William Davis Essays (1473 words) - Fiction, Literature,

William Davis Professor Caroline Champman English 121 6 September 2015 Twelve Angry Men In the "Twelve Angry Men" (directed by Sidney Lumet and produced by Henry Fonda), you will see that to obtain justice you must make a choice. This story takes place in New York City where an eighteen year old boy is on trial for stabbing his father and killing him. The jury leaves it up to the twelve jurors to decide the fate of this boy. As soon as they start all of them immediately decide his guilty. Lucky enough there's one man who renders this boy not guilty because he thinks they should all take it seriously and spend some time thinking about the loads of evidence before them. Once juror 8 said that everyone became so annoyed, it all went out of control but soon enough they all sat down and discussed it. The jury foreman makes the jurors tell their side of the story as to why the boy should be guilty or not guilty. Everyone goes around and give their statements. Juror eight tells his side, although it still isn't enough. This then goes on for hours compelling them to change their answers. Evidence is brought into the room because juror eight recalled about the weapon the 18 year old boy stabbed with. The weapon was a switchblade, a switchblade the juror 8 has an identical copy of. Once that blade is shown the jurors freak out. They continue talking about the significance of the blade. In later events the jurors just want to quit talking and go home but juror eight decides that before they all go they should give a secret ballot saying guilty or not guilty and if it turns up that someone new says not guilty then they continue. Crazy as it is juror 9 is the one who continues this discussion because of all that's said by juror 8. Juror 3 gets very angry at the continuation. Juror 5's vote changes when juror 8 talks about an elderly man who hears the boy yell " I'm going to kill you", when the old man testified he said he couldn't hear clearly what was being said because of a passing train. So he changes his vote. Soon enough juror 11 questions whether the young man left the scene then come back in 3hours to clear off the fingerprints. Juror 11 joins juror's 8, 9, and, 5. The old man is brought up a gain because he made a second claim about the young man running to the door in fifteen seconds. Not enough evidence is really proven upon this fact so juror eight says it's impossible and juror 3 gets upset and says " I'll kill him", meaning he would kill the boy because he doesn't really cares if he dies at all. Juror 2 and 6 also decide not guilty. By doing that they are at a tie of 6-6. Suddenly juror 7 isn't happy because a rainstorm happens and those baseball tickets of his are out of use. Juror 4 argues that he doesn't believe the boy's alibi. The alibi was the on the night of the murder he went to a movie with his friends. Juror 4 doesn't believe the boy even remembers the movie. Juror 8 tells him that he must have been under emotional stress. Later Juror 8 asks juror 4 about what he remembers, which proves his point later. Juror 2 questions how a 5'7" person can stab down a 6'2" person. Juror's 3 and 8 experiment on it and find it's possible. Juror 5 shows up and tells them about his experience with switchblade knifes and shows them how the switchblade is properly used which makes a 5'7" person killing a 6'2" person possible. Juror 7 quickly decides to vote not guilty just because he wants this discussion to end but jurors 3 and 11 push him to really think about his decision so that it's not just on rational thinking. Juror 7 makes up his mind and votes not guilty. Two more jurors decide not guilty only leaving three people left. The two jurors were 12 and 1. Juror 10 gets fierce and tells his reasons. The rest

