Analysis Of Howard Zinn s Violence And Human Nature

Violence and war is notable throughout history. However, it is lazy to say that this proves humans are naturally violent. Rather than using nature as an excuse for those who chose to act violently it’s important we recognize that we have a choice to decide how we act. In Howard Zinn’s, â€Å"Violence and Human Nature† He shows that violence is not an instinct but that the environment in which they live in provokes them to act violently or peacefully depending on their choice (43). In City of God, a film concentrating on the gangs of Rio de Janeiro during the 1960’s to the 1980’s, specifically the township of Cidade de Deus, we are introduced to various characters who all make different choices under different motivations. Rocket, the little brother to a member of the Tender Trio, who are essentially the Robin Hood’s of the City of God, to act non-violently despite his environment and the influences around him. Rocket is non-violent through the reputation that was built from his passion for photography. On the beach Rocket uses his camera as a means to increase his reputation. His choice of subjects in his photographs focus mainly on his crush, Angelica, and attempts to remove her current boyfriend, Tiago through the use of lighting. His photography interests Angelica and effectively pulls her away from Tiago allowing him to non-violently undermine his competition for his crush Angelica, while also elevating his status with her through his ability to make her appear beautiful inShow MoreRelatedInterpretivism7441 Words   |  30 Pagessurprising regularity: Feminist research takes a variety of legitimate forms; there is no â€Å"distinctive feminist method of research† (Harding, 1987; see also Chafetz, 2004a, 2004b; Fonow Cook, 2005; Hawkesworth, 2006; Hesse-Biber, 2007; Risman, Sprague, Howard, 1993; and Sprague, 2005). And yet, to this day, the relationship between feminist theor y and quantitative social science research remains uneasy. Among feminist scholars, quantitative research is often seen as suspect for its association with positivism

Human Nature in William Goldings Lord of the Flies Essay

â€Å"The theme is an attempt to trace the defects of society back to the defects of human nature. The moral is that the shape of a society must depend on the ethical nature of the individual and not on any political system however apparently logical or respectable.† With this quote, William Golding simply justifies the theme and moral presented in his novel, Lord of the Flies. The characters portray a modern society and depict the cruelty of human disposition. The political system in the U.S., as a whole, is a prime example of the ignorance towards ethical nature and is definitely blameworthy of the ruthlessness of mankind as individuals. Change is needed! Not only do the roles of the characters compel a reader, they also illustrate the†¦show more content†¦Just like the government, Jack is defected! â€Å"†¦defects of human nature.† Whether it’s a terrible representation by a corrupt politician or an economic downfall, civilization as a whole is doomed to be overpowered by imperfect and sometimes immoral governments. Politicians are liars, cheaters, and confirm that the government is not honest to the people whom they rule over; in result, when things get bad the government gets the blame. They are definitely liable for the messes they create! â€Å"He can catch his own pigs. Anyone who wants to hunt when I do can come too.† (page 127) Jack assumes he is all important and he’s all that matters. He lies to himself just as the government deludes the minds of the nation. A society of dishonesty exists! Change the defects! If every person in the United States would do their part, just as William Golding did, to assist in the correction process of the central government, the U.S.A., as it is now, would flourish. There would be innovative ideas and inspirational inhabitants. Think of the prospects! â€Å"The circle of boys broke into applause.† (page 23) The boys in the society finally chose a leader and the y were proud of their choice, but was that the best choice? Are the leaders that Americans choose to be president always the best choice? No, but that can change; individuals can change the government considerably. The chance to get rid of, â€Å"the defects† griming up the history, and the present, of the U.S.; whoShow MoreRelatedHuman Nature In William Goldings Lord Of The Flies1420 Words   |  6 Pageskill?† (208). The question of whether humans should be controlled by a government or left to fend for themselves is a question that has been asked for centuries. In the novel, Lord of the Flies, author William Golding uses the Freudian concepts in order to demonstrate the inevitable failure of a government when attempting to control human nature. Sigmund Freud’s concepts of id, ego, and superego work to shape Golding’s novel and the reader’s view on human nature. Golding uses Freudian theories to proveRead MoreDefects Of Human Nature In William Go ldings Lord Of The Flies1551 Words   |  7 Pagesa common notion that humans are nurtured to be peaceful and civil. However, this belief is contradicted by the action of the boys, in William Golding’s, â€Å"Lord of the Flies†. A group of schoolboys are abruptly thrown out of their controlled and civil circumstances into an inhabited tropical island in the middle of the Pacific. The novel is Golding’s attempt to trace the defects of society back to the defects of human nature, by using symbolism to delineate this theme. Golding’s extensive use of symbolismRead More The Savagery of Human Nature in William Goldings Lord of the Flies2046 Words   |  9 PagesThe Savagery