Locke, Hobbes, Mill, Thoreau :: Politics Philosophy Sociology

John Locke John Locke explains the state of nature as a state of equality in which no one has power over another, and all are free to do as they please. He notes, however, that this liberty does not equal license to abuse others, and that natural law exists even in the state of nature. Each individual in the state of nature has the power to execute natural laws, which are universal. I believe that Locke is correct in his analysis of the state of nature however; Locke‘s theory includes many assumptions. First is the assumption of a system of morality, the natural law derives from a theory of justice, a set of rights. No one would have any "rights" at all in the absence of a moral code applicable to human actions, nor would there be any standard of "just" punishment. Locke frequently uses the term "rights" and appeals to conscience and "calm reason", all of which reflect his assumptions about justice and morality. For individual property to exist, there must be a means for individuals to appropriate the things around them. Locke starts out with the idea of the property of person; each person owns his or her own body, and all the labor that they perform with the body. When an individual adds their own labor, their own property, to a foreign object or good, that object becomes their own because they have added their labor. This appropriation of goods does not demand the consent of humankind in general, each person has license to appropriate things in this way by individual initiative. Locke then places a bound on this type of acquisition, a person may only acquire as many things in this way as he or she can reasonably use to their advantage. One can only take so much as one can use. Lock applies these rules to land: a person in a state of nature can claim land by adding labor to it, building house on it or farming on it, but only so much as that person can reasonably use without waste. Locke then defines labor as the determining factor of value, the tool by which humans make their world a more advantageous and rewarding place to inhabit. Locke states that in order for a civil society to be established, the individuals must forfeit some of their rights that they have in the state of nature. This needs to be done so everyone can live together in peace.

Narrative of the Life of Frederick Douglass Essay

Frederick Douglass’ Narrative the Life of Frederick Douglass, an American Slave, Written by Himself, was first published in 1845 when author was approximately twenty-eight years old, the autobiography was widely circulated and critically acclaimed by his contemporaries. Remarkable for its vivid descriptions, clarity of tone, and powerful rhetoric, Douglass’ narrative details the deplorable conditions suffered by slaves and dispels prevailing myths about slavery (myths that sanitized its evils and that implied that slaves themselves were better off under its rule). Douglass boldly includes the exact names and locations of the persons and events he reproves. Most poignantly, he paints a vivid picture of the emotional and spiritual life of an individual slave, revealing his raw frustrations, intense inner yearnings, fears, and aspirations, making him a kind of â€Å"everyman† with whom sympathetic readers could easily identify. The first eight Books detail Douglass’ life on the Wye plantation and in Baltimore, his awakening of consciousness and broadening perception of a wider world. Books Nine and Ten show Douglass in a state of transition, undergoing a metamorphosis of sorts, whereby a â€Å"slave becomes a man†. It is only in the final book, Eleven, that we learn of Douglass’ determination to escape and his arrival in New York, and Massachusetts. (Out of concern for Douglass’ welfare, and for the welfare of slaves still aspiring to escape, neither the route of his journey nor his means of transport is described). Reading the text within the context of the Hero Quest theme, Douglass is regarded as a man on a journey of self discovery, one who develops, along the way, a thirst for social justice and learns to view with a critical eye reigning institutions and ideologies. Douglass entitles his narrative Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself. He emphasizes the narrative or account of his life rather than the adventures, thereby elevating the narrative from a mere â€Å"interesting† story to an instructive, conscientious construction and reconstruction of his life.   His title introduces the idea of literacy as an inherent and organic part of his experiences and identity. This bridge, indicated by the comma, intensifies the noun and pivotally designates his narrative as an authorized act, one by which he constructs an identity based on a systematic structuring of details that ultimately leads to the transformation of the man. Douglass sets a paradigm for objectifying his subjective experience by rendering an eyewitness account of slavery that typifies that of most American slaves. Hence, he posits a titular argument to prepare his audience for its (the title’s) inherent claim: he, Frederick Douglass, was a man who was made a slave. Douglass’ Narrative can be examined in light of both its historical and personal contexts. Together, Douglass’ immediate, individual situation, the setting into which he was born, his family and pivotal relationships, his inward struggles and aspirations as well as the wider social and political landscape against which his journey unfolds. In early years he was a slave on a large plantation in Talbot County, Maryland where he lived separate from his family and suffered greatly from hunger and cold. Douglass begins his narrative with riveting details but relies primarily on memory or capitalizes on the lack thereof to prove an argument rather than recapitulate a tale. His descriptions are structured to counter his audience’s stereotypical, inaccurate views. Therefore, he begins with specific details of the geographical location of his birthplace. Born Frederick Augustus Bailey in February 1814, in Tuckahoe, Maryland (he changed his name to Frederick Douglass after his escape to the North), he was the son of Harriet Bailey, daughter of Isaac Bailey, a free man, and Betsy Bailey, the slave of Aaron Anthony. Speaking of his birth and parentage in his first autobiography Narrative of the Life of Frederick Douglass, an American Slave (1845), Douglass says, I have no accurate knowledge of my age never having seen any authentic record containing it. By far the larger part of the slaves know as little of their ages as horses know of theirs, and it is the wish of most masters within my knowledge to keep their slaves thus ignorant. I do not remember to have ever met a slave who could tell his birthday. They seldom come nearer to it than planting- time, harvest-time, cherry-time, spring-time, or fall-time. A want of information concerning my own was a source of unhappiness to me even during childhood. The white children could tell their ages. I could not tell why I ought to be deprived of the same privilege . . . (13) This statement is followed by descriptions of customs on Maryland’s Eastern Shore. He also includes a description of Captain Anthony’s homestead and Colonel Lloyd’s, plantation to foreground claims that slave masters lived in opulence while their slaves lived in abject poverty. After providing verifiable places and incidents, Douglass substantiates his general claims, an effective strategy that relegates the condition