Oedipus the Tragic Hero - 754 Words

In the play Oedipus the King we identify the classic tragic hero. The character Oedipus Rex plays the role of the tragic hero perfectly. He shows the three main characteristics being talented and of noble birth, possessing a tragic flaw that causes the downfall and pain of everyone, and the recognition of responsibility. Oedipus’s first characteristic of being a tragic hero is being talented and of noble birth. Oedipus was talented because during his journey to runaway form his curse, the oracle foresaw for him. He stumbled upon the Riddle of the Sphinx in Thebes; Oedipus solved the riddle and was rewarded to be king and was given the old kings wife. (â€Å"You freed us from the Sphinx; you came to Thebes and cut us loose from the bloody†¦show more content†¦As you can see in Oedipus the King, Oedipus was a character in the begging you probably hated for his selfishness, but just had to feel bad for seeing all these mysteries unfold before Oedipus showing he was the curse that the prophecies foresaw the one to murder his own father and then to wed his ownShow MoreRelatedOedipus As A Tragic Hero1506 Words   |  7 PagesA true hero does not merely wear a cape, but this individual possesses admirable characteristics. A hero inspires the people around him and he is honorable. Heroes influential individuals from fairytale stories and myths of a real-life hero. Yet, none of these influential people are perfect. The tragic hero is clearly defined by Aristotle as being a person of admirable character, yet completely human with noticeable flaws. Moreover, this individual is not exempt from suffering. In Sophocles’ tragicRead MoreIs Oedipus A Tragic Hero?1167 Words   |  5 Pages2014 Is Oedipus a tragic hero? Aristotle, Ancient Greek philosopher whom did a lot of philosophizing, he believed in a logical reality. Aristotle’s objective was to come up with a universal process of reasoning that would allow man to learn every imaginable thing about reality. The initial process involved describing objects based on their characteristics, states of being and actions. Aristotle once said A man doesn t become a hero until he can see the root of his own downfall†. Oedipus was a mythicalRead MoreOedipus As A Tragic Hero1724 Words   |  7 Pagesstory of Oedipus, Oedipus is considered a â€Å"Tragic Hero† because of the tragic fate and effect that he had upon his life. My definition of a tragedy is a great loss that has a unhappy ending to which concluded me to state that Oedipus falls under that category. Throughout the book, Oedipus is leading himself to his own destruction when trying to find the killer of the late King Laios. So when a journal article I found published by The John Hopkins University Press stated that a â€Å"tragic hero is a manRead MoreOedipus-a Tragic Hero706 Words   |  3 PagesRunning head: Oedipus-A Tragic Hero Research Paper ENGL 102: Literature and Composition) Fall 2015 Melinda Meeds L26683811 APA Outline Thesis: In Sophocles’ â€Å"Oedipus†, Oedipus is exemplified as a tragic hero according to Aristotle’s definition because his story appeals to the reader’s humanity in the way he maintains his strengths after inadvertently causing his own downfall. I. Oedipus A. The noble birth. B. Describe Oedipus’ character. II. Tragedy A. DescribeRead MoreOedipus the Tragic Hero1390 Words   |  6 PagesOedipus; The Tragic Hero In the Fourth Century BC, a famous philosopher named Aristotle wrote about the qualities that a tragic hero must possess. Ever since that time, there have been many examples of tragic heroes in literature. None of those characters, however, display the tragic hero traits quite as well as Oedipus, the main character from the play Oedipus Rex by Sophocles. Oedipus is, without a doubt, the absolute quintessence of a tragic hero. His example shines as clear as a sunny summerRead MoreOedipus, A Tragic Hero1648 Words   |  7 Pages Oedipus, a Tragic Hero Bob Livingston Liberty University â€Æ' Sophocles presented the world with Oedipus around 2500 years ago. Never-the-less, the story remains among the most riveting of all time. He was, in fact, a man that was driven by a very high internal moral standard. It was that internal moral standard that ultimately entwined him in a sequence of events and circumstances that placed him in the spousal relationship with his mother. Oedipus, in fact, can truly be regarded as a tragic heroRead MoreOedipus a Tragic Hero1516 Words   |  7 PagesOedipus A Tragic Hero English 102 Literature and Composition Summer B 2011 Terry Garofolo 22816762 APA Sophocles presented the world with Oedipus around 2500 years ago. Never-the-less, the story remains among the most riveting of all time. Unfortunately, today when we hear the mention of the name Oedipus we place negative connotations around it. Oedipus, after all, had an unnatural sexual relationship with his own mother! In actuality, however, this relationship emerged entirely innocentlyRead MoreOedipus As A Tragic Hero1094 Words   |  5 PagesIn the play Oedipus the King, Oedipus struggles to accept the truth and lets his temper over power him. He can be displayed as a tragic hero. His refusal to accept the truth led to Oedipus’ down fall. A tragic hero, as defined by Aristotle, â€Å"is a literary character who makes a judgment error that inevitably leads to his/her own destruction.† Sophocles’ Oedipus exemplifies Aristotle’s definition of a tragic hero. In the play, Oedipus unknowingly has cursed the entire town of Thebes. He was cursedRead MoreOedipus, a Tragic Hero?2158 Words   |  9 PagesOedipus, a Tragic Hero? Elizabeth Howell English 102- B33 Professor Katie Robinson Liberty University October 12, 2012 Oedipus, a Tragic Hero? Thesis: Using Aristotle’s five different descriptions of a tragic hero, we will show that Oedipus in Oedipus the King is in fact a tragic hero and how his decisions led to his downfall. Outline: I. Introduction and Thesis Statement II. Is the character of noble birth? A. King of Thebes B. Real father was king III. Though the tragic heroRead MoreOedipus, A Tragic Hero1832 Words   |  8 Pagesmany others will likely fade away. Oedipus Rex is a tragic tale set in Ancient Greece. Greek thinker, Aristotle, said there were certain elements that would make a person qualified as a â€Å"tragic hero.† (Adade-Ywboah, Ahenkora Amankwah, 2012). We think of heroes being larger than life, possessing impeccable honor, integrity, strong leadership and having the higher moral ground. However, tragic heroes are different; they are imperfect and will inevitably face a tragic downfall. Per Aristotle, there are

Eastman Kodak Free Essays

ACC 230 Week 4 Checkpoint Nov 15, 2012 Chapter 3, Page 111, Problem 3. 16b Eastman Kodak Eastman Kodak appears to be profitable even though their net income has decreased. They show an increase in sales since from 2002 to 2004, but their operating costs also increased by 15. We will write a custom essay sample on Eastman Kodak or any similar topic only for you Order Now 3 % from 2002 to 2003. The increase in sales was primarily through acquisitions and the impact of foreign exchange rates on their holdings. Kodak’s largest holding, Digital and Film Imaging Systems, experienced a 1% decrease during this period. In a comparative analysis of the years 2003 and 2004, Kodak increased their current assets and decreased total assets. This reflects the disposal of assets such as equipment, plant and property, and complete discontinuance of certain operations. This decrease in total assets can be seen as a prudent move in their restructuring process. They also decreased their number of employees in 2004 and cut back on their advertising expense. Kodak has decreased total liabilities by 4%. This is the result of decreases in short term and long term borrowings. By paying off debt, the company is improving its overall financial position. Kodak also sows a positive net profit margin even though they show a loss in 2004. Kodak’s other income in 2004 resulted from settlements in favor of Kodak which will not recur in future periods. There is a drop in total shareholder’s equity, but they have shown an increase in the equity percentage held by the company. This seems to be the result of $104k more shares in 2004 than in 2003, since the total number of shares outstanding remained constant in 2003 and 2004. Retained earnings on stock increased in 2004. The company seems to be in good standing from a profitability viewpoint. If they continue with the changes to the company’s structure, they should be able to stay in a profitable income margin. How to cite Eastman Kodak, Essay examples

