find anomalies in the historical particularism paradigm of the Boasian school. Steward viewed evolution as recurrent forms, processes, and functions, in opposition to Boasians repudiation of evolution and regularity in culture. He also perceived culture as superorganic, similar to a limited extent to Whites culturology. Steward’s multi-linear evolution aspect of his approach to anthropology differed from the extreme particularism of the Boasian school but without adopting the antithetically unilinear evolution concept of White. Boasian School 1 References (December 2006). The Paradoxical Anthropology of Leslie White. Retrieved from the American Anthropological Association Website http://www. aaanet. org/gad/history/088white2. pdf. Leslie White. (2006, July 25). In Wikipedia, The Free Encyclopedia. Retrieved 22:16, December 4, 2006, from http://en. wikipedia. org/w/index. php? title=Leslie_Whiteoldid=65691607. (May 2006). ESP/ANT 133. University of California Davishttp://www. des. ucdavis. edu/ esp133/133-08l. htm.

The Group-Oriented Japanese :: Essays Papers

The Group-Oriented Japanese In contrast to American individualism, Japanese are group-oriented. Japanese do not like to be alone or to do things differently from others. They stick together: eating, working, or traveling in a group. Following others and being part of a group gives them a kind of carefreeness and joy. Why are Japanese group-oriented? The reasons originate from their geography, history, and culture. Geographical location and climate play a key role in promoting this group-orientedness. Japan is isolated from other countries. Japan is composed of four main islands which are surrounded by sea and located far from America, Europe, or Australia. Thus, Japan is isolated from other countries. In the past, this geographical location make it difficult to communicate with other countries, so this isolation reinforced their tendency to stick together. Furthermore, the climate of Japan has created a rice-producing country based on collective work. Japan is located in a part of the monsoon area which stretches from Siberia in the north to Indonesia in the south. In summer, seasonal winds blow from the tropical south seas and bring heavy rainfall to Japan. With the temperate climate and plenty of rainfall, Japan has become one of the most favorable countries for rice farming. Rice-farming involves rice-planting, cultivation, and irrigation works in large fields, so it requires a lot of workers. Rice-farming is collective labor or group work, and this collective labor encourages group rather than individual. In Japanese geography, the isolationism and the favorable climate for rice-farming have created their group-orientedness. In Japanese history, homogeneousness and the SAKOKU policy also helped to create the group-orientedness. Japan is a homogeneous country. The islands of Japan were first inhabited 5,000 years ago by some people from China. For 2,000 years since the founding of the country, Japan has been a racially homogeneous nation. No major invasion by other racial or cultural groups has occurred. In addition, the SAKOKU or "closed country" policy contributed to the formation of group-orientedness. In the beginning of the 17th century, many foreign Catholic missionaries began to visit Japan and were considered harmful to Japanese Buddhism. In 1639, a series of measures called the SOKOKU were enacted to prohibit Christianity in Japan. The SAKOKU prohibited Japanese from leaving the country, Catholic groups from entering the country, and all foreign trade and diplomacy. Due to this police, Japan was closed to the world for over two hundred years.