of Human Nature in William Goldings Lord of the Flies One of several significant incidents in this story is when the hunting group killed the first pig. This is a significant scene because it is where the hunters of the group release the savagery that has been covered up by the fact that they were civilized. It also is a significant event because it is the first time that the group of boys ignores the priorities set by their leader, Ralph. Ralph felt that keeping a signal fireRead MoreLord of the Flies by William Golding1585 Words   |  7 Pages Lord of the Flies by William Golding is a fictional novel highlighting natural characteristics of man kind. The Book was created during the post World War II period. Before creating this novel, William had experience in the navy where he learned of the nature of mankind. The introduction of the book portrays a plane crash where a large group of boys are stranded on an island. Here they grow in character and human instincts such as leadership, brutality, and survival are displayedRead MoreLord of the Flies: World War IIs Impact Essay1064 Words   |  5 PagesLord of the Flies: World War II’s Impact Lord of the Flies by William Golding was influenced strongly by his experiences as a naval officer during World War II. Golding’s wartime service gave him a darker and more realistic look on life, and contributed to the novel’s imagery. As Golding described, World War II woke him up from his falsified beliefs about human nature by showing him the true human condition (â€Å"Lord of the Flies,† Novels 175). Lord of the Flies, as Golding explained, is â€Å"an attemptRead MoreLord of the Flies Nature of Man1726 Words   |  7 PagesLord of the Flies: The Nature of Man William Golding’s Lord of the Flies is a gritty allegory of adolescence, innocence, and the unspoken side of human nature. Countless social issues are portrayed, however one of the most reoccurring is the nature of man. Throughout the novel there is an ever-present focus on the loss of innocence amongst the boys, shown by the deterioration of social skills and their retrogression into a barbaric form of society. Also portrayed is the juxtaposition of a cruelRead MoreLord of the Flies, Coral Island and the Role of Adults - Essay1558 Words   |  7 PagesIt is known that to fully appreciate the novel â€Å"Lord of the Flies† (1954) by William Golding (1911-1993) it is necessary to have read Robert Michael Ballantyne’s (1825-1894) â€Å"Coral Island† (1858), or at least to understand its theme and treatment. And so, since it was Golding’s intention to set himself to write an island story that deliberately challenged Ballantyne’s model in à ¢â‚¬Å"Coral Island† -by inverting its assumptions and values- we can explore multiple angles from which the two novels can beRead MoreLord of the Flies and World War Ii1737 Words   |  7 Pagescan impact literature. British involvement in WWII directly influenced Goldings novel, Lord of the Flies. As all authors use their life and times as reference points in their works, Golding drew heavily on sociological, cultural, and military events. Lord of the Flies is an allegorical parallel to the world, as Golding perceived it. The island, the boys, and many other objects and events described in his work represent Goldings view of the world and humankind in general. He specifically incorporatesRead More Struggle Between Good and Evil in William Goldings Lord of the Flies1186 Words   |  5 PagesThe Struggle Between Good and Evil in William Goldings Lord of the Flies   Ã‚  Ã‚   Evil is not an external force controlled by the devil, but rather the potential for evil resides within each person. Man has the potential to exhibit great kindness or to rape and pillage. In the novel Lord of the Flies, William Golding deals with this evil that exists in the heart of man. With his mastery of such literary tool as structure, syntax, diction, point of view and presentation of character, GoldingRead More Essay on Behavior in All Quiet on the Western Front and Lord of the Flies1313 Words   |  6 PagesComparison of Human Behavior in All Quiet on the Western Front and Lord of the Flies  Ã‚         An authors view of human behavior is often reflected in their works. The novels All Quiet on the Western Front by Erich Maria Remarque and Lord of the Flies by William Golding are both examples of works that demonstrate their authors view of man, as well his opinion of war. Goldings Lord of the Flies is highly demonstrative of Goldings opinion that society is a thin and fragile veil that when

Black House Chapter Ten Free Essays

10 AS THE CRUISER with Tom Lund behind the wheel noses down Third Street to Chase roof-rack lights decorously dark, siren off Dale takes out his wallet and begins digging through the mess in the back: business cards people have given him, a few dog-eared photographs, little licks of folded-over notebook paper. On one of the latter he finds what he wants. â€Å"Whatcha doin’, boss?† Tom asks. We will write a custom essay sample on Black House Chapter Ten or any similar topic only for you Order Now â€Å"None of your beeswax. Just drive the car.† Dale grabs the phone from its spot on the console, grimaces and wipes off the residue of someone’s powdered doughnut, then, without much hope, dials the number of Jack Sawyer’s cell phone. He starts to smile when the phone is answered on the fourth ring, but the smile metamorphoses into a frown of puzzlement. He knows that voice and should recognize it, but â€Å"Hello?† says the person who has apparently answered Jack’s cell phone. â€Å"Speak now, whoever you are, or forever hold your peace.† Then Dale knows. Would have known immediately if he had been at home or in his office, but in this context â€Å"Henry?