Spiritual Development in Pre-Adolescent Children free essay sample

Growing up in a Christian home has its mix of blessings and curses. The blessings are obviously the security and stability of a family whose foundation is firmly planted in the Word of God. The curses are the problems that come as a result of being swept along the river of the faith of the parents. This paper is written with these problems in mind. For as I deal with considering the faith of the pre-adolescent children of my congregation, and my family, I seek to address the question, â€Å"When are children ready to make the faith commitment of their life? My own journey will weigh heavily on the direction of this thesis so let me begin by painting a picture of my experience growing up in the church. As far back as I recall, my family was deeply involved in the life of the church. My father was a church leader. Among my best friends was the son of the church chairman and another was the pastor’s son. We spent much time together both at the church and at each of our homes. Each of our parents played a role in our formative years. This was our extended family. We were more like cousins than friends, for each of our natural extended families were hundreds of miles away. We were no different from the other kids but the bond we had held us closer to the influence of the church. So when it came to making a decision for Christ, there really was no decision. What other choice was there? So at age five, the three of us responded to the request of our Children’s Chapel teacher and prayed that Jesus would come into our hearts. Was there a change in our lives? No, we were simply following the ‘natural’ order of events for children in the church. Several years later, when we were twelve, our Sunday School class met in the pastor’s study for baptism and membership class. Again, expectations dictated that by this time in our life it was time to take this step. So one Sunday evening the three of us boys, along with others in our class, stepped into the water and were baptized. Were we demonstrating to the world that we were now dead in our sins and raised into new life in Christ? No, we were following the sequence of events of all the church kids that went before us. It was a right of passage into the next level of life in the church. Were we forced or coerced into doing this? No, we desired to take these steps because it was the proper thing to do. As I grew in my understanding and faith, I came to resent the actions of the church. I perceived the events as irresponsible and meaningless. I felt that I had been misled and was given a false sense of my position in Christ. I concluded that I was not saved during those early years and I objected to the practice of child evangelism. This state of hostility toward my church lasted for about three years during my late teens as I struggled with my own identity and my relationship with God. Now I am a father of two children and a leader and a pastor in a congregation. In light of my own spiritual development I am asking the question, â€Å"How do I measure a child’s spiritual readiness? † or more specifically, â€Å"How do I know when a child is ready to make a decision for Christ and for baptism? † So it is with this question in mind that I enter into this study of the development of faith in pre-adolescent children. Psychological Development Theory Those of us who work or live with adolescents know first-hand that they are at once impossible to live with and a joy to have around. They are moody, critical, combative, and absent-minded; they are also creative, energetic, and impassioned about the world and their place in it. However, research on pre-adolescent development has shown clearly that the surface behaviors of early adolescents provide poor clues as to what is really going on inside them, in their minds and souls. The common perception of students in middle schools is that they are constantly in storm and stress, peer driven, rebellious toward adults, moody, uncommunicative and unpredictable. Unfortunately, these views are popular myths and have resulted in generations of misunderstanding and inappropriate attention to the needs of 10 to 14 year-olds. Early adolescents are rarely perceived as being deeply thinking, caring and valuing individuals who are greatly influenced by loving adults. They are in the final stages of developing the character and personality that will distinguish them as adults; difficult, serious and personal questions and inquiries into the meaning of life and death are very important, for they play a crucial role in their faith development. In his theory of cognitive development (Table 1), Jean Piaget put forth the intellectual counterpart of biological adaptation to the environment. He said that as we adapt biologically to our environment, so too we adapt intellectually. Through assimilation, accommodation and rejection, the external world is organized and given structure. Adaptation begins at birth with the exercise of sensori-motor reflexes. Differentiations via reflexes are the first adaptations that are of eventual importance in cognitive development. As the child develops, the adaptations he makes are increasingly less related to sensory and motor behaviors alone, and may be less clearly seen as adaptations by the untrained eye. Each successive stage is built upon the one before in an accumulating, orderly, sequential and hierarchical manner. Yet the cognitive structures are developed in an invariant sequence. That is, the course of cognitive development, marked by the development of structures, is the same for all children, although the ages at which they attain particular structures may vary with intelligence and the social environment (Piaget and Inhelder, 1969, p. 153). Erik Erikson, in his theory of psychosocial stages (Table 2), similarly stated that an individual’s personality develops according to predefined steps that are maturationally set. Society is structured in a way that invites and encourages the challenges that arise at these particular times. Each stage presents the individual with a crisis. If a particular crisis is handled well, the outcome is positive. If it is not handled well, the outcome is negative. The resolution of each stage lays the foundation for negotiating the challenges of the next. Lawrence Kohlberg views the development of morality in terms of moral reasoning (Table 3). The stage of moral reasoning at which people can be placed depends upon the reasoning behind their decisions, not the decisions themselves. He believes that the stages are sequential and that people do not skip stages, although they enter and leave them at varying times. Implications on Spiritual Development Using Piagetian, Eriksonian and Kolbergian theory, James Fowler set out to explain the process of spiritual development in his description of several stages that occur in the development of faith in a persons lifetime (Table 4). He called the stage of most pre-adolescents to be mythic-literal faith. This stage is consistent with Piaget’s concrete operational stage and Erikson’s industry vs. inferiority stage. It is at this stage that children develop their sense of position relative to others in the peer group by mastering the academic and social skills. Their individuality is defined by their position in the group. They become less egocentric and begin to understand complex concepts like conservation. The child still has difficulty though with abstract terms such as freedom and liberty. Children at this stage understand the world on a basic concrete level. Fowler states that most adolescents are at synthetic-conventional faith. This stage correlates to Erikson’s identity vs. role confusion stage and a more mature level of Piaget’s concrete operational stage. They develop a sense of who they are and where they belong. A strong emphasis is placed on being part of the group. There is an even more intense need for conformity and the approval of the community. Their identification and expression of faith are an extension of their family, their church and their peers. During childhood, religious beliefs and behaviors are greatly influenced by one’s parents. Children tend to imitate their parents’ beliefs and behaviors. In adolescence, however, there is a change and a questioning of many of these religious beliefs. David deVaus looked at the importance of parental influence in relation to religious values and behavior in Australian teenagers. The results showed that, at least for religious activity (behavior), both parents and peers were about equal in importance. However, when asked who had been most influential in development of their religious feelings, the most common answer was the mother (51 percent), followed by father (42 percent). According to Fowler it is not until a child reaches the next stage, individuative-reflective faith, that individuals begin to assume personal responsibility for their own commitments, life-styles, or beliefs. As this takes place, adolescents are forced to address unavoidable tensions between the person they want to be and what others expect of them. This stage is associated with Erikson’s intimacy vs. isolation and the beginning level of Piaget’s formal operational stage when children begin to develop close interpersonal relationships, showing a willingness to commit to others. They begin to develop the ability to test hypotheses in a mature, scientific manner and can understand and communicate their positions on complex ethical issues that demand an ability to use the abstract. They can think about thinking that is they become aware of the processes where by they come to hold a particular opinion. They begin to own the beliefs they hold. They are becoming adults. Understanding the Implications and the Dangers A girl’s body can begin to take on the shape and features of a woman. She can speak with the sophistication associated with adolescence or even adulthood. Social and legal arrangements can permit new freedoms simply because a person reaches a certain age. But until the evolution of meaning becomes interpersonal, there is a very real sense in which the person is not yet an adolescent. If those around her should mistake physiology, calendar age, or verbal ability for psychological age and expect her to function interpersonally, they create a situation which is dangerous for the developing teenager. In his discussion on the dangers of applying developmental theory to spiritual growth, John Ackerman states that we can make three grave mistakes. First, we may have a tendency to rank individuals according to their development. Second, we may think that because we have labeled them, we know them. Third, we may take the groupings and define an absolute relationship between psychological and spiritual growth. â€Å"We need to know where people are developmentally, but the focus is on God, in the person’s perception of God. † (Ackerman, 1994, p. 111) I will venture to say that most churches, mine included, proceed with the expectation that chronological age defines spiritual readiness with respect to issues such as faith commitment and baptism. Within the structure of our institutions we have rituals that are performed, with some regularity, with children entering puberty. The Jewish Bar Mitzvah, Catholic and Lutheran Confirmation, and Baptist and Brethren Baptism are examples of ordinances that the church observes when children have reached their pre-teen years. Tradition dictates that at this age a child is ready to begin the transition to adulthood. They need to begin taking the faith they have been taught since infancy and make it their own. But are our children really ready for such a step? Do they really understand the steps they are taking? The most common argument I hear in favor of child conversion are based on verses like the following: At that time Jesus said, I praise you, Father, Lord of heaven and earth, because you have hidden these things from the wise and learned, and revealed them to little children. Matt 11:25 And he said: I tell you the truth, unless you change and become like little children, you will never enter the kingdom of heaven. Matt 18:3 Jesus said, Let the little children come to me, and do not hinder them, for the kingdom of heaven belongs to such as these. Matt 19:14 Reasoning that God accepts the faith of a child, parents and teachers do their best to help the child to make these life decisions. But unfortunately, in the well-intentioned adults attempt to ‘hurry up and save the children from eternal damnation,† they have misunderstood the concept Jesus was teaching. Taken in their proper context we see that Jesus’ teachings were pointing not to the childish faith as being the characteristic he was seeking, but to the humility and trust of a child as being the characteristic he was seeking in his followers. This teaching is not for the children but for the adults to follow. At that time the disciples came to Jesus and asked, Who is the greatest in the