Rasputin Bibliography Essay Example

Rasputin Bibliography Paper The Decline and Fall of the Romanov Dynasty It can be argued that Grigory Rasputin was responsible for the fall of the Romanov Dynasty to an extent. There are many aspects that Rasputin was the cause for Nicholas and his family losing their powers over the people of Russia. It is believed that Rasputin was only the catalyst that brought about widespread revolt. Rasputin played a very important role in the lives of the royal family, especially to the Tsar and Tsarina’s only son , Tsarevich Alexei, who was suffering a lot of pain from the disease Haemophilia. Rasputin was regarded as the last means to an end to cure the Tsar and the Tsarina’s haemophiliac son. They had tried to find a cure everywhere for their son and in 1905 ask the peasant healer to help. In 1908 when Alexei was seriously ill, Rasputin was called to Royal palace where he managed to stop the bleeding. From then on the Tsar referred to Rasputin as â€Å"our friend† displaying to the people the amount of trust they had in Rasputin. Tsar Nicholas II couldn’t stop the progression of revolution as he came to rule at a difficult time. He was out of touch with his people and was known as a leader that was no good, weak, hesitant; and extremely hard-headed. Tsar Nicholas II was at the time mainly concerned with his family issues instead of being focused on the political issues. He was also not prepared to efficiently rule a country where there was a massive variety of people with different languages, race, religion; and culture. It is reported that during Nicholas’s earlier years while his father was still in power, that he found government meetings boring and was not interested in the affairs of state. The Tsar wanted the country to still be ruled as an autocracy where the peasants and the working class had extremely below average standard of living, while the royal family live in a life filled with riches and extravagances. Tsar Nicholas undertook absolute command of the Russian army fighting on the Eastern Front in September 1915. As he spends most of time at the general headquarters (G. H. Q) the Tsarina now has taken over the responsibilities for domestic policy. We will write a custom essay sample on Rasputin Bibliography specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Rasputin Bibliography specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Rasputin Bibliography specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Over the duration of the next few months, the Tsarina dismissed ministers and their deputies in extremely hasty progression; during this time Rasputin served as the Tsarina’s advisor. Alexander Kerensky stood as a democratic socialist as a member of the Duma complained and states that â€Å"The Tsarinas blind faith in Rasputin led her to seek his counsel not only in personal matters but also on questions of state policy. General Alekseyev, held in high esteem by Nicholas II, tried to talk to the Tsarina about Rasputin, but only succeeded in making an implacable enemy of her. General Alexseyev told me later about his profound concern on learning that a secret map of military operations had found its way into the Tsarinas hands. But like many others, he was powerless to take any action. † The Word War I was the final impact that resulted in the fall of the Romanov Dynasty. When the war was announced there was a sensation of national pride, and everyone wanted to help out as best as they could. As the war commenced, it started to wear out resources and poorly trained peasants were forced to do the fighting where they weren’t equipped with weapons. Because of the lack of resources such as equipment and food, the army suffered a massive defeat by Germany who was more advanced and highly technologically advanced. As the war continued the casualties began to rise, in 1915 the war was the cause of over two million deaths. Due to the peasants fighting in the war there was no one to work with-in village because of this there was extreme food and goods shortage. The spirit of Russia began to decrease as losses on the battleground also including the unavailability of food and fuel took its toll on the people. The Tsar was responsible for the army’s defeat. Tsar Nicholas II lack of preparation into his role as a leader was initially one of the reason as to why the Romanov Dynasty failed. Many people blamed Rasputin for the fall of the Romanov Empire due to his close relationship to the Tsarina Alexandra, where she was heavily influenced by Rasputin and then in turn she influenced the Tsar. The Tsar was a ruler that was behind times instead of modernising his country; he chose to keep the country the way it was when his father was ruling. Many of his people wanted to revolutionize the country and move into a more advanced country. The Tsar was too stubborn to make decision on the advancement of Russia and chose to ignore it. Therefore Tsar Nicholas II was responsible for the fall of the Romanov Dynasty as the people wanted change. BIBLIOGRAPHY * Grigori Efimovich Rasputin [online] http://www. alexanderpalace. com/2006rasputin/index. html [accessed 19th March 2011] * Grigori Rasputin Biography [Online] http://www. biographybase. com/biography/rasputin_grigori. html [accessed 19th March 2011] * Gregory Rasputin: Biography. [Online] http://www. spartacus. schoolnet. co. uk/RUSrasputin. htm [accessed 19th March 2011] * Gilliard, P. Thirteen Years at the Russian Court. 2008 [Online] http://www. alexanderpalace. org/2006pierre/chapter_XII. html [accessed 19th March 2011] * The Decline and Fall of the Romanov Dynasty [Online] http://www. docshare. com/doc/162390/The-Decline-AndFall-Of-The-Romanov-Dynasty [accessed 23rd March 2011] * Radzinsky, E. 2001, The Rasputin File. Anchor Books * Shukman, H. 2009, Rasputin: An Introduction. The History Press [ 1 ]. Gregory Rasputin: Biography. [Online] http://www. spartacus. schoolnet. co. uk/RUSrasputin. htm [Date Accessed 18th March 2011]