Suicide Note Essays - Suicide Note, Free Essays, Term Papers

Suicide Note Essays - Suicide Note, Free Essays, Term Papers Suicide Note Contemplation The poem, "Suicide Note," by Janice Mirikitani, depicts an Asian-American female college student who committed suicide by jumping out of her dormitory window. Her last words, thoughts, and feelings were left behind in a suicide note, describing why this had to happen. This was a tragic accident that should not have happened, in fact, it should have been prevented. What drove this college student to kill herself? Was it her fault, or was she pushed so far that it became too much for here to take? It is revealed throughout this suicide note the many reasons why she decided to end her life. The suicide note begins with the phrases, "not good enough," "not pretty enough," and "not smart enough" (3). These phrases are repeated over and over again, to prove to the reader that she was never appreciated or complemented for what she had to offer. No one had ever brought it to her attention that she was doing a good job, or that she looked pretty, or that she was smart. It showed that she was smart, she was just shy of a perfect four-point grade average. 2 The note goes on to state an apology to her parents. She felt as if she was disappointing them, by not working hard enough, and also "not good enough to please her parents" (7-9). Everything she had done seemed to be the best she could do, but to her parents, it wasn't good enough. She begins to fantasize about what it would be like if she were a son, "shoulders broad as the sunset threading through the pine" (10-11). Would she have gotten more attention? Would she then be praised for the jobs she has accomplished? Would it be good enough for her parents? Since she was a girl, her parents expected less from her. She tried to stand up and take charge, by doing chores and tasks that a boy would be required to do. Had she been a boy, her life would be a lot easier, and she would have gained more respect from her parents. She admits that "tasks did not come easy to her" (24). "Each failure, a glacier" (25). The glacier represents a big disappointment to her, as if it makes her feel cold inside, and she regrets that she could have done better. Further into the note, she pictures herself as a sparrow, "sillied and dizzied by the wind" (38-39). The reason she pictures herself as a sparrow is because a sparrow is a little bird that is not considered to be a really important creature. Compared to a hawk or an eagle, a sparrow is a peasant bird, or an everyday bird. People have noticed sparrows before, but have never pointed them out, like they would if it were a hawk or an eagle. They would praise the hawk or eagle, not a little sparrow. When people see a hawk or an eagle, they stop and say, 3 "Look!" or "Wow!" She obviously never got acknowledged for her work. She felt like she wasn't being appreciated. Near the end, she hopes that they will "bury her under a sturdy pine" (59). The pine refers back to the beginning where she pictures herself as a boy. The pine represents what would have happened if she would have turned out to be a boy. It could also mean that in the afterlife, she wants to be as strong as a pine, hoping that she will be brought back as a boy. The suicide was a way for the college student to finally be noticed. It was very unfortunate for a person to take their life just to get attention, and to finally get some appreciation for all the things she had done, which still wouldn't be good enough for her parents.

What Makes Truckers Stick with a Company

What Makes Truckers Stick with a Company Recent surveys conducted in and around Salt Lake City, Utah, showed that drivers, ranging from their early 20s  to 60+, stayed with one company an average of 5.73 years and were spending 2.61 weeks away from home on average each trip. In an industry where employers tend to focus on turnover rather than retention, it was an unexpected shift towards what trucking companies tend to forget about- that loyalty is its own reward. The company’s surveys found that the majority of drivers value â€Å"a respectful, friendly, understanding, and kind† environment, followed closely by independence. Practices that incited loyalty included listening to suggestions, providing incentives, and covering benefits.Top companies for retention include:Motor Carrier Service (Ohio), which issues a driver scorecard and asks drivers for input before releasing it. Managers also work closely with drivers to implement suggestions and critiques.Interstate Distributor (Washington), which  focuses on ethics and leadership, features consistency throughout its operations, and has retained 55% of its drivers for more than 5 years.Fremont Contract Carriers (Nebraska), which  surveys its drivers frequently, and provides clear responsive adjustments based on driver feedback.

The Origins of the Urban Crisis Essay Example | Topics and Well Written Essays - 1000 words