kingdom of heaven? He called a little child and had him stand among them. And he said: I tell you the truth, unless you change and become like little children, you will never enter the kingdom of heaven. Therefore, whoever humbles himself like this child is the greatest in the kingdom of heaven. And whoever welcomes a little child like this in my name welcomes me. But if anyone causes one of these little ones who believe in me to sin, it would be better for him to have a large millstone hung around his neck and to be drowned in the depths of the sea. Matt 18:1-6 In each case where Jesus speaks of the faith of a child he is using this attitude to offset the tendency for his followers to become proud and self-sufficient. We need to see how helpless we really are without God and how our faith must grow out of trust rather than our achievements. So how then do we assess our children’s readiness to make these life changing decisions? We need to consider each child as an individual and measure their spiritual readiness based upon their understanding of who God is and what he has done for them. Faith is a response to a need and if the child does not perceive the reality of the need then there cannot be true faith. Measuring Spiritual Readiness During a recent Texas Baptist evangelism conference held in Fort Worth, leaders of a Bring the Children to Jesus workshop said â€Å"Children should come to Jesus just like grown-ups freely. Parents should neither push them into premature professions of faith nor neglect their spiritual nurture. Teach parents that they have a responsibility to God in the stewardship of their childrens spiritual development, said Karen Cavin, minister of childhood education at Mimosa Lane Baptist Church, Mesquite, Texas, who led the workshop with Wayne Shuffield Jr. , pastor of Royal Haven Baptist Church, Dallas, and co-author of Bring the Children to Jesus, a resource published by the Bapti st General Convention of Texas evangelism division. The gospel plan of salvation can be explained in terms an older child a fourth-, fifth- or sixth-grader can easily understand, they noted. Realize children think in literal terms, so avoid figurative language, they suggested. Shuffield and Cavin advised parents and church leaders to look for signs of readiness in children such as: Questions. Listen carefully to a childs questions about spiritual matters. If the child is asking who the guy was that climbed the sycamore tree, hes probably just asking for factual information about Zaccheus, Shuffield said. Just because you know the verse follows about the Son of Man coming to seek and save that which was lost, dont assume the child is making that leap. On the other hand, if a child begins to ask serious questions about sin, death and eternity, that could be a sign the Holy Spirit is drawing the child. Explore the level of interest and understanding by asking probing, open-ended questions, not queries that could be answered yes or no. Focus. Watch for a child who suddenly becomes focused on religious instruction. Unusual attentiveness in Sunday school or during worship c ould be a signal a child is ready to make a faith commitment. Behavioral changes. Anything from a sudden interest in Bible-reading to expressions of guilt over wrongdoing at home could mean God is working in a childs heart. Shuffield said that while some young children genuinely are converted, that is the exception, not the rule. Pastors, teachers and parents can help young children by distinguishing between the natural desire of a child to express love for Jesus and the life-changing decision of receiving him as Lord and Savior. At another workshop, â€Å"Childrens Church A New Way,† leaders suggested a combination of small-group sessions, self-guided activities and large-group time for childrens worship. Life development pastor Charlie McAllister and childrens worship leader Karen Lewis from the Houston-area Fellowship of The Woodlands said they incorporate lively music with â€Å"a lot of hand motions,† drama and secular videos with spiritual applications into their â€Å"Adventure Zone† childrens church service. â€Å"We make it fun for the kids,† Lewis said. â€Å"Kids tell their parents, ‘I want to go back to that church where they sing, dance and have donut holes. ’† â€Å"We try not to make it like school,† McAllister said. â€Å"We want it to be fun. We involve the kids in worship. Our goal is to raise up a generation of worshipers. Kids learn by doing. Theres no altar call and no scare tactics. We let the Holy Spirit convict. † Conclusion Taking the information presented by developmental psychology one might conclude that pre-adolescent children are simply not capable of making a decision for Christ. Maturationally speaking they have not developed the cognitive tools they need to come to this decision. Their thinking processes are still governed by mythical, literal understanding of their environment. They are more interested in fitting into the group than making individual decisions. But this conclusion would be flawed. Indeed John Ackerman states that most adults within the church would possibly fall into this same category. Rather, when we look more closely at the evidence we come to the conclusion that there is no magical age at which a child suddenly becomes able to understand spiritual matters. It seems quite clear that the only way to assess the spiritual readiness of a child is on an individual basis. And the real problem exists not with the children but the adults who are trying to teach them. In our sometimes over-zealous attempts to bring children to a decision for Christ we forget what that decision is. First, it is the job of the Holy Spirit to convict the heart of the individual, to open their eyes to the truth, to help them understand the eternal significance of the decision. Only God knows when the time is right but we can watch for the signs to know when to open the Word to these children. Second, tradition and ritual can be quite meaningful in helping us define our relationship with God, but it cannot create that relationship. Only through teaching and discipleship can a child begin to define his or her own relationship with God. It is through good biblical teaching that the child will understand why he needs the relationship and through godly Christian modeling that the child will understand how he develops that relationship. In many ways our traditions have made it so much easier to deal with issues pertaining to the spiritual development of children. They define the quantifiable standard and make the decision easy. They excuse us from the difficult job of working closely with each individual, to assess her specific spiritual needs. But in order to achieve the desired result a life-changing decision for Christ we must break free from our tradition and begin working to develop the spirituality of children in the only way that is truly effective individually. Table 1 COGNITIVE DEVELOPMENTPIAGET A. Four Factors Determining Development 1) Maturation the gradual unfolding of the genetic plan for life. 2) Experience the active interation of the child with the environment. 3) Social Transmission the information and customs that are transmitted from parents and other people in the childs environment. ) Process of Equalibration the process by which the child seeks a balance between what they know and what they are experiencing. When thay are faced with information that calls for a new and different analysis or activity, children enter a state of disequalibrium. When this occurs, they must change the way they deal with the information and establish a new, more stable state of equalibrium. B. Concepts and Processes 1) Scheme a method of dealing with the environment that can be generalized to many situations. 2) Adaptation can be understood in terms of adjustment. As the forces in the environment change, so must the individuals ability to deal with them. Adaptation involves two complementary processes: a) Assimilation In this process, input is filtered or modified to fit already existing structures. When we assimilate something, we alter the form of the incoming stimulus to adapt it to our already established actions or structures. b) Accomodation The process that involves modifying internal existing schemes to meet the requirements of the new experience. When we accommodate, we create a new scheme or modify old ones. C. Cognitive Development Stages 1) Sensorimotor Stage Birth to about Two years. Infants progress through their world using senses and motor activity. The develop object permanence, the understanding that objects and people do not disappear merely because they are out of sight. Their abilities are limited by an inability to use language or symbols to communicate. Intelligence during this stage involves organized systems or schemes of actions and behaviors that become increasingly complex and coordinated. 2) Preoperational Stage Age Two to Ten Children can use on thing to represent another. They can use language to go beyond their own direct experience. But their understanding of the world is still limited. They oftem believe that inanimate objects have a life of their own. They are egocentric, believing that everyone sees a situation the wat they do. Preschoolers do not understand conservation, the idea of something remaining the same despite changes in appearance. 3) Concrete Operational Stage Age Ten to Fifteen Children progress through this stage where many of the preoperational deficiencies are slowly overcome. Children begome less egocentric and begin to understand conservation. The child still has difficulty though with abstract terms such as freedom and liberty. Children in this stage understand the world only on a concrete level. 4) Formal Operational Stage Adolescence to Adulthood Children entering this stage now develop the ability to test hypotheses in a mature, scientific manner and can understand and communicate their positions on complex ethical issues that demand an ability to use the abstract. They can think about thinking that is they become aware of the processes where by they come to hold a particular opinion. The positive outcome of the stage of infancy is a sense of trust. If children are cared for in a warm, caring manner, they are apt to trust the environment and develop a feeling that they live among friends. If the parents are anxious, angry or incapable of meeting a childs needs, the child may develop a sense of mistrust. Trust is the cornerstone of the childs attitude toward life. 2) Autonomy vs. Shame or Doubt Toddlers are no longer completely dependent on adults. They practice new physical skills and develop a sense of autonomy. If they are not allowed to do the things they can do or are forced to do things they are not ready for, they may develop a sense of doubt and shame about their own abilities and fail to develop self-confidence. If encouraged to do what they can for themselves, they are helped to acquire a sense of autonomy. 3) Initiative vs. Guilt At age four or five, children begin to formulate plans and carry it through. If encouraged to form their own ideas, the child will develop a sense of initiative. If punished for expressing their own plans, the child develops a sense of guilt, which leads to fear and a lack of assertiveness. ) Industry vs. Inferiority During middle childhood, children must learn the academic skills of reading, writing and math, as well as social skills. If they succeed in acquiring these skills and if their accomplishments are valued by others, the child develops a sense of industry. If they are constantly compared to others and come up a distinct second, they may develop a sense of inferiority. 5) Identity vs. Role Confusion During adolescence, children must decide their own vocational and personal future. They develop a sense of who they are and here they belong. The child who develops a strong sense of identity formulates a satisfying plan and gains a sense of security. Those who do not develop this sense of identity may develop role confusion, a sense of aimlessness and being adrift without an anchor or plan. 6) Intimacy vs. Isolation The positive outcome of the psychosocial crisis of young adults, involving development of close interpersonal relationships, most often typified by marriage. The negative outcome of this stage is the unwillingness or inability to commit to others. 7) Generativity vs. Stagnation The positive outcome of the psychosocial crisis of middle age involves giving of oneself and ones talents to others. It is primarily concerned with establishing and guiding the next generation, investing something of oneself in the future. The negative outcome of this stage involves absorption in ones own personal needs and an inability or unwillingness to give to others. 8) Integrity vs. Despair The positive outcome of this last stage involves the realization that ones life has been worthwhile. After a life time of facing challenges and problems, they can look back on a productive life.