of the slave to circumstances that deny him the â€Å"tools† that would logically empower any human being and which are the inherent rights of the dominant culture. Hence, he uses specifics to makes his subjective experience typical and subsequently ascribes it to slaves generally as well as to himself. Douglass’ account, is inclusive instead of exclusive. Douglass also recognizes familial relationships as cultural determinants of identity. Therefore, he posits the lack of knowledge regarding his parentage as a deterrent for healthy socialization. Although he knows his mother’s name and remembers seeing her a few times, they do not have a mother-child relationship, nor does he know his father. Douglass reports: My mother was named Harriet Bailey. She was the Daughter of Isaac and Betsey Bailey, both colored, and quite dark. My mother was of a darker complexion than either my grandmother or grandfather. My father was a white man. He was admitted to be such by all I ever heard speak of my parentage. The opinion was also whispered that my master was my father†¦. (Narrative 13) Initially, it might be assumed that his mother’s absence and then-lack of intimacy do not affect him during the formative years of his life while he lived with his grandparents, who provided emotional and physical support. In fact, he summarily says, â€Å"I never saw my mother, to know her as such, more than four or five times in my life; and each of these times was very short in duration, and at night† (13-14). In this case, Douglass’ silences only distance him from the text and his mother, thereby objectifying both and intensifying the gravity of the particular performance act in the mother/son relationship, a normative construct within the culture but an anomaly within the slave culture. Although she traveled over twelve miles a night from Mr. Steward’s farm, the place of her employment, risking physical punishment just to spend a few moments with her son, young Douglass was not aware, or chose not to acknowledge, the gravity of her sacrifice, at least not in this narrative. When she died after a short illness, Douglass’ unemotional response is anticipated: â€Å"Never having enjoyed, to any considerable extent, her soothing presence, her tender and watchful care, I received the tidings of her death with much the same emotions I should have probably felt at the death of a stranger† (14), for it is consistent with his argument, which negates the concept of a slave family and its lineage. The mystery that surrounded his parentage haunted him throughout his life and figured prominently in his identity quest. Not knowing his father’s identity or his birthday proved to be a major source of anxiety, for he continuously stressed the importance of knowing one’s birth date and tried to provide an estimation of his age, another determinant of his identity. Douglass says, â€Å"The nearest estimate I can give makes me now between twenty-seven and twenty-eight years of age. I come to this, from hearing my master say, some time during 1835, I was about seventeen years old† (13). In Narrative, Douglass estimates that he is 27 or 28 years old in 1845, and he extends this description and uses this tenuous information as a basis for attacking slavery’s destruction of the family and its perpetuation of ignorance: I know nothing; the means of knowing were withheld from me. My mother and I were separated when I was but an infant—before I knew her as my mother. It is a common custom, in the part of Maryland from which I ran away, to part children from their mothers at a very early age. Frequently, before the child has reached its twelfth month, its mother is taken from it, and hired out on some farm a considerable distance off, and the child is placed under the care of an old woman, too old for field labor. For what this separation is done, I do not know, unless it be to hinder the development of the child’s affection toward its mother, and to destroy the natural affection of the mother for the child. This is the inevitable result. (13-14) This lengthy quotation shows how Douglass uses the assessment of his age, although inaccurate, and the description of his separation from his mother as powerful ammunition for his abolitionist rhetoric. Continuing his attack, Douglass notes the absence of familial ties among slaves and indirectly critiques slavery as a system that bolsters a racial hierarchy that obliterates the legal, unalienable rights of the slaves, placing them outside of human discourse and reducing them to property only in a system of â€Å"glaring odiousness, that slaveholders have ordained, and by law established† (14). Therefore, most women did not have husbands, and children did not know their fathers, although it was common knowledge that in many cases the masters were the fathers. Douglass suspects that he is among this unfortunate group. He concludes that slave masters were the only benefactors: â€Å"This is done too obviously to administer to their own lusts, and make a gratification of their wicked desires profitable as well as pleasurable; for by this cunning arrangement, the slaveholder, in cases not a few, sustains to his slaves the double relation of master and father† (14). Douglass takes a specific, subjective experience and generalizes about slavery. He argues that the family as an institution was nonexistent for the slave, for it was slavery’s aim to destroy the sacredness of the family, one of America’s principal institutions. This argument supports the claim that slavery not only dehumanized slaves, but it also relegated them to the position of other and disconnected them from the mores and conventions of the patriarchy. At age seven he is â€Å"providentially† sent to Baltimore to live with his owner’s son-in-law Hugh Auld. Auld’s kindly wife, Sophia, commences to teach Douglass to read but is halted by her husband who lectures her fiercely about the dangers of educating slaves, pronouncing that literacy would render them â€Å"unmanageable†, â€Å"discontented and unhappy.† Auld’s virulent reaction illuminates for Douglass the power of literacy and its key role in the social domination of one population over another. Upon this realization, Douglass, by his own wit and ingenuity, teaches himself to read, risking severe punishment by devouring in secret every text that comes his way. The Columbian Orator, an anthology of essays on social justice and democracy, especially affects him. Among the essays are Sheridan’s treatise on Catholic emancipation and a fictionalized dialogue in which a slave and his slaveholder debate the merits of slavery, the slave arguing so persuasively that his master sets him free. The Columbian Orator illuminates for Douglass fundamental tenets of human rights and propels him to a new understanding of the philosophical claims against slavery and the enormity of its evils. However, with this expanded consciousness comes new inward distress. Douglass recalls, â€Å"I could at times feel that learning to read had been a curse rather than a blessing. It had given me a view of my wretched condition, without the remedy†(84). He admits that—feeling trapped and frustrated by his inability to act—†I often found myself regretting my own existence, and wishing myself dead†(85). Still, he is propelled forward by a burgeoning sense of social justice and by a thirst to learn more about slavery and the mysterious term abolitionism. As his awareness grows, he resolves to some day run away. Realizing that he may need to forge his own pass, he sets out to learn to write-cajoling and bribing white boys to teach him, tracing letters on the prows of ships, marking fences with pieces of coal. When Douglass is fifteen, he returns to his owner’s plantation. There, Douglass’ inexperience in the fields is viewed as laziness, and he is sent for disciplinary purposes to the home of Mr. Covey, a tenant farmer renown for his cruel treatment of slaves. Under Covey, Douglass endures repeated physical abuse and incessant, grueling labor. The ordeal nearly destroys Douglass, leading him close to despair, causing him to question God’s very existence. He writes: â€Å"I was broken in body, soul, and spirit. My natural elasticity was crushed, my intellect languished, the disposition to read departed . . .