Social Justice The Catholics Social Teachings on Justice

Social Justice The Catholics Social Teachings on Justice Introduction According to Our Ladys Parish (2012), God, who is regarded as the father of humankind, is just; therefore, the same is expected from His creation. Life is God-given and sacred. In this case, all human beings should strive to avoid activities that bring suffering and oppression to God’s creation.Advertising We will write a custom essay sample on Social Justice: The Catholic’s Social Teachings on Justice specifically for you for only $16.05 $11/page Learn More Imprisonment is a form of oppression when it is not implemented in a right way to correct individuals. To some extent, imprisonment brings sadness and humiliation. It should be the last alternative after other ways of solving a certain crime have failed. The Catholic Church is concerned with social injustices and has contributed a lot towards curbing crime through alternative ways other than imprisonment. The church also seeks to instill value in the prisoners’ lives thr ough teachings and practices that accept prisoners as people who deserve to be treated with dignity (Windley-Daoust, 2007). The Catholic’s social teachings on justice Courts of law should exercise justice Suspects should be given a chance to prove their innocence. It is sad for people to spend their lives in prison for crimes they did not commit. Judges should be fair in sentencing people by proving them guilty beyond a reasonable doubt. More often than not, people in Australia find themselves in prisons, not for being convicted, but due to delayed trials. This is sad and unfair. The Catholic Church views this as injustice because the prison becomes a place for distress and misery other than rehabilitation. Such situations will only lead to increased criminal activities because those with morals may end up being corrupted through associating with criminals (Clayton, 2004). The church advocate for fast trials so that if convicted a person does not spend an unnecessary long per iod in jail. It also suggests that trivial matters be addressed through other means such as juvenile centers for the underage law breakers and rehabilitation centers for the adults (MacBrien, 1994).Advertising Looking for essay on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More A jail should be a place for restoration of self-worth to prisoners While serving their terms, prisoners should be engaged in activities that will help them become useful once they are freed. However, it is critical for the prisoners to be taught about God’s perception of sin and what is expected of them as Christians. The church suggests that every punishment administered to a wrong doer must have a rehabilitative purpose. This can be done through offering trainings and skills that will prove useful and give them a starting point once their terms are over. These skills and technology restore the prisoners self-worth because they ar e able to contribute to the economy (McBrien, 1994). Issues that lead to criminal activities should be addressed Some crimes are committed out of sheer carelessness or even brief associations with wrong doers, and we can call them temptations. Nevertheless, these temptations see people spend years in prisons, yet if given a chance; they could be corrected through mere dialogues. In this case, the church has solved by addressing issues that lead to criminal activities like drug abuse that leads to mental instability this is solved by campaigns against drug use. The church has advocated for equal distribution of employment opportunities to help eradicate poverty which increases crime. Some solutions to criminal activities that the church suggests are like engaging people in prolonged learning activities. Also, it includes the provision of institutions for mental services and community based projects, as well as economic support to marginalized communities (Our Ladys Parish, 2012). Ano ther major cause of crime is the negative influence. In this case, the church offers guidance to offenders and educates them on which aspect to look for in friends and associates.Advertising We will write a custom essay sample on Social Justice: The Catholic’s Social Teachings on Justice specifically for you for only $16.05 $11/page Learn More This helps them not to fall back to their old habits that caused them trouble. Instead, the offenders choose and develop relationships with people who add value to their lives and improve their self-worth. Forgiveness should be practiced and extended to wrong doers as well Christians often fall into temptations and break the commandments and ask for forgiveness from God. Therefore, in order to be forgiven, Christians must also forgive. According to the Catholic faith, all humans are equal before Gods eyes. This is evident during creation as all people were created in Gods own image, and salvation to the world w as provided for all people. Christians should have mercy and love to others since all people belong to the same God. This is a practice that shows that they care about the social well-being of other individuals in the society. The Catholic Church encourages people to opt for forgiving one another, and thus cases of people suing their fellow humankind and exposing them to prison life will be less. Turning around the situation and addressing the main reason as to why people commit certain crimes and assisting to solve the problem will improve the situation. This will reduce the number of people suffering in prison as well as improve others’ lives and morals among the societies. Reconciliation brings healing and restores harmony and good social relationships in the society (Massaro, 2000). Prisoners should be involved in Christian faith during and after their sentences Christian values should be practiced by all whether in prison or not. The Catholic Church has done this by the foundation of churches in prison and established rehabilitation institutions for them once they are free.Advertising Looking for essay on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More These institutions offer an opportunity for transition from jail into the community by offering jobs, trainings, and accommodation before they can support themselves or re uniting them with their families and counseling (Weigert Kelley, 2004). Chaplains have spent time with prisoners offering them spiritual guidance and celebrations through sacraments. This makes the prisoners feel loved, be less remorseful, and restores their dignity. The church views the prison as an avenue for campaigning law and order. The church encourages families to support their people in prison through visiting them. This also encourages the prison officers to preserve their dignity and promotes brotherly love amongst them. Most important of all is receiving them back into the community and church once they are through with their sentences (Massaro, 2000). Prisoners should not be perceived as outcasts but treated with compassion When one is imprisoned, this is not an indication that the individual has chos en to be evil. Prisoners are human beings, and deserve understanding and empathy. We all belong to the same father, and this should bring us closer to become brothers and sisters in Christ. Therefore, judging other people whether Christians or not is wrong. Christians should learn the needs of prisoners, their loved ones, and the officers who take care of the prisoners. Learning their needs will help Christians know how to approach them. This will enable Christians to educate the prisoners on Christianity and what do so as to a void getting in prison in the future. If Christians interact with prisoners while helping them, the Christians teach by examples and not theory. Therefore, this is bound to be effective, as opposed to just preaching to the prisoners (Massaro, 2000). The church urges the society to show such compassion through visiting them in prison and helping them start a fresh on leaving jail. Christians should preach peace to improve law and order The rest of the world is complaining about the deterioration of morals and increasing rate of crime. On the other hand, Christians are expected to stand by their values and teach obedience to the state law despite the political environment and economic conditions experienced. The difference between the human persons goodness and a Christian is the dignity whose foundation is Christ. This means that the church’s social mission is connected with the gospel (Whitmore, 2005). A Christian is expected to be just in order to preach the gospel about justice. Therefore, they should lead by examples by first being law abiding citizens before extending these values to the rest of society. When Christians identify themselves with prisoners, they see Christ through the prisoners and this contributes to obedience because they are likely to practice these values after their sentences. The church has given Christians the liberty to participate in political and economic activities that aim at improving peoples lives . In turn, this encourages the government to listen to religious views on social justice and give citizens freedom of religion. It results to states that are united and have one goal towards common good and opposing injustice (Pennock, 2007). The church and formulation of some policies in the government Some of the reasons why crime has increased are due to the economic situations and political activities that oppress people. The church looks into issues like the right to job access to people through just employment and wages, freedom to religion, and issues like democracy in politics. In addition, the church focuses on establishing equity among the various socio-economic classes of people in the society. The church also fights for respect to views founded by religion and influenced by the church. Through this, Christians have been able to identify their social responsibility and influence to the state in maintaining social justice. This has enabled them to participate in fighting s ocial injustices such as corruption and racism as well as promote human rights. If Christian love binds the nations, then selfish activities evident in hunger for power and exaggerated profits will be minimize. Also, the poor will get a share if resources are distributed equally, and thus temptations to crime will also be minimal. The church differs with the states opinion of making jails brutal and unbearable as a strategy that deprives prisoners of their dignity (De Berri Hug, 2003). Conclusion Social justice is not a responsibility of the state judiciaries, but the whole society. If all people exercised social responsibility and stood together as the body of Christ, the level of criminal activities would be low. This would lead to a better society that pleases Christ. It helps improve the social well-being because the state is dependent on the society which includes the Christians. According to the church, getting tough on the crime is not the solution. Creating a long term alte rnative to imprisonment is usually encouraged. In addition, church suggestions can only be done through concentrating on the causes and prevention of crime. Punishment only results into increased violence and impunity. Reference List Clayton, M. (2004). Social Justice. Malden, Mass. u. a.: Blackwell. De Berri, E Hug, J. (2003). Our best kept secret and an evolving social message. In Catholic social teaching: Our best kept secret. Maryknoll: Orbis Books Washington Center of Concern. Pp. 3-11. MacBrien, R.P. (1994). Catholicism. New York: Harper SanFrancisco. Massaro, T. (2000). Nine key themes in Catholic social teaching in Living justice: Catholic social teaching in action Living justice: Catholic social teaching in action. Oxford: Sheed Ward. pp.113-167. Massaro, T. (2012). Living justice: Catholic social teaching in action. Lanham, Md: Rowman Littlefield Publishers. McBrien, R. (1994). The ongoing development of Catholic social doctrine. In Catholicism. San Francisco: Harper S an Francisco. pp. 912-916. Our Ladys Parish (2012). Social Justice Statement 2011-2012. Web. Pennock, M. (2007). Catholic social teaching: Learning living justice. Notre Dame, Ind: Ave Maria Press. Weigert, K. M., Kelley, A. K. (2004). Living the Catholic social tradition: Cases and commentary. Lanham, Md: Rowman Littlefield Publishers. Whitmore, T.D. (2005). Catholic social teaching: Starting with the common good. In K.M. Windley-Daoust, J. (2007). Primary source readings in Catholic social justice. Winona, MN: Saint Marys Press.

