A Time For Choosing By Ronald Regan - 1447 Words

In Ronald Regan’s speech, â€Å"A Time for Choosing† he starts by saying that for most of his life he was a Democrat and that â€Å"I have recently seen fit to follow another course. He then goes on to talk about the economy saying that the tax burden is one that no nation in history has ever survived. He then goes on to illustrate with facts saying that â€Å"Every 37 cents out of every dollar earned in this country is the tax collectors share, and yet our government continues to spend 17 million dollars a day more that the government takes in.† He also says that that out of the last 34 plus year 28 of those have not seen a balanced budget. Additionally the treasury only has 15 million dollars in gold and that 27.3 billion dollars of that is claimed by foreign governments. He then switches gears talking now about preserving peace and asking how can we preserve peace when the country is engaged in war in South Vietnam. He asks the if they (The Democrats) â€Å" Mean peace, or do they mean we just want to be left in peace.† Saying that anywhere there are Americans fighting and dying there can be no real peace. He makes this point to say that peace is not just given it has to be earned and that there are always people out there that desire nothing more than to see our country and the rest of the free world in flames or under their heel. Regan then changes gears again and talk about how the American system of government is the most original plan in the history of the world. HeShow MoreRelatedEssay on An Analysis of â€Å"A Time For Choosing†2096 Words   |  9 Pagesï » ¿Darian Ms. White English 101.42 2 October 2013 An Analysis of â€Å"A Time For Choosing† Millions of viewers tuned into the National Broadcasting Company television network for a special broadcast on the 27th of October. Viewers were anticipating Ronald Reagan’s â€Å"A Time for Choosing† speech. Reagan was acknowledged for his acting in motion pictures and television episodes since 1937, and was now being seen in an unfamiliar role. Reagan emerged in support of the Republican nominee Barry GoldwaterRead MoreRonald Reagan’s A Time For Choosing Speech Essay1784 Words   |  8 PagesOctober. Viewers were anticipating Ronald Reagan’s â€Å"A Time for Choosing† speech. Reagan was acknowledged for his acting in motion pictures and television episodes since 1937, and was now being seen in an unfamiliar role. Reagan emerged in support of the Republican nominee Barry Goldwater. Barry Morris Goldwater was a businessman and five-term United States Senator from Arizona and the Republican Partys nominee for president in the 1964 election. â€Å" A Time for Choosing† was effective, because he gaveRead MoreIM Writing My Report On A Nation Forged By War Over The1662 Words   |  7 PagesI m writing my report on a nation forged by war over the many years this nations independence has been led by many political leaders such as George Washington, Abraham Lincoln, Theodore Roosevelt, Benjamin Franklin, Ronald Regan, George .W. Bush and many more the United States owes its very existence to many wars that’s taken place such as the war of independence which Franklin Roosevelt truly believed in as of 1776. But that wasn’t the only war that the U.S defined as its only independence warRead MoreCigarette Advertisment Essay1549 Words   |  7 PagesCigarette companies persuaded their audience through beauty themes, by implying they would look great as a result of weight-loss by choosing to smoke cigarettes instead of eating and by using toddlers in adverts to attract attention in the female region through motherh ood. An example of this is Appendix 2, from a collection of cigarette advertisements from the time (1951), shows a baby saying, ‘’Before you scold me, Mom†¦ maybe you’d better light up a Marlboro,‘’ this makes women, particularly mothersRead MoreHow Is The Handmaids Tale As A Dystopian Society1419 Words   |  6 Pagesover one s body, with or without influence from loved ones, or figures of authority, who use worker s bodies as if they were clay, in order to manipulate them for their own personal again; and finally, the ability to have the right for privacy and time alone. In order to grow as a person, as well as the ability to be multi-faceted; these basic necessities, ought to be granted for every human being. Year, after year, through the hands of authority, these features are ridden away; for children, womenRead MoreCrisis, Emergency Response and Plan1663 Words   |  7 PagesEach procedure is designed with direct bullet statements that a re easy to understand and follow. This is essential during an emergency situation when it is necessary to react quickly in order to maintain calm and order. A disaster can happen at any time, and the region will determine the type of disaster encountered. Schools are required to develop a disaster plan to anticipate any kind of threat. â€Å"When developing an effective disaster response program schools benefit from specialized guidance fromRead MoreSandra Day O Connor1912 Words   |  8 Pagesgraduated from Stanford University in 1950 with a bachelor’s degree in economics, O’Connor attended the university’s law school and received her degree in 1952, graduating third in her class. As opportunities for women lawyers were limited at the time she had to work without pay at a county attorney in California San Mateo region. From 1954-57, O Connor moved overseas and served as a civilian lawyer for the Quartermaster Masker Center in Frankfurt, Germany. She returned home in 1958 and settledRead MoreCan Human Error Be Prevented By Technology?2369 Words   |  10 Pagesuse of creating such a vessel as a quick payoff fo r commercial gain. But NASA’s employee morale was low. There was great political pressure to make a reliable vessel with a fast turnaround time which put great pressures on the NASA management team. At the same time, the President of the United States, Ronald Regan, He was pushing to declare the shuttle â€Å"operational† before the â€Å"developmental stage† was complete. The environment inside NASA was filled with conflict, stress, and short-cuts. The SpaceRead MoreThe United States President Should Not Be Limited2003 Words   |  9 Pagesat the end of every term through the process of elections. Therefore, if the people have the power to choose who they want as their president and they choose the same individual more than two times in each presidential election. The individual should be allowed to serve as president regardless of how many times they had previously served. In 1947 Senator Claude argued â€Å"I think our people are to be safely trusted with their own destiny.† This is exactly what democracy gives the people of United StatesRead MoreHow Does Margaret Atwood Establish and Develop a Dystopian Narrative in Her Novel ‚Äà ²the Handmaid‚Äà ´s Tale‚Äà ´?2152 Words   |  9 Pagesfuture, but in today’s society religion is an element of life that many people hold close allowing Atwood to engage the reader in the idea that this nightmarish world could become a reality. The Handmaid s Tale was written during the presidency of Ronald Regan, from 1981 to 1989 – during which political and religious conservatism was on the rise. The novel takes some of the positions advocated by religious conservative and exaggerates them. For example, it is no secret that many conservatives, both then

Shoeless Joseph Jefferson Jackson Essay - 919 Words

Born on July 16, 1887 in Pickens County, South Carolina, â€Å"Shoeless† Joseph Jefferson Jackson is frequently regarded as one of the best baseball players of all time. Joes career as a baseball player was punctuated with a (then) all time high batting average of .356 (currently the third highest batting average on record); â€Å"Shoeless Joes† influence was so substantial that baseball legend Babe Ruth â€Å"... copied [â€Å"Shoeless† Joe] Jacksons style because [he] thought [â€Å"Shoeless† Joe] was the greatest hitter [He] had ever seen...†. Though his name was obscured by the â€Å"Black Socks† scandal of 1920, Joe Jackson managed to surmount his inferior circumstances, chief among which were poverty and illiteracy, to be considered a Baseball Legend. Due to†¦show more content†¦By 1905, his experience playing baseball in the Mills would earn the eighteen year old Joe enough of a name to be hired by the Green-ville Spinners of the Carolina Association. After a brief stint with the Spinners, Connie Mack of the Philadelphia Athletics drafted â€Å"Shoeless† to play on his team. It wasnt until 1911 when Joe Jackson signed with the pelicans that he completed his first full season, setting a record .408 batting average for any other rookie to date. â€Å"Shoeless† Joes need to support his family with what little money he could scrounge through various means opened a career opportunity for him to excel in baseball. Shoeless Joe traversed a long way from the vicinity of poverty, evolving into a famous figure in the field of baseball. Quite clearly, â€Å"Shoeless† Joes involvement with the Mill Baseball teams allowed him to acquire an interest in baseball in the first place. However, to pursue both wealth and his interests, Jackson needed to make sacrifices, in this instance, he sacrificed literacy. Later on in his life, â€Å"Shoeless† â€Å"...[Reckoned he would] live up [in the no rth] all the time† â€Å"If all [his] business interests were not down South...†(Shoeless Joe and Ragtime Baseball, 68). Jacksons illiteracy proved to be a mild inhibition, which â€Å"Shoeless† Joe would attempt to mask by â€Å"reading† his menus and ordering based on what other people in the restaurant ordered. ThisShow MoreRelated Supporting Ban on Pete Rose from Baseball Hall of Fame Essay2232 Words   |  9 PagesWilliams, outfielders Joe Jackson and Happy Felsch, first baseman Chick Gandil, shortstop Swede Risberg, third baseman Buck Weaver and reserve infielder Fred McMullin were all charged with conspiring to fix the outcome of the Fall Classic against the Cincinnati Reds (history of the world series-1919). Joseph Jefferson Jackson, also known as Shoeless Joe, was a valued player for the Philadelphia Athletics, Cleveland Indians, and for the Chicago White Sox. Shoeless Joe was well known for hisRead MoreBaseball Is America s Pastime2072 Words   |  9 Pageswouldn’t even pay for their uniforms to be cleaned, there came along the Black Sox (Lipsyte 25). The first baseman for the White Sox was C. Arnold â€Å"Chick† Gandil and he was the first to meet with anyone about fixing the series (History). He met with Joseph â€Å"Sport† Sullivan and finally agreed to the plan of throwing the championship in exchange for $100,000 (History). All he needed now was the men on the field to agree with this crooked plan. In order for this to work, he would need a pitcher and EddieRead MoreThe Infamous Civil War Prison Andersonville Essay3949 Words   |  16 Pageshandkerchief. Their next stop was Jackson, where they joined Forrests main force. Here James McCree, a citizen U nionist, sent a dispatch to the Federal command on the Tennessee River suggesting that Forrest, and his prisoners might be intercepted on their way south after leaving Jackson. Forrest suspected McCree, arrested him, and would have hanged him except for the intervention of certain Jackson citizens, who felt McCree might be innocent. After a few days at Jackson, the prisoners were moved on