The greatness of little red riding hood Essay Example For Students

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the original writer is unknown and yet each time i hear it i love it even more! little red riding hood is one of the greatest folktales in the world! the original writer is unknown and yet each time i hear it i love it even more! little red riding hood is one of the greatest folktales in the world! the original writer is unknown and yet each time i hear it i love it even more! little red riding hood is one of the greatest folktales in the world! the original writer is unknown and yet each time i hear it i love it even more! little red riding hood is one of the greatest folktales in the world! the original writer is unknown and yet each time i hear it i love it even more! little red riding hood is one of the greatest folktales in the world! the original writer is unknown and yet each time i hear it i love it even more! little red riding hood is one of the greatest folktales in the world! the original writer is unknown and yet each time i hear it i love it even more! little red riding hood is one of the greatest folktales in the world! the original writer is unknown and yet each time i hear it i love it even more! little red riding hood is one of the greatest folktales in the world! the original writer is unknown and yet each time i hear it i love it even more! little red riding hood is one of the greatest folktales in the world! the original writer is unknown and yet each time i hear it i love it even more! little red riding hood is one of the greatest folktales in the world! the original writer is unknown and yet each time i hear it i love it even more! little red riding hood is one of the greatest folktales in the world! the original writer is unknown and yet each time i hear it i love it even more! little red riding hood is one of the greatest folktales in the world! the original writer is unknown and yet each time i hear it i love it even more! little red riding hood is one of the greatest folktales in the world! the original writer is unknown and yet each time i hear it i love it even more! little red riding hood is one of the greatest folktales in the world! the original writer is unknown and yet each time i hear it i love it even more! little red riding hood is one of the greatest folktales in the world! the original writer is unknown and yet each time i hear it i love it even more! little red riding hood is one of the greatest folktales in the world! the original writer is unknown and yet each time i hear it i love it even more! little red riding hood is one of the greatest folktales in the world! the original writer is unknown and yet each time i hear it i love it even more! little red riding hood is one of the greatest folktales in the world! the original writer is unknown and yet each time i hear it i love it even more! little red riding hood is one of the greatest folktales in the world! the original writer is unknown and yet each time i hear it i lo ve it even more! little red riding hood is one of the greatest folktales in the world! the original writer is unknown and yet each time i hear it i love it even more! chrissy10.comWords/ Pages : 1,231 / 24 .u6b784414fc079ef385c7df62bd7207ee , .u6b784414fc079ef385c7df62bd7207ee .postImageUrl , .u6b784414fc079ef385c7df62bd7207ee .centered-text-area { min-height: 80px; position: relative; } .u6b784414fc079ef385c7df62bd7207ee , .u6b784414fc079ef385c7df62bd7207ee:hover , .u6b784414fc079ef385c7df62bd7207ee:visited , .u6b784414fc079ef385c7df62bd7207ee:active { border:0!important; } .u6b784414fc079ef385c7df62bd7207ee .clearfix:after { content: ""; display: table; clear: both; } .u6b784414fc079ef385c7df62bd7207ee { 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; } .u6b784414fc079ef385c7df62bd7207ee:active , .u6b784414fc079ef385c7df62bd7207ee:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6b784414fc079ef385c7df62bd7207ee .centered-text-area { width: 100%; position: relative ; } .u6b784414fc079ef385c7df62bd7207ee .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6b784414fc079ef385c7df62bd7207ee .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6b784414fc079ef385c7df62bd7207ee .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; } .u6b784414fc079ef385c7df62bd7207ee:hover .ctaButton { background-color: #34495E!important; } .u6b784414fc079ef385c7df62bd7207ee .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6b784414fc079ef385c7df62bd7207ee .u6b784414fc079ef385c7df62bd7207ee-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6b784414fc079ef385c7df62bd7207ee:after { content: ""; display: block; clear: both; } READ: The Old Barn Essay We will write a custom essay on The greatness of little red riding hood specifically for you for only $16.38 $13.9/page Order now

The Red Cardigan Essays

The Red Cardigan Essays The Red Cardigan Essay The Red Cardigan Essay The red Cardigan is about a young girl who claims to have a ‘gift’ where she knows things and see’s them before they happen. Evie, the young girl had the special gift passed down from her grandmother. The text explores the themes of psychological realism, crime mystery and the supernatural. This book was very detailed and interesting which kept me wanting to read more. The Red Cardigan is about Evie seeing things that others don’t. She likes to draw but sometimes her hands draw something completely different then what she was wanting to draw.Evie wears an opshop store red cardigan which used to belong to another girl who is now murdered and missing. Since she started wearing it she has been getting hints from that girl such as her hands drawing a picture of the missing girl, and all these hints eventually lead to a solved crime mystery. Evie first discovered her gift very young when she was in the car and every time she drove past a certain spot she would s ee a girl standing on the corner covered in blood. Later on she finds out that that was where a girl had been hit and killed.She was the only one who could see this though and didn’t understand at the time. Evie’s mum doesn’t approve of this gift and wants to have nothing to do with it so as Evie struggles to solve this crime she also battles with her mum and makes life very hard for her. The positive aspects of this text is that it is really interesting and has a really good and strong story line. This book is not confusing but very easy to understand what is happening and it has many details to help tell the story.The text is very organised and also has flashbacks throughout the text which help you understand and keep you interested and always thinking. We can see this when Evie experiences a flashback in the middle of the book of one of her dreams she had about a specific place, which didn’t make sense to her at the time, but now when she’s at t hat place, she realises what the dream was trying to tell her and it leads Evie to finding the missing girl. For me I don’t think that there are any negative aspects of this book as I loved every minute of it and could not find anything negative about it at all.The author deeply explores the themes of the supernatural and psychological sides of things which has made her being very successful in engaging her readers. J. C. Burke has done a very good job at making a great storyline and planning out the story so it works well and makes sense all throughout. The Red Cardigan written by J. C. Burke, is an interesting and touching story about a young girl who has a special gift and is on a mission to find a missing person.It explores psychological realism down to every little detail and keeps you intrigued all throughout the book. The message of this story was to always follow your senses as it leads you the right way and J. C. Burke was successful in communicating this to her read ers, as she shows us that by Evie following hers it lead her the right way and ends up solving a crime mystery. This book has a very powerful and interesting story and I would defiantly rate it highly.

Idioms About Distance

Idioms About Distance Idioms About Distance Idioms About Distance By Mark Nichol The English language, rich with idiom, is replete with colorful words and phrases about measurement of distance. Here is a look at some of those expressions, roughly in order of the magnitude of the length being referred to. Colloquial phrases about distances include hairbreadth, referring, as the word indicates, to the thickness of a hair with the connotation of coming within an infinitesimal distance of doing something. The closing of this compound word, first known to have been used in the early 1600s, is unusual, as is the insertion of the plural s in the middle of the plural form: hairsbreadth. Similarly, one can refer to doing something â€Å"by a whisker.† One can also say that that a room or other place is so small, one could not swing a cat in the confined space. Two idioms that do not refer to literal distance but include figurative references to distance follow: To express that someone is not trustworthy, one can write or say, â€Å"I don’t trust [someone] any farther than I can throw him† (or her). To indicate that one does not want to get close to an object or a subject, one can refer to not wanting to touch something or someone with a ten-foot pole- or, rarely, a barge pole (referring to a long pole used to propel a barge, a long, flat boat used for hauling freight or debris, by pushing the pole’s end against the shallow bottom of the waterway). A small but more extensive distance might be described as a hop, skip, and a jump or spitting distance (not to be confused with the much more intimate striking distance, denoting sufficient proximity to hit someone or something), though these expressions refer to more than the literal distance, likely even more than â€Å"a stone’s throw†- literally, the distance one can throw a rock of indeterminate size. Meanwhile, something right in one’s backyard is no great distance. Many people are familiar with the expression â€Å"Don’t fire until you see the whites of their eyes,† attributed to various American officers during the Battle of Bunker Hill during the Revolutionary War. This admonition to withhold musket fire until the targeted enemy is close enough for a sure shot that justifies the use of precious ammunition had been used repeatedly in various forms for several decades before that conflict, however, and originated with a Swedish king in the early 1600s. It never achieved popular usage, though, even as a figurative expression. An expression from the American South refers to how many looks away a destination is; this term denotes how many landmarks one must look for before arriving. (â€Å"Turn right at the church, then, when you come to a big stump right next to the road, take the next left turn, and it’s right past the creek crossing† represents three or four looks, depending on whether the left turn after the stump counts as a look.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:20 Types and Forms of Humor15 Types of DocumentsWhat the Heck are "Peeps"?

Analyze love or power and control on two sheakesperean plays and Essay

Analyze love or power and control on two sheakesperean plays and feminist literature, and feminist research - Essay Example ian leash, Shakespeare openly created female characters to transcend socially permitted female behaviors of the time and exposed female characters and their manipulations and power games they tried to play. All the heroines of his plays all have a deep trace of rebellion and some feminist views opposing male dominance and control. Seen from a feminist perspective Lady Macbeth was a strong-willed, intelligent woman, who was driven to consorting with devils because the male demons of her own culture prevent her from doing what men assumed by right. Her wish to shed her sexual identity, as seen through the â€Å"unsex me here† line, reinforces desire for power and control in a male dominated world. Similarly Hermia can be seen as a female who despite the penalty of death on disobedience rebels against the control of her father and the King so that she can choose her own life partner. Macbeth: Shakespeare’s Macbeth is a tragedy where both the villains Macbeth and his Lady are also the tragic heroes of the play.   A tragic hero is a character that the audience sympathizes with despite his/her actions that would indicate the contrary.   Macbeth, in spite of his horrible murders, is a pitiable man.   He suffered because he could not enjoy his royal status as  fear, paranoia and sleeplessness plagued him.  Similarly Lady Macbeth is also a tragic hero.   Her early ambition and daring did not last long, and she soon deteriorates into a delusional, hapless somnambulist.   She breaks down due to the strain of the crime.   Macbeth and his wife are pitiable characters because the audience is able to follow their every thought and action and can see the how their greed is followed by guilt and remorse.   A Midsummer Nights Dream: A Midsummer Nights Dream is a comedy in which Shakespeare shows many different kinds of love and marriage with the underlying theme of male dominance and their women’s rebellion against this control. Helena and Hermia flee into the woods on

Ferdinand Toennies's Gemeinschaft Essay Example | Topics and Well Written Essays - 500 words

Ferdinand Toennies's Gemeinschaft - Essay Example There are several that I can envision on the corporate front such as security exchanges and the like, but I think that the best example of Gesellschaft is the city of New York. New York City is an organization in that it is a municipality. Thus while governmentally organized, it is a Gesellschaft as proposed by Toennies. (Kirvisto 89). New York City is a large, urban society, in which social bonds are based on impersonal and specialized relationships, with little long-term commitment to the group or consensus on values. Relationships are based on achieved statuses, and interactions among people are both rational and calculated. This is evidenced by the interactions of brokers on Wall Street, the advertising industry and even the penal system. He who makes the highest dollar attains the highest status. This is precisely what Toennies predicted would happen which is why his preference was towards the Gemeinschaft. (Kristovo 89).

