American Grace How Religion Divides and Unites Us

The War in Vietnam Essays - Vietnam War, Free Essays, Term Papers

The War in Vietnam Essays - Vietnam War, Free Essays, Term Papers The War in Vietnam The Vietnam War, the nation's longest, cost fifty-eight thousand American lives. Only the Civil War and the two world wars were deadlier for Americans. During the decade of direct U.S. military participation in Vietnam beginning in 1964, the U.S Treasury spent over $140 billion on the war, enough money to fund urban renewal projects in every major American city. Despite these enormous costs and their accompanying public and private trauma for the American people, the United States failed, for the first time in its history, to achieve its stated war aims. The goal was to preserve a separate, independent, noncommunist government in South Vietnam, but after April 1975, the communist Democratic Republic of Vietnam (DRV) ruled the entire nation. The initial reasons for U.S. involvement in Vietnam seemed logical and compelling to American leaders. Following its success in World War II, the United States faced the future with a sense of moral rectitude and material confidence. From Washington's perspective, the principal threat to U.S. security and world peace was monolithic, dictatorial communism emanating from he Soviet Union. Any communist anywhere, at home or abroad, was, by definition, and enemy of the United States. Drawing an analogy with the unsuccessful appeasement of fascist dictators before World War II, the Truman administration believed that any sign of communist aggression must be met quickly and forcefully by the United States and its allies. This reactive policy was known as containment. In Vietnam the target of containment was Ho Chi Minh and the Vietminh front he had created in 1941. Ho and his chief lieutenants were communists with long-standing connections to the Soviet Union. They were also ardent Vietnamese nationalists who fought first to rid their country of the Japanese and then, after 1945, to prevent France from reestablishing its former colonial mastery over Vietnam and the rest of Indochina. Harry S. Truman and other American leaders, having no sympathy for French colonialism, favored Vietnamese independence. But expanding communist control of Eastern Europe and the triumph of the communists in China's civil was made France's war against Ho seem an anticommunist rather than a colonialist effort. When France agreed to a quansi-independent Vietnam under Emperor Bao Dai as an alternative to Ho's DRV, the United States decided to support the French position. The American conception of Vietnam as a cold war battleground largely ignored the struggle for social justice and national sovereignty occurring within the country. American attention focused primarily on Europe and on Asia beyond Vietnam. Aid to France in Indochina was a quid pro quo for French cooperation with America's plans for the defense of Europe through the North Atlantic Treaty Organization. After China became a communist state in 1949, the stability of Japan became of paramount importance to Washington, and Japanese development required access to the markets and raw materials of Southeast Asia. The outbreak of war in Korea in 1950 served primarily to confirm Washington's belief that communist aggression posed a great danger to Asia . Subsequent charges that Truman had "lost" China and had settled for a stalemate in Korea caused succeeding presidents to fear the domestic political consequences if they "lost" Vietnam. This apprehension, an overestimation of American power, an d an underestimation of Vietnamese communist strength locked all administrations from 1950 through the 1960s into a firm anticommunist stand in Vietnam. Because American policy makers failed to appreciate the amount of effort that would be required to exert influence on Vietnam's political and social structure, the course of American policy led to a steady escalation of U.S. involvement. President Dwight D. Eisenhower increased the level of aide to the French but continued to avoid military intervention, even when the French experienced a devastating defeat at Dien Bien Phu in the spring of 1954. Following that battle, an international conference at Geneva, Switzerland, arranged a cease-fire and provided for a North-South partition of Vietnam until elections could be held. The United States was not a party to the Geneva Agreements and began to foster the creation of a Vietnamese regime in South Vietnam's autocratic president Ngo Dinh Diem, who deposed Bao Dai in October 1955, resisted holding an election on the reunification of Vietnam. Despite over $1 billion of U.S. aid