Japanese Government Essay Sample free essay sample

I. Nipponese GovernmentJapan is a constitutional monarchy. with a familial emperor and a parliamentary system of authorities. The present fundamental law was adopted on October 7. 1946 and became effectual on May 3. 1947. The emperor is the ceremonial caput of province with small governmental power. Emperor Hirohito reigned from 1926 until his decease in 1989. He was succeeded by his boy. Akihito. who is the current emperor of Japan. Naruhito. crown prince of Japan stand following in line to the throne. A. Constitutional Monarchy Besides known as limited monarchy. it is a signifier of authorities in which a sovereign acts as caput of province within the parametric quantities of a fundamental law. whether it is a written. uncodified or blended fundamental law. This signifier of authorities differs from absolute monarchy in which an absolute sovereign serves as the beginning of power in the province and is non lawfully bound by any fundamental law and has the powers to modulate his or her several authorities. Most constitutional monarchies employ a parliamentary system in which the sovereign may hold purely ceremonial responsibilities or may hold modesty powers. depending on the fundamental law. Under most constitutional monarchies. there is besides a premier curate who is the caput of the authorities and exercisings effectual political power. 1. Familial EmperorFamilial Emperors are emperors that are of wining coevalss. 2. Parliamentary SystemParliamentary system is a system of authorities wherein the curates of the executive subdivision get their democratic legitimacy from the legislative assembly and are accountable to that organic structure. such that the executive and legislative subdivisions are intertwined. B. Emperor of Japan The Emperor of Japan is the ceremonial caput of province with small governmental power. He actively acts as the caput of province in diplomatic occasions. II. History of the Nipponese Government Japan is a constitutional monarchy where the power of the Emperor is really limited. As a ceremonial front man. he is defined by the fundamental law as â€Å"the symbol of the province and of the integrity of the people† . Power is held chiefly by the Prime Minister of Japan and other elected members of the Diet. while sovereignty is vested in the Nipponese people. Japan’s legislative organ is the National Diet. a bicameral parliament. The Diet consists of a House of Representatives with 480 seats. elected by popular ballot every four old ages or when dissolved. and a House of Councillors of 242 seats. whose popularly-elected members serve six-year footings. There is cosmopolitan right to vote for grownups over 20 old ages of age. with a secret ballot for all elected offices. In 2009. the societal broad Democratic Party of Japan took power after 54 old ages of the broad conservative Liberal Democratic Party’s regulation. The Prime Minister of Japan is the caput of authorities and is appointed by the Emperor after being designated by the Diet from among its members. The Prime Minister is the caput of the Cabinet and appoints and dismisses the Curates of State. Naoto Kan was designated by the Diet to replace Yukio Hatoyama as the Prime Minister of Japan on June 2. 2010. Although the Prime Minister is officially appointed by the Empe ror. the Fundamental law of Japan explicitly requires the Emperor to name whoever is designated by the Diet. Emperor Akihito officially appointed Kan as the country’s 94th Prime Minister on June 8. Historically influenced by Chinese jurisprudence. the Nipponese legal system developed independently during the Edo period through texts such as Kujikata Osadamegaki. However. since the late nineteenth century the judicial system has been mostly based on the civil jurisprudence of Europe. notably Germany. For illustration. in 1896. the Nipponese authorities established a civil codification based on a bill of exchange of the German Burgerliches Gesetzbuch ; with post–World War II alterations. the codification remains in consequence. Statutory jurisprudence originates in Japan’s legislative assembly and has the gum elastic cast of the Emperor. The Constitution requires that the Emperor promulgate statute law passed by the Diet. without specifically giving him the power to oppose statute law. Japan’s tribunal system is divided into four basic grades: the Supreme Court and three degrees of lower tribunals. The chief organic structure of Nipponese statutory jurisprudence is called the Six Codes. A. Nipponese Fundamental law of 1947 One of the major ends of the Nipponese Constitution of 1947 was to convey a democratic system of authorities to the state. The fundamental law gave a legislative power to the National Diet ( Japan’s Parliament ) . Like the United States Constitution. it besides provided a Bill of Rights. Among those rights are the undermentioned: 15. The people have the unalienable right to take their public functionaries and disregard them. 20. Freedom of faith is guaranteed to all. 21. Freedom of assembly and association every bit good as address. imperativeness and other signifiers of looks are guaranteed. 24. Marriage shall be based merely on the common consent of both sexes. and it shall be maintained through common cooperation with the equal rights of hubby and married woman as a footing. 25. All the people shall hold the right to keep the minimal criterions of wholesome and cultured life. 26. All people shall hold the right to have an equal instruction matching to their ability as provided by the jurisprudence. 31. No individual shall be deprived of life or autonomy. nor shall any other condemnable punishment be imposed except harmonizing to the processs established by the jurisprudence. B. Social Liberal Democratic Party of JapanThe Social Democratic Party. besides known as the Social Democratic Party of Japan is a political party that advocates for the constitution of a socialist Japan. It now defines itself as a societal democratic party. The party was founded in 1996 by the left-of-center legislators of the defunct Japan Socialist Party ( JSP ) . which was Japan’s largest resistance party in the 1955 system. The JSP enjoyed a short period of authorities engagement from 1993 to 1994 and subsequently formed a alliance authorities with the Liberal Democratic Party ( LDP ) under Prime Minister Tomiichi Murayama ( from the JSP ) from 1994 to 1996. After its electoral licking in 1996. it lost the more moderate members to the Democratic Party of Japan in 1998. As of October 2010. it has 10 representatives in the national diet. C. Liberal Democratic Party of JapanThe Liberal Democratic Party of Japan often abbreviated to LDP is a centre-right political party in Japan. It is one of the most systematically successful political parties in the democratic universe. The LDP ruled about continuously for about 54 old ages from its initiation in 1955 until its licking in the 2009 election. Prior to 2009. the party had merely been out of power for a brief 11 month period between 1993 and 1994. The LDP is non to be confused with the now-defunct Liberal Party which merged with the Democratic Party of Japan. the chief resistance party. in November 2003. From 1955-1993. the bulk political party was the conservative Liberal Democratic Party ( LDP ) . Nakasone Yasuhiro succeeded Suzuki Zenko as LDP Leader and Prime Minister in 198. He was succeeded by Takeshita Noboru in 1987. Takeshita was replaced by Uno Sosuki in June 1989 after dirts threatened the party’s laterality in July. The LDP lost its bulk in the Upper H ouse of the Diet to the Socialist Party – the first clip it had non controlled both houses since 1955. Kaifu Toshiki. who replaced Uno as Prime Minister in August. sought to reconstruct the LDP’s repute. In the February 1990 elections for the Lower House. the LDP retained its bulk. It regained control of the Upper House ( though non a bulk ) in the July 1992 elections under Miyazawa Kiichi who had replaced Kaifu as Prime Minister in October 1991. Continuing dirts contributed to the autumn of Miyazawa’s authorities in June 1993. When new elections for the Lower House were held in July. the LDP won merely 223 out of 551 seats. D. Democratic Party of Japan The Democratic Party of Japan is a political party in Japan founded in 1998 by the amalgamation of several resistance parties. Its socially broad platform is by and large considered center-left in the Nipponese political spectrum. After the 2009 election the DPJ became the governing party in the House of Representatives. get the better ofing the long-dominant Liberal Democratic Party and deriving the largest figure of seats in both the House of Representatives and the House of Councillors. It is non to be confused with the now-defunct Japan Democratic Party that merged with the Liberal Party in 1955 to organize the Liberal Democratic Party. It is besides different from the Democratic. established in 1947 and ended in 1950. III. Executive PowerExecutive Power rests with the Cabinet which is headed by the Prime Minister. the 1 who heads the Majority Party in a Diet. The Executive subdivision studies to the Diet. The head of the Executive subdivision. which is besides the Prime Minister. is appointed by the Emperor as directed by the Diet. A. Cabinet The Cabinet is the Executive subdivision of the authorities of Japan. It consists of the Prime Minister and up to 14 other members called Curates of State. The Cabinet is jointly responsible to the Diet and must vacate if a gesture of no assurance is adopted by the House of Representatives. 1. Prime Minister The Prime Minister of Japan is the caput of authorities of Japan. He is appointed by the Emperor of Japan after being designated by The Diet from among its members. and must bask the assurance of the House of Representatives to stay in office. He is the caput of the Cabinet and appoints and dismisses the Curates of State ; the actual interlingual rendition of the Nipponese name for the office is Minister for the Great Administration of the Cabinet. The office was created in 1885. four old ages before the passage of the current fundamental law in 1947. The current Prime Minister is Yoshihiko Noda. who took the station on September 2. 2011. 2. Majority Party in the Diet The Majority Party in the Diet is led by the Prime Minister. B. The DietThe Diet is Japan’s bicameral legislative assembly. It is composed of a LowerHouse called the House of Representatives and an Upper House called the House of Councillors. Both houses of the Diet are straight elected under a parallel vote system. In add-on to go throughing Torahs. the Diet is officially responsible for choosing the Prime Minister. The Diet was foremost convened as the Imperial Diet in1889 as a consequence of following the Meiji Constitution. The Diet took its current signifier in 1947upon the acceptance of the station war fundamental law and is considered by the Constitution to be the highest organ of the State Power. The National Diet edifice is located in Nagatacho. Chiyoda. Tokyo. 