Plz see the attachment Research Paper Example | Topics and Well Written Essays - 2000 words

Plz see the attachment - Research Paper Example The legacy of feminism laid a very positive impact on the lives of women around the globe. Awareness campaign started in all the major countries and most of its impact was observed in developed countries such as Canada, Australia, USA, UK etc. However men were not given proper time by the so called feminist women. In the name of moderation, women were not able to sexually satisfy men. Thus the sexual health of men went down by the passage of time and they were not able to satisfy their wants after hectic day at work. A large community of men faced this problem. This was a big dilemma for all the men living in developed countries. Eventually this gave rise to antifeminist and men rights protection movements. These movements never got an overwhelming reception but still the issue was highlighted on different forums. Critique & Arguments A strong set of arguments can be found at both ends. (Roosh) is of the view point that feminism has made women out of their minds. They are trying to e njoy every fruit of life just because their rights were violated previously. The justification made by these women is unacceptable and illogical. They want to grab all the societal benefits and bring the best out of everything. The viewpoint which is prevailing throughout the majority of women is that they have succeeded in their goals and now it’s the time to enjoy. Even today if a woman is unable to get good grades or a good job then she eventually blames the society, especially men. They think that men are the barriers between their success, in fact problem lies within themselves. Sex as an advantage is used by most of the women. Their monetary and materialistic desires need to be fulfilled first, than they would be available to have sex. Sex is used as a proper bargaining tool making men life miserable. If men are not getting their sexual demands than eventually they will go for other options. Family lives are totally ruined, children are spoiled due to no interest of wom en at home. Gone are the days when women stayed back home so that their children would get attention. Women these day’s have a simple focus, to beat men in every area. Killing of babies is a common practice; abortion is considered an ordinary thing by women (Melissa). The statistical figures are quite astonishing as men have really believed that they have lost their role in the society. Men consider themselves as a second class citizen now. The race of who gets paid more is now is in. The role which apparently men had in the 20th century cannot be seen anymore due to women rapid dominance in the world. This century has given women empowerment at extreme. Historically men had the role as a provider of the house, the ultimate thing but now tables have turned over. There are no more cherishing talks on the dining table and no more men dominance. Figures show that 82% men are sure that their role in the society which previously had is totally demolished. 52% men are certain that women rule will be sooner there in the world (Boycott). (Dhaliwal) states that eminent role of men has been clean swept and male are under the direct influence of women. He quoted one of the incident in which a woman with a diamond ring and having a successful career was with a nerdy looking guy which was for sure not that successful. The depiction of both the entities gave a clear indication that man was under

The human society today Essay Example for Free

The human society today Essay There are several reasons of prejudice in the human society today. Undeniably the diverse situation among the human population in the society today makes the said situation much harder to deal with. This is the reason why a motion to propose a program that shall handle the difficulties that several individuals experience because of prejudice shall be presented herein. The said program application shall be based upon a particular study that is to be based upon the researches that had been used and performed by other researchers before to strengthen the statement that prejudice is indeed a huge problem in the society. The integration of interview procedures within the research process shall also be among the most helpful elements that shall be utilized by the researcher of this study so as to strengthen the validation of the informations presented herein. II. Review of Literature At present, one of the most concerning and alarming sociological issues is the concept of prejudice between each individual or social group. Prejudice is basically similar to discrimination as this concept involves the adverse view and interactional relationship or treatment between the dominant and recessive societies. In an actual manifestation, prejudice can cause crimes and violence between the social groups and even result a sociological or political imposition of sanction against one particular society. The concept of prejudice is primarily caused by the differences