1912 Lawrence Textile Strike Essay Example | Topics and Well Written Essays - 750 words

1912 Lawrence Textile Strike - Essay Example This strike took place in, â€Å"Lawrence, Massachusetts in 1912 and was led by the Industrial Workers of the World†.1 The strike has a variety of complex reasons for its establishment, but it’s broadly understood that it occurred as a response to the mill’s decision to lower wages after a law shortening the workweek was enacted. This essay examines a variety of issues surrounding the 1912 Lawrence Textile Strike and considers whether the strikers were justified in their actions. The city of Lawrence was founded in 1845 and quickly grew based on its productive textile industry. Even as the textile industry in the region greatly contributed to the region’s development, it’s clear it was also a highly problematic industry. With the turn of the century an influx of mechanization resulted in the gradual release of skilled laborers and an increasingly dangerous and demanding work environment. The large numbers of unskilled laborers, largely women, workin g in the textile industry gave the factory’s considerable leverage, further leading to arduous working conditions. Furthermore, â€Å"divisions between skilled and unskilled laborers were also strongly divided along ethnic lines, further contributing to growing tension in the region†.2 While there were instance of unionization through the United Textile Workers and the Industrial Workers of the World, it was generally recognized that unionization had not taken a strong hold in the area. With growing recognition of the poor working conditions in the region a new Massachusetts law was enacted that â€Å"reduced the number of house of work per week for women and children from 56 to 54†.3 Upon the implementation of the law, employers followed by reducing the weekly wages to match the change in hours. Workers at the Everett Cotton Mills discovered the reduction in pay and immediately left their looms, setting off the early stages of the strike. After this early stage , the Industrial Workers of the World became involved and further organized against the textile mills. Joseph Ettor took control of strike and put together a committee with representatives from each ethnic group working at the mill; the group’s demands were that the textile factories raise wages by â€Å"15% for the newly specified workweek, and provide double pay for overtime†.4 The strike resulted in a large-scale public conflict, with the city calling out a militia to confront the picketers. The militia turned a firehouse on the picketers and they responded by vandalizing many of the mills. These incidents resulted in a domino effect where the strike leaders were framed, the United Textile Workers (UTW) attempted to deter the deliberations, and children and mothers were clubbed for peaceful protest. This last act gathered national attention and resulted in a resolution being reached regarding the strike. Ultimately, â€Å"the textile companies, led by the American Woolen Company, capitulated to nearly all of the strikers’ demands†.5 These actions had a significant impact on labor as other factories in New England followed these policy changes worried about facing similar civil strife. In conclusion, there are a number of considerations that are made when one considers whether the strike was justified. While the strike was ultimately successful in that the workers had most of their demands met, it’s clear that there was considerable civil strife that resulted in these actions. While ostensibly it appears that such actions were not needed and the physical conflicts could have been avoided, one considers prominent civil rights leaders such as Malcolm X who indicated that oftentimes violence was necessary to enact significant public change. In this textile strike, civil change was not simply enacted in