1. The Upper House or The House of CouncillorsThe Upper House or the House of Councillors is the replacement to the pre-war House of Peers if the two houses disagree on the affairs of the budget. pacts or appellation of the Prime Minister. the House of Representatives can take a firm stand on its determination. In all other determinations. the House of Representatives can overrule a ballot of the House of Councillors merely by a two-thirds bulk of members present. The House of Councillors has 242 members who each serve six-year footings. two old ages longer than those of the House of Representatives. Councillors must be at least 30 old ages old. compared with 25 old ages old in the House of Representatives. The house can non be dissolved. as lone half of its rank is elected at each election. Of the 121 members capable to election each clip. 73 are elected from the 47 prefectural territories ( by individual non-transferrable ballot ) and 48 are elected from a countrywide list by relat ive representation with unfastened lists. Up to the 1998 elections. there were 252 members. 126 elected at a clip. 76 from prefectural territories and 50 elected nationally. At the 2001 elections. these Numberss were reduced and the entire figure was 247 ( 126 elected in 1998 and 121 elected in 2001 ) and the unfastened list penchant ballot was introduced. 2. The Lower House or the House of RepresentativesThe House of Representatives has 480 members elected for a four-year term. Out of thee 480 members. 180 are elected from II-multi-member constituencies by a party-list system of relative representation. Under a parallel system. the allotment of list seats does non take into history the result in the individual place constituencies. Therefore. the overall allotment of seats in the House of Representatives is non relative. to the advantage of larger parties. The overall vote system used to elect the House of Representatives is a parallel system. non a signifier of relative representation. 300 are elected from single-member constituencies. 241 seats are required for bulk. The House of Representatives is the more powerful of the two houses. able to overrule vetoes on the measures imposed by the House of Councillors with a two-thirds bulk. It can be dissolved by the Prime Minister at will. as it was by Taro Aso on July 21. 2009. IV. Legisl ative Power Legislative Power is vested in the Diet. a bicameral organic structure composed of a House of Representatives with members elected to four-year footings and a House of Councillors whose members serve astonishing six-year footings. The National Diet of Japan is Japan’s legislative assembly. It consists of two houses: The House of Representatives and The House of Councillors of Japan. Both hosieries of the Diet are straight under a parallel vote system. The Diet has the legislative map of postponing and passing of Bills. It has several powers non given to but is voted down by the House of Councillors. The House of Representatives can overrule the determination of the other chamber. In the instance of the pacts. the budget and choice of the Prime Minister. nevertheless. the House of Councillors can merely detain transition. but non barricade the statute law. V. Judicial Power This consists of several degrees of tribunals with the Supreme Court. as drawn up on May 3. 1947. includes a measure of rights similar to the US Bill of Rights. and the Supreme Court has the right of judicial reappraisal. Japan does non hold administrative tribunals. and the jury system has merely come into usage comparatively late. Because of the judicial system’s footing. tribunal determinations are the concluding judicial authorization. The Judicial subdivision is independent of the other two. Its Judgess are appointed by the Emperor as directed by the Cabinet A. Supreme Court It is located in Chiyoda. Tokyo and is the highest tribunal in Japan. It has ultimate authorization to construe the Nipponese Constitution and decide inquiries of the national jurisprudence including local bylaws. It has the power of judicial reappraisal. that is. it can declare Acts of Diet and Local Assembly and administrative actions. to be unconstitutional. VI. Local Government of JapanJapan has a unitary system of authorities in which local legal powers mostly depend on national authorities financially. The Ministry of Internal Affairs and Communications intervenes significantly in local authorities. as do other ministries. This is done chiefly financially because many local authorities occupations need funding initiated by national ministries. This is dubbed as â€Å"thirty-percent liberty. † The consequence of this power is a high degree of organisational and policy standardisation among the different local legal powers leting them to continue the singularity of their prefecture. metropolis. or town. Some of the more collectivized legal powers. such as Tokyo and Kyoto. have experimented with policies in such countries as societal public assistance that later were adopted by the national authorities. A. Local governments of Japan Japan is divided into 47 administrative divisions. the prefectures: one metropolitan territory ( Tokyo ) . two urban prefectures ( Kyoto and Osaka ) . 43 rural prefectures. and one â€Å"district† . Hokkaido . Large metropoliss are subdivided into wards. and farther split into towns. or precincts. or subprefecture and counties. Cities are autonomous units administered independently of the larger legal powers within which they are located. In order to achieve metropolis position. a legal power must hold at least 30. 000 dwellers. 60 per centum of whom are engaged in urban businesss. There are autonomous towns outside the metropoliss every bit good as precincts of urban wards. Like the metropoliss. each has its ain elected city manager and assembly. Villages are the smallest autonomous entities in rural countries. They frequently consist of a figure of rural crossroadss incorporating several thousand people connected to one another through the officially imposed model of small town disposal. Villages have city managers and councils elected to four-year footings. B. Structure of Local Government of Japan All prefectural and municipal authoritiess in Japan are organized following the Local Autonomy Law. a legislative act applied nationwide in 1947. Each legal power has a main executive. called a governor in prefectures and a city manager in municipalities. Most legal powers besides have a unicameral assembly. although towns and small towns may choose for direct administration by citizens in a general assembly. Both the executive and assembly are elected by popular ballot every four old ages. Local authoritiess follow a modified version of the separation of powers used in the national authorities. An assembly may go through a ballot of no assurance in the executive. in which instance the executive must either fade out the assembly within 10 yearss or automatically lose their office. Following the following election. nevertheless. the executive remains in office unless the new assembly once more passes a no assurance declaration. The primary methods of local legislation are local regulation and local ordinances. Regulations. similar to legislative acts in the national system. are passed by the assembly and may enforce limited condemnable punishments for misdemeanors ( up to 2 old ages in prison and/or 1 million hankerings in mulcts ) . Regulations. similar to cabinet orders in the national system. are passed by the executive one-sidedly. are superseded by any conflicting regulations. and may merely enforce a mulct of up to 50. 000 hankerings. Local authoritiess besides by and large have multiple commissions such as school boards. public safety commissions ( responsible for supervising the constabulary ) . forces commissions. election commissions and scrutinizing commissions. These may be straight elected or chosen by the assembly. executive or both. All prefectures are required to keep sections of general personal businesss. finance. public assistance. wellness. and labour. Departments of agribusiness. piscaries. forestry. commercialism. and industry are optional. depending on local demands. The governor is responsible for all activities supported through local revenue enhancement or the national authorities. C. Local Autonomy Law of JapanThis jurisprudence was passed as Law No. 67 on April 17. 1947. an Act of Devolution that established most of Japan’s modern-day local authorities constructions. including prefectures. municipalities and other entities. Decision After a series of thorough research. the research worker was able to reply the inquiries that had been formulated at the really start of this term paper work. The research worker had besides found out and cognize some facts. about the Nipponese Government and so with their maps and constituents since it was foremost established until this point of clip. The research worker was besides able to uncover some enigmas about this subject which is the Nipponese Government including the people and events that made the Government of Japan the manner it is today including the name of the past and current emperors and premier curates of the province. This research paper could be of aid to those who want to cognize about Japan peculiarly its authorities and the people that are involved in it. Bibliography Benton. William and Benton. Helen. †The Structure of Government in Japan† . Encyclopedia Britannica. USA: Encyclopedia Britannica. Inc. . 1974. Hauser. David Korn. †Japan Government† . Grolier International Encyclopedia. USA: Grolier Inc. . 1994. Peck. Ira. †Lands and Peoples† . Grolier International Encyclopedia. USA: Grolier Inc. . 1995. Perry. Marvin. †The Nipponese Constitution of 1947† . History of the World ( Revised Edtition ) . USA: Houghton Milton Company. 1994. Winston. Holt Rinehart. †Japan† . Peoples. Topographic points and Change. USA:1981. Zaide. Dolores. et Al. â€Å"Japan Politics† . History ofAsiatic Nations ( Third Edition ) . Philippines: National Bookstore Inc. . 1980. Zaide. Sonia. â€Å"Japanese Politics† . History of Asiatic Nations ( Fourth Edition ) . Philippines: All States Publishing Company Inc. . 1994. INTERNET WEBSITESâ€Å"Government of Japan†hypertext transfer protocol: //en. wikipedia. org/wiki/Government_of_japanâ€Å"Japan Government†hypertext transfer protocol: //www. japan-guide. com/e/e2136. hypertext markup language ENDNOTES1William and Helen Benton. †The Structure of Government in Japan† . Encyclopedia Britannica. ( USA: Encyclopedia Britannica. Inc. . 1974 ) . pp. 52-53. 2David Korn Hauser. †Japan Government† . Grolier International Encyclopedia. ( USA: Grolier Inc. . 1994. ) . p. 51. 3 Ira Peck. †Lands and Peoples† . Grolier International Encyclopedia. ( USA: Grolier Inc. . 1995 ) . pp. 471-472. 4Marvin Perry. †The Nipponese Constitution of 1947† . History of the World ( Revised Edition ) . ( USA: Houghton Milton Company. 1994 ) . p. 764. 5Holt Rinehart Winston. †Japan† . Peoples. Topographic points and Change. ( USA:1981 ) . p. 30 6Dolores Zaide. et Al. . â€Å"Japan Politics† . History of Asiatic Nations ( Third Edition ) . ( Philippines: National Bookstore Inc. . 1980 ) . pp. 59-60 7Sonia Zaide. â€Å"Japanese Politics† . History of Asiatic Nations ( Fourth Edition ) . ( Philippines: All States Publishing Company Inc . . 1994 ) . pp. 59-60. INTERNET WEBSITES1 â€Å"Government of Japan†hypertext transfer protocol: //en. wikipedia. org/wiki/Government_of_japan2 â€Å"Japan Government†hypertext transfer protocol: //www. japan-guide. com/e/e2136. hypertext markup language

