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

LEED - Assignment Example the nature of LEED certified constructions, is that the renovation and maintenance cost is substantially lower than those which are not LLED certified. The tendency for the useful lives of LEED certified building is presumed to be increased. 4. One of the subjective claims that is raised regarding LEED certified buildings and properties is that the workers who perform their duties, feel a very healthy environment because of reduced toxic emissions which lead to more productivity and efficiency among those workers. This claim is quite hard to verify because other factors also contribute in a great deal towards increasing productivity and efficiency of the workers. 1. The biggest disadvantage of LEED certification is the heavy initial cost in addition to the normal construction cost. LEED certified buildings require commissioning, administrative, documentation, modeling and designing costs to meet the requirements of LEEF certification which increase the overall cost of the buildings from 2% to 7% on average basis. 2. Another disadvantage of LEED certification is the rigid requirements of the standards designed by USGBC. These requirements are hard to meet on consistent basis. When scrutinized and if any non-compliance is found, the rating of a particular building is decreased as a result. LEED certification involves a process based on menu system. The building commissioner has a right to pick different items from an exhaustive list which includes items such as â€Å"installing on-site renewable energy facilities†, â€Å"improving insulation† etc. The building construction and renovation have the implementation of those items which are mentioned in the list of commissioners. Points are then awarded to the buildings on the basis of those items. Every item has one point with maximum 69 points in accumulation. Some technical exceptions to this point system also exist, but in the end the level of points causes various certification degrees. 1. Sustainable sites (14

Existentialism and Film Noir Essay Example for Free

Existentialism and Film Noir Essay Existentialism and its worldview are believed to have derived from Nietzsche’s provocative and controversial statement â€Å"God is dead†. The underlying meaning to Nietzsche’s controversial statement is that empirical natural science has replaced metaphysical explanations of the world. As a result of this, according to Nietzsche we no longer have any sense of who and what we are as human beings. He concludes that no foundation exists anymore for the meaning and value of things. Nietzsche’s philosophy shines light on what film noir is. That is, an artistic response to, or recognition of, this alteration in our understanding of the world. To emphasize the existentialist attitude in film noir, various stylistic and thematic techniques are used. Common techniques or characteristics of film noir that we see in both The Maltese Falcon and The Killers include: unconventional or non-classical narrative patterns, opposition of light and shadow, disorientation of the viewer, incoherent plot lines, inversion of traditional values and its corresponding moral ambivalence, non-chronological ordering of events, and characters whose actions are not motivated or understandable in any rational way. The similarities of characteristics between existentialism and film noir are prominent; for example, Siodmak and Huston distinguish the alienation and disorientation of a post-Nietzschean world, one without transcendent meaning or value. The constant opposition of light and shadow as seen in The Maltese Falcon and The Killers, helps communicate the dark characteristics of a post-Nietzschean world. For instance, when the swede peacefully awaits his assassins, we get a sense of estrangement and lack of sense and meaning. This lack of sense and meaning is further emphasized when the room goes dark and you see him from the neck down in light, but the face is in total shadow. A sense of despair is created through this camera technique by showing that no one else is in the room, leaving him hopeless to escape. A common characteristic of film noir that we see in both The Maltese Falcon, and The Killers, is the use of unconventional or non-classical narrative patterns. The use of non-classical narrative patterns emphasizes the cynical characteristics of a post-Nietzschean world. For instance, in The Maltese Falcon, Miss Ruth Wonderly initially claims to Spade and Archer to be searching for her sister, however her true intentions were to implicate Thursby her unwanted accomplice by killing Archer. Miss Ruth Wonderly’s contemptuous behavior coincides with the pessimistic view about the nature and purpose of human life. Non-classical patterns are established through various stylistic techniques. Such as the non-chronological ordering of events, often achieved through flashbacks. An example of this technique is seen in The Killers, when flashbacks are used to tell the story leading up to Ole Andersen’s death. The use of flashbacks and complicated sometimes-incoherent plot lines, as in The Maltese Falcon, are examples of the stylistic techniques that are used in film noir to communicate the mood and sensibility. A final common technique that is used in film noir is portraying characters whose actions are not motivated or understandable in any rational way. For example, why does Miss Wonderly lie about her name and objective in the beginning of The Maltese Falcon when she is sure to get caught at some point? By portraying the characters in this manner, Huston leaves the viewer with unanswered questions, leading to the disorientation of the viewer. It has been argued that film noir cannot be defined, therefore has no essential characteristics. That being said, considering noir as a response to the death of god helps explain the commonality of elements that philosophers have recognized in noir films. Moreover, the directors of The Maltese Falcon and The Killers use of thematic and stylistic characteristics in their films make them two of the best examples of film noir. They clearly depict a world of the post-Nietzschean period in their films, that is one of despair, alienation, and paranoia, which is essentially an existential attitude towards life.