The Origins of the Urban Crisis - Essay Example The term, 'American Dream' was coined by James Adams, in his book, 'The Epics of America' and the American Dream is the very pulse of the country, as signified by the personified Statue of Liberty. The American Dream, as envisaged by the early Americans, is the utopian condition of living in pursuit of liberty, happiness and luxury. It lays down that one must work hard and persevere, in order to live in comfort and happiness. Early immigrants to America were attracted by the fact that they could now live in a country, where there would not exist any forcible acquisition of land or impoverished conditions. They felt that this new land upheld their hopes of working hard and earning their due, providing opportunity to grow and live in absolute harmony and comfort. The American Dream grew in its dimensions during the Industrial Revolution, which enabled the increment in production and provided opportunities to labor and earn money. This, in turn, increased the Standard of Living in America, which furthered the dream. The Dream reached its pinnacle in the 19th century, when people shifted base to America, to try their fortunes and truly live a cherished life of luxury, liberty and happiness. Thus, the American Dream is a vision that propelled the forefather and early immigrants of America to work harder, live successfully and comfortably and enjoy the very essence of life. Change in the American Dream The forefathers of the American nation, who envisaged and coined the term, the American Dream envisioned a hard working and prosperous nation, rising above the rest of the world. The aim of the American Dream was to realize the ideals that it put forth. The ideals of liberty, luxury, comfort, perseverance and happiness were the most striking of them all. America did progress in this direction, winning one ideal after the other. The 19th century led to the glorious success of the envisaged dream. However, things gradually began to change and change towards slow declination. The urge to rule the world began to replace the passion to live successfully, which brought about a major shift in the process of contemplation. This brought about the frenzy of achieving military superiority, above the improvisation of the country's progress in other spheres. The World War II brought about a great shift in the American Dream and its very concepts and ideals. The participation of neutral America in the World War II was a betrayal of the hopes of the millions of Americans, who had previously endured the Depression and the World War I. The result of the World War II led to the supremacy of the United States of America, which began to don the role of the dominant industrial nation of the world. Detroit was one of the fast growing industrial cities of America, thanks to Ford, who developed the dream

Ethical Issue Analysis Essay Example | Topics and Well Written Essays - 2500 words

Ethical Issue Analysis - Essay Example This makes them be accountable for their actions since the current working situation is more demanding not only to the customers alone but also to the society at large. This is not an exception for a dental college that is not yet well established in the sense that they could be lacking the appropriate facilities to offer quality training for the students. Fairness and honesty become a big issue in the sense that ethics are considered a moral dilemma. Brighton dental college has been established through the efforts of a community that is prone to dental diseases. This was regarded as a short cut to achieving good health for the teeth in future. The administration thought that sustainable development for all institutions in the society would start with the society itself coming up with strategies to help them. With time the college was expected to expand into a bigger institution and therefore for a start, it was advisable that they come up with flexible ethical considerations that would ensure that all those interested in pursuing a career course were included. Among the key players were the community itself who were regarded as a force with which the college would work for. It was assumed that once the college had accepted the introduction of the college into the society, they would be given an appropriate setting where they would slowly establish themselves. The institution itself has a team of tutors who are expected to deliver quality education with which they can attract more learners. To enable this to become a reality, the ethical considerations that are put in place should be those that the society can withstand. As a dental college, the management is expected to act according to its moral guidelines so as to be able to attract a large number of dental students to the college (Glenn & Rowe, 2010). However, this may not be the case since they do not have stable facilities and have to, therefore, come up with strategies though which to serve students