The Bucket List Life in Late Adulthood Essay Example For Students

The Bucket List Life in Late Adulthood Essay The Bucket List, (2007) is a meaningful movie about two terminally ill patients, Carter Chambers and Edward Cole, experiences the death and dying phase in their late adulthood. Carter and Edward were roommates in a hospital owned by Edward himself. They became friends not so long after that and made a bucket list of the things they wanted to do before they die. The Bucket List is a list of the craziest and most unforgettable things a person hopes to experience or achieve in life. Although Carter and Edward were close friends, they both have lived very different lives. While Edward got all the money in the world, he has never been loved. On the other hand, being a mechanic at a typical car repair shop, Carter lived a happy life with his loving wife and family regardless of the financial issues. Despite the fact that his wife disagreed with the plan, Carter and Edward left anyway. They went sky-diving, got tattoos, drove the Shelby Mustangs, flew in a private plane to France, went to the African safari, Egypt, the Great Wall of China, and finally to Hong Kong. We will write a custom essay on The Bucket List Life in Late Adulthood specifically for you for only $16.38 $13.9/page Order now Throughout the trip, Carter realized family was what important to him, and Edward realized the last thing he wanted to do was seeing his daughter again. At the end of the movie, Carter and Edward passed away; their remains were buried in two coffee cans at the top of Mount Himalayans. The movie did an excellent job at displaying the biosocial development of aging portrayed by Carter and Edward. It also applied the wear-and-tear theory, meaning a process by which the human body wears out because of the passage of time and exposure to environmental stressors (Berger, 2012a, p. 654). Not only aging dealt with physical changes, cognitive changes, but it also dealt with death and dying, which was the result of the wear-and-tear theory for late adults who suffered illnesses. The death and dying phase was emphasized significantly in the movie. It had also mentioned several emotional characteristics of death and dying such as denial, anger and acceptance. In the beginning, both Carter and Edward went through denial, where they attempted to deny the reality that they both have cancer and tried isolating themselves from reality, led to the feeling of anger and resentment to the people around them. However, in the end, after fulfilling their bucket list, they both have learned to accept reality, death, and found peace within themselves. Self-actualization is a cognitive development mentioned slightly in the movie. It is the final stage of Abraham Maslow’s hierarchy of needs characterized by aesthetic, creative, philosophical, and spiritual understanding; portrayed by Carter (Berger, 2012b, p. 686) Carter has always tended to accept himself and others as they are. He lacked inhibition but was able to enjoy himself and his life free of guilt. Meanwhile, self-actualization was what Edward lacked. A characteristic under self-actualization called peak experiences was actually displaying in both characters Carter and Edward as well. What is actually a peak experience? According to Maslow, these are feelings of opening up to the vision, the feeling of conquering obstacles, the feeling of ecstasy, wonder and awe, the loss of placement in time and space with, finally, the conviction that something extremely important and valuable had happened, so that the subject was to some extent transformed and strengthened their daily life by such experiences (What are peak experiences? n. d). That, was what happened in the end of the movie, after fulfilling their bucket list and did the things they have never done before, but always wanted to do, Carter and Edward was finally ready to face death because they have finally lived up to the quote: â€Å"Live each day as if it was your last day. Erik Erikson’s last stage of psychosocial development, Integrity versus Despair, was similar to what Carter and Edward had gone through psychosocially. .ueda8e0fbbc548736957903c1f8493836 , .ueda8e0fbbc548736957903c1f8493836 .postImageUrl , .ueda8e0fbbc548736957903c1f8493836 .centered-text-area { min-height: 80px; position: relative; } .ueda8e0fbbc548736957903c1f8493836 , .ueda8e0fbbc548736957903c1f8493836:hover , .ueda8e0fbbc548736957903c1f8493836:visited , .ueda8e0fbbc548736957903c1f8493836:active { border:0!important; } .ueda8e0fbbc548736957903c1f8493836 .clearfix:after { content: ""; display: table; clear: both; } .ueda8e0fbbc548736957903c1f8493836 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ueda8e0fbbc548736957903c1f8493836:active , .ueda8e0fbbc548736957903c1f8493836:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ueda8e0fbbc548736957903c1f8493836 .centered-text-area { width: 100%; position: relative ; } .ueda8e0fbbc548736957903c1f8493836 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ueda8e0fbbc548736957903c1f8493836 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ueda8e0fbbc548736957903c1f8493836 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ueda8e0fbbc548736957903c1f8493836:hover .ctaButton { background-color: #34495E!important; } .ueda8e0fbbc548736957903c1f8493836 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ueda8e0fbbc548736957903c1f8493836 .ueda8e0fbbc548736957903c1f8493836-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ueda8e0fbbc548736957903c1f8493836:after { content: ""; display: block; clear: both; } READ: The Harlem Renaissance and Langston Hughes EssayThis last stage defines an elder who seek to integrate their unique experiences with their vision of community (Berger, 2012c, p. 694). For example, both Carter and Edward had looked back upon their lives, wished they had done something different and wanted to do things that they still want to do. Carter always wanted to be a history teacher, but he felt like he needed to work hard to keep food on the table for his family. On the other hand, Edward always wanted to have someone special in his life because he was married four times and had a daughter but was never in a great relationship with anyone besides his work. Thus, they both have shown despair. However, Edward and Carter felt like they wanted to switch roles, in the end, their lives seemed to have been fulfilled emphasizing integrity. Throughout the movie, cancer was what hindered the growth and development of Carter and Edward. If they were cancer-free, they could have lived longer and could possibly become centenarians. But, they would never have been able to experience the joy, the love, and the crazy experiences if had not for cancer. Although, cancer has made them bitter men in the beginning, but at the end, they were happy with what they had because they have fulfilled their wishes. Overall, The Bucket List was successful at demonstrating the effects of death, the values in life and particularly, the development of an average older adult through biosocial, cognitive and psychosocial phases. Not only the movie teaches a person to deal with what life offers, to forgive, to love, but also to live the best a person can be with positive attitudes. Even though, Carter and Edward were old and at the verge of dying, they still had goals that they wanted to accomplish. They got out there and achieved what was on the list even when they may not have been well all the time. So, live life to the fullest everyday and always have a goal, something that can be live up to and look forward to. Bibliography: Berger, K. S. (2012a). Late Adulthood: Biosocial Development. The developing person through the life span (8th ed., p. 654). New York: Worth Publishers. Berger, K. S. (2012b). Late Adulthood: Cognitive Development. The developing person through the life span (8th ed., p. 686). New York: Worth Publishers. Berger, K. S. (2012c). Late Adulthood: Psychosocial Development. The developing person through the life span (8th ed., p. 694). New York: Worth Publishers. What Are Peak Experiences?. (n.d.). About.com Psychology. Retrieved November 12, 2013. http://psychology.about.com/od/humanist-personality/f/peak-experiences.htm