Free schools Essay

Are an interesting idea but the government needs to be very careful to make sure that educational standards improve for all children and that the whole community benefits. The idealogy behind â€Å"free Schools â€Å"are that they are non-profit making, independent, state-funded schools. They are able to choose what subjects they choose for their pupils to study and have many less restrictions imposed on them on how they choose to allocate their finances. For this very reason free schools would be varied in their nature as they would not be forced to follow for example the national curriculum. They are not defined by size or location: there is not a single type of free school or a single reason for setting them up. Free schools could be either primary or secondary schools. They could be located in traditional school buildings or appropriate community spaces such as office buildings or church halls. They could be set up by a wide range of proposers – including charities, universities, businesses, educational groups, visionary teachers or committed parents – who want to make a difference to the educational landscape. They might be needed because there simply are not enough school places in a local area and children have to travel too far to the nearest school. Free schools are not academically selective and open to children of all abilities. School is a defining factor in our lives and also promote a shared sense of community which is important as cohesive communities are generally more happy and safe than uncohesive ones – there is no discrimination or segregation and they nurture a shared set of beliefs and values and goals, living together in harmony and mutual respect. An example of a community that lacks this is Oldham – in which the races, Asians and whites were segregated and this triggered violent race riots. This happened due to the immense divide between Asian and White communities and their inability to mix and appreciate one another. This event made me think that this was very bad for the community and did nothing but encourage racial segregation. Looking at the footage of the riots of 2001 it is clear that situation could have been easily avoided had everyone learnt to appreciate one another. Community cohesion is about ensuring that all people from different backgrounds and communities feel they belong to the place in which they live. We cannot realise our ambitions by living in isolation to one another, it must be as a united city, where the differences of race, colour, and religion are embraced. A sense of community cohesion as we grow up makes us happier in general and encourages us to be unprejudiced and non-racist. Our distinctive character is developed early on in life and to be encouraged to mix with other people with different beliefs and religions helps promote a safer and on the whole a more happier and strong community. We start school within the first few years of our lives and being mixed with different people at this institution endorses a stronger community. We spend a good part of a decade at school so there is no doubt that school will be largely responsible for our values and beliefs, as well as our personality. Depending on what school we go to we are thrust into a shared community and we learn to get along and share beliefs. As stated in the Source material, â€Å"Being part of a community helps us develop an identity – a sense of who we are†. An uncohesive community has exactly the opposite effect, and children growing up in an uncohesive community can grow up to have negative views and not feel like they belong and the can feel like they do not have a stake in society and being able to join in and influence decisions that affect their lives. When David Cameron and Nick Clegg (leaders of the Conservative party and the Liberal Democrat party) were elected to form a coalition government in 2010, one of the Conservatives policies were â€Å"the Big Society† which was apparently based on a model of Balsall Heath – A town with low levels of community cohesion. The idea of the â€Å"Big Society† was that people take greater control of their communities and not rely on the government and local authorities to provide services like schools, community centres, youth clubs. This town has now been transformed and the town is now clean and tidy and people of all different cultural backgrounds mix. The most positive effects of this were that community cohesion increased in a drastic way. There is no doubt that there are some beneficial aspects of free schools such as people of all different ethnicities mixing together as a free school is not academically selective. This discourages discrimination and community cohesion. Some people may argue that the current government is trying to distance themselves from responsibility and segregate society but I believe that David Cameron is good to encourage people to take action if they are deprived of something that will be a credit to the community. Further argument counteracting this is that some people think that such people in deprived areas are not skilled or have enough knowledge to undertake a difficult project of opening a school, particularly a secondary school. A quote from a recent article of the Telegraph states â€Å"These kids will be left behind, because the second point is