Evil and the Paradox of Omnipotence Essay Example for Free

Evil and the Paradox of Omnipotence Essay John Leslie Mackie, in his article â€Å"Evil and Omnipotence† states that the problem of evil is clearly stated using three essential parts of most theological positions, namely (a) that God is omnipotent, (b) that God is wholly good; and (c) that evil exists. Mackie also stated two additional principles that are commonly assumed in debating the problem of evil. They include (a) â€Å"that good is opposed to evil, in such a way that a good thing always eliminates evil as far as it can† and (b) â€Å"that there are no limits to what an omnipotent thing can do† (Mackie 90). Mackie explained that accepting the propositions stated above leads to the problem of evil. The propositions are contradictory to each other. Given the arguments above, a good and omnipotent being will eliminate evil completely. The existence of a good and omnipotent being and the existence of evil are absolutely contradictory. An adequate solution to the problem would be to accept that at least one of these propositions is false. Mackie explained that some solutions being offered are inadequate or fallacious in that they explicitly maintain all, but implicitly reject at least one of the constituent propositions—that is, at least one of the propositions appears to have been given up but is actually retained in such a way that it is reasserted in another context without further qualification. One of these fallacious solutions state that â€Å"good cannot exits without evil† or that â€Å"evil is necessary as a counterpart to good. † This solution sets a limit to the purported God’s omnipotence in that it implies that God could not create â€Å"good† without necessarily creating â€Å"evil. † This claim also implicitly states that good and evil exists side by side with each other and therefore contradicts the claim that good always eliminates evil. The problem presents further complications in that it proposes that goodness is an ontological principle from which an opposite must exist in order to be noticed by human perception. Mackie explained that â€Å"God might have made everything good, though we should not have noticed it if he had† if there were no concept of evil of some kind. Another fallacious solution states that â€Å"evil is necessary as a means to good. † However, it sets a limit to God’s omnipotence and presents complications in much the same way as the first fallacious solution does. A third solution stating that â€Å"the universe is better with some evil in it than it could be if there were no evil† is just a restatement of the first two fallacious solutions. The third solution is, however, more complex than the first two as it introduces concepts from which there arises degrees of good and evil, i. e. first-order, second-order and third-order. The problem lies in that some form of goodness have merely a derivative value, that God is concerned only with promoting good and not necessarily with eliminating evil, or that goodness of any degree still could not totally eliminate the existence of evil—problems that still contradict the claims of what â€Å"omnipotence† and â€Å"good† are. The fourth solution stating that â€Å"evil is due to human free will† still begs the question of God being omnipotent and wholly good. Theists argue that God has given humans free will to choose between good and evil and that the existence of evil could not be blamed to God. Free will leaves the possibility that humans may choose to do â€Å"evil. † Mackie however argue that if there is no logical impossibility that humans could choose freely to do good in one or several occasions, there is also no logical impossibility that they could choose to do good in â€Å"all† occasions. God’s failure to do this questions his omnipotence or his being wholly good. On the other hand, if God had truly created humans with a totally free will, it follows that God will not be able to control them in any and all circumstances, and therefore he is no longer omnipotent. This is what Mackie would like to call the â€Å"Paradox of Omnipotence. † Objections are made that states that while God has truly created humans with a totally free will, it does not necessarily mean he could no longer control them but instead, refrains from doing so. But then again, Mackie argues that there is nothing that stops God from intervening when he sees humans about to choose wrongly and begs the question of his being wholly good. Theists argue that the value of freedom to choose far outweighs the wrongness of choosing to do evil. Mackie replied by stating that this is in contrast to what the theists say about sin in other contexts and the only logical solution would be to maintain that God has created humans totally free in such a way that he could not control their wills. Mackie and Swiburne have different opinions on the free-will defense in that while Swiburne held that it is the perfect explanation why evil exists, Mackie held that it poses the Paradox of Omnipotence. Both are sound in their arguments. However, as Swiburne states that to say that God has given humans free will but yet would intervene once they choose to do wrong would be illogical—that is, if this will be the case, humans are not truly be free—Swiburne’s argument is more compelling. Mackie has not provided any real argument that could deny God being wholly good while still allowing evil to persist because of human free will, hence Swiburne’s argument also hold to be the stronger.