† (105). He recalls standing along the shores of the Chesapeake. Seeing the ships sailing north, he felt the tremendous weight of his enslavement and prayed to God for deliverance: â€Å"The glad ship is gone; . . I am left in the hottest hell of unending slavery. God, save me! God, deliver me! Let me be free! Is there any God? Why am I a slave? I will run away. I will not stand it. Get caught, or get clear, I’ll try it†(107). This secret resolution sustains him amid the dark months with Covey, offering him a glimmer of hope. It is under Covey’s charge that Douglass experiences a pivotal, life-changing event. After suffering several fierce beatings, Douglass flees to his master but is forced to return to Covey, whereupon he is attacked with a horsewhip. Douglass recounts that â€Å"at this moment—from whence came the spirit I don’t know—I resolved to fight; and suiting my action to the resolution, I seized Covey hard by the throat; and as I did so, I rose†(l12). For hours, the two men fight. In the end, Douglass gets the better of his overseer, drawing much blood and winning an unspoken reprieve from further attacks. Douglass assents that â€Å"this battle with Mr. Covey was the turning point in my career as a slave. It rekindled the few expiring embers of freedom, and revived within me a sense of my own manhood. It recalled the departed self-confidence and inspired me again with a determination to be free† (113). The physical confrontations with Covey proved to be the turning point in Douglass’ life. After several brutal whipping, Douglass was overcome by a new sense of power and self-preservation, and assumed authority over his life. As an agent who maintained a defensive posture, which symbolized his confrontation with the dominant power, he not only changed himself, but he also redefined the source of power. Douglass resisted all Covey’s attempts to beat him, proclaiming was resolved to fight, and, what was better still, I was actually hard at it†¦ it is — was the turning point in my ‘life as a slave.’ It rekindled in my breast the smoldering embers of liberty; it brought up my Baltimore dreams, and revived a sense of my own manhood† (54). Maintaining a defensive posture, Douglass was elevated to a new plateau, and his transformation from slave to man was made complete:†Ã¢â‚¬ ¦ I now resolved that, however long I might remain a slave in form, the day had passed forever when I could be a slave in fact† (54).  Ã‚   The triumph in this altercation sets a precedent in the narrative tradition that parallels similar themes in early American writings.   Emotionally free to exercise his intellect and dream of his eventual emancipation, Douglass regained his self-confidence and became a viable leader in the black community where he was physically and spatially enslaved until a traitor foiled his escape plans. After his year with Covey Douglass is sent to a more humane master, where he is able, clandestinely, to teach over forty slaves to read and write. There, with a growing sense of agency, Douglass inspires several of his fellow slaves to join him in â€Å"one noble effort to be free†(122), but on the morning of their intended departure, the conspirators are discovered, beaten, and jailed. Alone in prison, Douglass anticipates that he will be sold to a plantation in the deep south, but miraculously he is sent back to Baltimore and hired out to a shipbuilder. Douglass fares better under this new arrangement: he learns caulking and is granted the autonomy to make his own contracts. Yet even so, he suffers barbs of racism and oppression: he is nearly beaten to death by white shipyard workers; he smarts at the dictate that every cent of his earnings must go to his master. Once again he plots to escape, this time deciding to go it alone, though it requires leaving behind his beloved fellow slaves. As Douglass’ narrative draws to a close, we see him arriving safely first in New York, and then in New Bedford, Massachusetts where Douglass sets up a home for himself and his bride. It is here that Douglass first reads The Liberator (â€Å"The paper became my meat and my drink. My soul was set all on fire†). He befriends William Lloyd Garrison and joins the American Anti-slavery society as a speaker on their lecture tour. Here the narrative triumphantly ends (though, as the students knew from their research, for Douglass it is only the beginning of a long life of activism). In the course of the narrative, we have seen, in Douglass, an evolution of consciousness; the hero grows increasingly aware of and implicated in larger social and political forces. His aspirations widen, his powers of agency increase as he enters directly into the course and flow of historical events. Douglass explores another crucial aspect of the culture and unveils the ignorance that permeated the slave’s life; he exposes the reality that undergirded slavery: â€Å"the white man’s power to enslave the black man† lay in the white man’s ability to keep the black man ignorant (32). Recognizing the pathway to freedom, he became resolute in seeking an education: What he most dreaded, that I most desired, what he most loved, that I most hated. That which to him was a great evil, to be carefully shunned, was to me a great good, to be diligently sought; and the argument which he so warmly urged, against my learning to read, only served to inspire me with a desire and determination to learn. (32) Douglass’ recognition of the parity of literacy and freedom is an epiphany and becomes a distinguishing mark in the development of the slave narrative. Sophia Auld adhered to her husband’s mandate and subsequently embraced his philosophy, but not without sacrificing her humanness. Douglass’ characterization of Mrs. Auld points toward other noteworthy social issues. Her actions suggest that she, like the slave is victimized by a male dominated practice that denied slaves and women educational opportunities as well as other basic freedoms. Therefore, women like Sophia who blindly obeyed their husbands were transformed by the practices of a patriarchal system. Following her husband’s precepts, her â€Å"tender heart became stone, and the lamb-like disposition gave way to one of tiger-like fierceness† as she was divested of her previously esteemed Christian qualities (34). Slavery usurped even the powerful virtues of Christianity, further confusing a skeptical child and providing commentary on religion, another cultural practice. For Douglass, however, the key to freedom was not to be found in religion or social relationships, but within literacy, an empowering, transforming agency.    Works Cited Douglass, Frederick. Narrative of the Life of Frederick Douglass, An American Slave. Ed. Houston A. Baker, Jr. New York: Penguin, 1986.