The 1906 landslide victory Essay Example for Free

The 1906 landslide victory Essay To what extent is it fair to conclude that it was Conservative/Unionist failings that led to the 1906 landslide victory? Within the last 20 years being dominated by the conservative party, perhaps it is possible to assume that soon there would be a reverse in conservative fortunes. This could come from a liberal comeback or another party finding their feet in parliament. As we know it was the Liberals aiming their ascendancy again to win a landslide victory in 1906. However, external factors cannot entirely be attributed to the conservative downfall as it came in a landslide defeat. In answering this question I will look at the inefficiencies and limitations of the conservative party, whilst also considering the actions and decisions of the other parties. It is fair to say that the conservatives would have found it difficult to gain any more votes than they already had received form previous elections, and that their goals were mainly consolidation of their position. This landslide in 1906 shows that the conservative objections were failed to be adhered to. Therefore in answering this question the first aspect to look at is the conservative parties own limitations. Many of the problems that the conservatives had to face were them always seeming to have an ineffectual leader, Arthur Balfour. At first it would to be believed that he might become a good leader as he had brains, courage, vision and that he was also a well respected man in the commons. Balfour disliked democracies like his uncle Salisbury, yet in that he never took it seriously. Balfour became too cerebral and too uninvolved, and in his eyes, the Tories were an instrument for solving the nations problems. He saw that Britain was in a state of decline on the international front, with the economic growth saturating alongside productivity. Thus, defense of the empire was required in order to make Britain more competitive and Chamberlain was particularly devoted tot this. It has to be said that it was the combination of Chamberlains response and Balfour letting him enact his response that became a major reason behind the conservative defeat in the 1906 elections. The conservatives foreign policy was also very poor, as it was the Liberals in 1886 with the problems involving Irish home rule. Between the two men, the party collapsed from Salisburys secure and dominant party, to eventually ruins. Balfour was also costly about reform, and it was the poorly orchestrated social reform that seemed to lead to the dissatisfaction of certain social groups that had been formally enlightened by the conservatives. An example of this is the 1902 Education Act, which eventually ended up in a political disaster. In order to achieve national greatness and efficiency it was believed at the time that it was education that held the key, and that if education didnt become a prominent feature of party policies Britain would fall behind other major countries. Therefore no wonder that Balfour and Devonshire both co-operated to forward the education act of 1902. Embitterment reached its peaks in the summer of 1906 with Dr. Clifford, who started upon orchestrating a campaign against education reform. This became the beginning of the non-conformist revolt. Other reforms agitated the non-conformists groups, two years later with the enactment of the 1904 Licensing Act, which made provision for closure of republic houses but also compensated those who had lost trade by a levy on those remaining. With Balfours inability to reform he had two major instances in the public spotlight, which completely tarnished the partys reputation with hem showing complete insensitivity towards the public opinion. Balfour mistake on the domestic front with him totally comprehending the trade unions agitation that arose form a series of judgments in the late 1890s (Taff Vale). In contrast with Disraeli in the 1870s he made no effort to halt the pressure groups. Balfours main concerns were with the foreign policy and maintaining of the empire, which in effect would enhance Britains position. Another major mistake that Balfour made was the damage from the Boer War in South Africa. Alfred Miller concerned about the war asked for the importation of Chinese workers, these workers would work in the gold mines of the Rand. Initially Chamberlain who obviously recognized the importance of public opinion vetoed the request, however the board sanctioned the request later in 1903. This proved to be a mistake with a wave of protest all over Britain, mainly die to the people becoming more aware of human rights. The outcry came form the conscience as the Chinese workers had to work in poor conditions in the most small and dangerous areas. Balfour could have rejected the idea, however to him the plan was effective and practical. On the 15th May 1903, Birmingham, Chamberlain declared his faith in imperial preference as he proposed to abandon free trade which had become a way of British life for fifty years. He believed that a system of duties would tie the overall empire together, raise revenue for social reform and protect British industry. The war on the Tariffs had started with Chamberlain seeing this move a way of solving the nations problems whilst giving him individual gains, such as him being in the spotlight after fading with the climax of the Boer War. In July 1903 an outraged group of unionists began to set a Free Food League, and thus Balfour faced an extremely dangerous position. Bitter quarrels were beginning to form between those who endorsed free trade and those who were tariff reformers. Another massive blow to the conservative party under the controversies of tariff reform was the loss of Winston Churchill, who publicly showed the necks of the liberals, tariff reform became a rallying cry for conservatives and an electoral liability. The protection of men and women meant less food for the people, whilst the fre trade stood for prosperity and cheap food. Chamberlains reform, was admittedly unfortunate to coincide with economic revival, yet this fear of expensive food created a retaliation in the country and I believe this was the major mistake made by the party, which ultimately produced a swing against them of devastating proportion in what is know seen as the landslide victory of 1906. Chamberlain and Balfour both seemed to have the inabilities to appease all social groups and this was made worse with their ineffective social reform, inability to understand public opinion and their constant focus upon solving the nations problem. This all contributed to the declining conservative support. The views that I have just made are the conservatives mistakes that led to the landslide victory, yet the Liberal party after Gladstone was undertaking changes. These changes were apparent in their organization and ideology and thus by the early 1900s it was ready again to challenge the conservatives through the electoral system. The year 1902 was a decisive year for the liberals fortunes. Initially, the liberals looked set to divide further into factions as Roseberys ascendancy had culminated in him leading a pressure group within the party as a president of the new liberal league. The group name was Schism which included the prominent figures such as Grey, Fowler and Asquith. The group however began to fade away. The education Act set up by the conservatives gave the Liberals a chance to reform and unite and rally to the non-conformist cause. The Liberal politicians now had something to pick up on, and hostility to rate support fir church schools and the abolition of the non-conformist dominated school boards was a perfect issue. By-elections immediately swung against the Tories, as the Liberals won in Bury and Leeds by July. In 1903 Chamberlain had begun his infamous tariff reform campaign and presented the Liberals with an absolutely perfect issue in which they could protest against. The Liberal propaganda, machine had got in motion with the main liberal highlight big Liberal Loaf against the small Tory loaf. Asquith began to emerge as a leading protagonist in the issue, and was a thorn in Chamberlains side. Through the campaign the liberals were winning back votes form the working class as the liberals played upon the fact that the tariffs were being enacted at the expense of the masses who have to pay for them. This then led to more places falling under the Liberal grasp like Lancashire. Even new support groups were being encouraged, as the National League of Young Liberals was set up in 1903 and had 300 branches by 1906. Gladstones achievements as an organizer meant a fall in the number of unionist candidates. The splitting of the progressive vote had clearly rebounded to the unionist advantage, highlighted in the unionist dominance at Barnard castle in 1903. The eventual agreement was signed in September 1903 with the main gist being that Labour would get a free run in some forty to fifty unionist seats in return for backing the Liberals elsewhere. The results of the 1906 elections were paramount to the pact made by the two parties, as the benefits affected both. Indeed the LRC and the Liberals were able to concentrate upon capitalizing on the new upshot of working class consciousness, which was shown in essence at the retaliation against the war fought for the rich capitalists of the Rand, the money making schemes of Chamberlain, the contemptuous nature against Labour with the enslavement of Chinese workers and the refusal to reverse the Taff Vale judgment. The reform issue was the final fault of the conservatives for the Liberals to pose the question. The 1906 elections was a disaster for Unionists whereas the liberals consolidate their strongholds whilst gaining in Lancashire, London and the southeast. In conclusion I believe that it was mainly due to the conservative failings that led to the 1906 landslide elections. The Tory party was headed by two main figures, Balfour and Chamberlain who brought the party to ruins preceding the rise in liberal fortunes headed by Salisbury. The liberal propaganda machine helped to put the conservatives to rest whilst they continued their uprising. The Liberal united around the conservative failings and this proved to be a force for both non-conformity and the working class.