that, if you set up a market mechanism, then there are winners and losers, but, in this case the losers are children, left behind in a â€Å"sink† school. † The endorsement of free schools is debatable, but interesting. Nick Clegg declared on the 5th September in his speech â€Å"Free schools would not become the ‘preserve of the privileged few'† which outlines the fact that he thinks free schools would in effect privatize the education system and allow the new institutions to cream off the best pupils and resources. On the other hand the Education Secretary Michael Gove who wholeheartedly believes that free schools will end the â€Å"rationing† of good education. He believes that free schools to replace failing comprehensives will give ‘all children access to the kind of education only the rich can afford’. He outlines this in Source 1 as well as saying free schools will â€Å"cut the achievement gap between rich and poor†. However , free schools could lead to social segregation as middle class parents are likely to be very keen on them, leading to a situation where middle class and working class people do not mix. This could end up with middle class children going to good schools and working class children remaining in local authority schools where there is very little funding. Another group who are really keen on free schools are faith groups and this could lead to segregation on religious grounds. Standards for school would therefore not rise uniformly for everyone which would be a big disadvantage and there would also be low community cohesion which is explained above. I personally think it is unfair that some pupils don’t have the opportunity to go to a high achieving school as I went through this whole school â€Å"lottery† trying for three high achieving schools but I failed to get into any of them, simply because I was out of the catchment area. It is worth setting up free schools in deprived areas where children are forced to go to a low achieving school, so they have the same opportunities that wealthier children have. Michael Gove planned to branch out free schools here after apparent success in America with free schools, where 99 free schools have been established. Evidence suggests that 83% of free schools in the USA are doing no better than their conventional counterparts – which brings me to question whether the opening of free schools really are beneficial and whether the opening of them would cut the bridge between rich and poor. However in further research some students in these schools feel that they are in a better position in a free school where they apply rigorous discipline and are challenging. This again makes the idea of free schools questionable. In Source 3, a group of six hundred parents expressed their desire for their children to go to a school other than the local state school. This brings about the conclusion that if this many parents are unhappy with the type of provision of state schooling institutions, something must be done. This opinion is also met with Rachel Wolfs in Source 4 who argues that â€Å"hundreds of parents have suffered too long from a two tier education system – one in which the wealthy can get into the excellent local school by buying a house in the right catchment area or paying school fees, while less off parents are stuck. † I believe this is an extremely unfair system and one in which the wealthy seem to have it all and working class citizens are stuck in a never ending rut. In Source 5 another parents view is expressed, where she expresses her desire for a school in which most of its students could walk to and not sending their children 4 miles away. Source 6 promotes the fact that some people are planning to profit from the government’s initiative – â€Å"seeking to profit at the expense of the taxpayer† states Ed Balls in Source 8. He continues with â€Å"Since free schools introduced a free schools policy the country’s education standards in maths and scince have plummeted†. This Source brings about more negativity on the topic of free schools and questions the beneficial aspects of free schools. Source 7, an extract adapted from the website of the National Union of Teachers promotes an opinion of high negativity towards free schools, of which 24 have opened this September. A quote of this source is ‘†This government’s attack on state education has to be opposed. Laws to create many more academies and the new so called free schools are an attack on the very existence of free, state comprehensive education which is democratically accountable. It is privatisation on a grand scale and is unacceptable†. From my research many people agree with the condemning of free schools with NASUWT stating â€Å"†The free schools programme will be anything but free. Free schools are an unnecessary and costly gamble in educating the country’s children. The Government is simply not acting responsibly by not making clear where the money will come from to fund the free schools policy. Major education programmes have in the last few weeks been cut or frozen. The public would be right to be concerned that money saved from other education programmes will be used to fund the free schools policy. † There is yet more negativity on the introduction of free schools with ATL an education union saying â€Å"†Parents or teachers misguided enough to set