in the society in one or more significant concern. For example, in the physical level, aesthetic physical value can either cause a positive or negative effect on the social view towards that individual. Other similar factors are the issues of ancestral background or race, social status, economic disposition, religious affiliation and others can also cause a similar scenario resulting to prejudice towards an individual or social groups. Differences in the personal or social views in these fields can cause conflict and discrimination in the society resulting to adverse views and social conception towards the other social group or person. Prejudice can either posts positive or negative impact on the society in general or in personal level. Considering the positive result. Adverse judgment or views can result to social barriers particular to a specific individual or social group, which can view as hindrances and challenging blocks in the course of success of the concerned party. In this scenario, by looking at the discrimination aspect as indeed a challenge, prejudism can promote rapid development and improvement particularly on the afflicted party as he or she of them struggle to overcome that adverse judgment. On the other hand, prejudism can also cause social dysfunctional and further segregation of the people mainly if it is practice in more personal level. Prejudism can cause further conflict and disparity as the people react negatively on the issue mainly if done in a closer proximity. Thus, the effect of prejudism is largely dependent on the personal views and social perspective of the people as they react and towards the said and how they struggle to overcome the adverse judgment towards them. III. Subjects for Interviewing For the proceedings of this study, there would be four individuals who would be the primary interviewees for the subject. Each of the said four belong to a certain race and are receiving oppressive reactions from the society that they are living with. (A) John is a 30-year old, white, a high school graduate, employed as a plumber who is married to a Mexican-American wife, and the father of two children† or (B) Sarah is a 22 year-old girls who is single, a college student, and an African American dating a white student from the same school. (C) Michael is a 25-year old guy who is working as a bellboy in a hotel, a young Filipino man who is currently married to a Latina and is residing at a small apartment in California. (D) Myrna is a 31-year old lady who was originally situated in China. She is currently married to an American man and a mother to a boy who is at the same time dating a white American. IV. Instrumentation The primary instrumentation utilized for this study are the researches that had been presented beforehand by other enthusiasts of the issue. Through reviewing the literatures that were primarily utilized to come up with the major claims in this study, the presentation of the matter is rather strengthened and performed with clarity. Later on, the integration of the interview results further strengthens the approach of the study in terms of actuality and life-accuracy of the claims and information presented herein. V. Findings: Summary of the Literature From the literature reviewed, it could be noted that prejudice is indeed a social ‘cancer’ that needs ample attention and regulation so as to normalize the situation that most minors experience from dealing with the natives of the land that they are living in. Most likely, the literatures that were reviewed herein make the informations of the study more reliable and clarified for better reader-understanding purposes. VI. Findings: Summary of Interviews The interviews performed by the researcher in this paper further clarifies the issue in an actualized view that naturally increases the knowledge of the readers based on life-based experiences that were related by the interviewees themselves. The impact of the said matter to them implies the real score of the situation in an actual measure of the social issue being dealt with. VII. â€Å"Prejudice Checklist† †¢ Education †¢ Racial Affiliation †¢ Religion and beliefs †¢ Economical Diversity †¢ Age and Gender VIII. Youth Program to Overcome Prejudice During the meetings, the area where it would be held is expected to have at least 15 seats to hold the exact number of the members of the group. Furthermore, bulletin boards and discussion boards should also be present to be able to present the progress of the program to the members of the entire group. (Marton, 1997, 32) The rules are simple; people who are to join the operations should be noted to have their attention focused upon the developments of the individuals that they are supporting. The inspiration that they are living their audience should be manifested through the acts of the young ones. Those who are handling the practical application of the program are supposed to keep track of the developments of the individuals and how they are directly affecting the lives of the people in their community.