† he says, knowing he sounds stupid but not able to help it. â€Å"Uncle Henry, is that you?† Jack is piloting his truck across the Tamarack Bridge when the cell phone in his pants pocket starts its annoying little tweet. He takes it out and taps the back of Henry’s hand with it. â€Å"Deal with this,† he says. â€Å"Cell phones give you brain cancer.† â€Å"Which is okay for me but not for you.† â€Å"More or less, yeah.† â€Å"That’s what I love about you, Jack,† Henry says, and opens the phone with a nonchalant flick of the wrist. â€Å"Hello?† And, after a pause: â€Å"Speak now, whoever you are, or forever hold your peace.† Jack glances at him, then back at the road. They’re coming up on Roy’s Store, where the early shopper gets the best greens. â€Å"Yes, Dale. It is indeed your esteemed † Henry listens, frowning a little bit and smiling a little bit. â€Å"I’m in Jack’s truck, with Jack,† he says. â€Å"George Rathbun isn’t working this morning because KDCU is covering the Summer Marathon over in La Riv â€Å" He listens some more, then says: â€Å"If it’s a Nokia which is what it feels like and sounds like then it’s digital rather than analog. Wait.† He looks at Jack. â€Å"Your cell,† he says. â€Å"It’s a Nokia?† â€Å"Yes, but why â€Å" â€Å"Because digital phones are supposedly harder to snoop,† Henry says, and goes back to the phone. â€Å"It’s a digital, and I’ll put him on. I’m sure Jack can explain everything.† Henry hands him the telephone, folds his hands primly in his lap, and looks out the window exactly as he would if surveying the scenery. And maybe he is, Jack thinks. Maybe in some weird fruit-bat way, he really is. He pulls over to the shoulder on Highway 93. He doesn’t like the cell phone to begin with twenty-first-century slave bracelets, he thinks them but he absolutely loathes driving while talking on one. Besides, Irma Freneau isn’t going anywhere this morning. â€Å"Dale?† he says. â€Å"Where are you?† Dale asks, and Jack knows at once that the Fisherman has been busy elsewhere, too. As long as it’s not another dead kid, he thinks. Not that, not yet, please. â€Å"How come you’re with Henry? Is Fred Marshall there, too?† Jack tells him about the change in plan, and is about to go on when Dale breaks in. â€Å"Whatever you’re doing, I want you to get your ass out to a place called Ed’s Eats and Dawgs, near Goltz’s. Henry can help you find it. The Fisherman called the station, Jack. He called 911. Told us Irma Freneau’s body is out there. Well, not in so many words, but he did say she.† Dale is not quite babbling, but almost. Jack notes this as any good clinician would note the symptoms of a patient. â€Å"I need you, Jack. I really â€Å" â€Å"That’s where we were headed anyway,† Jack says quietly, although they are going absolutely nowhere at this moment, just sitting on the shoulder while the occasional car blips past on 93. â€Å"What?† Hoping that Dale and Henry are right about the virtues of digital technology, Jack tells French Landing’s police chief about his morning delivery, aware that Henry, although still looking out the window, is listening sharply. He tells Dale that Ty Marshall’s cap was on top of the box with the feathers and Irma’s foot inside it. â€Å"Holy . . .† Dale says, sounding out of breath. â€Å"Holy shit.† â€Å"Tell me what you’ve done,† Jack says, and Dale does. It sounds pretty good so far, at least but Jack doesn’t like the part about Arnold Hrabowski. The Mad Hungarian has impressed him as the sort of fellow who will never be able to behave like a real cop, no matter how hard he tries. Back in L.A., they used to call the Arnie Hrabowskis of the world Mayberry RFDs. â€Å"Dale, what about the phone at the 7-Eleven?† â€Å"It’s a pay phone,† Dale says, as if speaking to a child. â€Å"Yes, but there could be fingerprints,† Jack says. â€Å"I mean, there are going to be billions of fingerprints, but forensics can isolate the freshest. Easily. He might have worn gloves, but maybe not. If he’s leaving messages and calling cards as well as writing to the parents, he’s gone Stage Two. Killing isn’t enough for him anymore. He wants to play you now. Play with you. Maybe he even wants to be caught and stopped, like Son of Sam.† â€Å"The phone. Fresh fingerprints on the phone.† Dale sounds badly humiliated, and Jack’s heart goes out to him. â€Å"Jack, I can’t do this. I’m lost.† This is something to which Jack chooses not to speak. Instead he says, â€Å"Who’ve you got who can see to the phone?† â€Å"Dit Jesperson and Bobby Dulac, I guess.† Bobby, Jack thinks, is entirely too good to waste for long at the 7-Eleven outside town. â€Å"Just have them crisscross the phone with yellow tape and talk to the guy on duty. Then they can come on out to the site.† â€Å"Okay.† Dale hesitates, then asks a question. The defeat in it, the sense of almost complete abrogation, makes Jack sad. â€Å"Anything else?† â€Å"Have you called the State Police? County? Does that FBI guy know? The one who thinks he looks like Tommy Lee Jones?† Dale snorts. â€Å"Uh . . . actually, I’d decided to sit on notification for a little while.