The Market Crash of 1929 Essay - 1463 Words

The Market Crash of 1929 Wall Street Crash, stock market crash in the United States in 1929. In 1927, after having focused on investing abroad and with the US economy growing stronger, the financiers based in New Yorks Wall Streetturned their attention to their home market. As they bought into the stock market, so the prices of securities rose. As they bought more and more, prices went higher and higher, and ordinary investors were attracted to invest by the apparently effortless boom that was created. By the middle of 1929 it was estimated that about nine million Americans (out of a population of 122 million) had capital†¦show more content†¦On the following day, Black Thursday, more than twice those numbers were traded. On Monday nine million shares changed hands; $14 billion had been wiped off the value of shares in less than a week. Then, on Black Tuesday, everything fell apart; the share p rice of many big companies including General Electric and Woolworth collapsed. In that one day more than 16 million shares were traded and another $10 billion was wiped off share values. What happened on Wall Street was mirrored on other stock exchanges in the United States from Chicago to San Francisco. It was a stark end to a decade that had been marked by optimism, high employment, and prosperity. Not surprisingly, confidence in banks and bankers, the stock market and stockbrokers evaporated. Bankruptciesand destitution were rife. Mortgageforeclosures increased. The middle classes retrenched. Many lost their jobs; unemployment rose by nearly two million within half a year. Although when it began some thought it was merely a welcome correction in the market, the crash marked the start of the worldwide Great Depression and created the conditions for the New Deal introduced by Franklin D. Roosevelt in 1933. New Deal, name given to the peacetime domestic programme of United States president Franklin D. Roosevelt, and especially to the innovative measures taken between 1933 and 1938 to counteract theShow MoreRelatedThe Stock Market Crash of 19291289 Words   |  6 Pageshome or in the bank into the stock market. People migrated to the prosperous cities with the hopes of finding much better life. In the 1920s, the stock market reputation did not appear to be a risky investment, until 1929.First noticeable in 1925, the stock market prices began to rise as more people invested their money. During 1925 and 1926, the stock prices vacillated but in 1927, it had an upward trend. The stock market boom had started by 1928. The stock market was no longer a long-term investmentRead MoreStock Market Crash of 1929835 Words   |  4 PagesThe Stock Market Crash of 1929 was the most devastating crash in U.S. history. It started on October 24, 1929 and the downfall ended in July 1932. I always wonde red what caused this calamity. Before starting this report, I knew basic idea about the crash. It was a time of decline and huge fortunes were lost. Now I can figure out just why. The research process for my report was no easy task. The simple part was choosing my topic. As soon as I saw â€Å"Crash of 1929† on the topic list, I had my mind fixedRead MoreThe Stock Market Crash Of 19291598 Words   |  7 Pages1920’s there was a large boom in the stock market. By August 1929, there was massive expansion and stock prices reached their peak. In the words of PBS, â€Å"A boom took stock prices to peaks never before seen† (PBS 1). However, all good things eventually come to an end. What must have felt like over night, the stock market crashed and this would later be known as one of the most devastating economic downturns in U.S. history. The Stock Market Crash of 1929 was so significant but to this day people questionRead More1929 Stock Market Crash1413 Words   |  6 PagesThe 1929 Stock Market Crash In early 1928 the Dow Jones Average went from a low of 191 early in the year, to a high of 300 in December of 1928 and peaked at 381 in September of 1929. (1929Â…) It was anticipated that the increases in earnings and dividends would continue. (1929Â…) The price to earnings ratings rose from 10 to 12 to 20 and higher for the market s favorite stocks. (1929Â…) Observers believed that stock market prices in the first 6 months of 1929 were high, while others saw them toRead MoreThe Stock Market Crash Of 19291683 Words   |  7 PagesOn October 29, 1929, investors took a turn for the worse and were just in the beginning of a huge crisis that would cause them to lose everything. This crash pushed many Americans to depression, suicide, and destruction. By 1933, 4,000 banks had closed and Americans started to panic. The stock market crash of 1929 was a major turning point in the history of the United States and billions of dollars were lost. During the 1920s, throughout the country, there were social, economic, and political changesRead MoreThe Stock Market Crash Of 19291437 Words   |  6 PagesBy early 1929, people across the United States were rushing to get into the stock market. The profits seemed so certain that even many companies placed money in the stock market. In addition, even more problematic, some banks placed their customers money in the stock market (without their consent). With the stock market prices rising, everything seemed fantastic. Many believe incorrectly that the stock market crash of 1929 is the same as the Great Depression when in fact; it was one of the majorRead MoreThe Stock Market Crash Of 19291590 Words   |  7 PagesThe cause of the crash in the stock market in 1929, was an incident that occurred on October 29, which was called Black Tuesday. Investors traded 16 million dollar of shares toward the New York Stock Exchange in a day, upon that billions of dollars were lost and investors lost their business or their jobs. one of the major reason why was that car and other factory produced certain quota of cars. during the great depression people who were rich is now poor and the poor and the poorer. people wereRead MoreThe Stock Market Crash of 19291013 Words   |  5 PagesBlack Tuesday was Tuesday, October 29, 1929. This was the day the New York Stock Exchange crashed. This was the single largest crash in the country. Black Tuesday hit Wall Street as investors traded 16 million shares in one day on the New York Stock Exchange. Black Tuesday wiped out thousands of investors and billions of dollars were lost. Black Tuesday was an event leading up to the stock market crash. As a result numerous Americans lost all to a lot of their savings. Black Tuesday was also knownRead MoreThe Stock Market Crash Of 19291284 Words   |  6 PagesThe Stock Market Crash of 1929 â€Å"started† on the 24th of October 1929 with 12’894’650 shares being traded; thi s is the same day that Richard Whitney went to the stock exchange and bought targeted shares in an attempt to stabilize the stock market. As will be made evident, this did not work. In fact, an even worse day, dubbed â€Å"Black Tuesday†, occurred on the 29th of October where 16’410’030 shares were traded. From the week of October 23rd to 31st the panic settled in and a total of 70.8 million sharesRead MoreStock Market Crash Of 19291432 Words   |  6 PagesStock Market Crash of 1929 The United States was experiencing great optimism and economic growth prior to the stock market crash of 1929. The conclusion of World War I in 1918 ignited this exciting time known as the â€Å"Roaring 20’s.