The Origin Of Environmental Education Education Essay

The Origin Of Environmental Education Education Essay The environment encompasses all the living and non-living things that occur on Earth. The fate of the environment is entwined with that of every life that inhabits the planet including that of human beings. The industrialization era brought about devastating impacts on the environment and at the end of the nineteenth century, people started to apprehend the susceptibleness of the environment and the gravity of the implications if the environment was not taken care of. Nations gathered and issues about the environment were starting to take priority, hoping to obtain and sustain a better future for our planet. Environmental education is not a contemporary subject matter. It can be dated back to as early as the 18th century with the treatise of Jean-Jacques Rousseau who stressed the value of an education that revolved on the environment. Some years later, the Swiss-born naturalist, Louis Agassiz, echoed Rousseaus philosophy. It was these two influential scholars who laid the foundation for a concrete environmental education program, known as the Nature Study, which occurred between the late 19th century and early 20th century. Following the effortful work of many other naturalists, April 22nd of the year 1970 was declared as the first Earth Day; a national teach-in concerning environmental issues. This memorable event paved the way for the current environmental education movement. In the latter months, President Nixon passed the National Environmental Education Act, which intended to incorporate environmental education into K-12 schools. In the following year, the North American Association for Environmental Education (NAAEE), formerly known as the National Association for Environmental Education, was instituted to ameliorate the environmental literacy by supplying resources to teachers and promote environmental education programs. The following year was then declared by the European Council as the Year of the Environment. Environmental education was globally acknowledged when the UN Conference on the Human Environment held in 1972, in Stockholm, Sweden, affirmed that environmental education must be utilized as the key to address environmental issues all around the world. The United Nations Education Scientific and Cultural Organization (UNESCO) and the United Nations Environment Program (UNEP) generated three major declarations that have guided the course of environmental education. These were namely the Stockholm declaration, the Belgrade charter and the Tbilisi declaration. The Stockholm declaration: The Declaration of the United Nations Conference on the Human Environment took place between June 5th and June 16th of the year 1972. The document, consisting of 7 proclamations and 26 principles, was created in order to inspire and guide the people of the world in the preservation and enhancement of the human environment. The Belgrade charter was held in October of 1975. This agreement was the product of the International Workshop on Environmental Education which was held in Belgrade, Yugoslavia. The foundation of the Belgrade charter was the Stockholm Declaration which was improved upon by goals, objectives and guiding principles of environmental education programs which included the general public. The Tbilisi declaration of October 1977, noted the unanimous accord in the important role of environmental education in the preservation and improvement of the worlds environment, as well as in the sound and balanced development of the worlds communities. (Tbilisi, 1977). The Tbilisi declaration not only rationalized and elucidated the Stockholm declaration and the Belgrade charter but also included new aims and objectives as well as guiding principles of environmental education. Later that year, the Intergovernmental Conference on Environmental Education in Tbilisi, Republic of Georgia accentuated the responsibility of Environmental Education in the conservation and development of the environment as a whole on a worldwide level. The importance of sustainable development was established in the year 1987, when the World Commission on Environment and Development published the Brundtland Report. This report, also known as Our Common Future, enlightened the concept of sustainable development in which the protection of the environment and the economic growth were regarded as interdependent notions as well as the concept of social equity. According to the Brundtland Report, sustainable development implies meeting the needs of the present without compromising the ability of future generations to meet their own needs (Brundtland, 1987). In 1992, the United Nations Conference on Environment and Development which took place in Rio de Janeiro, Brazil, supported and embellished the goal of obtaining sustainability. This was achieved by means of international agreements made on climate variation, woodland and biodiversity. One of the most significant aspects of the Rio Earth Summit, was Chapter 36 of Agenda 21; the fulcrum of our current environmental sustainable development. Agenda 21 focused on reorienting education towards sustainable development; increasing public awareness; and promoting training. (Chapter 36, Agenda 21). Agenda 21 discards the view of the environment as a detached system and stresses the perspective of the environment as a holistic approach incorporating our surroundings as well as our existence, making use of nature and its resources. Another crucial step forward in sustainable development was held in 2002 by the United Nations Commission; the Johannesburg Summit in Johannesburg, South Africa. This summit brought together tens of thousands of participants to focus the worlds attention and