Strategic Management of Information System Essay

Strategic Management of Information System - Essay Example Evidences suggest that individual IT service management systems may not enable an organization to develop a stable and responsive IT environment, which would be adaptive to changing business conditions. To illustrate, consider the application of ITIL version 3. ITIL is one of the key tools to IT service management as it provides a cohesive set of well developed and effective IT practices. As Blokdijk (2008, p. 23) points out, the ITIL version 3 contains provisions for developing service strategy and service design, enhancing operational services and service transition, and promoting continuous service improvement. Carvalho et al (n.d) also agree that ITIL can address range service management aspects. However, it does not authentically address enterprise architecture and this situation raises some potential challenges to the management in meeting many of its operational objectives (ibid). Therefore, the blended use of ITIL version 3 and enterprise architecture approach may be benefici al for the organization to effectively coordinate its IT operations and establish a stable and responsive IT environment. Shuja (n.d) believes that an integrated use of ITSM practices may aid an organization to deliver cost-effective and quality services to its clients. In addition, this practice promotes integrated centralized processes, which in turn help an organization keep its various departments inter-connected, and this condition will certainly offer improved services that can meet business and end user needs. Furthermore, if there is a good connection between various departments of a company, then the management can reduce its workforce strength and thereby cut down operating costs. This structure is also very useful to respond to some unforeseen

Impressionism and Expressionism Essay Example | Topics and Well Written Essays - 500 words

Impressionism and Expressionism - Essay Example The essay "Impressionism and Expressionism" examines impressionism and expressionism. Vincent van Gogh and Jozef Israels have pieces of art that portray such styles. While in Nuenen, Holland at his father’s lodge, Vincent composed â€Å"Potato Eaters.† This painting is the first of his works that reveals influences from the farmhand descriptions of Jozef Israels. In â€Å"Potato Eaters,† Vincent even reveals this influence and defines Israels as the "the Dutch Millet.† Vincent reveals his admiration for a painter of anglers and small-scale farmers who he referred to as â€Å"Dutch Millets.† Between Vincent’s â€Å"Potato Eaters† and Israels’ â€Å"Peasant Family at Table,† Vincent was clearly inspired to compose his own idea of a small-scale farmer’s dinner setting. In terms of composition styles, â€Å"Potato Eaters† reflects Israels’ subject and style of art. At the same time, â€Å"Potato Eatersâ⠂¬  has darker shades, animpasto paint textures, and more inspiration from Rembrandt’s tenebrism. Tenebrism is a style of portraiture used by Caravaggio and his successors wherein several objects are vibrant in terms of color while the rest of the painting has dense shadows. Tenebrism remains an impressionist style of painting. In â€Å"Potato Eaters,† the point of view is skewed. The askew nature of the painting shows Vincent’s naivetà © and originality at the same time. This is also a major similarity between â€Å"Potato Eaters† and Israels’ â€Å"Peasant Family at Table.†