A Comparative Analysis of Natural Inclinations Essay

A Comparative Analysis of Natural Inclinations - Essay Example A philosopher like Hobbes would disagree. He would argue that our natural inclinations are competitive, and that we are naturally destined for destruction. In between these two extremes is the notion of rationality. Kant, for instance, argues that we can overcome our natural inclinations, whatever they may be, by using reason.This question is significant because the answer has important implications. How we choose to govern ourselves depends, in large part, on how we answer the question of natural inclinations. How constitutions and legislation treat notions of liberty and freedom of expression, for example, depend on the extant to which the drafters perceive human beings to be capable of moderating their behavior. In short, how we choose to form laws to govern ourselves is dependent on our assumptions regarding our natural inclinations.These are a few of the questions posed and addressed in the works of John Stuart Mill, Thomas Hobbes, and Immanuel Kant. This essay will identify eac h thinker's analysis of the human being's natural inclinations, the implications of each thinker's analysis, and then offer a brief comparative analysis.As an initial matter, John Stuart Mill, in Utilitarianism, argues that natural inclinations are not innate. Human beings are not born with a natural predisposition to compete (Mill, 1863). Satisfaction of our basest needs, such as food, shelter, or a mate, does not compel us to satisfy our needs at all costs. We do not begin hunting for food until we are taught how to hunt. We do not steal the food of others until we are aware of the possibility of stealing. Nor do we believe in monogamy or polygamy at birth. These are not natural drives. They are not genetic predispositions. Who we are is the product of our environment. Our inclinations, as they develop throughout our lives, are taught and learned. In Mill's view, therefore, an innate compulsion or natural inclination is absent in the very beginning. On this basis, he reasons that the formation of laws should be used to condition people. More specifically, he believes that the creation of a fair and just society will create fair and just citizens. We should discourage authoritarian forms of government, for instance, because they are unnecessary and because they will teach us destructive habits. To this end, he advocates personal liberties and freedom of expression. The government does not need to dominate its people because its people are conditioned by these broader concepts of justice, moderation, and restraint. They will follow the examples set forth in just and reasonable laws. More specifically, he advocates the formation of laws which emphasize the satisfaction of the people rather than the domination of the people. Mill states that, "Actions are right in proportion as they tend to promote happiness; wrong as they tend to produce the reverse of happiness" (Mill, 1863). His notion of happiness is twofold. First, happiness is physical pleasure. Laws should encourage and allow people to pursue interests of importance to the individual. Second, happiness is mental pleasure. Freedom of expression and diversity of opinion are to be valued rather than prohibited. Proper laws can, in the final analysis, teach us how to be happy and thereafter operate to sustain our happiness. The significant point is that human beings are not naturally inclined to commit bad or destructive acts; on the contrary, we are capable of forming laws and principles which can result in moderate political and social structures. Mill employs a balancing test. The goal is to promote maximum happiness while minimizing unhappiness. This tends toward

Reading Response Questions to Chapter 10 and Human Sexuality article Essay

Reading Response Questions to Chapter 10 and Human Sexuality article - Essay Example Christians need to know how to deal with their sexuality and their sexual expression until they finally engage in sexual intercourse in marriage (Boone, 2010). Most Christians no longer believe their bodies are the temples of God as indicated in the bible. They believe one does what they want to with their bodies. This is sinful according to Christianity. Doing what they want with their bodies include having multiple sexual partners is considered adulterous in marriage, and prostitution before marriage (Boone, 2010). Christians abuse the gift of sex that was given to them by God. They dress inappropriately when going to church, as the dressing is usually sexually oriented. Seducing men by one’s dressing code is not an appropriate behavior for Christians. Today, sex does not determine the term of a relationship. One can have sex before and then define their relationship later or even consider it a one-time thing. Other people also opt to benefit mutually from each other. They are friends and they satisfy each other’s sexual desires. This is very wrong because sex should be special to both the male and female parties. This means it should not be done for the mere excuse of satisfying physical desires (Boone, 2010). People who view sex as not special and will do it according to the desires of their bodies end up not building relationships in their lives. This is because they do not know what love is and they do not understand the role of intimacy in a relationship. Homosexuality and the fact that the society is increasingly accepting it is a challenge to many. God asked Adam and Eve to go into the world and procreate. This was the sole purpose of sexual intercourse according to the bible. A man and another man cannot procreate. This is a contradiction to God’s orders to keep sex sacred and use it for procreation. The other thing

R&D Proposal TMGT421 (Vaccines for Children Computer Input Manual) Research Paper