† â€Å"Good,† Jack says, and the savage satisfaction in his voice causes Henry to turn from his blind regard of the countryside and regard his friend instead, eyebrows raised. Let us rise up again on wings as eagles, as the Reverend Lance Hovdahl, French Landing’s Lutheran pastor, might say and fly down the black ribbon of Highway 93, back toward town. We reach Route 35 and turn right. Closer and to our right is the overgrown lane that leads not to a dragon’s hidden gold or secret dwarf mines but to that peculiarly unpleasant black house. A little farther on, we can see the futuristic dome shape of Goltz’s (well . . . it seemed futuristic in the seventies, at least). All our landmarks are in place, including the rubbly, weedy path that shoots off from the main road to the left. This is the track that leads to the remains of Ed Gilbertson’s erstwhile palace of guilty pleasures. Let us flutter onto the telephone line just across from this track. Hot gossip tickles our birdy feet: Paula Hrabowski’s friend Myrtle Harrington passing on the news of the dead body (or bodies) at Ed’s to Richie Bumstead, who will in turn pass it on to Beezer St. Pierre, grieving father and spiritual leader of the Thunder Five. This passage of voices through the wire probably shouldn’t please us, but it does. Gossip is no doubt nasty stuff, but it does energize the human spirit. Now, from the west comes the cruiser with Tom Lund at the wheel and Dale Gilbertson in the shotgun seat. And from the east comes Jack’s burgundy-colored Ram pickup. They reach the turnoff to Ed’s at the same time. Jack motions for Dale to go first, then follows him. We take wing, fly above and then ahead of them. We roost on the rusty Esso gas pump to watch developments. Jack drives slowly down the lane to the half-collapsed building that stands in a scruff of high weeds and goldenrod. He’s looking for any sign of passage, and sees only the fresh tracks made by Dale and Tom’s police car. â€Å"We’ve got the place to ourselves,† he informs Henry. â€Å"Yes, but for how long?† Not very would have been Jack’s answer, had he bothered to give one. Instead, he pulls up next to Dale’s car and gets out. Henry rolls down his window but stays put, as ordered. Ed’s was once a simple wooden building about the length of a Burlington Northern boxcar and with a boxcar’s flat roof. At the south end, you could buy sof’-serve ice cream from one of three windows. At the north end you could get your nasty hot dog or your even nastier order of fish and chips to go. In the middle was a small sit-down restaurant featuring a counter and red-top stools. Now the south end has entirely collapsed, probably from the weight of snow. All the windows have been broken in. There’s some graffiti So-and-so chugs cock, we fucked Patty Jarvis untill she howelled, TROY LUVS MARYANN but not as much as Jack might have expected. All but one of the stools have been looted. Crickets are conversing in the grass. They’re loud, but not as loud as the flies inside the ruined restaurant. There are lots of flies in there, a regular fly convention in progress. And â€Å"Do you smell it?† Dale asks him. Jack nods. Of course he does. He’s smelled it already today, but now it’s worse. Because there’s more of Irma out here to send up a stink. Much more than what would fit into a single shoe box. Tom Lund has produced a handkerchief and is mopping his broad, distressed face. It’s warm, but not warm enough to account for the sweat streaming off his face and brow. And his skin is pasty. â€Å"Officer Lund,† Jack says. â€Å"Huh!† Tom jumps and looks rather wildly around at Jack. â€Å"You may have to vomit. If you feel you must, do it over there.† Jack points to an overgrown track, even more ancient and ill-defined than the one leading in from the main road. This one seems to meander in the direction of Goltz’s. â€Å"I’ll be okay,† Tom says. â€Å"I know you will. But if you need to unload, don’t do it on what may turn out to be evidence.† â€Å"I want you to start stringing yellow tape around the entire building,† Dale tells his officer. â€Å"Jack? A word?† Dale puts a hand on Jack’s forearm and starts walking back toward the truck. Although he’s got a good many things on his mind, Jack notices how strong that hand is. And no tremble in it. Not yet, anyway. â€Å"What is it?† Jack asks impatiently when they’re standing near the passenger window of the truck. â€Å"We want a look before the whole world gets here, don’t we? Wasn’t that the idea, or am I â€Å" â€Å"You need to get the foot, Jack,† Dale says. And then: â€Å"Hello, Uncle Henry, you look spiff.† â€Å"Thanks,† Henry says. â€Å"What are you talking about?† Jack asks. â€Å"That foot is evidence.† Dale nods. â€Å"I think it ought to be evidence found here, though. Unless, of course, you relish the idea of spending twenty-four hours or so answering questions in Madison.† Jack opens his mouth to tell Dale not to waste what little time they have with arrant idiocies, then closes it again. It suddenly occurs to him how his possession of that foot might look to minor-league smarties like Detectives Brown and Black. Maybe even to a major-league smarty like John Redding of the FBI. Brilliant cop retires at an impossibly young age, and to the impossibly bucolic town of French Landing, Wisconsin. He has plenty of scratch, but the source of income is blurry, to say the least. And oh, look at this, all at once there’s a serial killer operating in the neighborhood. Maybe the brilliant cop has got a loose screw. Maybe he’s like those firemen who enjoy the pretty flames so much they get into the arson game themselves. Certainly Dale’s Color Posse would have to wonder why the Fisherman would send an early retiree like Jack a victim’s body part. And the hat, Jack thinks. Don’t forget Ty’s baseball cap. All at once he knows how Dale felt when Jack told him that the phone at the 7-Eleven had to be cordoned off. Exactly. â€Å"Oh man,† he says. â€Å"You’re right.† He looks at Tom Lund, industriously running yellow POLICE LINE tape while butterflies dance around his shoulders and the flies continue their drunken buzzing from the shadows of Ed’s Eats. â€Å"What about him?† â€Å"Tom will keep his mouth shut,† Dale says, and on that Jack decides to trust him. He wouldn’t, had it been the Hungarian. â€Å"I owe you one,† Jack says. â€Å"Yep,† Henry agrees from his place in the passenger seat. â€Å"Even a blind man could see he owes you one.