Comparative Analysis of Lawrence Kohlberg and Carol Gilligan

Comparative Analysis of Lawrence Kohlberg and Carol Gilligan Emma Haslam Moral Reasoning Human well-being is not a random phenomenon. It depends on many factors ranging from genetics and neurobiology to sociology and economics. But, clearly, there are scientific truths to be known about how we can flourish in this world. Wherever we can have an impact on the well-being of others, questions of morality apply. Sam Harris (2015) In many respects, the cognitive-developmental paradigm within moral psychology has had an unstable record. First introduced by Baldwin (1906), then taken up but quickly abandoned by Piaget (1932, 1965), many years passed before it was reintroduced and fully delineated by Kohlberg (1971, 1984). The limitations of the moral domain have now been extended well beyond those of Kohlberg’s justice research to include other orientations to moral understanding such as Carol Gilligan’s ‘Care’ research (1982). The purpose of this essay is to compare and contrast two theories of moral reasoning with reference to empirical research. Named theories include Lawrence Kohlbergs Justice and Carol Gilligans Care. This piece will focus on the studies individually as well as comparing the similarities and differences for both and will also look into some critical reviews from other research that has been conducted since regarding care and justice. The reason for choosing Kohlberg and Gilligans pieces of research are because both are leading researchers in the field of cognitive development and the research is known and used by academics worldwide. Lawrence Kohlberg was a developmental psychologist who studied Piagets constructivist theory and continued to base his own work around the model constructed by Piaget. This led to Kohlberg developing his own cognitive developmental model known today as ‘Justice’. Kohlberg had a direction for his research and that was to focus on the reasoning behind answers. Feminists (among other) have criticised the hegemony of justice reasoning in Kohlberg’s theory, proposing that a more relational, â€Å"care and response† orientation is an equally valid conception of morality and one that is more often representative of the moral experience of a woman (e.g. Gilligan 1982; Noddings, 1984). Carol Gilligan became a student and research assistant of Lawrence Kohlberg in 1970 and provided her own justifications from Kohlberg’s original addition and proposed considering gender identity and therefore made another discovery within the field of cognitive developmental psychology that Kohlberg did not consider. Kohlberg began his research looking into how children develop from birth and continued the research to span an entire lifetime. ‘The founding principle of development was the recognition of the value of justice, acceptance of justice as a governing factor of an individual’s own actions and also a philosophical understanding of justice’ (Kohlberg, 1971). This shows very early on that everything was based around understanding justice and how it applied to an individual’s understanding towards moral reasoning. The first questions provide evidence for this and it is stated How to avoid punishment from a punitive point of view (Kohlberg, 1984). This statement highlights the fact that the empirical research is justice based. There are three main stages to Kohlberg’s research with six sub-sections. ‘The first is the Pre conventional stage Obedience and punishment orientation (How can I avoid punishment?), Self-interest orientation, (Whats in it for me ?), (Paying for a benefit). The second stage is Conventional, Interpersonal accord and conformity (Social norms) (The good boy/girl attitude), Authority and social-order maintaining orientation (Law and order morality) and the final is Level 3, Post-Conventional, Social contract orientation, Universal ethical principles, (Principled conscience).’ (Kohlberg, 1971). Gilligan would go on to criticise Kohlberg’s theory as Kohlberg only studied privileged white men and boys, Gilligan felt this caused a bias opinion against women. Gilligan designed a paradigm of female development centralised on the subject of caring as a formative virtue. This was based around Kohlberg’s original ideas and structure. Gilligan wanted to outline that women were not â€Å"moral midgets† and was also against many psychological opinions such as another great theorist, Erikson who believed that the tasks of development were separation from the mother and family. If women did not succeed on this scale then those individuals were â€Å"obviously lacking†. Therefore Gilligan’s goal was seen as a good case for feminism and psychology as a whole. The view focused on the individual’s growth to care for and better understand others. Gilligan’s earliest transition for the stages of development suggests a move from self interest to a responsibility for others (Arnold, 2000). The male life form was seen as a norm. Psychologists that performed research before for example Freud, Piaget and Erikson; all had male points of view and focused mainly on male cognitive development. The previous views are shown to be neither neutral nor impartial. There is no room for care or human relationships which are essential parts for morals of maturity (Gilligan, 1977). Kohlberg’s study group subjected only male participants to the research, whereas Gilligan’s study group was subject to only female participants. Early constructivist views of cognitive development show little between genders. Gilligan observed that the alienation felt from Kohlberg’s views were the result from his studies having a skewed perspective towards male development as most of the research conducted in the field prior to Kohlberg. The result of this was a formative foundation for male cognitive development. Kohlberg discovered that male subjects develop in relation to the understanding of justice, from simple punitive evasion to a satisfied philosophical acceptance for the meaning of justice. Gilligan’s study group was a duplicate study of Kohlberg’s work with, alternate focus that allowed for comparison for any significant differences in gender development. Females follow a different trend of cognitive and that focuses around caring and a r espect for life. Gilligan discovered that female subjects develop in the understanding of humanity, developing from simple obedience to a universal philosophical understanding of morality. ‘Gilligan also discovered that a morality of care can also serve in place of the morality of justice and rights earlier theorised by Kohlberg. Gilligan views morality of care and morality of justice as distinct yet also connecting’. (Young, 1999). Gilligan believed that the care based morality was prominent in women. Co-operation, compromise makes levels of overall happiness much higher in women. This is partially due to how men and women are socialised. Unlike Kohlberg’s three main and six sub stages, Gilligan’s research only comprised of three stages, Pre-conventional where one learns to care for oneself, Conventional, this shows that and individual put their own needs behind them to care for others and finally the post-conventional stage. This is when a balance is rea ched and the individual learns to care for themselves and others at the same time. All of the research conducted by both Kohlberg and Gilligan has had critical reviews by other researches in the field however, the basis of the research is crucial to knowing a basing around the moral foundation of an individual. In conclusion, most moral psychologists accepted that there are two types of moral reasoning which are Kohlberg’s justice and Gilligans care, although Kohlberg’s vast legacy to moral psychology is widely acknowledged to far outweigh the shortcomings of his theory, in recent years there has been a growing sense within the cognitive-developmental paradigm that a more comprehensive theory of morality is long overdue. By more closely attending to the contextual and subjective features of morality of everyday life, this contemporary work lays the foundation for a more comprehensive understanding of the nature of the moral person. Further research within this field is widely anticipated to gain greater knowledge around how and why people view and practice moral behaviour in society and within oneself. References Arnold, M. (2000). Stage, Sequence, and Sequels: Changing Conceptions of Morality, Post-Kohlberg. Retrieved 1 April 2015, from http://202.119.108.48/dyxr/Text/2008-01-03-03-21-01d03sf445zxbupn3k5ed2e555_4.pdf Ashcraft, K., Mumby, D. (2004). Reworking gender. Thousand Oaks, CA: Sage. Blum, L. (1988). Gilligan and Kohlberg: Implications for Moral Theory. ETHICS, 98(3), 472. doi:10.1086/292966 BrainyQuote,. (2015). Sam Harris Quotes at BrainyQuote.com. Retrieved 4 April 2015, from http://www.brainyquote.com/quotes/quotes/s/samharris527746.html Elorrieta-Grimalt, M. (2012). A Critical Analysis of Moral Education According to Lawrence Kohlberg. Educ.Educ, 15(3), 497-512. doi:10.5294/edu.2012.15.3.9 Kohlberg, L. (1968). Early Education: A Cognitive-Developmental View. Child Development, 39(4), 1013. doi:10.2307/1127272 Reed, T. (1987). Developmental Moral Theory:The Psychology of Moral Development. Lawrence Kohlberg. ETHICS, 97(2), 441. doi:10.1086/292850 Whetnall, E. (1933). The Moral Judgment of the Child. By Jean Piaget. (International Library of Psychology and Philosophy. London: Kegan Paul, Trench, Trà ¼bner Co. 1932. Pp. ix + 417. Price 12s. 6d.). Philosophy, 8(31), 373. doi:10.1017/s0031819100033131