Essay --

Financiering van de Pleegzorg; De gehele Jeugdzorg, waar Jeugdhulp Friesland en dus Pleegzorg onder valt wordt gesubsidieerd door de overheid. Dit valt onder de gezondheidszorg, per deel van Jeugdhulp is er een budget die wordt ingezet om iedereen te helpen. Als voorbeeld van een activiteit heb ik de reiskostenvergoeding van stagiaires genomen, stagiaires kunnen de gemaakte kosten declareren bij de organisatie. Deze prijs is opgebouwd uit de gemaakte kilometers en welke prijs daaraan verbonden zit. Hoe je reist is ook van invloed op de prijs, als je week-ov hebt krijg je niet betaald omdat jijzelf dan gratis kan reizen. Ieder pleeggezin ontvangt pleegoudervergoeding, deze vergoeding is maandelijks en is bedoeld voor het kind. Hiervan moeten ouders dingen als kleding en bijvoorbeeld slaapspullen. De vergoeding hangt af van de leeftijd van het kind, hieronder is een tabel bijgevoegd waarin de basisbedragen voor elke leeftijdscategorie zijn omschreven. Basisbedragen van de pleegzorg per jeugdige per 1 januari 2013. Leeftijdscategorie Bedrag per maand/per dag 0 t/m 8 jaar â‚ ¬ 532/17,50 9 t/m 11 jaar â‚ ¬ 538/17,70 12 t/m 15 jaar â‚ ¬ 586/19,28 16 t/m 17 jaar â‚ ¬ 647/21,28 18 jaar en ouder â‚ ¬ 654/21,51 (Pleegzorg Nederland, 2013) Privacy: De privacyregels van Jeugdhulp Friesland staan genoteerd onder de volgende categorieà «n: ï  ¶ Informatie verzamelen en vastleggen ï  ¶ Het recht om gegevens in te zien ï  ¶ Het uitgeven van informatie aan andere personen ï  ¶ Het bewaren en vernietigen van gegevens Informatie verzamelen en vastleggen: Alle informatie over een clià «nt wordt vastgelegd in een dossier, in dit dossier staan alle standaardgegevens zoals naam, adres en geboortedatum. De informatie die bij Pleegzorg binnenkomt is afkomstig van ouders/verzorgers ... ...eegzorg bevorderen en in de belangen van pleegouders en –kinderen voorzien. (Jeugdhulp Friesland, 2014) Ook heb je de Nederlandse Vereniging voor Pleeggezinnen (NVP), de NVP is een landelijke, onafhankelijke vereniging van en voor pleegouders. De NVP zet zich in voor de belangen van pleegzorg, ze willen de kwaliteit van pleegzorg in Nederland verbeteren. Dit doen ze door middel van ondersteuning, advies en belangenbehartiging voor de pleeggezinnen. (Jeugdhulp Friesland, 2014) Alle partijen binnen Jeugdhulp Friesland communiceren met elkaar, de Raad van Bestuur staat bovenaan en pleegt overleg met de Controller en de Regiodirecteur. Alles wat naar de medewerkers moet worden doorgestuurd wordt door de Regiodirecteur geregeld, deze zorgt ervoor dat de wensen van de Raad van Bestuur door gegeven worden aan de medewerkers. Voor een communicatieoverzicht: Zie bijlage

Historical Book Analysis Assignment Essay

History, it has often been said, is as much a story of individual people as it is of places, events and larger circumstances. This is especially true when considering pivotal figures from American history, for in the stories of pivotal historical figures, the saga of the growth of America can often be seen. Such is the case with first lady, political activist and women’s rights pioneer Abigail Adams and former American slave, orator and anti-slavery advocate Frederick Douglass. It is with these two prominent historic figures in mind that two historical books about them, Dearest Friend: A Life of Abigail Adams and Narrative of the Life of Frederick Douglass, An American Slave will be discussed. Upon conclusion of the research, not only will two historical icons be better understood, but also, two key works about these people will be as well. Main Character of Each Work As was mentioned in the Introduction to this paper, two historical books as well as the people who were the main characters of those books would be discussed. Understanding the books first requires an understanding of the backgrounds of each of these main characters respectively. Abigail Adams, for all of the achievements that her life would hold, was not the product of fine universities or finishing schools; rather, she was for the most part an educated woman, and someone who possessed a great deal of inner drive and instinct, which more than made up for the lack of formal education. The wife of John Adams, who was a founding father of the United States and would eventually become president of the nation, Abigail managed the family farm, took care of the children, and showed a great streak of independence while John, early in his political career, was compelled to travel internationally. Abigail shared her husband’s passion for American independence, with one glaring exception- she did not subscribe to the idea that all men were created equal. For Abigail, there certainly was room to tolerate slavery, but this is not to say that Abigail felt the same about gender issues. One could fairly classify Abigail as a feminist, which she continued to advocate when she accompanied her husband to the White House. Overall, while not perfect, Abigail Adams contributed a great deal to the cause of women’s rights and by some accounts, aided her husband significantly during his presidency (Withey). Like Abigail Adams, Frederick Douglass was not the most formally educated man, but through sheer determination and a high level of natural intelligence, in time became one of the most articulate men in America, slave or free (Douglass). Early evidence of Douglass’ yearning for freedom and equality in a nation which promised this but only delivered to select races can be seen in his escape from slavery and refuge in northern free territory as a young man. This escape not only allowed him to pursue his own destiny, but also allowed him to seek the same for every man, with the abolition of slavery as Douglass’ main ambition. In fact, it was Douglass’ personal experience as a slave which gave him the credibility and passion that he required in order to be able to see the abolition of slavery to completion. Historical Events that Involved the Main Characters of Each Work When comparing Adams and Douglass, it can fairly be said that each of them were similarly exposed to extraordinary circumstances that inspired them to action, while being impaired to a certain extent by limitations that society attempted to place on them. In both cases as well, each of these individuals used that adversity not as a roadblock to future progress, but as a catapult to bigger and better things. Abigail Adams entered the stage of American history at a time when the role of the president as well as first lady was far from well defined, as well as a time when women were largely regarded as subordinates to their husbands and not worthy of equal opportunities or education. In the midst of all of these circumstances, Adams devoted a great deal of her energies in assisting her husband-some say too much- in the duties of the presidency and set the protocol for first ladies to come. Also, Adams chose as her cause the equality of women in all areas of society, making her an early pioneer for women’s equality. Like Adams, Frederick Douglass came upon the American scene at a time when pivotal issues were still undecided; for all of the talk of liberty and justice for all, Douglass had to flee from an environment whereby he was owned, like property, by another human being, as were tens of thousands of other African-Americans. Also, Douglass fearlessly spoke out against the evils of slavery, and became an influential resource for none other than Abraham Lincoln, who would become known in history as The Great Emancipator.