5 Steps to Write a Great Analytical Essay

5 Steps to Write a Great Analytical Essay SAT / ACT Prep Online Guides and Tips Do you need to write an analytical essay for school? What sets this kind of essay apart from other types, and what must you include when you write your own analytical essay? In this guide, we break down the process of writing an analytical essay by explaining the key factors your essay needs to have, providing you with an outline to help you structure your essay, and analyzing a complete analytical essay example so you can see what a finished essay looks like. What Is an Analytical Essay? Before you begin writing an analytical essay, you must know what this type of essay is and what it includes. Analytical essays analyze something, often (but not always) a piece of writing or a film. An analytical essay is more than just a synopsis of the issue though; in this type of essay you need to go beyond surface-level analysis and look at what the key arguments/points of this issue are and why. If you’re writing an analytical essay about a piece of writing, you’ll look into how the text was written and why the author chose to write it that way. Instead of summarizing, an analytical essay typically takes a narrower focus and looks at areas such as major themes in the work, how the author constructed and supported their argument, how the essay usedliterary devices to enhance its messages, etc. While you certainly want people to agree with what you’ve written, unlike with persuasive and argumentative essays, your main purpose when writing an analytical essay isn’t to try to convert readers to your side of the issue. Therefore, you won’t be using strong persuasive language like you would in those essay types. Rather, your goal is to have enough analysis and examples that the strength of your argument is clear to readers. Besides typical essay components like an introduction and conclusion, a good analytical essay will include: A thesis that states your main argument Analysis that relates back to your thesis and supports it Examples to support your analysis and allow a more in-depth look at the issue In the rest of this article, we’ll explain how to include each of these in your analytical essay. How to Structure Your Analytical Essay Analytical essays are structured similarly to many other essays you’ve written, with an introduction (including a thesis), several body paragraphs, and a conclusion. Below is an outline you can follow when structuring your essay, and in the next section we go into more detail on how to write an analytical essay. Introduction Your introduction will begin with some sort of attention-grabbing sentence to get your audience interested, then you’ll give a few sentences setting up the topic so that readers have some context, and you’ll end with your thesis statement. Your introduction will include: A hook Brief background information explaining the issue/text Your thesis Body Paragraphs Your analytical essay will typically have three or four body paragraphs, each covering a different point of analysis. Begin each body paragraph with a sentence that sets up the main point you’ll be discussing. Then you’ll give some analysis on that point, backing it up with evidence to support your claim. Continue analyzing and giving evidence for your analysis until you’re out of strong points for the topic. At the end of each body paragraph, you may choose to have a transition sentence that sets up what the next paragraph will be about, but this isn’t required.Body paragraphs will include: Introductory sentence explaining what you’ll cover in the paragraph (sort of like a mini-thesis) Analysis point Evidence (either passages from the text or data/facts) that supports the analysis (Repeat analysis and evidence until you run out of examples) Conclusion You won’t be making any new points in your conclusion; at this point you’re just reiterating key points you’ve already made and wrapping things up. Begin by rephrasing your thesis and summarizing the main points you made in the essay. Someone who reads just your conclusion should be able to come away with a basic idea of what your essay was about and how it was structured. After this, you may choose to make some final concluding thoughts, potentially by connecting your essay topic to larger issues to show why it’s important. A conclusion will include: Paraphrase of thesis Summary of key points of analysis Final concluding thought(s) 5 Steps for Writing an Analytical Essay Follow these five tips to break down writing an analytical essay into manageable steps. By the end, you’ll have a fully-crafted analytical essay with both in-depth analysis and enough evidence to support your argument. All of these steps use the completed analytical essay in the next section as an example. #1: Pick a Topic You may have already had a topic assigned to you, and if that’s the case, you can skip this step. However, if you haven’t, or if the topic you’ve been assigned is broad enough that you still need to narrow it down, then you’ll need to decide on a topic for yourself. Choosing the right topic can mean the difference between an analytical essay that’s easy to research (and gets you a good grade) and one that takes hours just to find a few decent points to analyze Before you decide on an analytical essay topic, do a bit of research to make sure you have enough examples to support your analysis. If you choose a topic that’s too narrow, you’ll struggle to find enough to write about. For example, say your teacher assigns you to write an analytical essay about the theme in John Steinbeck’s The Grapes of Wrath of exposing injustices against migrants. For it to be an analytical essay, you can’t just recount the injustices characters in the book faced; that’s only a summary and doesn’t include analysis. You need tochoose a topic that allows you to analyze the theme. One of the best ways to explore a theme is to analyze how the author made his/her argument. One example here is that Steinbeck used literary devices in the intercalary chapters (short chapters that didn’t relate to the plot or contain the main characters of the book) to show what life was like for migrants as a whole during the Dust Bowl. You could write about how Steinbeck used literary devices throughout the whole book, but, in the essay below, I chose to just focus on the intercalary chapters since they gave me enough examples. Having a narrower focus will nearly always result ina tighter and more convincing essay (and can make compiling examples less overwhelming). #2: Write a Thesis Statement Your thesis statement is the most important sentence of your essay; a reader should be able to read just your thesis and understand what the entire essay is about and what you’ll be analyzing. When you begin writing, remember that each sentence in your analytical essay should relate back to your thesis In the analytical essay example below, the thesis is the final sentence of the first paragraph (the traditional spot for it). The thesis is: â€Å"In The Grapes of Wrath’s intercalary chapters, John Steinbeck employs a variety of literary devices and stylistic choices to better expose the injustices committed against migrants in the 1930s.† So what will this essay analyze? How Steinbeck used literary devices in the intercalary chapters to show how rough migrants could have it. Crystal clear. #3: Do Research to Find Your Main Points This is where you determine the bulk of your analysisthe information that makes your essay an analytical essay. My preferred method is to list every idea that I can think of, then research each of those and use the three or four strongest ones for your essay. Weaker points may be those that don’t relate back to the thesis, that you don’t have much analysis to discuss, or that you can’t find good examples for. A good rule of thumb is to have one body paragraph per main point This essay has four main points, each of which analyzes a different literary device Steinbeck uses to better illustrate how difficult life was for migrants during the Dust Bowl. The four literary devices and their impact on the book are: Lack of individual names in intercalary chapters to illustrate the scope of the problem Parallels to the Bible to induce sympathy for the migrants Non-showy, often grammatically-incorrect language so the migrants are more realistic and relatable to readers Nature-related metaphors to affect the mood of the writing and reflect the plight of the migrants #4: Find Excerpts or Evidence to Support Your Analysis Now that you have your main points, you need to back them up. If you’re writing a paper about a text or film, use passages/clips from it as your main source of evidence. If you’re writing about something else, your evidence can come from a variety of sources, such as surveys, experiments, quotes from knowledgeable sources etc. Any evidence that would work for a regular research paper works here. In this example, I quoted multiple passages from The Grapes of Wrathin each paragraph to support my argument. You should be able to back up every claim you make with evidence in order to have a strong essay. #5: Put It All Together Now it's time to begin writing your essay, if you haven’t already. Create an introductory paragraph that ends with the thesis, make a body paragraph for each of your main points, including both analysis and evidence to back up your claims, and wrap it all up with a conclusion that recaps your thesis and main points and potentially explains the big picture importance of the topic. Analytical Essay Example + Analysis So that you can see for yourself what a completed analytical essay looks like, here’s an essay I wrote back in my high school days. It’s followed by analysis of how I structured my essay, what its strengths are, and how it could be improved. Essay American author Rita Mae Brown stated, â€Å"Language exerts hidden power, like a moon on the tides.† Applying rhetoric well has been the goal of countless writers throughout history. Effective use of language in literature has had the ability to affect people for generations. John Steinbeck’s novel, The Grapes of Wrath, is an instance of an enduring piece of writing that contains compelling and powerful language. The Grapes of Wrath details the journey of the Joad family as they migrate west after being thrown off their land. The Joads must deal with a severe lack of basic necessities and unjustified hatred towards them even after they arrive in California. Steinbeck uses his intercalary chapters to express his view points and describe the difficulties and indignities migrants had to face. Powerful language is a crucial aspect in getting people to understand the author’s beliefs. In The Grapes of Wrath’s intercalary chapters, John Steinbeck employs a vari ety of literary devices and stylistic choices to better expose the plight of migrants in the 1930s. One way Steinbeck illustrates the connections all migrant people possessed and the struggles they faced is by refraining from using specific titles and names in his intercalary chapters. While The Grapes of Wrath focuses on the Joad family, the intercalary chapters show that all migrants share the same struggles and triumphs as the Joads. No individual names are used in these chapters; instead the people are referred to as part of a group. Steinbeck writes, â€Å"Frantic men pounded on the doors of the doctors; and the doctors were busy. And sad men left word at country stores for the coroner to send a car,† (555). By using generic terms, Steinbeck shows how the migrants are all linked because they have gone through the same experiences. The grievances committed against one family were committed against thousands of other families; the abuse extends far beyond what the Joads experienced. The Grapes of Wrath frequently refers to the importance of coming together; how, when peop le connect with others their power and influence multiplies immensely. Throughout the novel, the goal of the migrants, the key to their triumph, has been to unite. While their plans are repeatedly frustrated by the government and police, Steinbeck’s intercalary chapters provide a way for the migrants to relate to one another because they have encountered the same experiences. Hundreds of thousands of migrants fled to the promised land of California, but Steinbeck was aware that numbers alone were impersonal and lacked the passion he desired to spread. Steinbeck created the intercalary chapters to show the massive numbers of people suffering, and he created the Joad family to evoke compassion from readers. Because readers come to sympathize with the Joads, they become more sensitive to the struggles of migrants in general. However, John Steinbeck frequently made clear that the Joads were not an isolated incident; they were not unique. Their struggles and triumphs were part of something greater. Refraining from specific names in his intercalary chapters allows Steinbeck to show the vastness of the atrocities committed against migrants. Steinbeck also creates significant parallels to the Bible in his intercalary chapters in order to enhance his writing and characters. By using simple sentences and stylized writing, Steinbeck evokes Biblical passages. The migrants despair, â€Å"No work till spring. No work,† (556). Short, direct sentences help to better convey the desperateness of the migrants’ situation. Throughout his novel, John Steinbeck makes connections to the Bible through his characters and storyline. Jim Casy’s allusions to Christ and the cycle of drought and flooding are clear biblical references. By choosing to relate The Grapes of Wrath to the Bible, Steinbeck’s characters become greater than themselves. Starving migrants become more than destitute vagrants; they are now the chosen people escaping to the promised land. When a forgotten man dies alone and unnoticed, it becomes a tragedy. Steinbeck writes, â€Å"If [the migrants] were shot at, they did not run, but splashed sul lenly away; and if they were hit, they sank tiredly in the mud,† (556). Injustices committed against the migrants become greater because they are seen as children of God through Steinbeck’s choice of language. Referencing the Bible strengthens Steinbeck’s novel and purpose: to create understanding for the dispossessed. It is easy for people to feel disdain for shabby vagabonds, but connecting them to such a fundamental aspect of Christianity induces sympathy from readers who might have otherwise disregarded the migrants as so many other people did. The simple, uneducated dialogue Steinbeck employs also helps to create a more honest and meaningful representation of the migrants, and it makes the migrants more relatable to readers. Steinbeck chooses to accurately represent the language of the migrants in order to more clearly illustrate their lives and make them seem more like real paper than just characters in a book. The migrants lament, â€Å"They ain’t gonna be no kinda work for three months,† (555). There are multiple grammatical errors in that single sentence, but it vividly conveys the despair the migrants felt better than a technically perfect sentence would. The Grapes of Wrath is intended to show the severe difficulties facing the migrants so Steinbeck employs a clear, pragmatic style of writing. Steinbeck shows the harsh, truthful realities of the migrants’ lives and he would be hypocritical if he chose to give the migrants a more refined voice and not portray them with all their shortcomings. The depiction of the migrants as imperfect through their language also makes them easier to relate to. Steinbeck’s primary audience was the middle class, the less affluent of society. Repeatedly in The Grapes of Wrath, the wealthy make it obvious that they scorn the plight of the migrants. The wealthy, not bad luck or natural disasters, were the prominent cause of the suffering of migrant families such as the Joads. Thus, Steinbeck turns to the less prosperous for support in his novel. When referring to the superior living conditions barnyard animals have, the migrants remark, â€Å"Them’s horses-we’re men,† (556). The perfect simplicity of this quote expresses the absurdness of the migrants’ situation better than any flowery expression could. In The Grapes of Wrath, John Steinbeck uses metaphors, particularly about nature, in order to illustrate the mood and the overall plight of migrants. Throughout most of the book, the land is described as dusty, barren, and dead. Towards the end, however; floods come and the landscape begins to change. At the end of chapter twenty-nine, Steinbeck describes a hill after the floods saying, â€Å"Tiny points of grass came through the earth, and in a few days the hills were pale green with the beginning year,† (556). This description offers a stark contrast from the earlier passages which were filled with despair and destruction. Steinbeck’s tone from the beginning of the chapter changes drastically. Early in the chapter, Steinbeck had used heavy imagery in order to convey the destruction caused by the rain, â€Å"The streams and the little rivers edged up to the bank sides and worked at willows and tree roots, bent the willows deep in the current, cut out the roots of cott onwoods and brought down the trees,† (553). However, at the end of the chapter the rain has caused new life to grow in California. The new grass becomes a metaphor representing hope. When the migrants are at a loss over how they will survive the winter, the grass offers reassurance. The story of the migrants in the intercalary chapters parallels that of the Joads. At the end of the novel, the family is breaking apart and has been forced to flee their home. However, both the book and final intercalary chapter end on a hopeful note after so much suffering has occurred. The grass metaphor strengthens Steinbeck’s message because it offers a tangible example of hope. Through his language Steinbeck’s themes become apparent at the end of the novel. Steinbeck affirms that persistence, even when problems appear insurmountable, leads to success. These metaphors help to strengthen Steinbeck’s themes in The Grapes of Wrath because they provide a more memorable way to recall important messages. John Steinbeck’s language choices help to intensify his writing in his intercalary chapters and allow him to more clearly show how difficult life for migrants could be. Refraining from using specific names and terms allows Steinbeck to show that many thousands of migrants suffered through the same wrongs. Imitating the style of the Bible strengthens Steinbeck’s characters and connects them to the Bible, perhaps the most famous book in history. When Steinbeck writes in the imperfect dialogue of the migrants, he creates a more accurate portrayal and makes the migrants easier to relate to for a less affluent audience. Metaphors, particularly relating to nature, strengthen the themes in The Grapes of Wrath by enhancing the mood Steinbeck wants readers to feel at different points in the book. Overall, the intercalary chapters that Steinbeck includes improve his novel by making it more memorable and reinforcing the themes Steinbeck embraces throughout the novel. Exemplary sty listic devices further persuade readers of John Steinbeck’s personal beliefs. Steinbeck wrote The Grapes of Wrath to bring to light cruelties against migrants, and by using literary devices effectively, he continuously reminds readers of his purpose. Steinbeck’s impressive language choices in his intercalary chapters advance the entire novel and help to create a classic work of literature that people still are able to relate to today. Analysis This essay sticks pretty closely to the standard analytical essay outline. It starts with an introduction, where I chose to use a quote to start off the essay. (This became my favorite way to start essays in high school because, if I wasn’t sure what to say, I could outsource the work and find a quote that related to what I’d be writing about.) The quote in this essay doesn’t relate to the themes I’m discussing quite as much as it could, but it’s still a slightly different way to start an essay and can intrigue readers. I then give a bit of background on The Grapes of Wrath and its themes before ending the intro paragraph with my thesis: that Steinbeck used literary devices in intercalary chapters to show how rough migrants had it. Each of my four body paragraphs is formatted in roughly the same way: an intro sentence that explains what I’ll be discussing, analysis of that main point, and at least two quotes from the book as evidence. My conclusion restates my thesis, summarizes each of four points I discussed in my body paragraphs, and ends the essay by briefly discussing how Steinbeck’s writing helped introduce a world of readers to the injustices migrants experienced during the dust bowl. What does this analytical essay example do well? For starters, it contains everything that a strong analytical essay should, and it makes that easy to find. The thesis clearly lays out what the essay will be about, the first sentence of each of the body paragraph introduces the topic it’ll cover, and the conclusion neatly recaps all the main points. Within each of the body paragraphs, there’s analysis along with multiple excerpts from the book in order to add legitimacy to my points. Additionally, the essay does a good job of taking an in-depth look at the issue introduced in the thesis. Four ways Steinbeck used literary devices are discussed, and for each of the examples are given and analysis is provided so readers can understand why Steinbeck included those devices and how they helped shaped how readers viewed migrants and their plight. Where could this essay be improved? I believe the weakest body paragraph is the third one, the one that discusses how Steinbeck used plain, grammatically incorrect language to both accurately depict the migrants and make them more relatable to readers. The paragraph tries to touch on both of those reasons and ends up being somewhat unfocused as a result. It would have been better for it to focus on just one of those reasons (likely how it made the migrants more relatable) in order to be clearer and more effective. It’s a good example of how adding more ideas to an essay often doesn’t make it better if they don’t work with the rest of what you’re writing. This essay also could explain the excerpts that are included more and how they relate to the points being made. Sometimes they’re just dropped in the essay with the expectation that the readers will make the connection between the example and the analysis. This is perhaps especially true in the seco nd body paragraph, the one that discusses similarities to Biblical passages. Additional analysis of the quotes would have strengthened it. Summary: How to Write an Analytical Essay What is an analytical essay? A critical analytical essay analyzes a topic, often a text or film. The analysis paper uses evidence to support the argument, such as excerpts from the piece of writing. All analytical papers include a thesis, analysis of the topic, and evidence to support that analysis. When developing an analytical essay outline and writing your essay, follow these five steps: #1: Choose a topic #2: Write your thesis #3: Decide on your main points #4: Gather evidence to support your analysis #5: Put it all together Reading analytical essay examples can also give you a better sense of how to structure your essay and what to include in it. What's Next? Learning about different writing styles in school?There are four main writing styles, and it's important to understand each of them. Learn about them in our guide to writing styles, complete with examples. Writing a research paper for school but not sure what to write about?Our guide to research paper topics has over 100 topics in ten categories so you can be sure to find the perfect topic for you. Literary devices can both be used to enhance your writing and communication. Check out this list of 31 literary devices to learn more! Have friends who also need help with test prep? Share this article! Tweet Christine Sarikas About the Author Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Hoffmann Surname Meaning and Family History