direct action towardà ¢Ã¢â€š ¬Ã‚ ¦conserving our natural resources in a world that id growing in population, with ever-increasing demands for food, water, shelter, sanitation, energy, health services and economic security. (Johannesburg Summit, 2002). In 2005 the National Environmental Education and Training Foundation held the first National Environmental Education Week between the10th and 16th of April. Later that year, the Centre for Environment Education held the Education for a Sustainable Future Conference in Ahmedabad in India. Over 800 learners, thinkers and practitioners from over 40 countries attended and established the Ahmedabad Declaration on education for sustainable development. Environmental Education has long been considered as a crucial aspect of our existence. It is an international concern which has brought and has yet to bring all the nations together striving to reach one important goal, one which gives the interdependency of the environment and that of organisms, including ourselves, the major precedence they deserve. 1.2 Philosophy of Environmental Education Environmental education comprises several unique philosophies where each has its own objectives. However, the disciplines overlap in purpose and philosophy of environmental education. The two main disciplines of environmental education are that of outdoor education and that of experiential education. Outdoor education refers to learning in, for and about the outdoors. It is a means of curriculum extension and enrichment through outdoor experiences (Hammerman, 1980, p. 33). Through outdoors experiences, environmental education may be taught or enhanced. Experiential education is a process through which an individual assembles knowledge, skill and value from direct experiences. Learning about the environment, being an outdoor or experiential education, is a way of teaching a person to love the Earth. Through this means, a person enhances his awareness and appreciation of the natural environment as well as learns skills in order to improve his life in the outdoors and learns relationships among the inhabitants. Moreover, the person has learned how to learn and can thus make his own decisions on how to care for the land. This great achievement is called environmental literacy. Thus, education becomes empowerment, where the individual can master complex skills and important decision making which are not affected by todays changing society. 1.3 Roles, Objectives and Principles of Environmental Education The Tbilisi Declaration, held in 1977, was the worlds first intergovernmental conference on environmental education. It was organized by the United Nations Education, Scientific and Cultural Organization (UNESCO) in cooperation with the U.N. Environment Programme (UNEP) The declaration accentuated the important role of environmental education in the conservation and development of the worlds environment, as well as the sound and reasonable improvement of the worlds communities. The Roles, Objectives and Characteristics of Environmental Education as laid out during the Tbilisi Declaration as well as the two recommendations of the Conference are: The Conference recommends the adoption of certain criteria which will help to guide efforts to develop environmental education at the national, regional, and global levels: Whereas it is a fact that biological and physical features constitute the natural basis of the human environment, its ethical, social, cultural, and economic dimensions also play their part in determining the lines of approach and the instruments whereby people may understand and make better use of natural resources in satisfying their needs. Environmental education is the result of the reorientation and dovetailing of different disciplines and educational experiences which facilitate an integrated perception of the problems of the environment, enabling more rational actions capable of meeting social needs to be taken. A basic aim of environmental education is to succeed in making individuals and communities understand the complex nature of the natural and the built environments resulting from the interaction of their biological, physical, social, economic, and cultural aspects, and acquire the knowledge, values, attitudes, and practical skills to participate in a responsible and effective way in anticipating and solving environmental problems, and in the management of the quality of the environment. A further basic aim of environmental education is clearly to show the economic, political, and ecological interdependence of the modern world, in which decisions and actions by different countries can have international repercussions. Environmental education should, in this regard, help to develop a sense of responsibility and solidarity among countries and regions as the foundation for a new international order which will guarantee the conservation and improvement of the environment. Special attention should be paid to understanding the complex relations between socio-economic development and the improvement of the environment. For this purpose, environmental education should provide the necessary knowledge for interpretation of the complex phenomena that shape the environment, encourage those ethical, economic, and esthetic values which, constituting the basis of self-discipline, will further the development of conduct compatible with the preservation and improvement of the environment. It should also provide a wide range of practical skills required in the devising and application of effective solutions to environmental problems. To carry out these tasks, environmental education should bring about a closer link between educational processes and real life, building its activities around the environmental problems that