Macbeth as the Aristotelian Tragic Hero Essay -- Macbeth essays

Macbeth as the Aristotelian Tragic Hero The first criterion that a tragic hero must comply to is that they must be above average. They must be Khrestos. Macbeth is khrestos. He is described as "valour's minion" 1-2 19. Valour's minion means bravery's favourite. Also he is spoken of as "brave" and "Bellona's bridegroom". Bellona was the goddess of war. Duncan, the king, describes Macbeth as "noble". And also uses a familiar term for Macbeth, as if he is in the kings family. "o' valiant cousin, worthy gentleman". These quotations from Duncan carry more weight as they are from the highest nobility, the monarch himself. These quotes evidence that Macbeth is khrestos. Everyone thinks highly of him and he is already Thane of Glamis, then he becomes Thane of Cawdor. The Thane of Cawdor is executed for being a traitor, so Macbeth inherits the label of a traitor, even though it is not known. Another condition of a tragic hero is that he must have a flaw in his character that will prove fatal to his life or status. This flaw is called Hamartia. Macbeth's hamartia is that he is ambitious. It is obvious that he has thought about being king before the predictions of the three witches. "if chance will have me king, why, chance may crown me without my stir". This quote evidences this fact. The best piece of evidence of Macbeth's hamartia is his line. "I have no spur to prick the sides of my intent, but only vaulting ambition which o'erleaps itself". It is also clear that he is ambitious, when he is at the castle of Duncan and Malcolm is named as the Prince of Cumberland, which is heir to the throne.... ...ies Macduff's son when he is stabbed by an assassin. We also feel fear and pity for Banquo when he is killed whilst on his innocent ride with Fleance. Both scenes before each respective murder are sweet and homely and make the reader feel doubly upset when the characters are murdered. Some people pity Macbeth during his anagnorisis, but not during his peripetiea when his relationship with his wife is falling apart, we tend to pity Lady Macbeth. "how now my lord, why do you keep alone" 3-2 l8. She sounds upset and innocent when we still really know that Lady Macbeth is pure evil and helped to corrupt her husband. I conclude, that I do believe Macbeth is a true tragic hero in the Aristotelian sense. Macbeth fits all the criteria and I do indeed experience catharsis, all the way through the play.

French Existentialism Philosophers Essay

Part A: Gabriel Marcel’s Philosophy on Problem and Mystery Part B: Simone De Beauvoir’s Philosophy on why there is a moral obligation to overcome oppression (our own and that of others) and why is an existentialist ethics an ethics of freedom Part A: Gabriel Marcel is known to be one of the more religious philosophers who was a French Existentialist. He was a committed Catholic Philosopher and he believed that by being connected to others he will be connected to god. He believed that philosophy should be about hope and wanted to portray the more positive aspects of human characteristics through his writings and thoughts. Marcel has a belief that problems and mysteries were two separate ideas where problems exist outside and apart from ourselves and mysteries were unsolved queries that were more internal to one’s self. For example determining what a body is, is a problem and determining what my body is, is a mystery. He believes that we can use primary and secondary reflections in order to seek a solution to the problem or mystery being faced with. Primary reflections use analytical skills to separate the thinker from the problematic object in order to find a resolution. Separating the thinker from the problem is important in order to effectively reflect and create intellectual and moral means to a solution. Primary reflections use means of abstracting data and using it in order to manipulate the world and deal with the problem that is not always black and white or a right or wrong answer. Primary reflection approaches problems from an objective standpoint where the thinker is separate from the problem while the secondary reflection begins with the experience of existence within the problem and is used with reflection of a mystery. The secondary reflection is open to contemplation by looking at it as a unique presence. The existence within the world is not a problem that needs to be solved because humans and their bodies are intrinsically related to the world and they are in relation to each other, not objects or problems that can be manipulated. Marcel believed that Philosophy is a part of reflecting on a mystery and the mystery requires participation of the person reflecting because it is an experience of presence itself. A mystery involves you as an intrinsical part of the question wh ich is a question of yourself and requires a solution by secondary reflection. A question becomes a mystery when it takes itself into the subject. Marcel believes that humans are increasingly becoming defined by their problems which cause alienation of themselves from themselves and also causing separation from others. The questions of â€Å"being† and humans are mysteries within the Marcel philosophies. When something is recognized as â€Å"not being† it cannot be a mystery. As humans we have a need for â€Å"being† with â€Å"ontological exigence† which consumes â€Å"being† upsurges of joy, happiness, hopefulness, expectations and desires. â€Å"Being† as a human means existing and experiencing the world and the subjects within it. Having something means exercising power over that thing by possession and rights to those possessions. By having rights over a possession can also enables that person to have the ability of disposal of that subject as well. Having something is different from experiencing that thing, for example having a body is different form experiencing your body because you cannot rid yourself of your body without ceasing to be. Life is not identical to a person’s â€Å"being† because â€Å"being† is the whole self which is more than life and it is what a person aspires to be. Humans can only evoke the fullness of â€Å"being† by engaging with others and coming together as a community. Marcel promotes the idea of living I-Thou which opens up and enhances a person’s â€Å"being† which God being the ultimate Thou. The I-Thou idea requires a person to be open to the â€Å"being† of others within their lives and not living only for themselves. Marcel has an interesting stance on the subject of love and how it should be defined. He believes that love has to do with inner subjectivity and it is about seeking and experiencing the â€Å"being† of the other. Love is not about possession or having another person which is commonly thought to be the main definition of what love means. Marcel believes that a self does not love, but it is the self that is constituted by love. When we attach predicates to a thou we limit our love for another and it’s trust and faith which constitutes love in the â€Å"being† of the other. I always thought that love had to do with possessing and labeling a person or subject as yours. However, Marcel’s philosophy on love has changed my point of view into believing that love is about fully accepting a person as who they are instead of trying to possess them and changing them into being an object of your desire and control. Part B: In Simone Beauvoir’s writing of The Ethics of Ambiguity she begins to elaborate on ethics and the importance of a moral obligation to overcome oppression. Moral acts and willing one’s self free is an obligation of a person in order to become a moral person. With moral freedom a person is not free unless they can deal with free individuals. We all should strive for our freedom as well as the freedom of others and the freedom of all. The freedom to choose is shaped by social and political freedom of people. Beauvoir believes that in order to free all we must take a stand for justice especially in the political sense. We ought to respect freedom when it serves freedom, but not when freedom distances itself from itself. For example when freedom is used in the oppression and the abuse of others, we ought not to respect it in cases such as a dictatorship oppressing the freedom of its people. Oppressing an oppressor is justified even when it requires violence and in cases of people rising up and rebelling the person or the system that has been oppressing them it is justifiable. In such cases casualties of war with sacrifices is justified when fighting for freedom because it makes it a just war. Simone Beauvoir states â€Å"the truth is that if division and violence define war, the world has always been at war and will always be; if man is waiting for universal peace in order to establish his existence validly, he will wait indefinitely: there will never be any other future.† (Beauvoir ) With this she means that if the only reasons for war are for violence to annihilate the other opponent because of division then war will never end and people will never reach complete liberation. However, oppressing and oppressor should never be driven by blind faith. The actions must be considered fully well and deliberate over choice. Each circumstance should be considered on a case by case basis and analyzed by practical problems. Ethics emphasize physical and social interaction in relation to other human beings because of freedom. Authentic morality involves engagement with the world that is not abstract intellectualism. People who sit by and talk about the problems and the circumstances that accustom the world are not engaging with the world directly. Beauvoir stresses that in order to achieve authentic morality people must do something to engage with the world not intellectualize the problems within it. Humans have a moral commitment to liberate the oppressed individuals because it causes limited liberation of their own freedom. Oppressed individuals may not even know that they are being oppressed and this why it is important for others to enlighten them and help them become liberated from their situation. With an oppressed individual, their own judgment that they are oppressed is what counts and this is why it’s an obligation of others who recognize the oppression to give them knowledge of their situation. Oppressed people are cut off from the future without the power of liberation to decide what is next for them in their lives. With liberation a person must be able to question values and oppressed individuals are not able to do this. Being oppressed does not gain moral character because character is not built by suffering. A person cannot say that they are a strong person because they have been accepting oppression and the suffering that comes with it. A person is strong when they take a stand for their liberation and fight for their own values as well as the liberation of others. However, power is limited within liberation, Beauvoir enforces this by stating that â€Å"to be free is not to have the power to do anything you like; it is to be able to surpass the given toward an open future; the existence of others as a freedom defines my situation and is even the condition of my own freedom.† (Beauvoir ) Power is a foundation of moral freedom and in order to engage the world a person must have power, but it is a limited power. Not only individuals of the world, but state also has an obligation to ensure that it’s people have a minimum level of well-being because this is necessary to freely act within the world. External help is needed in order to alleviate oppression and once an oppressed individual is placed within the presence of freedom they must pursue freedom for themselves and one cannot force freedom upon them or it would not be recognized as freedom at all. Works cited Beauvoir, S. D. The Works of Simone de Beauvoir. Zuubooks.com, 2010. Print. Marcel, Gabriel. A Gabriel Marcel Reader. 1st edition. St. Augustines Press, 2011. Print.