Globalization Impact on Chinese Culture

Globalization Impact on Chinese Culture Globalization is an irresistible trend in the progress of society. From the introduction of the concept of globalization and widespread use among mainstream press, the lives of most people in the world are affected by the impact of globalization. Globalization can be regarded as a process which is essentially multifaceted and intimately related to free trade, technological innovation and information communication, demographic change linked to the development of global societies, socio-cultural, economic, and ideological convergence (Thomas, 2005, p. 138). In recent years, the impact of globalization is more obviously reflected in the exchange of goods, technology, and culture. Although globalization recedes the constraints of geography on economic, political and cultural arrangement (Water, 2001, p.5), integration and confliction still company in the process of globalization due to the diversity of values and ideologies hold by people from different countries. Generally speaking, glo balization brings positive and negative impact on peoples daily lives, which is not only changing the living styles, but also challenging traditional culture values of a nation. Global culture inevitably uniforms and standardizes peoples day to day lives. As Waters suggests that there will be a single society and culture occupying the whole planet in a globalized world (Waters, 2001, p.5). It is believed that the global marketing of artifacts is not only to maximize profits, but also to disseminate and reinforce culture influence of an economic power (Oliver, 2005, p.10). There are many phenomena can be observed as the influence of global culture. English is used as a dominant language in global communication, commodities of famous brands such as Coca Cola, Nike, and Adidas are sold in shops around the world, fast foods like KFC and McDonalds become popular among young people, and Internet transfers the whole world into a village. According to Thomas (2005, p. 143) socio-cultural dimension to globalization involves changes in attitudes to cultural and religious beliefs. Thus, it is likely that the uniformity and standardization of global culture leads to a p otential danger of challenging identities of a nation. China receives challenges and opportunities through globalization, which has a great impact on Chinas economy and culture. After carrying out the reform and opening up policy in 1978, China gradually involved in the flood of global market. During over thirty years development in the global market, China achieves significant accomplishments in the aspects of economy, international competitiveness, and the improvement of peoples lives. According to the speech at the meeting marking the 30th anniversary of reform and opening up in the year 2008 by Chairman Hu Jintao, the total import and export of China raised from $20.6 billion to $2.17 trillion during the period from 1978 to 2007, which ranked the third in the world and became the No.1 country in terms of foreign reserves, and the paid-up overseas investment amounted to nearly $1 trillion. Therefore, it is obvious that globalization and international cooperation speed up Chinas economic development while contributing a lot to the worl d economy. As to the culture aspect, Chinese traditional culture is inescapably affected by global culture. In the process of globalization, western world takes dominant position in advanced technology and economic system, therefore, the global culture is mainly composed by the western culture, which is characterized by free markets, consumerism and individualism (Arnett, 2002, p.777). In contrast, countries such as China and Japan have tradition of collectivistic values (Natio Gielen, in press; White, 1993 cited in Arnett, 2002, p.776). When traditional Chinese values meet global culture under the circumstance of globalization, there will be some extent of conflicts and integrations, which will generate the crisis on the issue of identity. Identity crisis can be regarded as a new phenomenon brought by globalization. In the following essay, it will critically analyze the issue of identity among some Chinese young people under the influence of globalization and global culture. Chinese culture also has reaction on global culture. In recent years, China is making an effort to introduce its traditional cultures and values to the world and laying some extent of influence on the global culture. By the end of 2009, there have been 282 Confucius institutes and 272 Confucius Classrooms established in 88 countries, and the Confucius Institutes/Classrooms adopt suitable teaching styles to teach Chinese language as well as promoting Chinese cultures (http://english.hanban.org/node_10971.htm). Chinese cultures and values are gradually recognized by western society, which is a consequence of cross-cultural communication in globalization. Byram (1989) suggests that Culture is knowledge which is shared and negotiated between people, belonging to all of them and not being idiosyncratic to any single one. It is necessary to develop an understanding and appreciation of other cultures meanwhile critically thinking about ones own culture and other cultures (Byram, 1996, p.25) . The following essay will mainly focus on two aspects, the impact of globalization on Chinese culture and the reaction of Chinese culture to the world. In the first section, it will critically analyze the issue of identity among Chinese young people, how it is formed, affected and reinforced through the global culture brought by globalization, and the efforts by government and schools to strength students notion of identity. In the second section, it will discuss the intercultural communication and culture exchange between nations in the world under the circumstance of globalization, and illustrate the importance of intercultural competence in globalization. Section One: The Challenge of Chinese Culture on the Aspect of Identity Issue under the Affection of Globalization As discussed above, the identity issue of Chinese young people can be regarded as a consequence of globalization and global culture imposes influence on Chinese traditional cultures and values. In order to demonstrate this, this section will firstly focus on the concept of identity and Chinese identity in order to present a framework of the identity issue. Secondly, it will critically analyze the identity crisis of Chinese young people through the process of globalization. Thirdly, in this section, it will suggest that the conscious of globalization and cross-cultural communication should be introduced into education though various challenges and problems may company through the process. 1. The concepts of identity and the formation of Chinese young peoples identity 1.1 The concepts of identity There are many forms of identities in academic field, but this assignment will mainly focus on three kinds of identities, which are national identity, cultural identity, and social identity respectively. As to national identity, different researchers suggest various models. Smith (1991) proposes a Western civic model, which focused on territory and the idea of patria (Smith, 1991, p.10), and a non-Western ethnic model, which emphases on descent and blood tie. However, Kellas claims that ethnic, social an official nationalism are more important than geographical boundaries (Kellas, 1991, cited in Parmenter, 1997, p.24). It is obvious that the definition of national identity is based on some common ideas such as shared territory, shared culture and community for group, and recognition, acceptance and sense of belonging for the individual (Parmenter, 1997, p.26). Compared with Ting-Toomey and Chungs definition of cultural identity (2005, p.93), which emphasizes the emotional significance of belonging to a larger culture, Brock and Tulasiewiczs definition is more precise and recapitulative. Brock and Tulasiewicz indicate that cultural identity is a world view, constructed and developed by the individual in interaction with others (Parmenter, 