Hoffmann Surname Meaning and Family History The Hoffmann surname originated as a nickname for a farmer who owned his land rather than rented, from the Middle High German Hofman, meaning person working on a farm. The name eventually came to denote a steward (manager) of a manor farm; as such, it was widespread throughout central and eastern Europe, in both German and non-German-speaking countries. Hoffmann is the 10th most common German surname. Surname Origin: German, Jewish Alternate Surname Spellings:  HOFMAN, HOFMANN, HOFFMAN, HOFMANS, HUFFMAN, HUFFMANN, GOFMAN, HAUFFMAN, HOUGHMAN, HUFMAN Famous People with the HOFFMANN  Surname Dustin Hoffman  - Oscar-winning actorAbbie Hoffman  - American political activist; founder of  the Youth International PartyPhilip Seymour Hoffman  - American actor and directorGaby Hoffmann - American film and television actressErnst Theodor Amadeus Hoffmann  (E. T. A. Hoffmann) - German Romantic author of fantasy and horrorAlbert Hofmann - Swiss scientist; best known for his discovery of LSDRoald Hoffmann - American theoretical Nobel Prize-winning  chemistFelix Hoffmann - German chemist best-known for inventing aspirin Where is the HOFFMANN Surname Most Common? According to surname distribution from Forebears, the Hoffmann surname is most prevalent in Germany, where it ranks as the 7th most common surname in the nation, but is used by a greater percentage of the population in Luxembourg, where it is the 3rd most common surname. It is also fairly common in Austria (74th), Denmark (116th) and Switzerland (150th). The Hoffman spelling, on the other hand, is most prevalent in the United States, although this spelling is not always derived from the German Hoffmann. According to WorldNames PublicProfiler, Hoffmann is found most frequently in southwest Germany, especially the states of Saarland and Rheinland-Pfalz, followed by the northeast German states of Brandenburg and Sachsen-Anhalt. The Hofmann spelling of this surname is also found primarily in Germany, but  in the states of Sachsen, Hessen, Bayern and Thuringen, followed by Zurich, Switzerland. Genealogy Resources for the Surname HOFFMANN Meanings of Common German SurnamesUncover the meaning of your German last name with this free guide to the meanings and origins of common German surnames. Hoffmann  Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as a Hoffmann  family crest or coat of arms for the Hoffmann surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male-line descendants of the person to whom the coat of arms was originally granted. DistantCousin.com - HOFFMANN  Genealogy Family HistoryExplore free databases and genealogy links for the last name Hoffmann. The Hoffmann  Genealogy and Family Tree PageBrowse genealogy records and links to genealogical and historical records for individuals with the Hoffmann  surname from the website of Genealogy Today. - References: Surname Meanings Origins Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998. Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003. Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003. Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997. Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997 https://www.thoughtco.com/surname-meanings-and-origins-s2-1422408