up a free school will soon find out that running a school needs a lot more than knowing pupils’ names and an alternative vision of education. It needs knowledge of employment law, health and safety and the admissions code. And private companies are waiting in the wings to provide these services. ATL has produced a directory listing the major organisations which want to get involved in managing state schools – England’s schools: not open for business. † These all show there is much negativity on free schools. Also NASUWT outlines the fact that it is not clear where the money to fund free schools will come from which brings about the conclusion that the government are taking money from existing state schools which may not benefit the majority of children in the local area. In Source 9 a blogger wrote her opinion which depicts that instead of reducing segregation free schools would in fact increase it, by being â€Å"highly selective† especially for parents who are forcefully ambitious in their choice of school, leaving behind children, for whom there may not be a voice. In Source 10 we look at Sweden, which already has free schools implemented but a person called Per Thulberg who analysed this said schools had not led to better results and Michael Gove contradicted this stating that if parents had more choice then existing schools would be forced to improve, but Per Thurlberg said better results simply came from students with better backgrounds going into those schools. These statistics suggest that free schools may not bring about better results and will not determine that there are better quality schools for the public to choose from which was the point of free schools being created in the first place. Free schools may simply be taking money from the local comprehensive where students may inevitably end up. Another factor which questions the beneficial aspects of free schools are the growing popularity of faith schools – demands to build more faith schools in the form of free schools are reportedly growing – this is a feature which some say will segregate society further and not promote community cohesion. http://www. dailymail. co. uk/news/article-2046715/Richard-Dawkins-attacks-alien-rubbish-taught-Muslim-faith-schools. html http://www. guardian. co.uk/education/2011/oct/04/alarm-over-racial-segregation-london-schools. These articles – especially the second depict the racial segregation that faith schools may cause. I think personally that large numbers of faith schools in Britain will not benefit the society as a whole. In conclusion and to be fair and in all honesty it is just too soon to say whether free schools are going to be a good thing and create a more fair educational society for all of us. It is very clear that the present system is not working and puts immense pressure on both parents and children to fulfill the need to attend a good school. Once parents were allowed to see the published national league tables of which schools perform well as opposed to which schools did not, it was only a matter of time before wealthy parents were able to move to a â€Å"catchment† area to secure the best school places for their children leaving behind the poorer child to accept whatever was on offer. This has caused a very great divide in good and average performing schools and caused a lot of low morale for many parents in this country. If free schools can address this major issue it can only be a good thing. However, it can be argued that the odds are stacked against them. In our present times with our bleak economic outlook any system that is trying to get on its feet will gobble a lot of financial resources and one has to look at where this money is coming from and whether our already existing state schools who do not join in will suffer as a result. Competition is whole heartedly healthy generally in a society but not an unfair one where competition takes place in schools where clever kids are already creamed off and able to go to better schools. This can be a major disadvantage and in itself causes segregation of a different sort. I feel that if people are inspired to take on the opportunity of setting up a free school then they probably have a vision of a better , alternative system they are aspiring to which is a good thing as the government has set up a lot of stringent conditions which have to be passed to set up a free school. In all, apathy and not doing anything to address the issues in our schools is a worse misdemeanor than at least trying to see whether free schools hold the answer to our problems and so we can only hope for our future generations that free schools work. As in everything in life only time will tell.

Deception Point Page 58