How to Write a Good Essay Essay

A standard essay establishes a writer’s personal understanding, recommendation, analysis, and explanation of a specific topic. This piece of writing is generally used to teach, inform, orient, inspire, refute, warn, or even entertain the reader. As such, a good essay is well-researched, informative, interesting, well-written and easy to read. In order to write a good essay, writers can follow these guidelines: First, the chosen topic must be extensively researched from credible sources such as libraries, academic databases, factual websites, surveys, and interviews. Through adequate research, the writer gains sufficient knowledge in dissecting and discussing the topic at hand. In this stage, other areas and sub-topics are also discovered while listing notes, important keywords and ideas. Upon completion of the research, the writer must digest all useful information to plan and write the essay in a systematic manner that clearly explains its topic while distinguishing the introduction, body and conclusion of the essay. The introduction contains the thesis statement or central theme of the essay which gives a general idea on what the written work is all about. Read more:Â  How to write diagnostic essay samples. Therefore, the writer must strive to make it interesting enough for the reader to continue reading the whole essay. After the thesis statement, the body is written by using the researched notes and summaries taken during research. Initial questions previously laid down to determine the outline of the essay must now be answered. Ideally, this is done by composing several paragraphs where each paragraph systematically tackles questions addressing who, what, when, where, why and how. Supplementary examples geared towards reinforcing the thesis statement such as statistical data and other studies can also assist in further expressing the idea of the essay. However, the writer must keep in mind to cite sources and acknowledge them accordingly to avoid plagiarism. Ideas and words borrowed from others, even if paraphrased, should be cited using the required referencing style. Widely used examples of these styles include the American Psychological Association (APA) and Modern Language Association (MLA). Since there are many existing styles, the writer must pattern the citation and format of the written piece according to the required style. Meanwhile, the conclusion is written by summarizing the important points, reiterating the thesis, and providing a call to action sentence for the reader to act on. A good essay imparts a lasting impression while encouraging the reader to think. In finalizing the essay, the writer must thoroughly edit and proofread the entire work. Spelling, grammatical, and structural errors should be checked again and again. One good way to do a spell-check is to read the essay backwards and check each word carefully. Most of the time, a good essay written by a good writer undergoes continuous editing, rephrasing, and rewriting until a cleaner and more concise copy is produced. For those aspiring to constantly write good essays, reading is a definite must to expand one’s vocabulary and exposure to other styles of writing. Careful research, effective writing, and thorough editing are essential stages of writing a good essay. By following these guidelines, together with constant learning, practice and dedication, one can develop the skills on how to write a good essay.