are faced by particular communities and focusing analysis on these by means of an interdisciplinary, comprehensive approach which will permit a proper understanding of environmental problems. Environmental education should cater to all ages and socio-professional groups in the population. It should be addressed to (a) the general nonspecialist public of young people and adults whose daily conduct has a decisive influence on the preservation and improvement of the environment; (b) to particular social groups whose professional activities affect the quality of the environment; and to scientists and technicians whose specialized research and work will lay the foundations of knowledge on which education, training, and efficient management of the environment should be based. To achieve the effective development of environmental education, full advantage must be taken of all public and private facilities available to society for the education of the population: the formal education system, different forms of nonformal education, and the mass media. To make an effective contribution towards improving the environment, educational action must be linked with legislation, policies, measures of control, and the decisions that governments may adopt in relation to the human environment. The Conference endorses the following goals, objectives and guiding principles for environmental education: The Goals of Environmental Education are: To foster clear awareness of and concern about, economic, social, political and ecological interdependence in urban and rural areas; To provide every person with opportunities to acquire the knowledge, values, attitudes, commitment and skills needed to protect and improve the environment; To create new patterns of behavior of individuals, groups and society as a whole towards the environment. The Categories of Environmental Education Objectives are: Awareness: to help social groups and individuals acquire an awareness and sensitivity to the total environment and its allied problems. Knowledge: to help social groups and individuals gain a variety of experience in, and acquire a basic understanding of, the environment and its associated problems. This is of utmost importance as the more people learn about their surroundings, the more they will tend to care about it. (Kriesberg, 1996). Attitudes: to help social groups and individuals acquire a set of values and feelings of concern for the environment and the motivation for actively participating in environmental improvement and protection. Reinforcing this category, the attitudes of children are a major focus of many environmental education programmes. (Eagles and Demare, 1999). Skills: to help social groups and individuals acquire the skills for identifying and solving environmental problems. Participation: to provide social groups and individuals with an opportunity to be actively involved at all levels in working toward resolution of environmental problems. Education needs to go beyond information and awareness to include behavioural change. (Niedermeyer, 1992). Moreover, all serious environmental education aims to motivate individuals to take responsible action. (Bogner, 1998). Guiding Principles Environmental Education should: Consider the environment in its totality-natural and built, technological and social (economic, political, cultural-historical, ethical, esthetic); Be a continuous lifelong process, beginning at the preschool level and continuing through all formal and nonformal stages; Be interdisciplinary in its approach, drawing on the specific content of each discipline in making possible a holistic and balanced perspective; Examine major environmental issues from local, national, regional, and international points of view so that students receive insights into environmental conditions in other geographical areas; Focus on current and potential environmental situations while taking into account the historical perspective; Promote the value and necessity of local, national, and international cooperation in the prevention and solution of environmental problems; Explicitly consider environmental aspects in plans for development and growth; Enable learners to have a role in planning their learning experiences and provide an opportunity for making decisions and accepting their consequences; Relate environmental sensitivity, knowledge, problem-solving skills, and values clarification to every age, but with special emphasis on environmental sensitivity to the learners own community in early years; Help learners discover the symptoms and real causes of environmental problems; Emphasize the complexity of environmental problems and thus the need to develop critical thinking and problem-solving skills; Utilize diverse learning environments and a broad array of educational approaches to teaching, learning about and from the environment with due stress on practical activities and first-hand experience. Approaches to Environmental Education The ultimate aim of environmental education is to aid society in becoming environmentally knowledgeable; moreover, it endows people with the necessary skills and dedication for working, both individually and collectively, towards achieving and/or maintaining a dynamic equilibrium between the caliber of life and that of the environment. There are several approaches towards environmental education, especially when dealing with young children, all enclosing the same aim. However the basis of each approach to environmental education encompasses education about, through and for the environment. Education About the Environment The concept of education about the environment simply entails unveiling and divulging knowledge about our surroundings. The more a person becomes aware of his environment the more he