R&D Proposal TMGT421 (Vaccines for Children Computer Input Manual) - Research Paper Example Parents, therefore, find themselves looking for their immunization records. We have adopted Vermont Immunization Registry (IMR) at the Family Medical Center, which is a powerful tool to ensure proper treatment and timely immunization. This has helped in saving many by ensuring that the right vaccine is administered to the children (Maciosek et al., 2006). The efficiency of the offices is also improved since the required time to gather review records of immunization is reduced. When there is a disease outbreak, it is very easy for public health departments to identify those individual at risk by the use of registry. Our healthcare facility is accredited with vaccines for children. Data input should be correctly done to be able to guide on the appropriate type of vaccine administered and the relevant time to vaccinate. If this is not achieved, there will be a loss of program, and services will not be offered to the public. The objective of using Vermont Immunization Registry (IMR) at Family Medical Center is to increase efficiency in accessing immunization documentation at the center. With an electronic health record system in place at the medical centre, physicians will be able to submit data to the Vermont Immunization Registry from the electronic data record system directly via the interface. This will be such a superb tool that will ultimately lead to reduced data entry, improve the accuracy of data, fulfill the requirements of data reporting, ensure faster delivery of data, promote timely vaccinations, quick updating of records, easy printing of reports, maintain vaccine inventories, flag contraindications, increase vaccination rates and ensure ultimate improvement of patient care (www.healthvermont.gov). The Vermont Immunization registry will be an exceptional tool to support health care practices at the centre in tracking vaccine information for children at the Family Medical Centre. It will allow the professionals at the