† â€Å"Shut up, Uncle Henry,† Dale says. â€Å"Yes, mon capitaine.† â€Å"What about the cap?† Jack asks. â€Å"If we find anything else of Ty Marshall’s . . .† Dale pauses, then swallows. â€Å"Or Ty himself, we’ll leave it. If not, you keep it for the time being.† â€Å"I think maybe you just saved me a lot of major irritation,† Jack says, leading Dale to the back of the truck. He opens the stainless steel box behind the cab, which he hasn’t bothered to lock for the run out here, and takes out one of the trash-can liners. From inside it comes the slosh of water and the clink of a few remaining ice cubes. â€Å"The next time you get feeling dumb, you might remind yourself of that.† Dale ignores this completely. â€Å"Ohgod,† he says, making it one word. He’s looking at the Baggie that has just emerged from the trash-can liner. There are beads of water clinging to the transparent sides. â€Å"The smell of it!† Henry says with undeniable distress. â€Å"Oh, the poor child!† â€Å"You can smell it even through the plastic?† Jack asks. â€Å"Yes indeed. And coming from there.† Henry points at the ruined restaurant and then produces his cigarettes. â€Å"If I’d known, I would have brought a jar of Vicks and an El Producto.† In any case, there’s no need to walk the Baggie with the gruesome artifact inside it past Tom Lund, who has now disappeared behind the ruins with his reel of yellow tape. â€Å"Go on in,† Dale instructs Jack quietly. â€Å"Get a look and take care of the thing in that Baggie if you find . . . you know . . . her. I want to speak to Tom.† Jack steps through the warped, doorless doorway into the thickening stench. Outside, he can hear Dale instructing Tom to send Pam Stevens and Danny Tcheda back down to the end of the access road as soon as they arrive, where they will serve as passport control. The interior of Ed’s Eats will probably be bright by afternoon, but now it is shadowy, lit mostly by crazed, crisscrossing rays of sun. Galaxies of dust spin lazily through them. Jack steps carefully, wishing he had a flashlight, not wanting to go back and get one from the cruiser until he’s taken care of the foot. (He thinks of this as â€Å"redeployment.†) There are human tracks through the dust, trash, and drifts of old gray feathers. The tracks are man-sized. Weaving in and out of them are a dog’s paw-prints. Off to his left, Jack spies a neat little pile of droppings. He steps around the rusty remains of an overturned gas grill and follows both sets of tracks around the filthy counter. Outside, the second French Landing cruiser is rolling up. In here, in this darker world, the sound of the flies has become a soft roar and the stench . . . the stench . . . Jack fishes a handkerchief from his pocket and places it over his nose as he follows the tracks into the kitchen. Here the pawprints multiply and the human footprints disappear completely. Jack thinks grimly of the circle of beaten-down grass he made in the field of that other world, a circle with no path of beaten-down grass leading to it. Lying against the far wall near a pool of dried blood is what remains of Irma Freneau. The mop of her filthy strawberry-blond hair mercifully obscures her face. Above her on a rusty piece of tin that probably once served as a heat shield for the deep-fat fryers, two words have been written with what Jack feels sure was a black Sharpie marker: Hello boys â€Å"Ah, fuck,† Dale Gilbertson says from almost directly behind him, and Jack nearly screams. Outside, the snafu starts almost immediately. Halfway back down the access road, Danny and Pam (not in the least disappointed to have been assigned guard duty once they have actually seen the slumped ruin of Ed’s and smelled the aroma drifting from it) nearly have a head-on with an old International Harvester pickup that is bucketing toward Ed’s at a good forty miles an hour. Luckily, Pam swings the cruiser to the right and the driver of the pickup Teddy Runkleman swings left. The vehicles miss each other by inches and swerve into the grass on either side of this poor excuse for a road. The pickup’s rusty bumper thumps against a small birch. Pam and Danny get out of their unit, hearts pumping, adrenaline spurting. Four men come spilling out of the pickup’s cab like clowns out of the little car in the circus. Mrs. Morton would recognize them all as regulars at Roy’s Store. Layabouts, she would call them. â€Å"What in the name of God are you doing?† Danny Tcheda roars. His hand drops to the butt of his gun and then falls away a bit reluctantly. He’s getting a headache. The men (Runkleman is the only one the officers know by name, although between them they recognize the faces of the other three) are goggle-eyed with excitement. â€Å"How many ja find?† one of them spits. Pam can actually see the spittle spraying out in the morning air, a sight she could have done without. â€Å"How many’d the bastid kill?† Pam and Danny exchange a single dismayed look. And before they can reply, holy God, here comes an old Chevrolet Bel Air with another four or five men inside it. No, one of them is a woman. They pull up and spill out, also like clowns from the little car. But we’re the real clowns, Pam thinks. Us. Pam and Danny are surrounded by eight semihysterical men and one semihysterical woman, all of them throwing questions. â€Å"Hell, I’m going up there and see for myself!† Teddy Runkleman shouts, almost jubilantly, and Danny realizes the situation is on the verge of spinning out of control. If these fools get the rest of the way up the access road, Dale will first tear him a new asshole and then salt it down. â€Å"HOLD IT RIGHT THERE, ALL OF YOU!