1997, p.27). The elements such as language and religious help to shape cultural identity but these are not the determinate factors. The relationship between national identity and cultural identity implied by Parmenter (1997, p.27) is that national identity is constructed on the basis of cultural identity and involves particular political ideas, attitudes, values and practice in the cultural identity. The form and development of national and cultural identity can be analyzed by the secondary socialization theory. School education and curriculum such as language and history offer a chance to nurture national and majority cultural identities (Tate, 1994, cited in Parmenter, 1997, p.35). According to Berger and Luckmanns secondary socialization theory (1966), the assimilation of primary knowledge mush through pedagogic techniques. The education process works as a pedagogic technique, which is strengthen the concept of individuals fist notion, in other words, is to reinforce the concepts of national and cultural identity. Social identity is stemmed from individuals group memberships and social comparison, as to establish self-esteem of individuals which based on the status of the group (Tajfel, 1981, p. 277). The concept of social identity shows the behavior of individuals when they act as a member of a group, and the feelings of being a member of a group. According to Tajfel (1978, 1981, cited in Ward, 2001, p. 103), the social identity mainly includes three features, which are self concept, awareness of membership in a group, and evaluative and emotional significance. These three features work as major element of defining social identity. It is also demonstrated by Tajfel that intergroup bias is irresistible consequence of social identification (Ward, 2001, p.104). Individuals seek status and self-esteem in their own group and judge it as superior than the other groups, which not only leads to prejudice on out-group people and in-group people, but also generates confliction and competition between g roups. 1.2 The formation of Chinese young peoples identity The formation of Chinese national identity can be tract back to 1930s. Through eight-year Chinas war resistance against Japan, Chinese people formed a united, patriotic and anti-imperialist national identity. Friedman (1995, p.6) claims that Maos communist-led peasant Red Army is regarded as a symbol of library, which unites Chinese people in a defensive order, even Confucius could not achieve such a strong influence in this period of time. After the establishment of the Peoples Republic of China (PRC) in year of 1949, the Communist Party of China (CPC) takes Marxism-Leninism, Mao Zedong Thought and Deng Xiaoping Theory as the guidance of its actions (http://www.china.org.cn/english/Political/26151.htm). Moreover, most universities in China offer compulsory courses of Marxism-Leninism, Mao Zedong Thought and Deng Xiaoping Theory which brings formidable influence on the building of Chinese young peoples national identity. As to the cultural identity of Chinese young people, it is believed that the heritage of Confucian culture takes the dominant position in Chinese society. Confucianism is one of Chinese traditional culture values, which is formed on the basis of colleting experience of the nations exploration and response to the challenge of its national and social environment (Zheng, Yongnian, 1999, p.73). Grown up and educated in such a society, young people form their cultural identity and obtain cultural group membership unconsciously. The culture consciousness is internalized by individuals and finally forms cultural identity (Brock and Tulasiewicz, 1985:4, cited in Parmenter). The obtaining and challenge of social identity among Chinese young people can be analyzed under the circumstance of globalization. Social identity is a much broader concept which can include cultural or ethnic membership identity (Ting-Toomey and Chung, 2005, p.101). The process of globalization is not only an exchange of merchandise, but also an interaction between western and eastern cultures. Some Chinese young people appreciate and accept western culture and values. In this sense, the in-group and out-group in social identity theory can be categorized as follows in this essay: Under the influence of western culture to Chinese traditional culture, those people who hold traditional cultural values of Chinese collective culture can be regarded as an in-group, and the out-group can be regarded as those Chinese young people who are westernized through the process of globalization. 2. Identity Crisis of Chinese Young People through the Process of Globalization and Efforts to reshape identity 2.1 Analysis of Identity Crisis among Chinese Young People The identity crisis towards Chinese young people under the circumstance of globalization can be mainly analyzed in two aspects, namely cultural identity crisis and social identity crisis. The cultural identity crisis is a crisis of Chinese traditional world view and cultural values, which produced in the process of western cultures and values invading into Chinese traditional culture values, while social identity crisis is stemmed from how individuals categorize themselves and others in terms of their belonging to groups (Tajfel, 1981), thus, in the circumstance of China, the follow essay will analyze how Chinese young people categorize themselves in terms of groups. But first, the essay will discuss the unique characteristic of Chinese young people under the influence of globalization and global culture. Those Chinese young people who are experiencing their adolescence year are a unique group in the formation of identity. Adolescence is a certain period of year between childhood and adulthood, which involves psychological revolution, uncertainty, curiosity towards the new trend, and the willingness to learn (Erikson, 1968, p.128). Those Chinese young people who were born after the Reform and Opening Up policy carried out in China have experienced a totally different growing environment from the generation of their parents. Under the influence of globalization, Chinese young people find themselves in a wave of technological, economic, and global cultural trend. It is the characteristic of adolescence determines that Chinese young people have a willingness to learn and accept the western values promoted by globalization as well as traditional values hold by Chinese collective culture. It seems likely that the intimacy of western values in the process of globalization leads to a vaguene ss of Chinese young peoples identity. It could be argued that the period of adolescence is also a period of operating the function of secondary socialization as to form a world view, which is a proceeding process of internalizing the primary concept of ideology. The secondary socialization deals with the already formed self and an already internalized word (Berger and Luckmann, 1966, p.160). In the context of China, traditional cultures and values hold by the society can be regarded as circumstance for Chinese young people to form primary socialization, while education offered by school and society contributes to the effort to form young peoples secondary socialization. Under the influence of globalization and invading of western values to Chinese society, the building of concept through second socialization of Chinese young people is receiving more outer influence and challenges, because of the values promoted by global culture and western values may contradict to their primary concept. Erikson (1968, p.162) claims that the egos function to integrate the relation of newly added identity element with those already in existence, but if the newly added identity elements is conflicted with the former one, there will be an identity crisis come into being. Globalization accelerates the communication around the world, although China is famous for its conservative culture, it is cannot be denied that Chinese traditional culture is affected by the western values. Chinese culture is built in the society of collectivistic values, in which the