The History of Korean Art Essay -- Korea Art History Artists Essays

The History of Korean Art The arts of Korea, while largely influenced by Chinese, are characterized by simplicity, spontaneity and naturalism. A work of Korean art is not very meticulous in tiny details. It rather tends to embrace wholeness. This seemingly indifference lies in the flexible state of mind of early Korean artists who love nature as it is. Ko Yu-sop, a Korean art scholar, defines the characteristic aspects of Korean art as "technique without technique," "planning without planning," "asymmetry" and "nonchalance." During the Three Kingdoms period (BC-AD 668), the first major period of Korean Art during recorded history, the local powers of Koguryo in the north, Paekche in the southwest, and Silla in the southeast fought for control over the Korean peninsula. Koguryo's art survived mostly in the form of fresco-type mural paintings decorating 5th and 6th century tomb chambers. The vigorous polychrome paintings represented lively everyday scenes, animals, and other stylish figures, some of which display Central Asian influences. The Paekche kingdom maintained close relations with Japan in the 6th and 7th centuries. Its art is mostly known for gracefully sculpted Buddhist images preserved in Japan. The finest example from this period is the painted wood figure of Kudara Kannon in Japan, which either was brought from Korea or was carved by one of the many Paekche artists working in Japan at the time. Silla art of the Three Kingdoms period is noted for the refinement of its metalwork. Monumental to mb mounds surrounding Kyongju, the Silla capital, is famous for a striking array of uniquely Korean ornaments, including a group of gold crowns richly decorated with masses of jade pendants and gold discs. Silla unified the Korean kingdoms into a single nation in AD 668, marking the beginning of the Great Silla period (668-918). Impressive granite monuments were constructed, including the mid 8th century pagoda of the Pulgaksa monastery and the cave temple of Sukkalam, both located near Kyongju. The Sukkalam contained a giant stone Buddha figure and fine relief carvings showing Chinese influence. Metalworkers of Silla period excelled in the creation of large bronze temple bells, which were often as tall as 13ft high. Also noteworthy are the elegant bronze figurines of Buddhist gods, such as that of Maitreya (7th century). Suppor... ...d the school library computers to find some articles that I found to be useful. I also found a couple of web sites that dealt with international art histories. And here are the sources I used to do my research. Books: McKillop, Beth. "Korean Art and Design." New York: Icon Editions, 1992. Kim, Won-yong. "Visual Arts of Korea." In Kim Won-yong. Art and Archaeology of Ancient Korea. Seoul: The Taekwang Publishing Co., 1986. Chung, Yang Mo. "The Art of Everyday Life." In Hongnam Kim, ed. Korean Arts of the Eighteenth Century: Splendor and Simplicity. New York: The Asia Society Galleries, 1993. Articles: Best, Jonathan W. "5,000 Years of Korean Art: History and History, A Review Article." The Journal of Asian Studies 40:3 (May 1981): 559-566. Kim, Won-yong. "Philosophies and Styles in Korean Art: A Prelude to the History of Korean Art." Korea Journal 19:4 (April 1979): 4-10. [Also included in Art and Archaeology of Ancient Korea. Seoul: The Taekwang Publishing Co., 1986.] Kim, Young-Kee. "Modern Art in Korea." Kukche munhwa 4:1 (1967:9): 109-142. Websites: www.Asia-art.net www.emb-korea.ottawa.on.ca/html/e_menu.htm (Embassy of the Republic of Korea)

Criminal justice Essay

While each state may have its own principles of the justice system, it is evident that there is a very vast difference between the juvenile justice system and the adult criminal justice system. The juvenile justice system’s underlying principle is that the youth are inherently different from the adults in as much as their development is concerned. Hence, in the juvenile justice system, its primary goals are to rehabilitate and protect the youth offender. On the other hand, in the adult criminal justice system, it considers deterrence, not rehabilitation as its primary goal. It also believes that the punishments and sanctions of the offender must be proportionate with the offense. Therefore, the graver the offense, the harsher the punishment should be. In terms of court proceedings, the adult criminal justice system entails that the proceeding and court records be made public. This is one of rights of an adult offender. Yet, in the juvenile justice system, court proceedings are confidential and limitations are placed on the access of the court records and proceedings in the belief that these youth offenders can still be rehabilitated and if their rehabilitation and records are made public, these might cause harmful and unnecessary shame and dishonour to the youthful offender. But both the juvenile and adult criminal justice systems allow parole to be given to the offenders. For youth offenders, parole combines surveillance with activities to reintegrate the juvenile into the community while the adult criminal justice system is primarily based on surveillance and monitoring of illicit behavior. â€Å"Juvenile Justice: A Century of Change. Washington DC: Office of Juvenile Justice, 1999. ) Lastly, both of these criminal justice systems are similar in a way that both allow detention of its offenders. They just vary in purpose because in the juvenile justice system, an offender may be detained for his own protection and the community’s protection as well while in the adult justice system, the defendant has the right to apply for bail.