† he bawls, and actually draws his gun. It’s a first for him, and he hates the weight of it in his hand these are ordinary people, after all, not bad guys but it gets their attention. â€Å"This is a crime scene,† Pam says, finally able to speak in a normal tone of voice. They mutter and look at one another; worst fears confirmed. She steps to the driver of the Chevrolet. â€Å"Who are you, sir? A Saknessum? You look like a Saknessum.† â€Å"Freddy,† he admits. â€Å"Well, you get back in your vehicle, Freddy Saknessum, and the rest of you who came with him also get in, and you back the hell right out of here. Don’t bother trying to turn around, you’ll just get stuck.† â€Å"But † the woman begins. Pam thinks she’s a Sanger, a clan of fools if ever there was one. â€Å"Stow it and go,† Pam tells her. â€Å"And you right behind him,† Danny tells Teddy Runkleman. He just hopes to Christ no more will come along, or they’ll end up trying to manage a parade in reverse. He doesn’t know how the news got out, and at this moment can’t afford to care. â€Å"Unless you want a summons for interfering with a police investigation. That can get you five years.† He has no idea if there is such a charge, but it gets them moving even better than the sight of his pistol. The Chevrolet backs out, rear end wagging from side to side like a dog’s tail. Runkleman’s pickup goes next, with two of the men standing up in back and peering over the cab, trying to catch sight of the old restaurant’s roof, at least. Their curiosity lends them a look of unpleasant vacuity. The P.D. unit comes last, herding the old car and older truck like a corgi herding sheep, roof-rack lights now pulsing. Pam is forced to ride mostly on the brake, and as she drives she lets loose a low-pitched stream of words her mother never taught her. â€Å"Do you kiss your kids good-night with that mouth?† Danny asks, not without admiration. â€Å"Shut up,† she says. Then: â€Å"You got any aspirin?† â€Å"I was going to ask you the same thing,† Danny says. They get back out to the main road just in time. Three more vehicles are coming from the direction of French Landing, two from the direction of Centralia and Arden. A siren rises in the warming air. Another cruiser, the third in what was supposed to be an unobtrusive line, is coming along, passing the lookie-loos from town. â€Å"Oh man.† Danny sounds close to tears. â€Å"Oh man, oh man, oh man. It’s gonna be a carnival, and I bet the staties still don’t know. They’ll have kittens. Dale is gonna have kittens.† â€Å"It’ll be all right,† Pam says. â€Å"Calm down. We’ll just pull across the road and park. Also stick your gun back in the fucking holster.† â€Å"Yes, Mother.† He stows his piece as Pam swings across the access road, pulling back to let the third cruiser through, then pulling forward again to block the way. â€Å"Yeah, maybe we caught it in time to put a lid on it.† â€Å"Course we did.† They relax a little. Both of them have forgotten the old stretch of road that runs between Ed’s and Goltz’s, but there are plenty of folks in town who know about it. Beezer St. Pierre and his boys, for instance. And while Wendell Green does not, guys like him always seem able to find the back way. They’ve got an instinct for it. How to cite Black House Chapter Ten, Essay examples

Horror and suspense Essay Example For Students

Horror and suspense Essay Psychopath- a psychopath is a mentally ill person who behaves violently without feeling guilty. From that simple description from the Oxford dictionary we can already see that the genre of Alfred Hitchcocks film Psycho contains a lack of guilt and violence, which leads to horror and suspense. This is a great premise and on this the film is based. The use of a weighted title is just one of the many techniques that Alfred Hitchcock would use to make his film one of the best in its kind. He used a variety of methods to achieve a wide range of emotions and effects throughout the film of Psycho. But one of his best-used techniques is the red herring. The red herring would include Alfred Hitchcock directing the film to mislead the audience into a false sense of security. One of the prime examples of this was the scene where we see Marion running away with the money she had stolen. You see her being followed by the police and trading in her car. By this time we think that this is the main plot but when really it is just the lead up to the scene full of shock, horror and suspense, The shower scene. Another one of Alfred Hitchcocks many techniques is the use of his music, composed by Bernard Herrman. He would use an orchestra made up of stringed instruments. When the film came up to an important scene filled with suspense, the orchestra played the deafening tones of the screeching stringed instruments playing an un-even tune. You have a long, calm lead up to the main scene and then all of sudden the non-diagetic sounds alarm the audience almost at once (this style of music is further developed in Hitchcocks films; Vertigo and North by North West). Hitchcock loved to use irony; we could see this throughout the film. He would add small lines of irony whenever he could. We begin to see most of the irony whilst Marion is in the motel. We have the Traffic officer telling Marion  There are plenty of motels in the areaI mean just to be safe  When we know that the motel Marion checks into is far from safe. One of the most famous lines of irony in Hitchcocks film is the line including Norman explaining his mothers behaviour to Marion.  Whats the phrase .she isnt quite herself today At the time we dont know it but you soon realise that mother isnt really mother at all and Norman likes to pretend to be her. Thats how the line adds a comical and ironic line to the film.  