power of the group is emphasized (Hofstede, 1991, p.50). Chinese people think highly of the family tie and the values such as filial piety, which implies the proper relations of parents and children in Chinese traditional culture. Parents have absolute power in the family and should be respected and reverenced by children, children are taught that they are in duty bound to take care of their elder parents. However, nowadays it is reported that the empty-nest homes (where old couples live alone) make up 49.7% of households in urban areas (Seniors first, 2010), and 74% of young Chinese people feel incompetent to tend the old duo to various reasons (74% of young feel incompetent to tend the old, 2010). Chinese young people are in a danger of losing traditional values. It is widely believed that western values such as individualism and materialism introduce into Chinese culture and trigger a series of changes in Chinese society in the process of globalization. Chinese young people are facing the challenges of maintaining traditional values and internalizing traditional cultural consciousness while accessing to the global culture. Brock and Tulasiewicz (Parmenter, 1997, p.27) suggest that the cultural identity is a certain world view, constructed and developed by the individual in interaction with others. It is obvious that Chinese young peoples world view is challenged and different from the world view hold by traditional larger Chinese culture duo to the accessing of global culture. Therefore, the globalization and western values challenge Chinese young peoples cultural identity. Through the process of globalization, western festivals such as Christmas and Valentines Day become well known among Chinese young people. In contrast, some Chinese traditional festivals such as the Dragon Boat Festival, Pure Brightness Day, and Double Ninth Festival are forgotten and even ignored. There is a tendency for some of Chinese young people to take on western values and pursue self-esteem by behaving differently. According to Tajfel (1981, p.277), social identity understood as deriving in a comparative and relational manner from an individuals group memberships. It can be assumed that some Chinese young people regard some western values are better than Chinese traditional values through comparison. Thus, there is a crisis in the aspect of social identity among some Chinese young people to define their place in a social system. 2.2 Efforts to Reshape Chinese Young Peoples Identity It has been shown that the issue of identity crisis is raised from the influence of globalization on Chinese culture. The essay above has analyzed cultural identity crisis and social identity crisis among Chinese young people under the influence of western culture. This section will critically analyze the efforts to reshape Chinese young peoples identity mainly from the aspect of education, and focus on the curriculum of Chinese literature and history. It is widely believed that school is in the position of promoting the development of the identity (Parmenter, 1997, p.34), therefore, it is can be assumed that school also plays an important role in reshaping of identity. Chinese education is carried out under the guideline of Education Law of the Peoples Republic of China. The Law (1995) points out the aims of Chinas education, which is to improve the quality of the whole nation and construct socialist material and spiritual civilization in accordance with the Constitution (Article 1), meanwhile, the Law also indicates that education should be carried out under the guideline of Marxism-Leninism, Mao Zedong Thought and the theories, moreover, education should also inherit and expand fine historical and cultural traditions as to achieve civilization progress of human beings. (Article 3, Article 7). Thus, it is can be seen that education in China has been politicized as to reinforce identity among students. Tate shows that language and history are two major curriculums that foster national and cultural identity (Parmenter, 1997, p.35). The Chinese literature curriculum is a course teaches students Chinese languages as well as Chinese traditional cultures and values, especially the Chinese Classic literature, in which contains Confucians classical works, such as The Four Books (The Great Learning, The Doctrine of the Mean, The Analects of Confucius, and The Mencius) and the five classics. Confucianism is the core value rooted in Chinese traditional culture and formed cultural identity among Chinese people. As to the language teaching in Chinese literature curriculum, despite the language helps Chinese young people to shape a world view, it is seemed likely that language is a much weaker factor compared with Chinese traditional values hold by the Chinese literature in reshaping cultural identity. Besides, language is not a direct factor in building cultural identity (Parmenter, 1997, p.27 ). However, it is cannot denied that Chinese Literature curriculum plays an important role in reconstruction of Chinese young peoples identity. As to the aspect of history curriculum in Chinas education, the reason of giving a prior consideration of history has argued by Goodson (1998, p.153), history is considered as revive and refocus of national identity and ideology. In the efforts of reshaping identity among Chinese young people, history curriculum operates the same function as Goodson discussed. Although the focus of Chinese history curriculum changes slightly, from historical materialism to Chinese dynastic and cultural heritage, from socialist people to national people, from socialism to nationalism (Jones, 2005, p.95) The function of history remains to the role of transmission of state-authorized memories as to support ethnic, regional, or political identities in both Nationalist and Communist China (Jones, 2005, p.94). 2.3 New Problems rise from the reshaping of Chinese Young Peoples Identity under the circumstance of globalization One issue that should concern us is the national curriculum under the influence of globalization. In the process of reconstruction of Chinese young peoples identity through national curriculum, there may be a tendency of ignoring the influence brought by globalization to Chinas society. The globalization brings significant changes in the aspects of social and cultural life to Chinese young people in and outside school, however, the designers of curriculum seem to ignore the phenomena and continuously draw up exam-oriented curriculum which focuses on building students national and cultural identity within the nation (Mccarthy, C., Giardina, M. D., Harewood, S. J., Park, J., 2003, p.454). It is likely that the over-emphasizing of national and cultural identity in national curriculum will bring negative effect on the awareness of the diversity cultural values in the world. Encouraging an understanding and appreciation of other cultures is the concept promoted in the international education (Cambridge, J., Thompson, J., 2004, p.162). While, Blaney (cited in Walker, 2000, p.200) suggests that Education systems rooted mainly in national concerns and constrained by national ideologies cannot educate young people to live meaningfully in a world society which is global. In the circumstance of globalization, it could be suggested that popular culture should be added into education. The popular culture should be understood as crucial terrain of political and social contestation, negotiation, and resistance that makes up the ever-shifting boundaries and alliances of youth identity formation (Mccarthy, C., Giardina, M. D., Harewood, S. J., Park, J., 2003, p.463). This section mainly deals with the challenge of Chinese culture on the aspect of Chinese young peoples identity under the influence of Globalization. A framework is built through concepts of identity, the formation and crisis of Chinese young peoples identity. Then, identity crisis of Chinese young people is analyzed and the ways of reshaping identity is presented. At last, it is critically analyzed the problem in the process of reshaping Chinese young peoples identity.