Thematic Unit Guidelines

†¢Have an attractive and informative â€Å"Title Page† and â€Å"Table of Contents†. Expectations for these and all other unit components are described below under â€Å"Thematic Unit Components†. Also, be sure to review the â€Å"Thematic Unit Assessment Rubric†. Do not use 3-ring binders or plastic sleeves please. †¢Integrate no more than three subject areas for which there are relevant content standards – one of these subject areas must involve mathematics or social studies education. Integrating both subject areas is preferable but not mandatory. Teach and assess a clearly defined theme or topic that will enable elementary students to meet their local school district curriculum standards or the Colorado Model Content Standards. Planning for Student Learning: Review your school district's curriculum standards or Colorado Model Content Standards and think about what you want your students to learn, know and be able to do as a result of this unit. Begin gathering student and teacher resources and start thinking about how you will teach and assess students' learning relative to the content standards you select. Ask yourself: †¢What do I need to learn myself in order to teach this unit well? †¢What kinds of resources will I need to teach this unit? †¢What types and genres of children’s literature are available? †¢Are there artifacts, simulations, songs, photographs, etc. I could use? †¢What human and material resources are available in my community? Thematic Unit Components Title Page and Table of Contents – The â€Å"Title Page† should feature the title of your unit, grade level(s), the semester you taught the unit, and your program – Elementary PTEP or Post Baccalaureate Licensure Program. Also include your name, your cooperating teacher’s name, and the name of the elementary school and school district in which you are student teaching. The â€Å"Table of Contents† should, at minimum, list each of the unit components described here under â€Å"Thematic Unit Components†. Assessment criteria for â€Å"Developing,† â€Å"Proficient,† and â€Å"Advanced† levels of performance for all unit components may be found on the â€Å"Thematic Unit Assessment Rubric†. Rationale Statement – Every Thematic Unit needs a convincing rationale. Rationale statements should be organized and presented in FOUR sections. Section 1: Introduction – Students and teachers need to know what will be learned as a result of participating in this unit. In this section, explain why your unit topic is an important one for young learners. Describe how students might use this knowledge â€Å"in the real world†. Section 2: Community, School, and Classroom Setting – Describe the community, school, and classroom where you are student teaching. Include information about the community, school, classroom setting, and characteristics of students that are important to consider when teaching this unit. For example, how many male / female students are in the class? How would you characterize students' socioeconomic status? Will you be teaching students with special needs or students whose primary language is not English? Do you have any particular concerns about classroom management? Describe the physical setup of your classroom (a diagram might be helpful). What kinds of technologies are available and will you use of any of them to teach and assess student learning? Knowing and acting on this background information will help you develop, modify, and differentiate instruction and assessment that accommodates the full range of diversity in your students. The goal here is to individualize the teaching and learning process by designing lessons that challenge all students at an appropriate level of difficulty. Section 3: Meeting the Colorado Model Content Standards – Curriculum standards describe what students should learn, know, and be able to do as a result of participating in your unit. In this section, list all of the school district or Colorado Model Content Standards your unit addresses. Under each content standard write lesson objectives that describe how or what students will do to meet that particular standard. Remember that if you list a content standard then you are obligated to teach and assess students' learning on that standard. Also, make sure that you are able to explain how particular lesson objectives enabled students to meet particular standards. You will need to address content standards three times in you unit. First, by listing them here in your rationale statement along with corresponding lesson objectives for each standard, a second time in each lesson plan or learning cycle, and a third time when writing your â€Å"evaluative essay† (which is described below). Here is a suggestion. Develop your lesson plans first, along with appropriate content standards and lesson objectives; next, write (cut and paste) the content standards and lesson objectives from lesson plans into your rationale statement. Finally, after you teach the unit, explain how students met the standards in your evaluative essay. Section 4: Assessing Student Learning – Describe how you will assess student learning relative to each content standard using preassessment, formative assessment, and summative assessment. A. For preassessment, describe the techniques you will use to find out what students already know or think they know about the unit topic. You will need to record and interpret preassessment scores for each individual student (using a pretest) as well as for the whole class (for example, using a KWL chart). Preassessment results are used to provide evidence of student learning gains at the end of the unit by comparing them with summative assessment results (using a posttest). Preassessment data can also be used to revise the unit before teaching it, for example, by changing some of the content or instructional strategies you use, to make more informed decisions about individualizing instruction, and to alter or modify how you will assess student learning. B. For formative assessment, describe the techniques you will use to facilitate students’ acquisition of knowledge and skills by providing constructive feedback that, at the same time, allows the teacher to keep track of students’ progress on a daily basis. This is the time when teachers are constantly â€Å"on their feet† monitoring the learning process, helping students learn new skills and knowledge, and making sure that they are â€Å"practicing perfectly† in order to apply new skills and knowledge effectively to real-world situations and make presentations to real audiences. C. For summative assessment, describe the techniques you will use to evaluate what students learned, in combination with preassessment and formative assessment results. All three forms of assessment should be designed to measure the knowledge, skills, and dispositions you claimed students would learn according to the standards. Remember that multiple assessments provide a much more complete and â€Å"fair† representation of what a student really knows and is able to do compared to any single or â€Å"one-shot† assessment. Be sure the three forms of assessments are aligned with the content standards and lesson objectives; in other words, be sure that you teach students to the standards and assess their learning in terms of the standards. Unit Goal – The unit goal should be derived from state and district curriculum standards; however, you should also be familiar with curriculum standards established by national professional organizations, for example, IRA (International Reading Association), NCTM (National Council of Teachers of Mathematics), NCSS (National Council for the Social Studies). The unit goal reflects the unit's curriculum standards but should be stated in your own words. For example, the unit goal for a unit on Colorado History might state: â€Å"Students will understand how our state has grown and changed over time. From the period of early exploration to the present day, I want my fourth graders to become familiar with specific contributions made to the development of Colorado by its rich diversity of people and natural resources. † Lesson Plans – Use the Learning Cycle format for writing lesson plans and develop enough instruction for one full week of integrated teaching and learning: plan on teaching the unit for approximately five hours. For each lesson specify how you will determine what students already know about your lesson's topic (preassessment), how you will monitor students’ progress in meeting content standards during the lesson (formative assessment), and how you will evaluate students’ work at the end of the lesson (summative assessment). Good assessment tells the teacher as much about the effectiveness of her or his own instruction as it does about what students learned and how they learned it. Keep this point in mind when writing your â€Å"evaluative† and â€Å"reflective† essays (described below). Possible Extension Activities – How can I help children extend, enrich, and elaborate upon the major understandings in this unit? What could students do to apply or â€Å"transfer† their learning to real-world problems and situations in ways that will make new knowledge more meaningful for them? List and briefly describe at least three possible extension activities – you do not need to design lesson plans for each extension. A simple one-paragraph description of each extension will suffice. Resources Used – Include all of the resources you used to teach this unit. You may organize your resources by indicating who they are most appropriate and/or by their type; for example, â€Å"Teacher Resources† might be listed separately from â€Å"Student Resources†. Internet Resources† (such as websites) might be listed separately from â€Å"Children’s Literature,† and videotapes, simulations, artifacts, museums, social agencies and guest speakers might also be listed under separate categories. Evaluative Essay – In the first of these two final essays, use all of the assessment data you collected from students to present a clear picture of their learning. Use tables to display and summarize quantitative data and always include examp les of several students' work on various projects and assignments at several different levels of performance. Use narrative to explain quantitative results and what students learned. Present and explain your assessment results in ways that the reader can use to evaluate the extent to which your students met content standards. Hence, this essay should be written as a technical report consisting of both qualitative and quantitative evidence and analyses of student learning. The evaluative essay should present evidence of learning for each student in the class on each one of the unit's curriculum standards. Summaries of whole-class learning (i. e. , what students learned as a class) should also be included. Reflective Essay – One major reason for planning, implementing, and evaluating this unit is to give you practice teaching and assessing student learning over time in a real elementary-school classroom. This work sample is a very authentic task for teachers. As you plan, teach, and assess students' learning, you will be meeting many of the Performance Based Standards for Colorado Teachers. In this essay, describe and explain how planning, teaching, and assessing this unit enabled you to meet the Performance-Based Standards for Colorado Teachers that are listed on the â€Å"Thematic Unit Assessment Rubric† which follows.