â€Å"I have an emergency!† The operator was breathless. â€Å"†¦ phone call for the President.† Tench looked incredulous. â€Å"Not now, you don't!† â€Å"It's from Rachel Sexton. She says it's urgent.† The scowl that darkened Tench's face appeared to be more one of puzzlement than anger. Tench eyed the cordless phone. â€Å"That's a house line. That's not secure.† â€Å"No, ma'am. But the incoming call is open anyway. She's on a radiophone. She needs to speak to the President right away.† â€Å"Live in ninety seconds!† Tench's cold eyes stared, and she held out a spider-like hand. â€Å"Give me the phone.† The operator's heart was pounding now. â€Å"Ms. Sexton wants to speak to President Herney directly. She told me to postpone the press conference until she'd talked to him. I assured-â€Å" Tench stepped toward the operator now, her voice a seething whisper. â€Å"Let me tell you how this works. You do not take orders from the daughter of the President's opponent, you take them from me. I can assure you, this is as close as you are getting to the President until I find out what the hell is going on.† The operator looked toward the President, who was now surrounded by microphone technicians, stylists, and several staff members talking him through final revisions of his speech. â€Å"Sixty seconds!† the television supervisor yelled. Onboard the Charlotte, Rachel Sexton was pacing wildly in the tight space when she finally heard a click on the telephone line. A raspy voice came on. â€Å"Hello?† â€Å"President Herney?† Rachel blurted. â€Å"Marjorie Tench,† the voice corrected. â€Å"I am the President's senior adviser. Whoever this is, I must warn you that prank calls against the White House are in violation of-â€Å" For Christ's sake! â€Å"This is not a prank! This is Rachel Sexton. I'm your NRO liaison and-â€Å" â€Å"I am aware of who Rachel Sexton is, ma'am. And I am doubtful that you are she. You've called the White House on an unsecured line telling me to interrupt a major presidential broadcast. That is hardly proper MO for someone with-â€Å" â€Å"Listen,† Rachel fumed, â€Å"I briefed your whole staff a couple of hours ago on a meteorite. You sat in the front row. You watched my briefing on a television sitting on the President's desk! Any questions?† Tench fell silent a moment. â€Å"Ms. Sexton, what is the meaning of this?† â€Å"The meaning is that you have to stop the President! His meteorite data is all wrong! We've just learned the meteorite was inserted from beneath the ice shelf. I don't know by whom, and I don't know why! But things are not what they seem up here! The President is about to endorse some seriously errant data, and I strongly advise-â€Å" â€Å"Wait one goddamned minute!† Tench lowered her voice. â€Å"Do you realize what you are saying?† â€Å"Yes! I suspect the NASA administrator has orchestrated some kind of large-scale fraud, and President Herney is about to get caught in the middle. You've at least got to postpone ten minutes so I can explain to him what's been going on up here. Someone tried to kill me, for God's sake!† Tench's voice turned to ice. â€Å"Ms. Sexton, let me give you a word of warning. If you are having second thoughts about your role in helping the White House in this campaign, you should have thought of that long before you personally endorsed that meteorite data for the President.† â€Å"What!† Is she even listening? â€Å"I'm revolted by your display. Using an unsecured line is a cheap stunt. Implying the meteorite data has been faked? What kind of intelligence official uses a radiophone to call the White House and talk about classified information? Obviously you are hoping someone intercepts this message.† â€Å"Norah Mangor was killed over this! Dr. Ming is also dead. You've got to warn-â€Å" â€Å"Stop right there! I don't know what you're playing at, but I will remind you-and anyone else who happens to be intercepting this phone call-that the White House possesses videotaped depositions from NASA's top scientists, several renowned civilian scientists, and yourself, Ms. Sexton, all endorsing the meteorite data as accurate. Why you are suddenly changing your story, I can only imagine. Whatever the reason, consider yourself relieved of your White House post as of this instant, and if you try to taint this discovery with any more absurd allegations of foul play, I assure you the White House and NASA will sue you for defamation so fast you won't have a chance to pack a suitcase before you go to jail.† Rachel opened her mouth to speak, but no words came. â€Å"Zach Herney has been generous to you,† Tench snapped, â€Å"and frankly this smacks of a cheap Sexton publicity stunt. Drop it right now, or we'll press charges. I swear it.† The line went dead. Rachel's mouth was still hanging open when the captain knocked on the door. â€Å"Ms. Sexton?† the captain said, peering in. â€Å"We're picking up a faint signal from Canadian National Radio. President Zach Herney has just begun his press conference.† 68 Standing at the podium in the White House Briefing Room, Zach Herney felt the heat of the media lights and knew the world was watching. The targeted blitz performed by the White House Press Office had created a contagion of media buzz. Those who did not hear about the address via television, radio, or on-line news invariably heard about it from neighbors, coworkers, and family. By 8:00 P.M., anyone not living in a cave was speculating about the topic of the President's address. In bars and living rooms over the globe, millions leaned toward their televisions in apprehensive wonder. It was during moments like these-facing the world-that Zach Herney truly felt the weight of his office. Anyone who said power was not addictive had never really experienced it. As he began his address, however, Herney sensed something was amiss. He was not a man prone to stage fright, and so the tingle of apprehension now tightening in his core startled him. It's the magnitude of the audience, he told