Journal 1 and 2 Essay Example | Topics and Well Written Essays - 1000 words

Journal 1 and 2 - Essay Example In my mind, the concept of human security was shaped by the ideas and concepts from presidents and the media. It is not only about military power and being protected from other nations, as we should not trust the authorities. After reading the first section, I began to view the concept of human security in a different way. Indeed, most security issues nowadays come from domestic groups rather than outsiders. In fact, it is groups of people who are being ignored by the government or not taken seriously that are causing chaos and conflict in the state. For example, the main cause of the Arab Spring revolution was because the people wanted a change to their system and regime. They wanted a change that would provide them with all their basic needs, such as safety and respect. When this change did not happen, or was not accepted by their leaders, people started to rebel against their leaders and this created conflict in the country. In addition, as I included in my QIP reflection of secti on 1 of the book, the author indicated that to achieve human security patriarchy should be replaced with gender equality. For example, this means allowing women to get involved in making security decisions. Also, the institutions of war must be destroyed (Reardon and Ash Hans 111). ... However, the discrimination against women is not about men and women but it is about the roots of each person's origin. In other words, people who don't have Arab roots might be involved but not as deeply as the local people, where they get the chance to be ambassadors and take higher positions in the political field. In fact, the reason why people who have Iranian roots are not involved in the political system is because of distrust and suspicion that those people may cause conflict in the state. This discrimination increased a lot after the involvement of Iran in the revolution in Bahrain between the Sunnis and Shias. This also caused tension between the Sunnis and Shias in the most of the Gulf countries as well. Not involving women in the political sphere is not only about the idea that men are more powerful than women, it is also about other concepts, such as religion and trust. Moreover, women can find jobs in any other field easier than they do trying to get a job in politics. The teaching notes, A Gendered Analysis of Women, Power, War and Peace, written by Professor Barbara Wien, presented five feminist schools of thoughts: eco-feminism, liberal feminism, post-modernism, radical feminism, and difference feminism. I always heard about feminist schools of thought but I did not know what each one was called and what each stood for. The teaching notes helped me to understand the different feminism schools clearly, and I was impressed by many of the concepts that the schools stand for. For example, when it comes to the liberal feminist school of thought, it supports the fact that women are neither peaceful nor softer than men, but it also says

Global Financialization Essay Example | Topics and Well Written Essays - 750 words - 2

Global Financialization - Essay Example In fact, massive inflows of capital followed by sharp and sudden reversals of capital flow result in crises of exchange rates that have characterized developing and emerging nations (Stiglitz 1081). The macroeconomic troubles stirred by volatile flows of capital have been acutely felt in developing and emerging countries such as Turkey and Argentina in 2001 and the late 90s South East Asia financial crisis, which were all related to flow of capital. These countries suffered from sharp declines in real GDP. A particular reason that leads to rates of exchange having such a significant effect is because, in liberalization and financialization of global markets, it is profitable to be involved in interest arbitrage, which means that one borrows from a specific currency and lends or invests in other currencies, also referred to as carrying trade (Rodrik 1). For example, if interest rates of the Turkish Lira were higher compared to those of the Euro, taking rates of exchange to be stable, it tempts to borrow in Euro credit and then invest or even lend in Turkish Lira. This implies that liabilities, as well as assets, will be in currencies of different countries. Therefore, abrupt realignments in rates of exchange could end up having disastrous effects on the balance sheets of banks or organizations. In addition, capital flow liberalization also lets developing nations accrue current account deficits for a longer time, and at a higher level than they could be during the reign of the Bretton Woods organizations. Financial globalization and liberalization have led to an increase of potential difference in development among countries if the global market financial markets retain their stability and calmness. The revaluation, typically, of financial markets has been accompanied by abrupt reversals of capital flow, as well as crises in exchange rates, all of which show that global financialization is not good for developing countries (Rodrik 1). Governments play a crucial role in the evolution of global financialization, as well as its effects on individual countries and their development. All governments at national level possess a specific responsibility to ensure security and stability of the domestic financial, banking, and monetary systems, which are vital to any economy’s functions. The vulnerable nature of financial and banking systems to crises, failure of markets and instability has virtually produced regulatory authorities and central banks that are aimed at protecting their social interests, as well as for the mediation of their countries’ interactions with international financial markets (Doyran 32). Effective stability and functioning of the financial and monetary systems have become a fundamental requirement as far as development is concerned, which is only achievable via the effective actions of nations.