Management of Provision in the Early Years Setting

Management of Provision in the Early Years Setting Introduction: This essay is built on the management case study. I am going to critically analyse the case study using theoretical and research evidence of the management of provision in early years setting. This will provide a critical analysis of the management of provision of the setting in terms of these factors. (a) The manager’s role and responsibilities. (b) Leadership styles. (c) Government early years policies that influence the management of provision. (d) Financial and human resources management. To understand the manager’s role and responsibilities I and my friends in decided to interview a children centre manager. I was asked to make an appointment with the manager. I called the manager and arranged interview time with groups mutual understanding. But unfortunately my mates were not ready to go for the interview. So with my lecturer’s permission I went alone to interview children centre nursery manager. Provide relevant contextual information about the setting where you did the interview, for example is it a school-based early years provision, a private nursery, or Children Centre? Is it in a rural or urban location? Is the area social and ethnically mixed? What ages of children attend? (150 words approx I visited Children Centre in Hackney to interview nursery manager. The purpose of interview was to understand the role and responsibilities of nursery leader or manager in early years setting. The Children Centre is located in Central London under Hackney council authority. The children centre provides health and education services for children and families. The nursery provides the provision for 0-5 years old with the maximum capacity of 75 children. It consists of two baby rooms; both rooms can have 12 children in each room. Also, they have two toddler rooms; large room can have 14 children and small room with capacity of 12 children. The pre-school can have 24 children in the roo m. According to the manager, all rooms are full with maximum number of children and have two years waiting list for baby room and long waiting list for other rooms for children from outside admissions. According to Ofsted report (April 2014) The centre provides outstanding service for children and families and the nursery educators are supporting children to get ready to school and support them to learn numeracy and phonics before starting school. To understand leadership role in the early years setting it is vital to understand the contextual meaning of leadership. According to Northouse (2013, p4) â€Å"leadership have different meanings for different people and there is no common theory about leadership† It is vital to have good management to deliver good provision on children in early years settings. The management or leadership in early years settings should have good knowledge and understanding of early years foundation stage curriculum, governments policy and guidelines, current research and practice and work in partnership with parents, staff and other agencies to provide high quality provision for children. Northouse (2013) suggests that â€Å"leadership needs followers and leaders role to achieve a common goal with followers with a common purpose†. According to Blatchford and Manni (2007, p.1) effective management provides better outcome for children when there are better and warm relationships between practitioners and children. Also children learn better when practitioners use open-ended questions to give chance to children to use their critical thinking and answer with confidence. For effective leadership role, appropriate training is essential to provide good quality of provision for the early years because, leadership role involves multi-professional work. Moyles (2006) suggests that leader and manager have different roles but complement each other. In early years the mangers role is to making sure that the organisation is running smoothly by good planning and coordination. However, the leaders role is to inspire and motivate others for change. The manager and leader both characteristics are important in education field. Therefore, it is more important especially in pre-school age, when manager, leader, parents, and teacher rapidly form relationship. It is vital to examine government’s policy to provide highly qualified and trained workforce as leaders and managers in early years settings and children centres, to provide better care and education for children and excellent working partnership with patents. A good leader always encourages the staff to accomplish set targets or tasks. The tool of supervision is a useful way to support staff by listening to their voices, thoughts, interests and needs. It is essential to unfold government of UK’s policy on early years education. Ang (2012) states that government of UK gives high priority of training and qualification programmes for leadership to work in early years. The workforce and development council (CWDC) introduced Early Years Professional Status (EYP) award in 2007, to all graduates from different sectors to get qualification and training to work as early years professional (EYP). It is nationally accepted standards for professionals to work as a leader in children centres or schools within early years settings. The government of UK have facilitates students with full grant to accomplish the EYP status. Its Managers duty to make sure that nursery is running smoothly on daily basis and provides high quality provision for the children. For example, during my interview with nursery line-manager in Children Centre in Hackney, I asked one part of my question. [Q] ‘How do you ensure the continuing development of staff s strengths and areas of development? [A] â€Å"I use tool of supervision and