Reformation 101 - The Protestant Reformation in Europe

Reformation 101 - The Protestant Reformation in Europe The Reformation was a split in the Latin Christian church instigated by Luther in 1517 and evolved by many others over the next decade- a campaign which created and introduced a new approach to Christian faith called Protestantism. This split has never been healed and doesnt look likely to, but dont think of the church as divided between older Catholics and new Protestantism, because there is a huge range of Protestant ideas and offshoots. The Pre-Reformation Latin Church In the early 16th century, western and central Europe followed the Latin Church, headed by the pope. While religion permeated the lives of everyone in Europe- even if the poor focused on religion as a way to improve day to day issues and the rich on improving the afterlife- there was widespread dissatisfaction with many aspects of the church: at its bloated bureaucracy, perceived arrogance, avarice, and abuses of power. There was also widespread agreement that the church needed to be reformed, to restore it to a purer and more accurate form. While the church was certainly vulnerable to change, there was little agreement on what should be done. A massively fragmented reform movement, with attempts from the pope at the top to priests at the bottom, was ongoing, but attacks tended to focus on only one aspect at a time, not the whole church, and the local nature led only to local success. Perhaps the main bar to change was the belief that the church still offered the only route to salvation. What was needed for mass change was a theologian/argument which could convince a mass of both people and priests that they did not need the established church to save them, allowing reform to run unchecked by previous loyalties. Martin Luther presented just such a challenge. Luther and the German Reformation In 1517 Luther, a Professor of Theology grew angry at the selling of indulgences and produced 95 theses against them. He sent them privately to friends and opponents and may, as legend has it, have nailed them to a church door, a common method of starting debate. These theses were soon published and the Dominicans, who sold lots of indulgences, called for sanctions against Luther. As the papacy sat in judgment and later condemned him, Luther produced a powerful body of work, falling back on scripture to challenge the existing papal authority and rethinking the nature of the entire church. Luther’s ideas and style of preaching in person soon spread, partly among people who believed in him and partly among people who just liked his opposition to the church. Many clever and gifted preachers across Germany took on the new ideas, teaching and adding to them faster and more successfully than the church could keep up with. Never before had so many clergies switched to a new creed which was so different, and over time they challenged and replaced every major element of the old church. Shortly after Luther, a Swiss preacher called Zwingli produced similar ideas, beginning the related Swiss Reformation. Brief Summary of Reformation Changes Souls were saved without the cycle of penitence and confession (which was now sinful), but by faith, learning, and the grace of God.Scripture was the sole authority, to be taught in the vernacular (the local languages of the poor).A new church structure: a community of believers, focused around a preacher, needing no central hierarchy.The two sacraments mentioned in the scriptures were kept, albeit altered, but the other five were downgraded. In short, the elaborate, costly, organized church with often absent priests was replaced by austere prayer, worship, and local preaching, striking a chord with laypeople and theologians like. Reformed Churches Form The reformation movement was adopted by laypeople and powers, merging with their political and social aspirations to produce sweeping changes on everything from the personal level- people converting- to the highest reaches of government, where towns, provinces, and whole kingdoms officially and centrally introduced the new church. Government action was needed as the reformed churches had no central authority to disband the old church and instill the new order. The process was haphazard- with much regional variation- and carried out over decades. Historians still debate the reasons why people, and the governments who reacted to their wishes, took up the ‘Protestant’ cause (as the reformers became known), but a combination is likely, involving seizing land and power from the old church, genuine belief in the new message, ‘flattery’ by laypeople at being involved in religious debate for the first time and in their language, deflecting dissent onto the church, and freedom from old church restrictions. The Reformation did not occur bloodlessly. There was military conflict in the Empire before a settlement allowing old church and Protestant worship was passed, while France was riven by the ‘Wars of Religion,’ killing tens of thousands. Even in England, where a Protestant church was established, both sides were persecuted as the old church Queen Mary ruled in between Protestant monarchs. The Reformers Argue The consensus which led to theologians and laity forming reformed churches soon broke down as differences between all parties emerged, some reformers growing ever more extreme and apart from society (such as Anabaptists), leading to their persecution, to the political side developing away from theology and onto defending the new order. As ideas of what a reformed church should be evolved, so they clashed with what rulers wanted and with each other: the mass of reformers all producing their own ideas led to a range of different creeds which often contradicted each other, causing more conflict. One of these was Calvinism, a different interpretation of Protestant thought to that of Luther, which replaced the ‘old’ thinking in many places in the middle to late sixteenth century. This has been dubbed the ‘Second Reformation. Aftermath Despite the wishes and actions of some old church governments and the pope, Protestantism established itself permanently in Europe. People were affected at both a deeply personal, and spiritual level, finding a new faith, as well as the socio-political one, as an entirely new layer division was added to the established order. The consequences, and troubles, of the Reformation remain to this day.