can grow to appreciate it and thus make use of its resources in a sustainable way. As Dr. Ken Gilbertson clearly stated, Environmental Education is a means to teach a person to love the Earth. It is not proselytizing but providing a basis for comprehending complex social and natural/physical connections. (Dr. William Fleischman, 2010). Learning about the environment leads to a progression from awareness to action, a progression mirrored in the objectives set forth by the Tbilisi Declaration, to maintain responsible environmental behavior and a sustainable future. (Dr. Julie Ernst, 2010). Education Through the Environment Education through the environment implies utilizing the surrounding ambient itself as a resource for the educational purpose. The environment itself is the most effective and readily available tool for environmental education. Activities which take place outdoors are of utmost importance especially with the younger generation which tends to learn more through direct observation and experience. Appreciation of our surroundings is not something that could be learnt merely in a classroom, but requires an investment of time spent in the presence of nature, energy and reflection (Miles, 1991 p.6). Outdoor activities are also beneficial for ones peace of mind as nature itself has the power to instill serenity upon ones being, leading to a greater appreciation of the environment. In addition, outdoor ecology programs may influence a childs attitude and behaviour towards a more positive direction, provided that it takes place for an adequate amount of time. (Bogner, 1998). As Rachel Carson once said, If a child is to keep alive his/her sense of wonder, he/she needs the companionship of at least one adult who can share it, rediscovering with him or her the joy, excitement and mystery of the world we live in. Environmental education encourages us to constantly rediscover that sense of wonder and bonds people and communities with the natural world. When learning about the environment, one must take into consideration all its aspects, including that of the built environment. Equilibrium should be achieved between the natural and social world in order to reveal real life situations and real issues and concerns, providing the opportunity to analyze the local environment as well as introduce the idea of environmental responsibility. 1.4.3 Education For the Environment Education for the environment encompasses the growth of a knowledgeable person into a motivated, responsible, caring individual, who seeks to take accountable action in order to maintain and nurture a sustainable environment. Environmental education endeavors to improve upon environmental ethics which would result in the advancement of the caliber of life on Earth. Knowledge is of fundamental significance if one is to develop a sense of understanding and appreciation about his or her surroundings. However knowledge is only the first step and should always be followed by deed. Actively involving people, especially children, in their communities and in finding solutions to local environmental problems, encourages ones heart to become more active at a global level. As Hewitt precisely stated in 1997, Knowledge alone cannot influence the protection of the environment. It is mostly through hands on experience that an individual is able to fully comprehend the value of our environment and develop a sense of compassion towards it. By directly involving young people in environmental activities, they are being encouraged to evaluate their own individual impact on the well being of their surroundings as well as apprehend that along with others, we all affect the environment and thus let it be in a constructive comportment. 1.1.4 Games in Environmental Education Any form of education should always incorporate an enjoyable aspect, one in which the attention of the individuals involve is captured and maintained, making the learning experience more effective. Environmental education could also be taught in a pleasurable manner. This could be done by the use of many games and activities which not only challenge the participants but also encourage the children to act on the knowledge they have obtained and become actively involved in the care and maintenance of the environment as a whole. Playing games was thought of as a fundamental part of learning by many learning theorists including Piaget who strongly believed that games are an indispensable aspect of an individuals development of intelligence. The additional advantage of playing games is that children become central to their own learning and a deviation from the normal teaching methods would ensure that every child is given the opportunity to participate and expand his or her skills in the concerned area. 1.4.5 Environmental Problems When a child is presented with a relatively intricate quandary at an early stage in his or her life, and is asked to propose some sort of solution to the predicament which he/she might encounter, the child starts developing cognitive skills which are beneficial for life. Children should be exposed to environmental tribulations that occur in real life situations and should be guided to an appropriate and efficient solution. This was also one of the recommendations of the Tbilisi Intergovernmental Conference on Environmental Education in the following statement; à ¢Ã¢â€š ¬Ã‚ ¦environmental education should bring about a closer link between educational processes and real life, building its activities around the environmental problems that are faced by particular communities and focusing analysis on these by means of an interdisciplinary, comprehensive approach which will permit a proper understanding of environmental problems (UNESCO-UNEP 1978, Recommendation No. 1).