† The key economic factors that contributed to this time is that business’ were exporting to Europe (which was still rebuilding from the war), unemployment was low, and automobiles and other goods were spreading across America creating jobs and efficiencies for

Mr. Milton’s “Paradise Lost” - 1935 Words

he Poem Andrew Marvell’s poem chronicles his reactions to the artistic merit of John Milton’s Paradise Lost (1667) in seven verse paragraphs of fifty-four rhymed iambic pentameter lines. The opening sentence forms a grammatical unit of ten lines. The remaining lines, marked with a grammatical pause at the end of each couplet, follow the poetic practice of end-stopped couplets. Initially, Marvell contrasts Milton’s â€Å"slender Book† with its â€Å"vast Design,† its Christian topic of salvation history and its cosmic scope of infinite time and space. He fears that Milton will mar or disfigure â€Å"sacred Truths† by expressing them through, or by confining them within, the devices of an epic poem, a pagan or nonbiblical art form. Also, Marvell deals†¦show more content†¦As a critic seeking to illuminate Milton’s epic for himself and for other readers, he maintains his integrity and a sense of perspective. He reads the poem carefully, assimilates the overall meaning, and describes, analyzes, and evaluates both substance and style. He candidly expresses his fears regarding the main features of Paradise Lost and Milton’s own motivation in writing it. In addition, Marvell maintains his independence as a poet. For example, he knows that Milton virtually created a new poetic medium of narrative blank verse and acknowledges its superiority to rhyme. Nevertheless, he does not abandon rhyme in praising Milton’s unrhymed verse. Instead, with gentle irony, he asks Milton to overlook his rhyme. Once he has grasped the poem as a whole, Marvell realizes that his doubts, though well intended, are â€Å"causeless.† He does not, however, explain the exact reasons for his change of mind. He conveys his conclusions through assertion and through a change of attitude or tone. He demonstrates the assurance that grows out of wide literary knowledge and a principled, independent stance. His praise of Milton communicates itself as accurate and sincere, rendered by someone qualified to give it. Marvell uses blind heroic figures of the past to convey his transition from doubt to certainty. For example, when Marvell compares Milton’s poetic strength to Samson’s physical strength, he suggests that Milton might have misused his abilities, perhaps to bring down and notShow MoreRelatedSymptoms of Narcissism in Eve Using Paradise Lost1625 Words   |  7 PagesSymptoms of Narcissism in Eve I. Introduction A. â€Å"The allusion to pagan fable that most haunts views of Miltons Eve is her Narcissus-like behavior when, fresh from her Creators hand, she pauses at the verge of the mirror lake attracted by her own reflection and has to be called twice: first by God, who leads her to Adam, and then, as she starts back toward the softer beauty of the face in the lake, by Adam himself.† (McColley 63). B. Eve’s scene in which she observes herselfRead MoreBiblical Analysis Of Mary Shelley s Frankenstein 1376 Words   |  6 Pages Alexandria Harris Mrs. Mitchell AP Literature 16 November 2015 Biblical Analysis: Frankenstein Frankenstein by Mary Shelley often refers to the bible on a number of occasions. However, it is worth noting that many references used by Mary Shelley in Frankenstein can often be identified in Genesis. Much like Genesis, the story of Frankenstein is a viable creation story. The book of Genesis first explains the creation of man and woman, and also recounts the fall of humanity. Unlike GenesisRead MoreAnalysis Of John Milton s Paradise Lost 1852 Words   |  8 PagesJuan Linares Mr. Maust English IV AP 10 October 2015 Select a novel, play, or epic in which a character experiences such a rift and becomes cut off from â€Å"home,† whether that home is the character’s birthplace, family, homeland, or other special place. 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Mr. Kurtz, a leading character in Joseph Conrads Heart of Darkness is the prime example of the white devils in Africa, following the pattern set out by John Milton for a perfect Prince of Darkness in Paradise Lost in his portrayal of Satan to a point. Their characteristics and motivations are paralleled in almost every sense, differing only in the backdrop and in the ends that these characters meet. Once the similarities between Satan and Mr. Kurtz start, they never seemRead More Paradise Lost Essay2124 Words   |  9 PagesParadise Lost The poem is divided up into 12 books. The verse is English heroic without rhyme, as that of Homer in Greek, and of Virgil in Latin. (Knopf, 1996) â€Å"This neglect then of rhyme so little is to be taken for a defect, though it may seem so perhaps to vulgar readers, that it rather is to be esteemed an example set, the first in English, of ancient liberty recovered to heroic poem from the troublesome and modern bondage of writing.† (Knopf, 1996) Book One proposesRead MoreAnalysis Of John Milton s Waiting For Godot 1335 Words   |  6 Pageshe would not be the center of an entire religion. In John Milton’s epic poem, his power is defined by his ability to make other people love him with complete obedience and by withholding knowledge. Pozzo, from Samuel Beckett’s play, Waiting for Godot, does the same by controlling all of his slave’s actions and withholding Lucky full potential to be an intellectual human. On the surface, Pozzo from Waiting for Godot and God from Paradise Lost seem to lack similarities, however the amount of power theyRead MoreHow I Read Literature Like A Professor Essay1141 Words   |  5 PagesBrylan Beard Mrs. Mary Smith Ap Literature 20 September 2017 How to Read Literature like a Professor Essay This essay will be about the analyzing of literary devices that are discussed in this book. The professor in the book thoroughly describes these devices and the allusions and symbols that are involved in literature over the centuries. I will be discussing the specifics of the allusions and symbols of the bible and the Christ like figures in literature. The first device I will be describing