The Health Insurance Crisis in America Essay -- Public Policiy Issues

Health insurance comes as second nature to many of us. We grab that blue and white card and put it in our wallet and forget about it until we are sick or injured. When this happens, there it is, cushioning our fall like the extra padding it provided to cushion our wallets. This is not the case with everyone, however. Many Americans have no cushion to fall back on, no blue and white card to show the emergency room when they have an unexpected health concern. No HMO with a convenient co-pay amount when their son or daughter develops an ear infection. Medicine and other health services are expensive without these important conveniences that many people lack. These people have been â€Å"falling through the cracks† in U.S. health care system for years, leaving many citizens wondering: why would our country do this to us? Our great and powerful nation, the United States, a country that much of the world views as the most highly developed nation in the world, is the only industrialized country that does not provide its citizens with universal health care, according to a report by the National Rural Health Association (NRHA 1). Being that we are a capitalist economy, perhaps the government feels it is the duty of the people to make sure they are taken care of. This makes sense, doesn’t it? We are all smart individuals; we can make decisions and take action for ourselves. But what can the individuals do when the cost of insurance and health care is too high for them to handle? In the United States, the answer is nothing. A 2002 census published by the Public Information office showed that there are 41.2 million Americans who do not have health insurance (Bergman). That amounts to a startling 14.6 percent of the population, up from... ...ently, without expensive health insurance, Americans are in a bind. If they cannot afford health insurance, they surely cannot afford the medical bills that will fall upon them should they need to be hospitalized. Every other country in the world that is on the same level as America industrially and developmentally offers universal health care to its citizens. Some Americans are worried about the rise in taxes if the government offers guaranteed care to everyone. The insurance companies will suffer, as well. But the sacrifice is more than worth it. America was founded on the basis of freedom for all. Shouldn’t we all, regardless of income, be free to enjoy as many years of health as we deserve? Sources Cited National Rural Health Association http://www.apa.org/rural/report99.html Lardie, Diane Universal Healthcare Action Network http://www.uhcan.org/

1984 And Lord of the Flies Essay

Lord of the Flies, by William Golding, and 1984, By George Orwell, both portray the power of the government and the revolts that develop, while expressing a different nature of fear. Both books have a strong government possessing power and control over all the citizens. The novels compare in expressing fear but, contrast in showing completely divergent types of fear. Each piece of literature displays jealousy and hatred towards the government which leads to revolts. Furthermore, in the book, Lord of the Flies, one boy, Ralph, rules over several boys while they are stranded on an island. The books Lord of the Flies and 1984 both have communities with an overruling government using extreme power. Lord of the Flies is about twenty boys who are stranded with no adult authority on a deserted island after their plane crashes. One of the oldest boys at the age of twelve, Ralph, becomes chief because he holds the conch shell and the boys all agree to follow his orders. The book 1984 takes place in the totalitarian country of Oceania after World War II. This powerful country is under full control of their government known as The Party and all the citizens are watched throughout the day by telescreens placed all over their communities. In the Lord of the Flies, Ralph quickly declares himself chief and exerts his power on his fellow tribesmen in attempt of running an organized community. As chief, Ralph orders each of the boys a job to fulfill to make the community run smoothly. One of the boys, Jack, is in charge of keeping the fire lit and under control. Ralph’s powerfulness is expressed when Jack leaves the fire unattended as a ship passes the island. â€Å"Ralph pushes piggy to one side. â€Å"I was chief, and you are going to do what I said† (Golding 70). Once Ralph sees the ship at a distant from the island and realizes the fire is at a low ember he becomes outraged. He pushes piggy and demands Jack to obey his orders. Ralph knew it was crucial to keep the fire going to get the attention of the sailors on the ship. See more: Sleep Deprivation Problem Solution Speech Essay This was a missed opportunity by the boys and Ralph uses his power to make sure everyone executes their job. Ralph does not yell because he is arrogant, he uses his power to make sure the boys get home safely. Similarly, in 1984, the government is referred to as the Party and it has power over all the citizens. The telescreens are video cameras placed around the cities including inside everyone’s home. Also, the Party hangs propaganda around the cities to remind the citizens to obey all rules of The Party. In the beginning of the book the propaganda is explained as â€Å"The black-mustachio’d face gazed down from every commanding corner. There was one on the house front immediately opposite. Big Brother Is Watching You, the caption said, while the dark eyes looked deep into his own† (Orwell 2). Big Brother is the head of The Party and complete dictator of Oceania. These posters are used to remind the citizens they are being watched at all times. The propaganda used in the communities portrays the power of Big Brother and The Party. The posters are hung everywhere so the citizens are constantly faced with looking their dictator in the face. The books Lord of the Flies and1984 both portray a strong central government with a powerful dictator ruling over both communities. Virgina Tiger, professor and chair of English at Rutgers University in New Brunswick and an author of four books, is a critic on Lord of the Flies. Tiger said â€Å"Middle-class Ralph, with his boy scout skills, fair complexion, and sense of fair play, is the son of a naval officer, thus is he closely linked to Britain’s past magisterial powers on the seas† (Tiger). In this quote she is characterizing Ralph. His father is a naval officer so he is closely linked to the powerful force of the Briti sh Navy. Tiger believes Ralph