Similar Plot of Muder Mysteries :: Papers

Similar Plot of Muder Mysteries The structures of the two stories are very different, with The Speckled Band story unfolding in chronological order, finding out the murderer right at the end, however in the Lamb to the Slaughter, the murderer is known at the beginning of the story. The two stories are seen from two different points of view, first-person narratorinTheSpeckled Band as Dr Watson acharacter within the story and therefore limited in understanding and the all-knowingthird-person narratoror omniscient in Lamb to the Slaughter as the narrator stands outside the story itself and guide the reader's understanding of characters and the significance of their story. Most murder mysteries have the typical victims, murderers, and detectives, this is especially true in the older murder mysteries by Sir Arthur Conan Doyle. The Speckled Band has a typical detective, the famous detective being Sherlock Holmes with his deer stalker hat and pipe always deep in thought about the investigation "his arms folded, his hat pulled down over his eyes, and his chin sunk upon his breast, buried in the deepest thought". But in the Lamb to the Slaughter the detectives are so foolish and naives, a complete contrast to Sherlock Holmes. Sherlock Holmes comes across as a typical fictional detective. In addition Miss Stoner, in The Speckled Band is a typical victim, vulnerable, anxious, weak and scared. She say's " It is not cold which makes me shiver", she was worried for her life. This line grips the reader and we can sense that something sinister is about to happen. Also in The Speckled Band, Dr Roylott, is the evil, plotting, devious, fictional murderer, this character was portrayed in most murder mysteries stories written in the late 19 century. The Speckled Band was written in 1892. In the Lamb to the Slaughter we had no idea who the murderer and victim were going to be until the murder had been committed, in fact you might of thought the roles would have been reversed once reading the first few pages. The detectives in the story are portrayed as

Autobiography of Ben Franklin Book Review

Ben Franklin Book Review Benjamin Franklin (1706-1790) was a man of many trades, including an inventor, printer, scientist, educator, and politician among many other professions. During the summer of 1771, he started writing his autobiography to his son so that he would be able to learn of his father’s life travels and experiences. Throughout the autobiography, which Franklin refers to as Memoirs, we see how a young man matures into an adult, changing from profession to profession, and how he influences many people along the way.Franklin was truly an innovative individual, bright and original, and also a tremendously decent man. Ben Franklin frequently refers to the theme of virtue and how he was a virtuous man. Over the years Franklin collected numerous desirable qualities he had heard from persons or read in literature. He wanted to make note of these assets, but thought that many of these had too many or too few under the same idea and were somewhat confusing. This instigat ed Franklin to categorize them in his own way, dividing out the ideas into his â€Å"Thirteen Virtues†.Franklin, was a kind hearted man, decent, and did have high morals. Franklin does note in his autobiography that he strived to be virtuous in character. He wanted to live his life without any faults and was fascinated with improving himself with admirable qualities. This is evident when Franklin states, â€Å"It was about this time I conceived the bold and arduous project of arriving at moral perfection,† (pg 93). Franklin does go on to reveal that it was not as easy as he first thought it would be, but he would put together a method for learning and performing his virtues to the fullest extent.Benjamin Franklin, along with being a worthy human being, was an extremely ingenious person as well. Franklin was a very clever man, intellectual and witty, and he did not let his ideas go to waste. Franklin was often intrigued when he would learn new ideas from books he read d uring his journeys. He was always trying to gain knowledge by creative self-experiences. It didn’t bother Franklin to try new ideas that the common folk wouldn’t necessarily accept into they’re routine lifestyle. A clear example of this is when he took up vegetarianism for the first time.In the text Franklin states, â€Å"When I was about sixteen years of age I happened to meet with a book written by one Tyron, recommending a vegetable diet†¦ My refusing to eat flesh occasioned an inconveniency, and I was frequently chid for my singularity,† (p 29). This shows how Franklin was not a product of his society because he was always anxious to break beyond the realm of the â€Å"normal† culture. Later on in his life, he gradually began to shape the culture and society he was apart of.The brilliance of his writing, from a young teen to a grown adult, inspired anyone who read his work. One of his most popular pieces written was the Poor Richardâ€℠¢s Almanack. This almanac had an immediate impact on the common people as Franklin states it was â€Å"both entertaining and useful,† (p 107). Poor Richards Almanack is an example of how Franklin shaped society as it â€Å"accordingly came in such demand that I reaped considerable profit from it, vending annually near ten thousand,† (p 107).Ben Franklin’s ingenious nature allowed him to express his ideas to the people and help shape society and culture of his time. Ben Franklin did not life his life entirely to the Puritan standards. The Puritan lifestyle of the time period was a very strict way of life and much revolved around the church and God. Franklin did have his praises to religion and God, as he mentioned several times in the autobiography, but he didn’t live his life to the firm structure of the Puritans. He was very open-minded and free spirited, and couldn’t contain his unsatisfied understanding of the world.Franklin welcomed the thought of change, which wasn’t normal to the Puritan existence. Also contrary to the Puritans, who believed the church and God was the key to happiness, Franklin had a different view. A quote that shows this is when Franklin says, â€Å"I grew convinced that truth, sincerity, and integrity, in dealings between man and man, were of the utmost importance to the felicity of life,† (p 70). This message expresses Franklins perspective of human nature is and what he believes is the key to having excessive happiness in life.