Whenever there was a different scene you were almost bound to see a mirror. Hitchcock used a lot of mirrors in a scene that would be of great importance. He would use this technique to show the characters as their images. When we look into a mirror it isnt actually ourselves we are looking at, it is a reflection. This is what Hitchcock was trying show. He was showing the characters as reflections and not their real identification. He used this a lot and was one of his recurring motifs. Another one of his recurring motifs was his shots of bottomless depths. This is when you see the camera focusing on a main object that has great importance. The camera focuses on the object then slowly fades away. We see this effect when Norman is sinking Marions car with her dead body in it. You see the car in the swamp and the camera focuses on it while it slowly sinks but pauses to create suspense. .u2ad2e2d07415e279f9926d960746c12d , .u2ad2e2d07415e279f9926d960746c12d .postImageUrl , .u2ad2e2d07415e279f9926d960746c12d .centered-text-area { min-height: 80px; position: relative; } .u2ad2e2d07415e279f9926d960746c12d , .u2ad2e2d07415e279f9926d960746c12d:hover , .u2ad2e2d07415e279f9926d960746c12d:visited , .u2ad2e2d07415e279f9926d960746c12d:active { border:0!important; } .u2ad2e2d07415e279f9926d960746c12d .clearfix:after { content: ""; display: table; clear: both; } .u2ad2e2d07415e279f9926d960746c12d { 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; } .u2ad2e2d07415e279f9926d960746c12d:active , .u2ad2e2d07415e279f9926d960746c12d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2ad2e2d07415e279f9926d960746c12d .centered-text-area { width: 100%; position: relative ; } .u2ad2e2d07415e279f9926d960746c12d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2ad2e2d07415e279f9926d960746c12d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2ad2e2d07415e279f9926d960746c12d .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; } .u2ad2e2d07415e279f9926d960746c12d:hover .ctaButton { background-color: #34495E!important; } .u2ad2e2d07415e279f9926d960746c12d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2ad2e2d07415e279f9926d960746c12d .u2ad2e2d07415e279f9926d960746c12d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2ad2e2d07415e279f9926d960746c12d:after { content: ""; display: block; clear: both; } READ: Cultural Conflicts in Bend it Like Beckham EssayWe also see a lot of different camera shots; this shows variety. The film starts off with the birds eye view coming down on the apartment where Marion is having an affair. We see a lot of different camera shots throughout the film; it gives a good range and shows different views from different angles. That way we are able to see the film in depth and look at the scenes as more then just an audience. With that we feel as if we are actually participating with in the story line. A mise en scene. This is where everything that we can see in the frame is either deliberate or symbolic. When we see Normans office in the motel we see a lot of stuffed birds. We can see that Norman is interested in taxidermy. Which is both ironic and symbolic, as Norman stuffed and preserved his mother and thought as her as a real person.  There were a lot of things both in and out the film that surprised people. People were very surprised that the main actress Janet Leigh was killed half through the film. Normally as we all know the main character is there throughout the film and saves the day, in some films of today the main characters has even been known to come back to life in order to save the day from destruction. But in this film she was killed and rid of just half way through. Alfred Hitchcock didnt like to be the same as everyone else. He was always willing to try original ideas and was always there pushing the boundaries as far as he could. He wanted his film to be one of the best thrillers ever made and he used just about every effect and technique going to do this. Through out the film Hitchcock was able to manipulate the audience. There were a few scenes that showed this more then the others. When we see Marion running away with the money she has stolen; we see her been followed by the police and therefore forced to change her car. This is where Hitchcock manipulates the audience into feeling sorry for Marion and wanting her to escape. We feel worried and anxious for her and even though we know what she is doing is wrong, we want her to escape and get away with the crime she has committed. We see another scene that makes us feel that way, this time though it is a lot worse. Normally with what Norman has done we would want him to get caught. But when he has put a dead women into the trunk of her own car and pushed her into the swamp we want him to get away with it. A huge amount of suspense is created and we all sit there on the edge of our seats wanting the insane Norman to get away with the awful crime. There are many critical moments in the film, which we now identify as the main scenes. This is because of the original ideas that Hitchcock was able to think up. One of the main scenes is the parlour scene. Here we see Marion and Norman talking over a light supper. This is after Norman has supposedly talked to his mother about Marion and that she shouted at him. Marion and Norman sit in the parlour room discussing Normans mother. Normans uses the famous ironic line about his mother not being quite her self whilst they discuss her actions. He tells Marion that mother doesnt like strangers and that is why she reacted like she did. He is very quick to protect his mother and he make up excuses for her behaviour.  Its not as if mother were a maniac, a raving thing. She just goes a little mad sometimes. Havent you?