was declared leader because of the skills he possesses as well as his father’s strong leadership qualities displayed in the Navy. Similarly, critics of the book 1984 acknowledge the power of the government and its rule over the people. Victoria Gaydosik, an associate professor at Southwestern Oklahoma State University and a published editor of young adult books, is a critic of 1984. She said â€Å"The ruling political system, Ingsoc, venerates the leader (possibly mythical) Big Brother; members of the Inner Party exercise the real power behind the ubiquitous face of Big Brother. Winston, a lowly member of the outer party, has no power to wield, and the state is interested only in his obedience to the will of the Party† (Gaydosik). Gaydosik says The Party only cares of the citizens’ obedience to the will of The Party meaning The Party has complete control and power over all the citizens. Both the critics of Lord of the Flies and 1984 recognize the power of the governments in both communities. In both of the books, Lord of the Flies and 1984, an expression of fear is present towards contrary ideas. In Lord of the Flies, the young boys are stranded on a deserted island and become scared of what else could be on the island. Also, they fear dead man connected to a parachute that landed on top of a mountain on the island. They boys believe it is some sort of beast and set up to kill it. In 1984, the main character, Winston Smith, faces the fear of being caught by the Party for his rebellious acts throughout the book. Conversely, in Lord of the Flies, the boys are afraid of a mysterious object attached to a parachute that floats on top of a mountain on the island. In Lord of the Flies, two boys are taking care of the fire when they spot what they believe is a beast on the mountain. They are extremely frightened and run to Ralph for help. â€Å"They became motionless, gripped in each other’s arms, four unwinking eyes aimed two mouths open† (Golding 98). The boys are still at young ages of around six to twelve years old. The surprise of seeing an unrecognizable body with eyes immediately brought the boys to the conclusion the body was a beast. This puts a fear in all the boys of the unknown on the island. The boys are scared of what else could be on the island and what was the â€Å"beast† the two boys saw. The boys have no adult protection from the beast and fear what could happen to them. On the contrary, the citizens in 1984 fear their government and the cruel punishments resulting from not abiding the laws. The Party is extremely controlling and has strict laws for all the citizens to obey. Winston meets a girl, Julia, and they have to plan to meet secretly to see each other because their sexual relationship is not allowed in Oceania. Julia says, â€Å"We can come here once again, it’s generally safe to use any hide-out twice. But not for another month or two of course† (Orwell 112). This occurs when Julia and Winston first start seeing each other and Julia is explaining to him they could come back to their hide-out but not for a couple months because it would be suspicious. They have to be cautious with their secret relationship because it can result in cruel punishment from The Party. Throughout the book they must face the fear of being caught by The Party and be sentenced to death. In both books, Lord of the Flies and 1984, a portrayal of fear is present but of contrasting ideas. A critic Paul Crawford is currently an assistant professor of history at California University of Pennsylvania and also published a book and many online articles including literary criticism on Lord of the Flies. In his criticism he says â€Å"They face beasts and phantoms in a succession of apparently supernatural events. Uncertain and fearful, the boys are subjected to unexplained phenomena. Suspense and hesitation as to the nature of the â€Å"beast† follow, and their fear increases accordingly† (Crawford). Crawford is saying that the boys were faced with beasts and unknown objects under strange circumstances. Suspense rises when the boys see the beast and th eir fear increases in result of the unknown on the island. The boys fear the unknown and the beast because they don’t have protection and don’t know what the mysterious beast will do. In contrast to this the main character of 1984, Winston Smith, faces the fear of being seized by the government for is unacceptable relationship with Julia. Critic of 1984, Jane Graves, is an award-winning author of romance novels. She states in an online article, â€Å"After many difficult encounters where they attempt to hide from the telescreens, they agree to meet in a clearing in the woods. Here they are able to be free with one another and have sex for the first time† (Graves). Graves explains the troubles in which Winston and Julia face to have sexual intercourse with one another. They have to avoid being seen on the video cameras around the cities and meet each other in the woods. Betrayal of The Party and Big Brother leads to severe consequences so Julia and Winston must always face the fear of being caught. The books Lord of the Flies and 1984 both express fear but of different concepts and situations. Lord of the Flies and 1984 compare in possessing rebellious groups with revolutionary beliefs against the government. In Lord of the Flies, one of the boys, Jack, is upset with the decision of making Ralph chief. Jack believes he is a more qualified chief and begins leading his own group of kids. In 1984 Winston Smith believes the government is corrupt and controls the future and the citizens by erasing the past. Winston starts having rebellious thoughts and believes in a revolutionary group named the Brotherhood against The Party. In comparison to the Brotherhood, Jack, from the Lord of the Flies, goes against Ralph and leads his own group of kids in a hunt for the beast. In Lord of the Flies when two boys spot a mysterious beast, they all start climbing the mountain where it landed in search of it. Ralph decides to head back to their camp because the boys were getting tired but Jack ref uses. Jack says â€Å"I’m going up the mountain to look for the beast now† (Golding 119). Jack demands to search for the beast going against Ralph’s decision of taking a rest from searching. A couple other boys agree with Jack and head up the mountain while Ralph and the rest of the boys go back to their camp. After disagreeing with making Ralph the chief, Jack finally makes a stand and refuses to take orders from Ralph. Likewise, in 1984, Winston Smith disagrees with the government and makes a stand against The Party. He begins by