Essay on Woodrow Wilson and American Diplomacy - 2945 Words

Woodrow Wilson and American Diplomacy â€Å"Until early in [the twentieth] century, the isolationist tendency prevailed in American foreign policy. Then, two factors projected America into world affairs: its rapidly expanding power, and the gradual collapse of the international system centered on Europe† . President Woodrow Wilson was the leader who would initiate the ideologies of American diplomacy in the twentieth century. Up until his Presidency, American foreign policy was simply to fulfill the course of manifest destiny, and to remain free of entanglements overseas. Although he could not convince his fellow politicians on Capitol Hill of the probable success of his ideas, he did persuade the fellow writers of the Treaty of†¦show more content†¦Its peace must be planted upon the tested foundations of political liberty. From 1913-1917, Wilson and Secretary of State William Jennings Bryan had to deal with an unstable Mexican government. â€Å"Bryan was easily the leading opponent of imperialism and navalism and a pioneer in the movement to advance peace through arbitration and conciliation.† The Wilsonian foreign policy was the start of the concept that war should be avoided at all costs. This policy, named New Freedom diplomacy, was seen in the ordeal with Mexico. Wilson only desired to see the Mexicans establish a constitutional government, and overthrow the new leader of Mexico, Victoriano Huerta. As soon as Huerta seized power from the unstable government, some of the northern states began anti-Huerta campaigns. At first Wilson suggested that America would mediate the dispute between Huerta and the Governor of Coahuila, Venustiano Carranza, and his followers in the Constitutionalist movement. But to Wilson’s surprise both parties utterly rejected any American interference. On October 13, 1913, Huerta arrested most of the chamber of deputies and inaugurated a military dictatorship. Wilson was so angered by the breakup of anyShow MoreRelatedAmerican Diplomacy That Kissinger Notes And What Makes American Diplomatic History Unique?1466 Words   |  6 Pagesinherent tensions in American Diplomacy that Kissinger notes and what makes American diplomatic history unique?† â€Å"To what extent would you define yourself as a realist or an idealist in regards to American foreign policy?† â€Å"What unique factors contribute to American expansionism and isolationism?† The inherent tensions in American diplomacy, in the twentieth century, that Kissinger notes, are foreign policy, the balance of power system, and the conflicts and ideas of Woodrow Wilson and Theodore RooseveltRead MoreThe American Of American Identity Essay1520 Words   |  7 Pagesa prosperous economy built on a free market system. 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There were many approaches that were suggested by previous presidents, all with the same goal: World Dominance. The Big Stick idea was brought to light from President Theodore Roosevelt. The plan reflected many of the same impulses that were motivating domestic reforms that were taking place in America. HeRead MoreApush Chapter 29 Study Guide1186 Words   |  5 Pageson a case by case basis to determine if a company was being just. 2. Educational and political career of Woodrow Wilson (chronology) and origins- Once his father became a minister of the First Presbyterian Church, the family moved to Augusta, Georgia. In 1870, his family moved to Columbia, South Carolina, and then to Wilmington, North Carolina, in 1874. Later in life, Dr. Woodrow Wilson, a mild conservative turned militant progressive. Beginning professional life as an academic lecturer, in 1902Read MorePrimary Source Analysis Example991 Words   |  4 PagesPrimary Source Analysis: Woodrow Wilson’s Fourteen Points The source is a speech delivered by Woodrow Wilson on January 8th 1918; the speech was delivered among Woodrow’s fellow congressmen in the American congress. However, the speech was not written purely by Wilson, During World War I, Walter Lippmann became an adviser to President Woodrow Wilson and assisted in the drafting of the speech. The several points covered in Wilson’s speech aimed to resolve territorial issues in Europe, as well asRead MoreThe War I Was Considered The Great War1338 Words   |  6 Pagesconsidered the Great war, â€Å"the war to end all wars.† Under President Woodrow Wilson, America entered a war that was the first of its kind, involving several major powers worldwide. Starting in Europe, World War I would lead to changes that still affect the world today. The Great War also produced questions on morals, loyalty, and nationalism that are still relevant today. Before the Great War progressed too far, Woodrow Wilson explicitly stated, â€Å"the United States must be neutral.† America s neutralityRead More Woodrow Wilson and Vladimir Lenin Essay1099 Words   |  5 Pages Through the years, peace has been achieved in different ways, yet the manner in which it is accomplished has been endlessly debated about. Woodrow Wilson and Vladimir Lenin were two very different individuals who were raised in two different countries. Lenin was born and raised in Russia, and Wilson was born and raised in the United States. They each had their own ideas on how peace should be achieved, but they were alike in one way though; they were both important revolutionaries of the twentiethRead MoreThe United States And Foreign Policy With China1670 Words   |  7 Pageshelped established the Ohio Oil Company, which was later bought by Standard Oil Company, making Jones a wealthy man. He told his workers to work hard, be honest, and follow the golden rule. H e was disliked by other businessmen. †¢ 1901 o Big Stick diplomacy- Roosevelt’s policy. â€Å"Walk softly but carry a big stick,† meant that in international affairs, ask first but bring a big army to help convince them. This was used by the U.S. to make sure that countries in Latin America behaved themselves. o Emilio

Taking Stock of the UNFCCC Process and its Inter-linkages.