appraisals to ask staff if they need any support or want to go to any training. Sometimes, I used my initiative to recommend certain training for staff such as my one staff was not confident to deal with children with challenging behaviour so I spoke to her and recommended training ‘Working with Children with Challenging Behaviour’. Also Centre teachers make observations on staff on monthly basis. It’s including outdoor play and small language sessions and literacy sessions. Teachers give comments what they observe and give copy to staff as well to read feedback from teacher and write any comments. During teachers observations if teacher feel that education officer needs support and training to support children, then we send them on relevant training or on next session teacher and the educator take the session together and educator observe the teacher to improve her techniques to run l anguage or literacy sessions. According to staffs strengths they have been designated areas of responsibilities such as staff with creative skills is given creative area and to manage displays in the room†. Rodd (2006,p) suggests that â€Å" the professional support provided through effective supervision helps staff to listen to and accept constructive feedback and learn to reflect upon and critically evaluate their own performance†. The new collation government policy (2013) is emphasis on to provide better child care, by raising the standards and quality and giving parents more choices. The recommendations were set out after ‘Nutbrown report’ was published in 2012.It was commissioned by the government and Cathy Nutbrown was responsible to carried out the research. According to BBC report (2012) on ‘Nutbrown Review’, the report says that early years students have not questioned on competency in literacy and maths. Professor Cathy Nutbrown(2012 ) recommended that â€Å"Well-taught courses and learning routes which lead to reliable qualifications can help early-years practitioners to improve their skills, knowledge and personal qualities, constantly developing in their roles†¦.This can only benefit young children, both in terms of their day-to-day experiences in the Early Years Foundation Stage and future learning outcomes. [Q] What system do you have in place to ensure effective assessment and early years profiling. Do practioners have time away from the children to complete this work? How do you ensure that assessment clearly informs planning for the medium and short term? [A] â€Å"When we recruit new staff , always make sure that candidate have minimum level 3 qualification or diploma in early years care and education and good knowledge of early years foundation stage curriculum with good communication and writing skills to produce well structured assessment and daily observations. All staff is taking one hour time out to do assessments or filling every week. Also every week each room is having time out to have planning meeting for one and half hour to share observations with colleges and plan for target children. During planning staff looked into medium term planning before implement activities for coming week†.

The New International Economic Order Essay -- Economy Economics Essays

The New International Economic Order The gap between the rich and the poor is growing more and more every day. Something has got to be done to solve this issue. In 1974 members of the Third World gathered together at the United Nations. Their purpose was to find the answers to solve the gap between the rich and the poor. A total of seventy-seven members proposed the NIEO, hoping this might solve the gap. The NIEO stands for the New International Economic Order. Its aim was to bring the rich and the poor countries together to discuss issues that might bring the gap closer together. The negotiations of the NIEO were called the North and the South Dialog. Eighteen clauses made up the NIEO. These clauses were the changes that the Group of 77 desired. One of the clauses stated that each state would be free to determine their own economic and political system. Unfortunately this did not happen due to the fact that rich countries have taken it among themselves to determine what is right for poor countries. The poor countries do not have a say in what they want. The second clause stated that each state it to control their own natural resources. This means that rich countries will no longer be able to control poor countries natural resources like they had been doing. This causes a huge problem with rich countries who gather natural resources from these countries and the corporations who make money off of the natural resources. The rich countries do not like to see this take place. One example has to do with Chili and their copper. The copper of Chili is controlled by IT&T. During a presidential election in 1970, a man by the name of Allende said that if he was elected he would nationalize the copper. He was soon elected and then... ...ms. One example deals with the AIDS epidemic in Ghauna. Twenty-five percent of the people in Ghauna have the AIDS virus. The AIDS virus is spreading even faster in the Third World Countries because of the lack of modern technology. The Third World Countries feel if the United States finds a shot that will prevent AIDS, the shot should be a Heritage of Mankind which means everyone will be intitled to it. The United States says no because they did the research and spent the time and money. Overall, the Group of 77 had very good intentions. They saw that there needed to be something done to help solve the gap between the rich and the poor. The only problem is that the rich countries are far to ahead of the game. They will not allow many of the proposals to go into action. This leads to an even larger gap between the rich and the poor that is still on the increase.