Chemist Profile and Career Information

Chemist Profile and Career Information Heres a look at what a chemist is, what a chemist does, and what type of salary and career opportunities you can expect as a chemist. What Is a Chemist? What Do Chemists Do? There are a lot of different employment opportunities open to chemists. Some chemists work in a lab, in a research environment, asking questions and testing hypotheses with experiments. Other chemists may work on a computer developing theories or models or predicting reactions. Some chemists do field work. Others contribute advice on chemistry for projects. Some chemists write. Some chemists teach. The career options are extensive. More Careers in Chemistry Job Outlook for Chemists analytical chemistry Chemist Salaries federal executive branch: $88,930scientific research development: $68,760chemical manufacture: $62,340pharmaceutical manufacture: $57,210testing laboratories: $45,730 Chemist Working Conditions Types of Chemists Organic Chemists - work with carbon and carbon-compounds, many of which come from plants or animals. Organic chemists develop drug, petrochemicals, fertilizers, and plastics.Inorganic Chemists - deal primarily with non-carbon chemistry involving metals, minerals, and electronics.Analytical Chemists - examine substances. Analytical chemists identify materials, measure quantities, and evaluate properties of elements and compounds.Physical Chemists - work primarily in the field of energy research. Physical chemists look at chemical and physical changes and examine the relationships between matter and energy. Chemist Educational Requirements in a career in chemistry Advancement as a Chemist chemist with a masters degree How to Get a Job as a Chemist studying chemistry often accept co-op positions with companies so they can work in chemistry while getting their education. These students often stay on with the company following graduation. Summer internships are another excellent way to learn whether or not a chemist and a company are a good fit for each other. Many companies recruit from campuses. Graduates can learn about jobs from college career placement offices. Chemistry jobs may be advertised in journals, newspapers, and online, though one of the best ways to network and find a position is through a chemical society or other professional organization.

It's a research paper Example | Topics and Well Written Essays - 1500 words

It's a - Research Paper Example The romans realized the value of rhetoric and sought to use it developing their speeches, an aspect that was common during the renaissance and humanism periods. Rhetoric is recognized as the art of ruling the minds of men; it is an ornament that decorates language by making it more persuasive or appealing to the language user. Rhetoric presents the message in coded language that has little harm to the author as well as the readers. It also provides room for expression of issues in different contexts and situations because the technique can perform many tasks using similar words. This research paper seeks to analyze the use of rhetoric in literature and construction of genres. There are many rhetoric devices. They include questions, parallel structures, sound patterns such as alteration and assonance, contrasts, for example, a statement like; we have to be cruel to be kind. Other rhetoric patterns include repetition, hyperboles, emotive language, imagery, and contrast. Primary themes in every literary work examine the issue of appearance and reality. The authors justify appearance and the reality in their works in several ways. They create characters that pretend to be what they are not to link these two aspects in a dramatic way. Don Quijote is one of the great Spanish literary works written by a prominent Spanish writer, Cervantes. The novel was published in 1615 as a response to an earlier version published by an unknown person. In this novel, Cervantes defends himself from the earlier allegations made by an unknown publisher. He demonstrates reality by mentioning the earlier version of the book that he considers as being false and to the second part which is the true book. The author rhetorically creates characters who have read the false book are recognized a lie. He sought to bring reality and truth at a time when an unknown publisher of his first

Commercial Clause and its Effect on Business Essay

Commercial Clause and its Effect on Business - Essay Example The Commerce clause is regarded as major legal bedrock in the regulation of commercial activities especially those involving dealings with foreign countries. However, the Supreme Court upon review of the injunction, it found out that it was not in line with the federal statute, which was supposed to be only valid within the New York state. Therefore, the court withdrew the injunction because the Commercial Clause gave an authority to the Congress to pass laws/acts, which could have an effect in a single state when it had some commercial dealings with another state. Thus, this is in tandem with the book of Luke 16: 17 which states that â€Å"And it is easier for heaven and earth to pass, than one title of the law to fail."According to Wickard v. Filburn, the original understanding or rather the interpretation of the commerce clause was elaborated by the Supreme Court to include intrastate commercial/economic activities. In this case, the defendant grew wheat with an intention for per sonal consumption but later sold the excess to the public. The court of Supreme ruled that the excess wheat sold could have a significant effect on the interstate commerce hence affecting prices and output. Therefore, the rationale applied in this context can be linked to the book of 1 Kings 5: 11 which states that â€Å"And Solomon gave Hiram twenty thousand measures of wheat for food to his household, and twenty measures of pure oil: thus gave Solomon to Hiram year by year.†