himself. And yet he knew something else. Instinct. Something he had seen. It had been such a little thing, and yet†¦ He told himself to forget it. It was nothing. And yet it stuck. Tench. Moments ago, as Herney was preparing to take the stage, he had seen Marjorie Tench in the yellow hallway, talking on a cordless phone. This was strange in itself, but it was made more so by the White House operator standing beside her, her face white with apprehension. Herney could not hear Tench's phone conversation, but he could see it was contentious. Tench was arguing with a vehemence and anger the President had seldom seen-even from Tench. He paused a moment and caught her eye, inquisitive. Tench gave him the thumbs-up. Herney had never seen Tench give anyone the thumbs-up. It was the last image in Herney's mind as he was cued onto the stage. On the blue rug in the press area inside the NASA habisphere on Ellesmere Island, Administrator Lawrence Ekstrom was seated at the center of the long symposium table, flanked by top NASA officials and scientists. On a large monitor facing them the President's opening statement was being piped in live. The remainder of the NASA crew was huddled around other monitors, teeming with excitement as their commander-in-chief launched into his press conference. â€Å"Good evening,† Herney was saying, sounding uncharacteristically stiff. â€Å"To my fellow countrymen, and to our friends around the world†¦ â€Å" Ekstrom gazed at the huge charred mass of rock displayed prominently in front of him. His eyes moved to a standby monitor, where he watched himself, flanked by his most austere personnel, against a backdrop of a huge American flag and NASA logo. The dramatic lighting made the setting look like some kind of neomodern painting-the twelve apostles at the last supper. Zach Herney had turned this whole thing into a political sideshow. Herney had no choice. Ekstrom still felt like a televangelist, packaging God for the masses.

when the legends die essays

when the legends die essays The book, When the Legends Die, was pretty good. Then some idiot had to go and make a movie out of it. In contrasting the two, I found alot more The first similarity came when Blue Elk came and took Thomas Black Bull to the reservation. Tom had trouble with the kids as in the book. Brother Bear was chained up and eventually Tom took him back to the woods and left him just as Tom did in part I of the book. Of course, Red Dillion was a jerk in both the movie and the book, although the book illustrated a better image in the readers mind. There were quite a few things the two had in common but the differences I am not going to attempt to represent every difference but I wil give a few examples. For instance, we first see Tom, or any characters for that matter, after George and his mom dies. The movie represents Tom as older, during his rodeo days. In the book, during Red and Toms 2 fight, he only knocks him down but in the movie he beats him up really bad. He goes home with the nurse but in the book he does nothing of that sort. So far he hasnt gone for the bear yet but were The book had alot going for it and I thought that it was much better than the movie. The movie was a horrible experience and is probably the only time I wished my teacher wouldnt have shown it. Usually, I like the movie better than the book but this was the exception. Whoever made this movie should be charged with murder (of the book). The movie missed alot of the key points. The movie was interesting and did illustrate some things better than the book. It did an excellent job of show Toms transitiion from rags to riches. In addition, the movie moved alittle faster which made it more exciting. I believ ...

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Conceptual Models to Represent Relationships - Essay Example Now that the project is concluded, we have edited it and made a digital copy. It is now necessary to make a decision on which is the best way to examine the information collected to best understand the interviewees and the issues that they reported about their experience at the restaurant. Â  Hypothesis: i/ Customers with two or more children are more likely to drive over three miles to the restaurant than customers with one child., are more likely to drive more than 3 miles to come to the Restaurant compared to those with only one child. Â  The best techniques to test the above hypothesis and relationships are ANOVA three to four means, CHI-SQUARE, and the T-TEST. These techniques were chosen after analyzing the types of data that we collected. Each technique analyzes data in a different way. Â  The ANOVA technique was selected because it is useful for finding statistical variation between three or more averages. For example, question twelve asks customers if they think Santa Fe Grill has friendly employees. The data is taken from single, married and divorced customers, so the statistical technique that can be used will be ANOVA. Â  The Chi-square was selected because it can be used to examine relationships involving nominally scaled data, unlike other statistical techniques. This technique was used for question number 32 where customers are supposed to classify their sexual orientation and other similar questions such as a question that asks the surveyed to indicate marital status. Â