Question: Describe about the Taking Stock of the UNFCCC Process and its Inter-linkages. Answer: According to Marx and Weber (2012), in scientific research, uncertainty means the theory has not been tested, or lack of absolute data, experiments, and evidence do not conclude the given argument. Climate research is ongoing and Global warming is a real threat. Therefore, the law needs to frame rules which will account for scientific opinions while counting the uncertainties. For instance, city planners and architects could design a dam too low in a coastal region, and the city will still get flooded in the monsoon if uncertainties are understated (Lung et al., 2013). Therefore, the law must carefully follow the scientific opinions. If climate scientists predict that an outcome is very likely or certain it means that the chance of that outcome occurring is more than 90 percent. They are: rising levels of the sea, shrinking of permafrost and glaciers, oceans are turning more toxic and acidic, shifting in the ranges of animals and plants, and the influence of biological and physical s ystem due to human behavior around the world (Maslin and Austin, 2012). Countries that are part of the European Union (EU) participate in tackling climate cage and their targets include efficiency, renewable energy, and emissions. The EU has committed to three objectives for 2020. Initiatives to reduce greenhouse gas emissions by EU include Renewable Energy Directive, Energy Efficiency Directive (2012), 2030 Climate Framework, Carbon Capture and Storage (CCS), EU Emissions Trading System (EU ETS) and New car and van CO2 targets (Hallegatte, 2016). As stated by Nobuoka, Ellis and Andersen (2015), Key Stakeholders who took part in the UNFCCC secretariat during the Doha conference in 5th December 2012 are organizations like UNEP, OECD, World Bank Institute, UNDP, FAO, NEFCO, ADB, UNITAR, and others. Organizations' involved in bilateral development are AFD from France, JICA from Japan, GIZ and KfW from Germany and USAID from United States of America (Reinecke, Pistorius, and Pregernig, 2014). Their partnership is restricted to knowledge sharing, and this partnership will focus on three areas of work which are: NAMAs in the context of national development, preparation and implementation of individual NAMAs, and Financial tools for the design and implementation of NAMAs (Briner, 2014). As opined by Pulver and Benney (2013), the response from the private sectors for their active involvement in climate change came from the fact that they needed to protect their business from rapid changes in climate. Organizations have been at risk if their business process gets hampered, or the destruction of tools and warehouses would incur significant costs in materials and maintenance. Instance being, in the 2011 Thailand floods, many hard disk drives got flooded, and it did impact consumers and business because Thailand was the second largest hard disk maker in the world (Chee Wai and Wongsurawat, 2012). According to Tanaka, Matsuhashi and Yamada, (2016), Asian countries like China and India have significant problems in mitigating environmental pollution. Therefore, active NAMAs in Asia should have the highest priority, and one such NAMA is JICA or Japan International Cooperation Agency in Japan. According to Davies (2014), a major legislation called Clean Air Act was passed in the United States in 1963 to control air pollution. The state-controlled agencies urged the aid of federal government for this legislation. The active role of Federal intervention is required to include new standards as evidenced by the 1965 amendment of this legislation which required Education, Health, and Service department of US to develop and enforce standards. The Clean Air Act of 1970 gave the federal government of US true power over the states (Davies Mazurek, 2014). The act, therefore, mentions in one of its components to encourage the states to strategize plans approved by EPA for creating new standards in an air pollution control policy. EPA holds the right to approve any plans regarding reducing air pollution set by tribal, local agency and state plans. It assists the state, tribal and local agencies with engineering designs, expert studies, research and funding for the clean air progress (Gliedt Hoicka, 2015). Any state is failing to complete this rule within a specified date, its law and administration will be taken over by the EPA. SIPs or State Implementation Plans are to be developed by the States to indicate which states will state will undertake the Clean Air Act. References: Briner, G., Kato, T., Konrad, S. and Hood, C. (2014). Taking Stock of the UNFCCC Process and its Inter-linkages. Chee Wai, L. and Wongsurawat, W. (2012). Crisis management: Western digital's 46-day recovery from the 2011 flood disaster in thailand. Strategy Leadership, 41(1), pp.34-38. Davies, J. C. (2014).Comparing environmental risks: tools for setting government priorities. Routledge. Davies, J. C., Mazurek, J. (2014).Pollution Control in United States: Evaluating the System. Routledge. Gliedt, T., Hoicka, C. E. (2015). Energy upgrades as financial or strategic investment? Energy Star property owners and managers improving building energy performance.Applied Energy,147, 430-443. Hallegatte, S., Rogelj, J., Allen, M., Clarke, L., Edenhofer, O., Field, C.B., Friedlingstein, P., van Kesteren, L., Knutti, R., Mach, K.J. and Mastrandrea, M. (2016). Mapping the climate change challenge. Nature Climate Change, 6(7), pp.663-668. Lung, T., Dosio, A., Becker, W., Lavalle, C. and