An Education Film Essay Essay Example for Free

An Education Film Essay Essay Analyse how conflict (either internal or external) was used in a film you have studied to help us better understand a main character. â€Å"Often, it’s not about becoming a new person, but becoming the person you were meant to be, and already are, but don’t know how to be.† An Education directed by Lone Scherfig is a film about coming of age and discovering whom we are. The film is set in the early 1960’s a time ruled by moral code and strong feminist rules. Jenny is the main character who is 16 and aspiring to read English at Oxford. She soon meets playboy David, who seduces her and they fall in love. This relationship lets Jenny see into a whole new world of thrilling and current things. This creates a big internal conflict for Jenny who now must decide what she wants to do with her life. She has three pathways she can choose from, and the characters of Helen, Mrs. Stubbs and Jenny’s mother Marjorie model all of these paths. She must decide if she wants to live an exciting life but is filled with fraud and larceny. She can also living a boring life of teacher marking ‘pony essays’ but also one that has had the purpose of an education and is fulfilling in numerous ways. Jenny can also become a housewife though like her mother Marjorie, this is the most common paths for women in the 1960’s and is a tedious and unfulfilling lifestyle. Jenny is internally conflicted between all three of these paths, because whic hever one she picks will determine the rest of her life. Very early on in the film we are introduced to the character of Helen, she is an affluent person and lives an abundant life style of which many people in the 1960’s would be jealous. She has the privilege of lavish clothes, attending fabulous concerts, going to art auctions, eating in Michelin star restaurants and traveling the world. This is the life Jenny wants to live. Jenny is able to access this life style through David; he opens her up to all sorts of new possibilities. When we first meet Helen at the concert in Saint James Square we can tell the Jenny is in awe of Helen. Jenny strokes Helens velvety fur cape, admiring the fine piece of clothing. Jenny asks Helen â€Å"it is beautiful, where did it come from?† Helen being very wealthy probably has many coats and beautiful clothes like this and so simply replies â€Å"oh South Ken somewhere.† The area Helen is talking about is South Kensington and is one of the wealthiest areas of London. This is the kind of area that Jenny wouldn’t have been able to afford anything from so when Helen suggests to her that they should go shopping together there and that David can pay, Jenny is a little taken back because something so luxurious and exorbitant shouldn’t come so easily. Jenny realises that this life can become possible if she sticks with David. There is no need for her to attend Oxford to have a fun and fulfilling life. With David she can live Helen’s life, where she can go to France; her escape in life â€Å" I want to be French. She wouldn’t have to deal with her parents, school and Oxford. With David she is not confined in her life, she can do whatever she wants. Jenny must make a decision as to whether she wants to stay with David and to continue living this exciting lifestyle or to continue on the path of life she had originally planned out for her life in Oxford and one of an Education. Jenny must remember that â€Å"when life’s path is steep to keep your mind open† Jenny is focused on David in the movie because she thinks it is what she wants. We must all keep be level minded when we are making decisions, Lone Scherfig has alerted this too the audience that these choices we make are important and they will leave a mark on us forever. Mrs. Stubbs is a very influential person in Jenny’s life. Mrs. Stubbs life could foreshadow one that Jenny might live if she gets an education at Oxford. Mrs. Stubbs is Jenny’s English teacher, and she studied at Cambridge. Cambridge is a very prestigious school, which is very similar to Oxford. Both schools hold high reputation and only the elite and highly respected can attend these two schools. Judging from the lifestyles of the female role models around her, Jenny’s future can be narrowed down to two options; housewife or a secretary if she doesn’t get an education. In order to avoid those to paths in life, Jenny’s caring but overly concerned parents Jack and Marjorie and Mrs. Stubbs forcefully suggest an education at Oxford. In order to market herself as a valuable candidate, Jenny must ace English, Latin, French (hence the title), and show cultural breadth (her â€Å"hobby† is the cello). Yet, if all goes according to plan, Jenny will meet a similarly cultured wealthy man and will no longer need to do any of those things. The irony, of course, is that an Oxford education is simply a means of making the bait more alluring. Jenny comes to this realisation early into Scherfig’s film and asks the question â€Å"Why must I attend Oxford when I could easily take a shortcut and reach the same inevitable conclusion by attending the school of life? I’d have a lot more fun.† David is a shortcut past Oxford and is also a lot more entertaining and fun. Jenny must open her mind up to the possibilities that Oxford and an education can grant her. She must again keep her mind open; sometimes the path that is not as clear is often the better choice. As the viewer we want Jenny to go to Oxford and we can see how her decision will make a last imprint on her. We want her to attend and it makes us reflect on all those important decisions we have all had to make in our lives. In order to market herself as a valuable candidate, Jenny must ace English, Latin, French (hence the title), and show cultural breadth (her â€Å"hobby† is the cello). Yet, if all goes according to plan, Jenny will meet a similarly cultured wealthy man and will no longer need to do any of those things. The irony, of course, is that an Oxford education is simply a means of making the bait more alluring. Jenny comes to this realisation early into Scherfig’s film and asks the question â€Å"Why must I attend Oxford when I could easily take a shortcut and reach the same inevitable conclusion by attending the school of life? I’d have a lot more fun.† David is a shortcut past Oxford and is also a lot more entertaining and fun. Jenny must open her mind up to the possibilities that Oxford and an education can grant her. She must again keep her mind open; sometimes the path that is not as clear is often the better choice. As the viewer we want Jenny to go to Oxford and we can see how her decision will make a last imprint on her. We want her to attend and it makes us reflect on all those important decisions we have all had to make in our lives. In order to market herself as a valuable candidate, Jenny must ace English, Latin, French (hence the title), and show cultural breadth (her â€Å"hobby† is the cello). Yet, if all goes according to plan, Jenny will meet a similarly cultured wealthy man and will no longer need to do any of those things. The irony, of course, is that an Oxford education is simply a means of making the bait more alluring. Jenny comes to this realisation early into Scherfig’s film and asks the question â€Å"Why must I attend Oxford when I could easily take a shortcut and reach the same inevitable conclusion by attending the school of life? I’d have a lot more fun.† David is a shortcut past Oxford and is also a lot more entertaining and fun. Jenny must open her mind up to the possibilities that Oxford and an education can grant her. She must again keep her mind open; sometimes the path that is not as clear is often the better choice. As the viewer we want Jenny to go to Oxford and we can see how her decision will make a last imprint on her. We want her to attend and it makes us reflect on all those important decisions we have all had to make in our lives. The final route Jenny can take is one of the most common paths young women in the 1960’s take and that is to become a housewife and mother. This path requires no education apart from how to cook, clean and sew. These three things are all taught at school along with dancing and posture. These are all qualities a good housewife needs to make their husband look first class and not themselves. In the very opening scenes of the movie we see a montage of shots that exhibit the young girls in the 1960’s learning these qualities. This opening scene illustrates to the audience the traditional expectations of young women. This kind of education the women are getting is to set them up to be wives, to be like Marjorie. Jenny however is different to the other girls. Her education will not stop her hopefully but instead it will continue on at Oxford. One of the most important scenes shown in the movie is when Jenny comes home after being out for the night with David for the first tim e. When we see Marjorie in this shot we can see her through the kitchen door trying to clean a casserole dish. Marjorie is completely framed inside her world. By marrying Jack it has trapped inside this world, there is no fun parties or lavish concerts, instead she is a housewife, â€Å"and I cant get this casserole dish clean. We had hot-pot tonight, and its all burnt round† Jenny is confused though as â€Å"its twenty-five to twelve. We finish tea at seven.† Jenny soon realises that this is a life you get trapped in, and once you enter into it there isn’t any escape. Jenny is different from the other girls at school she is smart. She will not become a housewife and we can see how fantastic it is to stand out and be different. With this comes choice though resulting in hard decisions. Jenny is forced to make one and as the viewer Lone Scherfig has positioned us to see how all the choices we make in our lives will and can affect us. Jenny is forced to make a difficult decision, and she is conflicted between what she wants to do in life. At this stage in her life she can has to choose between becoming her mother, Helen or Mrs. Stubbs. With decisions comes conflict and Jenny is internally conflicted with all of these options. Lone Scherfig has effectively made the audience look back on all of the decisions we have had to make in our lives and how they have shaped us into who we are today. Our paths should lead us all to a goal and desire. We can only know this when â€Å"if youre walking down the right path and youre willing to keep walking, eventually youll make progress.†

Experiencing Four Major World Religions First Hand Essay -- Islam, B

The nine-sided building and the surrounding gardens give the impression of the world view of the Baha’i faith. A component of the Baha’i world view is that all religions come from a common source. The site conveyed that unity among all religions and people is an additional view of the Baha’i. The arrangement of the house of worship, and the gardens conveyed the idea of unity. The nine sides of the house of worship, and the surrounding gardens represent that all people no matter their religion, race, or gender are welcome at this site to practice their religion. Furthermore, it also gave the impression of the view of all religions having a common source, God. Specifically, the house of worship could represent God, and the nine sides, may represent the nine major world religions, or the idea that all people are united through God. In addition, the house of worship contains symbols on the pillars of the structure. These symbols are of the nine major world religions, for example; symbols include the Christian cross, Judaism Star of David, and the nine-pointed star, which is the symbol of the Baha’i faith. These symbols on the pillars represent unity among all religions, and the idea that all the religions come from a common source, God. Information provided in the handout, video, and by the representative was quite similar to the impression given by the site itself. The representative of the Baha’i faith specifically talked about how all religions have a common source. The video, handout, and the representative explained that God revealed himself in different manifestations in different time periods. God gave the teachings for a certain time period, and then when a new time period came God revealed himself as a different manifestat... ...gion. One thing that I did not know about was the artifact with a staircase and raised platform. According to Gardner’s Art through the Ages Non-Western Perspective by Fred Kleiner, this structure is called a minbar, and it serves as a pulpit for the imam to stand on, and this is where he would speak. An imam is the leader of prayer according to Living Religions by Mary Pat Fisher. Having the opportunity to visit four different religious sights resulted in gaining new insight. However, some of the information presented was similar to my previous understandings of the religions. It was interesting to hear followers of the different religions speak about their beliefs. Overall, visiting the Buddhist temple, Sikh Religious Society, Turkish Society of Chicago, and The Baha’i House of Worship made me reconsider my previous thoughts about each of the religions.

Is Torture a Necessary Evil Essay

14th September 2013 Torture is a necessary evil. After reading this article and evaluating both sides of the argument, my opinion remains the same. I disagree that torture is necessary; it is a barbaric breach of human rights. After looking at statistics, only 8% of Guantanamo detainees were Al Qaeda fighters, this is a shockingly low percentage in proportion to the 517 Guantanamo that were detained. British laws have deemed torture illegal and yet at least 6 detainees alleged that British forces were involved in the torture. Torturing cannot go on; the pros do not outweigh the cons of torture. In exceptional circumstances, lives may be saved, but at what cost? Where does it end, as stated in the article, will family members become torture victims? As the initial suspect may not have value for their own life, they turn to his/her loved ones? If a suspect has been detained, regardless of what their crime may be, they still have the right to remain silent. Any forced extraction of information goes against the fundamental human rights , and even if information is gained, what assurance do we have that it will be correct information? In the heat of the moment, it may seem that the information is true, to end the pain that the victim is in, yet it may all be fiction. These are clearly not risks worth taking, and in my opinion, anyone who is willing to submit a fellow human being to that amount of pain and discomfort, does not fill me with confidence in the fact that they are in a position of power. In recent news, countries like the UK or the USA are undecided whether to involve themselves in the business of Syria; they claim that involvement, in the sense of morals, is the right thing to do. Yet there is still a debate on whether torture should be legal, does one not contradict the other? It seems extremely hypocritical that on one hand, the armed forces have a sense of human rights in one way, yet on the other hand, claims that torture is necessary, which completely abolishes human rights in another way. In conclusion, regardless of the arguments in favour of torture, I still disagree that torture is a necessary evil; it dehumanises victims, stripping them of their human rights, regardless of whether they may be Al Qaeda fighters, they still ha ve the basic human right to remain silent during questioning, any way of obtaining information by forced means is morally wrong.