How To Write an Attention-Grabbing Essay Introduction

How To Write an Attention-Grabbing Essay Introduction How To Write an Attention-Grabbing Essay Introduction Essays are a form of academic writing with the purpose of making various arguments. They are meant to educate and enlighten. Although essays are academic in nature, they do not have to be boring. Grabbing your reader’s attention can help you get your point across, and keep your professor awake as s/he reads your words. Here are a few tips that might help: Include an Anecdote Anecdotes are brief stories about real events intended to make a point. Adding some small details is an interesting way to garner reader attention. Keep the anecdote short, sweet, and to the point. Use a story properly (but sparingly) in an essay introduction to use it to the fullest effect. Use Substantiated Information The information you cite must be factual and backed by research, and doesn’t necessarily need to be new. Support your argument with facts that are explicit and direct. Elaborate your point with a few sentences to solidify your argument. Have a Dialogue Good dialogue can convey a point in a unique way that engages the reader. It is a technique that represents an argument between two unseen â€Å"characters.† Use a short exchange between opposing views, and keep it brief. You can then explain/describe/restate the conversation and raise other issues for discussion. Summarize A few, final sentences in the essay introduction will allow you to wrap up your ideas simply and clearly before you launch into more substantive portion of the writing. Writing an essay can be a fun way to explore varying opinions on a topic. Making the entire essay interesting to readers can be challenging. For professionally written essays, call at 1-800-573-0840.

Technology, Globalization and Chang Assignment Example | Topics and Well Written Essays - 1250 words

Technology, Globalization and Chang - Assignment Example Others argue that there are advocates of a stiff principle that calls for change and avoidance on the grounds that it may finally lead to unexpected, unfavorable, environmental impacts. In some situations where productivity increases as a result of technology like the case of DuPont Company, exceed human activity growth, and outpace the stress on environment. In other cases, the forces of technology and environment do balance. An example of such is the saturating demands for raw materials in developed countries. Moreover, there are cases where the increase in environmental stresses surpasses advances in production (Alden, 2004). Richard Mullin observes that those people who are educated do not expect more from science since science has does not have the ability to deliver much. Basing his arguments from Aristotle’s teachings on ethics, he asserts that scientific judgment ought to be certain or otherwise, they will not be regarded as scientific. These remarks come after the realization that CFC was destroying environmental ozone layer. Therefore, DuPont managers have been unable to develop scientific knowledge since there is much uncertainty and disagreement between managers at the company. For instance, an example of uncertainty includes human made chemicals such as CFC (Benedict, 1991). The case of CFC shows that the management decisions were not certain and that the issue of harm was not certain to them. The case of CFC shows how technology may at times be abused because it is in existence but mostly, either its application or lack of application is an outcome of the same equipment that makes the other decisions in our societies. In this context primordial elements of the environment will illustrate the roles of technology and how it is applied both in creating problems to the environment and how it creates remedies for the same problems. It is significant to ask ethical questions regarding if the