Antigone vs. Creon

In the tragedy of Antigone by Sophocles, Antigone, the main protagonist, is conflicted whether or not to bury her dead brother and go against Creon's law or follow Creon's law. Creon is the main antagonist in this story and punishes Antigone for breaking his law and burying Polynieces. Though they are two different characters, Creon and Antigone could both qualify as the tragic hero because they are both responsible for their own fate, endowed with a tragic flaw and falls from high esteem.In the story, Antigone and Creon are responsible for their own fate, seeing as it's their actions that cause them to be a tragic hero. Antigone knows about Creon's law not bury Polynieces, yet she'd rather go against Creon than the Gods. She did what she thinks is correct but Creon is furious and sends her to a stone grave. Antigone knows what the consequences would be, â€Å"[her] death is the doing of [her] own conscious hand† (‘v. 46). She wouldn't be dead if she didn't bury Polyniec es and follow Creon's law.She chooses to go against him and that seals her fate. Creon, on the other hand, hooses to be stubborn and punish Antigone for breaking his crime. He couldn't bear to seem weak to the citizens of Thebes. It was Antigone's punishment, â€Å"if she lives or dies/That's her affair† (‘v. 55-56). Even if it means sending his own, soon to be daughter in law, to her death. Creon let his pride control his actions and that causes him to lose his wife and his last son. Both, Antigone and Creon could avoid their tragic endings but their flaws cause their ultimate downfall.The tragic flaw endowed in both these characters is pride, one refusing to admit what she did was wrong and another refusing to listen to others. Antigone not only goes against Creon's law but she boasts about it. She refuses to admit she is wrong, saying that Creon's law â€Å"[is] not God's proclamation. That final Justice/ That rules the world below makes no such laws† 57-58). She stands for what she believes in and that makes Creon angry. Though Antigone did follow the law of the Gods, it did not stop Creon from punishing her for breaking his laws.Similarly, Creon's hubris causes him to lose everything too. Haemon had come to him saying that a good king listens to other people's opinions and â€Å"[Doesn't] believe that [he] alone can be right† (iii. 74) ut he doesn't listen. Then Teiresias comes and tries to convince Creon to fix everything, for the Gods are angry and it's his fault. He finally comes to his senses and tries to right his wrongs by mimicking a proper burial for Polynieces and freeing Antigone from her grave, but he is too late.Creon loses his entire family for Haemon kills himself in grief for Antigone and Eurydice takes her life in grief for the loss of both her sons. Everything was going well in their lives until pride gets in the way and ruins the life they once had. Antigone and Creon had a pretty good life in the beginning, se eing as Antigone is etting married and Creon is ruling as king of Thebes, but all that deteriorates once they are forced to face the consequences of their actions. Antigone is already that Polynieces isn't going to be buried and Eteocles is, makes it worse.She chooses to get involved and ends up with her â€Å"[making] a noose of her fine linen veil/And [hanging] herself† because she'd rather die for what she believes in than what someone tells her to believe in (Exo. 59-60). She couldVe left it alone and let Polynieces rot in the field and go about her life to marry Haemon, yet she chooses to risk her life and when the time comes, accepts her death with honor. At the same time, Creon has also let his life go to waste because he already lost one son in the war, he saw another take his life in front of him and comes back home to find his wife had taken her life as well.All Creon wants to do is to die because â€Å"[his] comfort lies here dead. mhatever [his] hands have touche d has come to nothing† (Exo. 136-137). Creon went from being King of Thebes, with a family at home, to Just Creon, who became a victim of the Gods and fate. Although he didn't die, he accepts the fact that he was too late to fix everything and asks to be led away, for his entire family is dead because of him. Most readers would immediately argue that Sophocles chose Antigone as the tragic hero since the story is called Tragedy of Antigone.Although this is true, according to Greek terms of a tragic hero, Creon, to an extent, could also qualify as the tragic hero. Antigone and Creon had two different roles in this story, but in the end they are both the tragic hero because theyre responsible for their own fate, possess a tragic flaw and they fall from high esteem. Antigone vs. Creon In the tragedy of Antigone by Sophocles, Antigone, the main protagonist, is conflicted whether or not to bury her dead brother and go against Creon's law or follow Creon's law. Creon is the main antagonist in this story and punishes Antigone for breaking his law and burying Polynieces. Though they are two different characters, Creon and Antigone could both qualify as the tragic hero because they are both responsible for their own fate, endowed with a tragic flaw and falls from high esteem.In the story, Antigone and Creon are responsible for their own fate, seeing as it's their actions that cause them to be a tragic hero. Antigone knows about Creon's law not bury Polynieces, yet she'd rather go against Creon than the Gods. She did what she thinks is correct but Creon is furious and sends her to a stone grave. Antigone knows what the consequences would be, â€Å"[her] death is the doing of [her] own conscious hand† (‘v. 46). She wouldn't be dead if she didn't bury Polyniec es and follow Creon's law.She chooses to go against him and that seals her fate. Creon, on the other hand, hooses to be stubborn and punish Antigone for breaking his crime. He couldn't bear to seem weak to the citizens of Thebes. It was Antigone's punishment, â€Å"if she lives or dies/That's her affair† (‘v. 55-56). Even if it means sending his own, soon to be daughter in law, to her death. Creon let his pride control his actions and that causes him to lose his wife and his last son. Both, Antigone and Creon could avoid their tragic endings but their flaws cause their ultimate downfall.The tragic flaw endowed in both these characters is pride, one refusing to admit what she did was wrong and another refusing to listen to others. Antigone not only goes against Creon's law but she boasts about it. She refuses to admit she is wrong, saying that Creon's law â€Å"[is] not God's proclamation. That final Justice/ That rules the world below makes no such laws† 57-58). She stands for what she believes in and that makes Creon angry. Though Antigone did follow the law of the Gods, it did not stop Creon from punishing her for breaking his laws.Similarly, Creon's hubris causes him to lose everything too. Haemon had come to him saying that a good king listens to other people's opinions and â€Å"[Doesn't] believe that [he] alone can be right† (iii. 74) ut he doesn't listen. Then Teiresias comes and tries to convince Creon to fix everything, for the Gods are angry and it's his fault. He finally comes to his senses and tries to right his wrongs by mimicking a proper burial for Polynieces and freeing Antigone from her grave, but he is too late.Creon loses his entire family for Haemon kills himself in grief for Antigone and Eurydice takes her life in grief for the loss of both her sons. Everything was going well in their lives until pride gets in the way and ruins the life they once had. Antigone and Creon had a pretty good life in the beginning, se eing as Antigone is etting married and Creon is ruling as king of Thebes, but all that deteriorates once they are forced to face the consequences of their actions. Antigone is already that Polynieces isn't going to be buried and Eteocles is, makes it worse.She chooses to get involved and ends up with her â€Å"[making] a noose of her fine linen veil/And [hanging] herself† because she'd rather die for what she believes in than what someone tells her to believe in (Exo. 59-60). She couldVe left it alone and let Polynieces rot in the field and go about her life to marry Haemon, yet she chooses to risk her life and when the time comes, accepts her death with honor. At the same time, Creon has also let his life go to waste because he already lost one son in the war, he saw another take his life in front of him and comes back home to find his wife had taken her life as well.All Creon wants to do is to die because â€Å"[his] comfort lies here dead. mhatever [his] hands have touche d has come to nothing† (Exo. 136-137). Creon went from being King of Thebes, with a family at home, to Just Creon, who became a victim of the Gods and fate. Although he didn't die, he accepts the fact that he was too late to fix everything and asks to be led away, for his entire family is dead because of him. Most readers would immediately argue that Sophocles chose Antigone as the tragic hero since the story is called Tragedy of Antigone.Although this is true, according to Greek terms of a tragic hero, Creon, to an extent, could also qualify as the tragic hero. Antigone and Creon had two different roles in this story, but in the end they are both the tragic hero because theyre responsible for their own fate, possess a tragic flaw and they fall from high esteem.