Bouwer, L.M. (2013). Assessing the influence of climate model uncertainty on EU-wide climate change impact indicators. Climatic change, 120(1-2), pp.211-227. Marx, S.M. and Weber, E.U. (2012). Decision making under climate uncertainty: The power of understanding judgment and decision processes. Climate change in the Great Lakes region: Navigating an Uncertain Future. East Lansing, MI: Michigan State University Press. Forthcoming, pp.13-59. Maslin, M. and Austin, P. (2012). Uncertainty: Climate models at their limit?. Nature, 486(7402), pp.183-184. Nobuoka, Y., Ellis, J. and Andersen, S.P. (2015). Encouraging Increased Climate Action by Non-Party Stakeholders. Pulver, S. and Benney, T., 2013. Privateà ¢Ã¢â€š ¬Ã‚ sector responses to climate change in the Global South.Wiley Interdisciplinary Reviews: Climate Change,4(6), pp.479-496. Reinecke, S., Pistorius, T. and Pregernig, M. (2014). UNFCCC and the REDD+ Partnership from a networked governance perspective. Environmental Science Policy, 35, pp.30-39. Tanaka, K., Matsuhashi, R. and Yamada, K. (2016). An Integrated Contribution Approach Focusing on Technology for Climate Change Mitigation and Promotion of International Technology Cooperation and Transfer. Low Carbon Economy, 7(02), p.71.

The Morality Of Science Essays - English-language Films,

The Morality Of Science The Morality of Science Lesley Hubbard June 14, 2000 There are two parallel stories in Mary Shelley's Frankenstein, ?one of attempting to discover the secret of life and the other of forcing nature to open her secrets to man (Neal).? This novel can be looked by combining those two stories into a theme of the scientist who seeks to play God and what happens to him in his quest to create life from death. When looking at the book in this regard, ?the reader discovers the dangers inherent in defying the natural order, (Neal)? and the potential consequences of scientific discovery. Victor Frankenstein, fascinated with scientific exploration in the physical world, embarked upon an experiment that forever changed his life and that of his family and friends. During his studies away from home, Victor foolishly decides that he will play God. ?I will pioneer anew way, explore unknown powers, and unfold to the world the deepest mysteries of creation (Shelly p. 47).? ?What lies behind Frankenstein's scientific projects is obviously an attempt to gain power (Damyanov).? Victor devotes himself to his task of creating life from death for a period of two years without once considering the implications of the result of his experiment. ?Thoughtless Victor built in no safety controls, no device to assure that only good actions would be performed (Neal).? ?Shelley warns us of the dangerous division between the power-seeking practices of science and the concerns of humanists with moral responsibility, emotional communion, and spiritual values (Damyanov).? Victor invested so much selfish care and time into his creation and never thought of the implications of his success. As if almost seeing into the future, Shelly gives us a ?warning to consider the final effects of scientific exploration and experiment (Neal).? Neglecting all moral implications of his creation, Victor completes his work. Victor never imagined that his success would create horror instead of joy and immortality. ?It was a dreary night in November that I beheld the accomplishment of my toils (Shelley p. 56).? ?How can I describe my emotions at this catastrophe, or how delineate the wretch whom with such infinite pains and care I had endeavored to form (Shelley p. 56) Even when Victor came to the realization that his success in creating his being had become an abhorrence, he took no responsibility in trying to remedy his actions or take care of the creature. ?Victor emulated God's actions when he created the being (Neal).? He had hoped ?a new species would bless me as its creator and source; many happy and excellent natures would owe their being to me (Shelly p. 52).? Unfortunately for Victor, the exact opposite resulted. Victor was responsible to his creation as a father is to a child, but only tried to escape the creature's wretchedness. The creature has been left to his own devices to either become part of society, or to live alone in hiding, suffering, and pain. Victor awoke the day after witnessing his creature come to life in a horrifying form and in finding the creature had disappeared, basically goes on with his life. Frankenstein does not take on the moral responsibility of remedying his disastrous creation until years later when it returned to him. Years after the creatures ?birth,? he has learned to speak and write, and sets out in search of Frankenstein; his creator, his father. He has discovered that no man will treat him with any dignity or compassion or love and desires to find this from his creator. After realizing that he cannot recover these feelings from Frankenstein, the creature requests that Victor create another being; a female form of himself, a true companion. When confronted by the creature, Victor seems to realize for the first time the moral implications of what he has done. ?Wretched devil! You reproach me with your creation; con, then, that I may extinguish the spark which I so negligently bestowed (Shelley p. 96).? The creature, also realizing how wrong Frankenstein had been in his attempt to become God, exclaims to him, ?How dare you sport thus with life? (Shelley p.96) Victor eventually agrees to create a female companion for his creature. While working on her creation, Victor becomes more acquainted with