Lit Essay Essay Example

Lit Essay Essay Example Lit Essay Essay Lit Essay Essay Essay Topic: A Streetcar Named Desire In a Streetcar Named Desire, the mall characters demonstrate aspects of both power and weakness in their relationships to each other. I strongly agree that, in Tennessee Williams play, A Streetcar Named Desire, the main characters display characteristics of both Power and weakness throughout the plot. The Main Characters Stanley, Stella and Balance are constantly partaking in power plays where they experience dominant and submissive stances. Firstly I am going to discuss how Stella is depicted as both powerful and weak through her succumbing to balance and Stanley. Secondly I am going to explore how Balance eludes strength in her manipulative skills but simultaneously is masking her ever present weakness. Finally will take a look at the power play that exists between Balance and Stanley and demonstrate how both have moments of submission and dominance. In this play Stella, Stanley wife and Blanches younger sister, is depicted as both controlling and submissive to the other characters. We see that when Stella leaves Stanley after he hits her he becomes extraordinarily distressed and desperate for her return; so he (Screams with heaven-splitting violence) Steel-Allah this suggests that Stella as a very strong hold over him possessing the power to control Stanley and his actions. Although the next morning when Stella is forced to rationalize why she forgave Stanley for the abuse, almost immediately; she Remarks I am not in anything that I have a desire to get out of Indicating that she Is In a desperate denial of how unhealthy their annalistic relations are and seeks to be submissive because she relies on him too much. We also see how weak Stella is when Balance says Id Forgotten how quiet you were in their first encounter, This Statement reveals to us hat Stella does not have an affirmative personality and usually surrenders to the suggestions and demands of others. Balance Is both a velveteen and desperate character throughout the play. The first time Balance sees Elysian Fields she reminds herself Vie got to keep hold of myself this suggests that there is a reason for her to fall apart and this essentially Is the uncertain struggle that she faces throughout the play. Then when her and Mitch go on their first date Balance exclaims l guess It Is just that I have-old fashioned ideals we understand that she is manipulating him as she rolls her eyes knowing he cannot see her this action symbolizes dishonesty and frustration that she has to pretend to be someone shes not. Additionally we are shown how desperate Balance Is Just as she Is being dragged away to the asylum: she exclaims l have always depended on the kindness of strangers indicating that Balance is desperate for kindness and companionship and her main fear in this world is being alone. In every encounter between Stanley and Balance we see both of them struggle to establish a position of power above the other. During the first encounter Stanley asks do you mind if I make myself comfortable? And proceeds to remove his shirt; this is a symbolic masculine action that demonstrates that she is in his territory and he possesses all the power. Then we see Balance Take power in the second encounter she tells Stanley he has a Little boys mind when he cant make sense of the legal papers of Belle Reeve and this statement totally undermines Stanley masculinity essentially striping him of his power. Sadly though there 1 OFF fantasy world to say in desperate desperate circumstance! Help me! Caught in a trap demonstrating for us that she has finally lost all her power and Stanley is using he rape as a final proof of his relentless power over her helpless position. In Conclusion Stella, Stanley and Balance all experience situations in which they possess varying quantities of power. They all have aspects of their personalities that shows us that they have a fundamental weakness whilst simultaneously we watch them take control and manipulate other into desperate and dependent roles. They also have the potential to dominate others whilst other moments they are helpless to the strength of the other characters. So the statement that the characters display strength and weakness has evidently been proven.