Literarture and a Mothers Love Essays

Literarture and a Mothers Love Essays Literarture and a Mothers Love Essay Literarture and a Mothers Love Essay Essay Topic: Mother To Mother The art Of Love At conception a woman becomes a mother.Plans start to develop in a womans mind and heart for the future of herself and her unborn child. A mothers love offers her child a blueprint in the development of the childs character, personality and individualism.After analyzing â€Å"Girl† by Jamaica Kincaid, â€Å"The Train from Hate† by John Hope Franklin and â€Å"The Mother† by Gwendolyn Brooks, I decided the three authors describe a mothers love expressed in a variety of different ways, with basically the same outcome.The mothers from these readings express great love for their children.The importance of their childrens futures presents each of the mothers own unique parenting style.Love, compassion, respect and an ethical way of life are learned behaviors.A mother may express the importance of acting and thinking like a lady.Perhaps, a mother may express to her child the importance of life and making the best oflife regardless of obstacles a long the way.A mother may face the difficult decision of aborting a child for the good of the unborn child.These mothers are all expressing a form of love, having an open, non-judgmental opinion about life in general. In â€Å"Girl† by Kincaid, a complicated relationship is described between a mother and daughter. This mother expresses her fear of her daughter becoming promiscuous if the rules the mother has set are not adhered to by the daughter.For instance, Mother says â€Å"this is how to behave in the presence of men who don’t know you very well, and this way they won’t recognize immediately the slut I have warned you against becoming† (40). The mothers behavior in this poem is domineering.She tells her daughter what to do and what not to do in any situation she might find herself in.She is sharing with her daughter the knowledge she has gained from her years of life experience of being a woman.This is the way she was taught by her own mother.The mother s

French Expressions With the Verb Rendre

French Expressions With the Verb Rendre The French verb rendre literally means to return and is also used in many idiomatic expressions. Learn how to give thanks, glorify, comply with orders, and more with this list of expressions with rendre. Possible meanings of rendre to give back, returnto administer (justice)to hand in (homework)to pay off (e.g., an experiment)to produce, make, yieldto repayto render (a thought, an expression)to surrenderto vomit Expressions with rendre rendre adjectiveto make (happy, scared, mad, etc.)rendre là ¢meto breathe ones lastrendre un culte to worshiprendre de la distance (running)to have a (distance) handicaprendre gloire to glorifyrendre gorgeto repay unfairly gotten gainsrendre grà ¢ces to give thanks torendre hommage to pay homage torendre honneur - rendre les derniers honneurs to pay tribute to - to pay the last tributes torendre du poids (horse-riding)to have a (weight) handicaprendre des pointsto give someone a head startrendre raison de quelque chose to give a reason for somethingrendre serviceto be a great help, to be handyrendre service quelquunto do someone a servicerendre le soupirto breathe ones last rendre visite quelquunto visit someonese rendre to go tose rendre lappel de quelquunto respond to someones appealse rendre lavis de quelquunto bow to someones advicese rendre compte deto realizese rendre levidenceto face factsse rendre aux ordresto comply with ordersse rendre aux prià ¨res de quelquun  Ã‚  to yield to someones pleasse rendre aux raisons de quelquunto bow to someones reasonsRendez-vous compte!Just imagine!Tu te rends compte?Can you imagine?

What is the Word Love Essay Example | Topics and Well Written Essays - 1000 words