writing rebellious thoughts in his diary and wants to break the laws of Oceania by performing a sexual act. Winston believes having sex is rebelling against the government. Orwell says, â€Å"And what he wanted, more even than to be loved, was to break down that wall of virtue, even if it were only once in his whole life. The sexual act, successfully performed, was rebellion† (Orwell 60). Winston’s dream comes true when he met Julia and finds himself in a sexual relationship with her. Winston’s main goal throughout the story is to rebel against The Party and to make his own decisions. Winston breaks the virtues of The Party and successfully rebels against Big Brother with his sexual involvement with Julia. The books Lord of the Flies and 1984 compare in possessing characters that clash with their respective governments’ ideals and partake in rebellious acts. Berthold Schoene-Harwood is a critic of Lord of the Flies as well as a teacher in Liverpool at John Moores University and a successful author and editor. Berthold says, â€Å"The boys engage in a relentless, ultimately self-annihilating battle against their own nature. In their attempt to assert themselves as men†¦Ã¢â‚¬  (Schoene-Harwood). He is saying the boys find themselves fighting against each other to prove who is more of a man. These battles lead to the death of some of the children because they have become savages from their extended amount of time on the island. Jack acts out agai nst Ralph because he does not want to be controlled by him. Jack deems he is his own man and can make his decisions which results in his revolt against Ralph. Similarly, in1984, Winston acts out against the government through performing rebellious acts. Gorman Beauchamp, a critic of 1984, graduated from the University of Michigan and is currently an associate professor emeritus at the University of Michigan as well as a published author. Beauchamp states, â€Å"But because the whole duty of citizens is to love Big Brother, their love for one another is perforce politically subversive† (Beauchamp). In this quotation he is explains the duty of the citizens is to love their leader and Winston and Julia’s sexual relationship is an act of betrayal towards Big Brother. Because of Winston’s disagreement with the party and hatred towards Big Brother, he is revolting against the government. The critics Schoene-Harwood and Beauchamp confirm the exertion which defiant acts are displayed in the books Lord of the Flies and 1984. The books Lord of the Flies and 1984 display powerful governments as well as insubordinate acts against the government with divergent fears expressed in both. Lord of the Flies has a chief, Ralph, who has complete rule over all the boys on the island compared to Big Brother in1984 who powerfully rules over the citizens of Oceania. Both books present fear, but in Lord of the Flies the boys dread the unknown on the island compared to the despair of being arrested by the government in 1984. The revolting groups formed in Lord of the Flies and 1984 relate in both opposing the ideas of their government. Both books are similar in possessing powerful governments with opposing groups as well as expressing fear but the perspective in each is altered through the age of the characters. In Lord of the Flies the characters are very young and fear a far less serious matter of a mysterious beast verse being caught by the police and executed in 1984.

Competitive Sports Beneficial Essay

Is putting a child into a competitive sport beneficial for them? Some people believe competitive sports to have a negative impact on children. It’s hard on their bodies, they tend to put sports before education, and it puts a great deal of pressure on the child to win and if not it can lower the child’s self-esteem. Yes, like everything in life, it has its negatives, but its positives outweigh its negatives by a numerous amount. Competitive sports help children not only physically but mentally and emotionally. Sports can have a great impact on a child’s life and can help them grow not only as an athlete, but as a person. Growing up playing sports you meet many new and different people, which helps you learn how to adapt and get to know new people more quickly. Playing competitive sports, you meet people with the same interests and you can develop long lasting friendships. Children learn to participate as a team not just as an individual; this will be needed throughout someone’s life through jobs, relationships, and much more. Character and integrity are associated with competitive sports. These two characteristics are not built through competitive sports, but are revealed in a competition. The hope is that you learn to do the right thing and make the right choices, which is character and integrity at its finest. â€Å"Competitive athletes are consistently involved in situations where they are challenged. This not only occurs on the competitive field of play but in the practice gym as well. When this happens, their level of perseverance and determination will be tested. The hope is that they become stronger within over time† (Mango). They also learn discipline, how to set goals and how to achieve those goals. â€Å"Kids involved in sports are less likes to take drugs or smoke because they realize the impacts that these destructive activities can have upon their performance. Girls who play sports are also less likely to become pregnant† (McEntire). Some parents believe it is too much too soon, and that there is a misplaced emphasis on the â€Å"wrong† things such as winning at all costs. Children mature at different ages and may or may not be ready to play in a healthy competition. Competitive sports typically require strategic planning and other more complex cognitive abilities however, they don’t perform as well under the pressures of competition until they are closer to twelve† (Ray). The child has to learn how to lose gracefully and often the costs of the lesson outweighs the types of lessons learned, especially when children are placed under too much stress to win. In addition, children may not be physically ready for the demands of training and hard play. Repetitive motion injuries, muscle injuries and accidents can be detrimental to children’s developing bodies. According to Linda Ray’s article, â€Å"Should Children Play Competitive Sports† the key to successful competitive play for children depends on a healthy balance of parental involvement, social and team pressure, physical conditioning and time. With these combinations and good coaches it is extremely beneficial for children to play competitive sports.