Employee and Payroll System

Rwanda Tourism University College PROJECT PROPOSAL Project title: EMPLOYEE AND PAYROLL SYSTEM Done by: MAHORO Hisham BITG/0053/10/E Tel: +250788801653 Employee and Payroll System Introduction Employee and Payroll System, this project is made in the Microsoft Visual Basic 6. 0. This project keeps the record of employees working in the company. A user can add, delete or update the record of one or more employees. This project also calculate   the   salary   of   employees   and   store them in a database. Description This is Employee and Payroll System software.In this software all the records of the employee is stored. Admin has the right to edit and delete the employee information. The employees can view their personal information,   salary details, and their leave details. this software is user friendly. This software can be used for those companies where they have lot of employees. here u will find all types of coding like coding for insert, delete, to view. Even u fi nd queries like selecting the data from more than 2 tables. so u will get lot of help from this project. All about Employee and Payroll System:The first form in the project is welcome form. After it we write coding of above mention form which is define below:- 1. Coding for add record for Employee. 2. Coding for delete the record from . 3. Coding for editing the record from the data base. 4. Coding for view the record form. 5. Coding for the advance view record form. 6. Coding for the salary information form. 7. Coding for the salary input form. 8. Coding for the delete salary form. 9. Coding for some button such as exit, cancel, ok   next, previous and find   button.This project keeps the record of employees working in the company. A user can add, delete or update the record of one or more employees. This project also calculates the salary of employees and stores them in a database. So we define the coding of every from, one thing which is I forgot to tell you that we make a El even form in this project which is mention below:- * Welcome Form * Login Form * Main Form * Add New Record Form * Delete Record Form * Edit Record Form * View Record Form * Advance View Record * Salary Information Form * Edit Salary Form * Delete Salary Form

Charles Tex Watson and the Manson Family

Charles Tex Watson and the Manson Family Charles Tex Watson went from being an A student in his Texas high school to being Charles Mansons right-hand man and a cold-blooded murderer. He led the killing spree at both the  Tate and LaBianca  residences and participated in killing each member of both households. Found guilty of killing seven people, Watson is now living his life out in prison, he is an ordained minister, married and father of three, and claims he feels remorse for those he murdered. Charles Watsons Childhood Years Charles Denton Watson was born in Dallas, Texas on December 2, 1945. His parents settled in Copeville, Texas, a small impoverished town where they worked at the local gas station and spent time at their church. The Watsons believed in the American dream and worked hard to provide better lives for their three children, of which Charles was the youngest. Their lives were financially modest, but their children were happy and following proper paths. Early Teens and College Years As Charles got older he became involved in his parents church, the Copeville Methodist Church. There he led devotions for the church youth group and regularly attended the Sunday night evangelistic services. In  high school, he was an honor roll student and a  good athlete and earned the reputation as a local track star by breaking records in high hurdles. He also worked as the editor of the school paper. Watson was determined to attend college and worked at an onion packing plant to save money. Living in his small hometown was beginning to close in on him and the thought of gaining freedom and independence by attending college 50 miles away from home was appealing. In September 1964, Watson went to Denton, Texas and began his first year at  North Texas State University  (NTSU). His parents were proud of their son and Watson was excited and ready to enjoy his newfound freedom. At college academia quickly took a second seat to going to parties. Watson joined the Pi Kappa Alpha fraternity in his second semester and his focus switched from his classes to sex and alcohol. He participated in some of the fraternity pranks, some more serious than others. One involved stealing, and for the first time in his life,  he had to disappoint his parents by admitting he broke the law. His parents lectures failed to deter his wish to get back to the campus fun. Watsons First Exposure to Drugs In January 1967 he began working at Braniff Airlines as a baggage boy. He earned free airline tickets which he used to impress his girlfriends by taking them for weekend trips to Dallas and Mexico. He was getting a taste for a world away from Texas and he liked it. During a visit to a fraternity brothers home in Los Angeles, Watson was taken in by the psychedelic atmosphere of drugs and free love which took over Sunset Strip during the 60s. From Texas to California Against his parents wishes, by August 1967, Watson left NTSU and was on his way to total freedom Los Angeles. To keep a promise to his parents to finish college he began attending classes at  Cal State  in business administration. His cherished frat clothes were tossed away for the cooler hippie look and his preferred high switched from alcohol to marijuana. Watson enjoyed becoming part of the group who separated themselves from the establishment and they accepted him. Within months of being there, Watson took a job as a wig salesman and quit Cal State. He moved to West Hollywood and  then to Laurel Canyon in a house behind the strip. His mother came to visit him just one time after he was hurt in a serious car accident. Unimpressed with his lifestyle, she begged him to return to Texas and although a part of him wanted to return to his hometown, pride kept him from going. He would not see her again until after he was on the run for  killing  seven people. Watson began dealing marijuana and he and his roommate opened a wig shop called Love Locs. It closed quickly and Watson began relying on drug dealing to pay for his new Malibu beach home. His desires to earn money soon dissipated to wanting to get high, go to rock concerts and lay on the beach. He finally evolved into what he thought was a full-time hippie and he felt he had found his place in the world. The Meeting That Changed His Life Forever Watsons life changed forever after picking up a hitchhiker who was Dennis Wilson, a member of the rock group, the Beach Boys. After arriving at Wilsons Pacific Palisades mansion, Wilson invited Watson up to see the house and meet the people hanging out there. He was introduced to various people, including Dean Moorehouse, an ex-Methodist minister, and Charlie Manson. Wilson invited Watson to return to the mansion anytime to hang out and swim in the Olympic-sized pool. The mansion was filled with dropouts who hung out doing drugs and listening to music. Watson eventually moved into the mansion where he mingled with rock musicians, actors, children of stars, Hollywood producers, Charlie Manson and members of the Manson Love Family. He was impressed with himself, the boy from Texas rubbing elbows with the famous and he was drawn to Manson and his family, drawn to Mansons prophesizing and to the relationship his family members seemed to have with one another. Heavy Hallucinogens Watson began doing heavy hallucinogens regularly and became consumed by a new drug-induced perspective in which he believed love and deep bonds to others were formed. He described it as a kind of connection even deeper and better than sex. His friendship with Dean had deepened as well as with many of Mansons girls, both of whom encouraged Watson to rid himself from his ego and join the Manson family. Joining the Manson Family Wilson began to pull away from the regulars who were living in his mansion after complaints of sexual child abuse circulated. His manager told Dean, Watson, and others living there that they would have to move. With nowhere to go, Dean and Watson turned to Charlie Manson. Acceptance wasnt immediate, but in time Watsons name changed from Charles to Tex, he turned over all of his possessions to Charlie and moved in with the family. In November 1968 Tex left the Manson family and moved to Hollywood with his girlfriend, Luella. The two were financially comfortable drug peddlers and Tex changed his dirty hippie image for a more stylish Hollywood look. As the couples relationship fell apart, Texs desire to reunite with the Manson family grew. By March 1969, he was back at Spahn Ranch and back in the inner Manson circle. But the family focus had changed into something sinister something the family called Helter Skelter. 10050 Cielo Drive For several  months, Manson spent long hours talking about Helter-Skelter. But the revolution was not happening quickly enough for Manson and a plan to kick-start things went into place. On August 8, 1969, the first phase of Helter-Skelter was to begin. Manson put Tex in charge of family members Susan Atkins, Patricia Krenwinkel, and Linda Kasabian. He instructed Tex to go to 10050 Cielo Drive and kill everyone inside the home, make it look bad, but most importantly make sure each girl participated. The Tate Murders With Watson in the lead, the four entered the home of actress Sharon Tate-Polanski. Once inside they brutally beat, stabbed and shot all occupants inside the home including the eight-month pregnant Sharon Tate, who begged for her babys life and cried out for her mother as they stabbed her 15 times. Also found shot to death was 18-year-old Steven Earl Parent, who was visiting the caretaker and caught by the Manson group as he was leaving the residence. The LaBianca Murders The next day Manson, Watson, Patricia Krenwinkel, Leslie Van Houten and Steve Grogan drove to the home of Leno and Rosemary LaBianca. Manson and Watson entered the home and bound the couple, then Manson left and sent in Krenwinkel and Van Houten. The three stabbed and beat Leno then his wife Rosemary. They then scrawled on the walls in blood, the words Healter Skelter (sic) and Kill the Pigs. Manson had issued the order to kill but left before the killing began. Donald Shorty Shea On August 16, 1969, just eight days after the Cielo Drive murders, police raided Spahn Ranch and rounded up several members on auto theft charges. After the raid the family headed for Death Valley, but not before Manson, Watson, Steve Grogan, Bill Vance and Larry Bailey killed ranch hand Donald Shorty Shea. Manson believed Shea was a snitch and responsible for the raid. Leaving the Manson Family Watson stayed with the Manson family until the first of October 1969, then he decided to return to Texas. But the dramatic change from when he first left home in 1964 to who he was five years later made it difficult to stay. He decided to go to Mexico but felt the strong pull to go back to Charlie and his real family. He then flew to L.A. and made his way closer to where the family was staying, but stopped short because he believed Charlie would kill him if he did return. Watson returned to his family in Texas, only this time he cut his hair and began trying to blend into his unfamiliar family world. He reunited with an old girlfriend and his drug use became minimal. The future began to show an inch of promise with parts of his old life returning. All of that stopped on November 30, 1969, after he was arrested for the Tate and LaBianca murders and charged with seven counts of murder, charges his mother took years to accept and believe. Tex Watson Charged With Seven Murders Some of the members of the Manson family had provided the D.A.s office in Los Angeles with what they heard around the ranch the days following the murders, but it was Susan (Sadie) Atkins who couldnt resist bragging about the Manson family and the murders while in Sybil Brand Institute for Women in Los Angeles. Later she told the same story to the grand jury and described Watsons involvement in the murders. It was not long after that Tex was located in Texas and arrested. After fighting for extradition back to California for nine months he was finally returned on September 11, 1970. By this time Manson, Sadie, Katie, and Leslie were in their third month of trial. The extradition process prevented Watson from being tried with the group. It also allowed Tex the opportunity to find out who was being blamed for what crimes so when it came time for his trial he knew what to admit to and what was already being blamed on the others. Mental Breakdown Once in California, Watson began suffering from acute paranoia and regressed to a fetal state, stopped eating and reached 55 pounds before being sent to Atascadero State Hospital for a 90-day evaluation period to see if he was fit to stand trial. It was not until August 2, 1971, that Charles Tex Watson would finally go on trial for his brutal murders. The Trial:   District Attorney Vincent Bugliosi had successfully prosecuted the others involved in the Tate-LaBianca murders and now began the trial of the last, and most culpable of all parties involved. Dressed in a suit and holding the Bible, Watson pled not guilty by reason of insanity yet was sane enough to admit on the stand only those crimes which he knew the prosecution was already aware. He failed to admit to killing Sharon Tate or being with Charlie when the LaBiancas were first taken captive and bound. After two and a half hours of deliberation, Charles Tex Watson was found sane during the murders at the Tate and LaBianca homes. For his crimes, he received the death penalty. Born Again, Marriage, Father, Author Tex spent from November 1971 until September 1972 on death row at San Quentin. After California outlawed the death penalty for a short time, he was moved to California Mens Colony in San Luis Obispo. There he met Chaplain Raymond Hoekstra and became a born-again Christian. Charles Watson, five years after merciless murdering seven people in cold blood, was teaching Bible studies which eventually led to his forming his own prison ministry Abounding Love Ministries. During his stay at the Colony he wrote an autobiography called, Will You Die for Me in 1978, he married Kristin Joan Svege and in 1979 he gained the trust of Suzanne Struthers (Rosemary LaBiancas daughter) who fought for his release during a 1990 parole hearing.; Through conjugal visits, he and his wife had four children, however, in 1996 conjugal visits were banned for prisoners serving life sentences. Where Watson is Today Since 1993 he has been at the Mule Creek State Prison. In 2003, he and his wife divorced. To date, he has been denied parole 13 times. Sources Desert Shadows by Bob MurphyHelter Skelter by Vincent Bugliosi and Curt GentryThe Trial of Charles Manson by Bradley Steffens