What is the Word Love - Essay Example Love is something that individuals know from the very beginning. A mother whispering to an unborn baby is one of the first signs of love that a human is shown. From the beginning of an individual’s life, it is likely that love is the first feeling they feel. In the very beginning God created man. Man was alone. Since man was alone God loved man and he created a woman (Genesis 2:16) this woman allowed man to feel love. Love is one of the first feelings since the beginning of creation. The love between a man and a woman are one of the greatest feelings of love. Love between a man and woman produce an intimate and sexual form of love. These forms of love are what allow men and woman to want to become married to one another. Marriage is one of the oldest symbols associated with loving one another. Intimate and sexual forms of love allow individuals to become attracted to one another. This attraction allows chemicals in the brain to release endorphins that make people feel good. Th is feeling of good is all possible because of love. The love a man and woman share can lead to having children and raising a loving family. Love is something that is taught to children and carried with them their whole life. When a child is shown love, the child loves others and teaches that love to their own children. LOVE IN ACTION Children that are shown love from the beginning are more likely to love others. Loving others can be shown. Because of this, love is so much more than just a word defined in the dictionary. Love is an action. Love as an action is amazing. There are so many ways to show love as an action. People show love everyday as an action. From infants to adults, people are able to show love. Babies show love by crying when someone they love walks away. The babies cry because they love that person and do not want to see them go. Children love in action when they hug someone else that they see hurt. They hug to show that they love. Teenagers show love as an action wh en they experience there first kiss. That first kiss is a sigh of love. An adult bringing home a bouquet of flowers is showing love as an action. Love in action is without a doubt amazing. Love can be shown by picking up the phone and calling an old friend. Love can be shown by hanging up a photo of someone who is missed. People perform these actions because of love. No other emotion would show such an experience. This is why love is an experience in itself. Although love is able to show actions that are pleasing, love can also show actions that may be tough and hurtful at times. A parent may discipline a child because of a tough form of love. Love as a tough action is important for all individuals. Being shown tough love can allow someone to learn and gain from the experience. When someone close does something that seems hurtful at the time, it is likely because they love. Doing things that may not seem right are necessary to prove a point. An individual would not bother proving th e point if it was not for love. Love can also cause intense and inappropriate actions of love.  Ã‚  

The Thirty Years War Essay Example | Topics and Well Written Essays - 1500 words

The Thirty Years War - Essay Example Later, the war turned into a rather general conflict involving France and the Hapsburg poweri. As mentioned earlier, the war was spread in phases over the period from the year 1618 to 1648. Initially, there was a treaty called Peace of Augsburg signed in 1555 which brought temporary peace in regards to religious competition in the state of Germany. However, the treaty only recognized the Lutherans and Roman Catholic. Despite this, the Cal-vines had made gains in a number of states and consequently began to demand recognition of their rights and acceptance of their ways of life. In 1617, Ferdinand of Styria was the king of the Bohemian Kingdom and was an ardent supporter of numerous Catholic missions. This did not go well with the Calvinists because they feared that under Ferdinand rule they would be oppressed and their rights would not be recognized. The Calvinists went ahead and threw two Catholics from a building, seventy feet tall, as a show of their dissatisfaction with the king. Fortunately, the two Catholics just sustained minor injuries as they fell on a pile of manure. But this action led to the Catholics invading Bohemia which was a Calvinist strong hold. The conflict resulted into war ending with Catholics winning and Calvinists losing and sustaining heavy and multiple casualties1. Another significant period of the war was between 1625 and 1629 in Denmark where the Protestants went into battle with the Catholics. During this phase, the war claimed many casualties and a significant destruction of property from both sides. In the end, the Catholics claimed victory and installed their king who continued the unpopular policies directed towards oppressing non-Catholics. This alarmed those Christians who viewed this as sheer absurdity and ways of oppressing fellow man. As a result, the Protestants cooperated came together all over Europe with an aim of championing their rights and revolting against the dominant Catholic majority ii. The entire period of the thirty years war was characterized by many religious conflicts in many European countries and empires. However, the saddest thing was that, besides causing psychological harm, it also claimed many lives and led to massive destruction of property and infrastructure. Therefore, the war considerably affected the lives of many Europeans. According to statistics, it reduced the population of German states by about 25% with the male population being reduced to half. The destruction was also aided by diseases and famines in different regions all over Europe. It was hard to feed the masses as there was no time to cultivate hence significantly reducing the food supplies. Diseases were also hard to treat as there were no properly organized supplies of medicine and medical personnel. Furthermore, the hostility between different groups resulted in blocking of supply routes as rivals did all they could to cut supply to opposing sides. The destruction was also catalyzed by the expulsion of oppos ing religious groups from the regions where they were the minority. For instance, Protestants were expelled from Czech land; an action which reduced the population of the land by a third. The destruction was quite severe that the regions that were hard hit by the war took centuries to recover. Despite the thirty years war largely being religious inclined, it also involved political supremacy and conquest. This is because many rulers looked forward to taking advantage of the weakened regions to conquered them and spread their dominance.