Ethical Worksheet Essay

1. What is the ethical issue or problem? Identify the issue succinctly. The probation officer has to generate a presentence investigation report for the husband’s trial. The probation officer has to keep in consideration that this last DUI would be the husband’s third conviction, the only one being after his military service. The standard sentence for a third time offense usually begins at a minimum of 90 days in custody. The husband, however, has a record diagnosing him with post-traumatic stress disorder (developed after serving in Somalia) where confinement can trigger regression, explosive outbursts, and traumatic flashbacks. What should the probation officer recommend? 2. What are the most important facts? Which facts have the most bearing on the ethical decision presented? Include any important potential economic, social, or political pressures, and exclude inconsequential facts. This is the husband’s third DUI offense. Due to the husband’s military service in Somalia, and his imprisonment by the enemy soldier, he now suffers from post-traumatic stress disorder and has regressed to the level of a 10-year-old. As per his psychiatrists, any type of confinement could worsen his regression, triggering explosive outbursts and traumatic flashbacks. The standard sentencing (since he’s a third time offender) usually begins at a minimum of 90 days in custody. His prior convictions happened before his military service and he served a total of 60 days in custody, without incidents. 3. Identify each claimant (key actor) who has an interest in the outcome of this ethical issue. From the perspective of the moral agent—the individual contemplating an ethical course of action—what obligation is owed to the claimant? Why? Claimant (key actor) Obligation (owed to the claimant) Perspective (What does the claimant hope will happen?) Probation Officer Beneficence, protection, service The probation officer would strongly recommend for the husband be placed under house arrest and attend intensive therapy and rehabilitation, rather than being incarcerated or institutionalized. Husband Respect, order The husband would prefer to pay a fine, if any, and be penalized in any way other than confinement. Judge Beneficence, non-injury The judge would prefer to help the mental condition of the husband, as well as keep the order in any jails and/or correctional facilities. Psychiatrist Beneficence, farewell The psychiatrists would prefer to attend to the husband’s mental condition through intense therapy and rehabilitation, and avoid confinement at all cost. Society Justice, peace and order Society would prefer any type of rehabilitative therapy for the husband, a military veteran, and not incarceration. Evaluating Alternatives 4. What are two alternatives for the scenario? One alternative can be a wild card that you ordinarily may not consider an option because of potential implications. Both should be within free will and control of the same moral agent. Alternative A Alternative B The probation officer strongly recommends rehabilitative therapy and psychotherapy in place of any incarceration time. The probation officer generates the PSI report following protocol of recommending the standard mandatory minimum of 90 days in jail for being the husband’s third conviction. 5. Respond to the following questions based on your developed alternatives. Alternative A Alternative B What are the best- and worst-case scenarios if you choose this alternative? Best: The husband shows improvement through different types of therapy and overcomes alcoholism. Worst: Therapy is useless for the husband and his alcohol dependency worsens. Best: Standard procedures are followed. Husband has no outburst or violent flashbacks. Worst: Husband has a violent outburst hrs within incarceration, has to be placed in solitary confinement, mental state deteriorates. Will anyone be harmed if this alternative is chosen? If so, how will they be harmed? Consider families and derivative effects. The husband will be hurt if the therapies recommended do not work as expected. His mental condition and alcohol dependency may worsen if the issue is not approached properly. The husband’s mental, emotional, and maybe even physical state will worsen will incarceration, since his violent outburst and flashbacks will be reoccurring. Would honoring an idea or value—such as personal, professional, or religious—make the alternative invalid? Prioritizing the mental health and wellbeing of a military veteran with service related issues, such as PTSD makes the alternative invalid. Following the standard sentencing for a third time offender would make the alternative invalid. Are there any rules, laws, or principles that support the alternative? Are there rules, laws, or principles that make the alternative invalid? State the rule or principle and indicate if it invalidates or supports the alternative. 3455. Idiocy as a Defense You may not find the defendant guilty of if (he/she) was legally incapable of committing a crime because of idiocy. The defendant was legally incapable of committing a crime because of idiocy if at the time the crime was committed: 1. (he/she) had a mental disease or defect; 2. Because of that disease or defect, (he/she) did not know or understand the nature and quality of (his/her) act or did not know or understand that (his/her) act was morally or legally wrong. V C Section 23546 Penalty Third Conviction Within Ten Years 23546. (a) If a person is convicted of a violation of Section 23152 and the offense occurred  within 10 years of two separate violations of Section 23103, as specified in Section 23103.5, 23152, or 23153, or any combination thereof, that resulted in convictions, that person shall be punished by imprisonment in the county jail for not less than 120 days nor more than one year and by a fine of not less than three hundred ninety dollars ($390) nor more than one thousand dollars ($1,000). The person’s privilege to operate a motor vehicle shall be revoked by the Department of Motor Vehicles as required in paragraph (5) of subdivision (a) of Section 13352. The court shall require the person to surrender his or her driver’s license to the court in accordance with Section 13550 Applying Ethical Guidelines 6. Consider each ethical guideline and explain whether it would support or reject your alternative. Guidelines based on the action itself Alternative A Alternative B Should this alternative become a rule or policy that everyone in this situation should follow in similar situations in the future? (Kant) Yes No Does this alternative result in using any person as a means to an end without consideration for his or her basic integrity? (Kant) No Yes Is the intent of this action free from vested interest or ulterior motive? (Kant’s good will) Yes Yes Does this alternative demonstrate a genuine concern for others affected by the decision, and is the moral agency responding to a perceived need? Yes: concern for others and responding to a perceived need are implicated No Guidelines based on consequences Alternative A Alternative B Is the good that results from this alternative outweighed by the potential harm that might be done to others? (Mill’s harm principle) Possibly No Is any harm brought about by anyone other than the moral agent? (causal harm) No Yes, the husband and the implicated correctional facility Will anyone be harmed who can be said to be defenseless? (paternalism) No Yes, the husband in a regressed mental state of a 10 year old To what degree is this alternative based on the moral agent’s own best interest? (ethical egoism) Not based on the parole officer’s own interest. It is based on the best interest of the husband. Not based on the parole officer’s own interest. It is based on the best interest of the husband. Which alternative will generate the greatest benefit—or the least amount of harm—for the greatest number of people? Select only one alternative. (utilitarianism) Alterative A will generate the greatest benefit. Ethical Decision Making 7. Choose to proceed with either Alternative A or Alternative B and explain the reasons for your decision. I recommend that on the parole officer’s presentencing investigation report strongly recommend an alternative type of punitive action against the husband, in lieu of incarceration. He should take in consideration not only the welfare and mental health of the husband, but the order in the corresponding correctional facility. The parole officer should note that incarceration will not only greatly deteriorate the husband’s mental, emotional, and even physical health, but it will also create altercations and physical confrontations in jail. The parole officer should push for some type of intensive rehabilitative therapy, as well as psychotherapy, and any other type of therapy the husband may need in order to treat his mental condition as well as to address his alcohol dependency. If necessary, applying a fine and/or house arrest in order to pay for the offense. The par ole officer should put the health and well being of the husband first.