Overview

On August 18, 2015, longtime Subway pitchman Jared Fogle was arrested under a child pornography investigation. Quick to respond, Subway communicated to press via public comment and Twitter on their stance. Hours after the arrest, Subway made public its separation from Fogle and its disgust and lack of knowledge of the crimes committed. Because of their quick response, while they were directly tied to Fogle, most of the negative response was placed on Fogle and not Subway. Moving forward, Subway is testing a new rebranding campaign in Australia that focuses on products, rather than a pitchman. Company History: In 1965, a 17-year-old medical school student, Fred DeLuca, opened up a submarine sandwich shop in Connecticut on a $1,000 loan from a friend. By 1982, the chain had opened up its 300th location. In 1984, the Subway sandwich chain was introduced overseas and by 1990, there were more than 5,000 locations. Today, Subway has the most sandwich restaurants in the world at 37,000 locations (3). Known for their freshly baked bread and healthy options, Subway restaurants are located in schools, malls, gas stations, airports and even zoos. In 1995, the Subway began its journey towards becoming a major supporter of motorsports. In 1996, www.subway.com was launched and was featured multiple times in the movie â€Å"Happy Gilmore† (3). In 1999, an article was written about an overweight college student who lost a large amount of weight eating nothing but Subway sandwiches Death Is The Final Stage Of An Individual Existence Death is considered a dreaded word. Death is the final stage of an individual’s existence. Death is a word that makes people uncomfortable. The word death is something no one desire to think about, prepare for or discuss. But death is inescapable, unavoidable, and inevitable all humankind will experience death as part of their destiny. Therefore, each has the responsibility of addressing the issues that maybe related to a decline in their physical and mental function status, which render them incapable of making their life decisions. This paper will address what I consider the â€Å"good life† or a life worth living and what issues that constitute a life, when I am no longer able perform the activities that make my life worth living. Finally, the things that would not make my life worth living. My life is considered a â€Å"good life† because I am capable of making decisions related to my health and general welfare. I am independent in activities of daily living. My general health is good, and I am not in constant excruciating pain. I can participate in social functions in the church and community. I possess the full capability of my five senses. I have my full faculty. My life has meaning and worth because I can read my Bible and commune with the Word of God. I am considered physically and mentally fit. My existence depends on God and myself. My life is good because I am independent in all avenues of life. Life to me is rendered not worth living when I unable to perform Marxism: 1984 by George Orwell Marxism In the Novel 1984 Throughout time, rulers and controlling governments have used the ideas of Marxism to take and maintain control over the working class. Even today ideas such as classism and commodification are used in countries such as North Korea and Syria to help governments rule over their citizens. In George Orwell’s 1984 the ideas of Marxism are used to oppress proletariats. The Party tricks the citizens of Oceania into thinking that their propaganda benefits the working class, classism is used as a means of allowing the Party and its associates more power and control than the average citizen, and people under the Party’s rule are commoditized physically and psychologically so as to not questions their totalitarian In an era where everyone is so concerned about the money, denying a defendant a reasonable amount of funding (to his public defender) for expert consultants and their testimonies could save thousands upon millions of dollars in wrongful prosecution lawsuits later. With the advent of DNA, many previously convicted men and women are being let out. Interestingly enough, DNA evidence isn 't the ONLY thing that would have exonerated them, but no one would listen. One issue I think Grisham was trying to help people see is the fact that we should not believe what we THINK, it has to be what we KNOW. What is the harm in humane treatment? Yes, criminals should be kept from the public, but since the justice system is not perfect and will make mistakes they shouldn 't be so self-righteous about their treatment of those they deem unworthy. Ron 's example was just one of many who, because they are not the smartest, most capable souls, they make stupid mistakes, their odd behaviors offend many and they are the first ones put under a microscope when something goes wrong. In light of recent events, the shooting at Sandy Hook elementary school, multiple bomb and shooting threats since then, as well as other crimes (NYC subway system) people tend to react in a negative way toward people they feel are a threat. IF they are odd or quirky, for example, I recently read that in New York, right after Sandy Hook, a local politician made the

Concerns about Research Methods Course Essay Example | Topics and Well Written Essays - 250 words

Concerns about Research Methods Course - Essay Example I have been looking forward to this class on nursing research because of my impetus to generate and propagate the outcomes of this course for the betterment of the health care profession as well as for my own mental and intellectualistic growth. However, I think that I would like a course in nursing research methods better if more nurses came forward to enroll in research courses as that would have increased my interacting and communication skills. Secondly, it would have been appealing if more financial aid from the government was available for research courses. Qualitative research focuses on the principles of phenomenology as well as biological statistical methods and techniques, and I think that a class in nursing research will improve my effectiveness as a nurse. It will also help me in conducting a lot of interviews to study human consciousness, tabulating the results I receive, analyzing numerous case studies and mastering ethnography. I will be studying diverse human cultures and recording the results which will definitely increase my efficiency as a nurse. Inevitably, I will be a more effective nurse once this research course ends. Furthermore, the research course will improve my knowledge of scientific methods used for clinical practice, enhance my ability to recognize the symptoms of diseases and provide effective palliative care (Sirotnik

Macro and Micro Economics Essay Example | Topics and Well Written Essays - 1000 words - 1

Macro and Micro Economics - Essay Example These three components account for the significant differences observed in the various economies in the world. Economic performance in the context of institutional effects on an economy consider expropriation of risks by governments, applicable laws, quality of bureaucratic procedures in the economy unethical practices like corruption, contracts repudiation by governments, trade operations and liberties that are civil in nature. In the view of these factors, the applicability of ‘One-Size-Fits-All’ policies in developing countries can be evaluated in the global context. The underlying interest is to determine the universality and global application of a ‘One-Size-Fits-All’ policy under the context of institutionalisms. The Assessment Liberalization policies in many developing economies are yet to receive full integration into the prevailing economic systems. Regulatory frameworks that are institutionally installed have been the primary pillars of market moni toring in these economies. Levels of development vary across developing economies, and so are the levels of development in developed economies (Roland, 2004, p.109-131). The role of deregulation practices in these economies is expected to take time before it is realized, even with the notion that ‘One-Size-Fits-All’ policies of liberalization are good for domestic and international business. Africa, Asia and Latin America economies for example shows that the characteristics of, and reasons for, liberalisation are to a large extent country and sector-specific (Greif, 2006, p.164). The general take that one is good for all fails to account for the individual characteristic of each economy, and therefore the intended economic impact of such a policy may not be realized. While liberalization of market and economies in the developed nations has been procedural over time, the developing nations’ case is characterized by hasty liberalization activities, backed up by pol icies that generalize the developing world’s scenario. Many and more important aspects of market and economy liberalization are overlooked in the process, resulting in inappropriate capacities of regulation and public apparatus that fail to account for specific economic conditions as need be. As a result, most institutions in these economies are strained to comply, even when they face significant challenges such as: information-sharing and enforcement problems, capture risk, difficulties in introducing competition and the manifold formation of universal service obligations which arguably acquire particular connotations in developing countries (Eicher and Schreiber, 2005, p.73). ‘One-Size-Fits-All’ policies are designed to apply and function universally, whether formulated ad implemented for developed or developing economies. The institutional critique of these policies in developed countries cites their uniformity in application and functionality. However, in dev eloping countries, these policies are in a way adopted in a wholesale manner due to the fact that the institutions that advocate for them are economically influential to developing economies. In most cases therefore, the intended impact of the policies in the various economies that adopt them fail to be realized. Liberalization ‘One-Size-Fits-All’ policies for example are aimed at expanding deregulation of economies through the removal of market restrictions in terms of entry and exit, price reduction,