Sexual Affronts and Racial Frontiers French Indochina and the Lover Essay Example

Sexual Affronts and Racial Frontiers French Indochina and the Lover Essay Sexual Affronts and Racial Frontiers, European Identities and the Cultural Politics of Exclusion in Colonial Southeast Asia. Ann Laura Stoler Race and the Education of Desire, Fauoult’s History of Sexuality and the Colonial Order of Things. Ann Laura Stoler Introduction We will be presenting two essays by Ann Laura Stoler. The first essay, â€Å"Race and the Education of Desire†, Foucault’s history of sexuality discusses class, race and desire in terms of family and state regulations which are identified as the moral [bourgeois] code in the colonial context of Indochina. The second essay, Sexual Affronts and Racial Frontiers, European Identities and the Cultural Politics of Exclusion in Colonial Southeast Asia is focused on the construction of colonial categories in relation to people belonging to various geographical and cultural roots. Background of French Colonial Expansion: During the nineteenth century, France embarked on a series of conquests, annexations, and campaigns of pacification. From 1900 to 1914 the pacification of various colonies continued, agreements were signed with local authorities, and administrative organizations were put in place that imposed French models for schools, hospitals, and the army. Colonists began developing infrastructures which facilitated the exportation of raw material to metropolitan France. French Indochina It was a colony of commerce which was under the French rule in the 1860s and in the 1870s the Europeans began to settle here, in 1900 approximately 91 thousand settlers were classified European in the Indies. The metis population is also included in this estimate. We will write a custom essay sample on Sexual Affronts and Racial Frontiers French Indochina and the Lover specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Sexual Affronts and Racial Frontiers French Indochina and the Lover specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Sexual Affronts and Racial Frontiers French Indochina and the Lover specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Race and the Education of Desire, Foucault’s history of sexuality Stoler represents bourgeois classism in its linkage to racism. The Bourgeois code is discussed as a desire to defend its members from the pollution of the primitive others. The former are considered as threat and enemy of the White culture. Bourgeois fear of assimilation [re]establishes boundaries and influences the entire society [the other social groups]. This moral bourgeois code, represented in the film, is politically defended and implemented in everyday life, it presents prescriptions for both, bourgeois [the lower-class Whites] and natives. In other words the external boundaries of the group are required to be defended by all its members. Hence, racism is established as exposed to the individual and the group explicit regulations. The moral code basically defines appropriate gender and sexual behavior of both men and women. Male and female sexual boundaries are different in that man’s sexuality is less regulated than that of women. Male sexual behavior requires less attention in the colonial context. Man’s outside- camp [home] sexual relations remain unregulated as far as they do not include interracial marriage. The concombinage with native women turn into wide-spread practice. However, the opposite also became a practice as well [ white women with native men] [p. 183] Masculinity defines its hierarchy: at the bottom the native men. The former’s sexuality became under question. The native men were deprived by their masculinity within the colony; they were effeminized. They were seen as less capable men [in the context of Indochina], both sexually and socially. They were gazed as primitive unable to [reason]†¦. â€Å"it takes two of you to do the job† Crossing the race and class boundaries becomes a morality issue. The invisible ties separate different classes and races. However, that question becomes more complex in the colonial context. The sexual relations among economically lower status bourgeois and middle class native complicate the race and class categories. Besides, those interracial relations did not challenge the racism [the invisible ties played out their role], neither the created stereotype regarding the native men. Nevertheless, the boundaries were policed from the both sides of the borderline. Natives were also defending the racial purity of their community. They used those stereotypes for their own purposes. Their weakness became their strength, a strategy to protect the purity of their culture. â€Å"No two of me four of me. You don’t know how weak I am† In the geographical setting of French Indochina†¦ I will mention how sexuality plays a crucial role on creating and confusing colonial categories. The French film â€Å"The Lover† provides us with a creative insight to see, as Stoler describes, those who â€Å"ambiguously straddled, crossed, and threatened† the imperial divides. I will look closely at the story of â€Å"metissage† and mention the generation that emerged from it : â€Å"metis† in colonial context at the turn of the century. This will bring us to an overall view of how gender and race intertwined, how racial frontiers are created with respect to sexualities. And how much they mattered†¦ For general Western spectatorship, Vietnam does not exist outside of the war. And she no longer exists since the war has ended, except as a name, an exemplary model of revolution, or a nostalgic cult object for those who, while admiring unconditionally the revolution, do not seem to take any genuine, sustained interest in the troubled reality of Vietnam in her social and cultural autonomy. The more Vietnam is mystified, the more invisible she becomes. (Trinh T. Minh-ha, When the Moon Waxes Red, 100) Sexual Affronts European Identities and the Cultural Politics of Exclusion in Colonial Southeast Asia â€Å"The neat boundaries of the colonial rule† were maintained by referring to the distinctions between: * Cultural sensibilities * Physical attributes * Political sentiments How did this story reflect the  "tensions of Empire†? It’s plot was a combination of: * Racial category * Sexual Morality * National identity Locating Sexuality in Empire The cultural contingency of sexuality†¦ †¦appears in colonial contexts 1) Sexuality Race A sexual subculture emerges in the colonial context: Constructions of racial difference, in turn promotes or restricts particular reproductive relationships. Demography, Eugenics and Moral Degeneration are intertwined within the Imperial codes of race and sexuality. Racial hierarchies regulate sexual desire, by encouraging or discouraging it. 2) Invention of private/domestic realm ? public/civil realm Separation of social life into distinct gendered realms implies, first and foremost, that sexuality is associated with the private realm by masking the sexual politics of the colonial institutions. The heterosexual underpinnings of colonial imperial hierarchies and domestic / public spheres are always conscious in the colonial setting. Joane Nagel – Ethno-sexual Frontiers An ethno-sexual double standard: Powers of domination prevent â€Å"our† women from having sex with â€Å"their† men; but our â€Å"men† can have sex with their women without sancion. It is important to note that the Empire itself is sexualised as the penetration and domination of feminized primitive lands and peoples by virile and masculine bodies. â€Å"Concubinage† as one of the new sexual subjectivities Emotional and economic shelter for those on the margins of the normative heterosexuality. Sexuality emerges in the colonial context as a â€Å"weapon of the weak† (Scott 1985). â€Å"Metissage† – a cultural category â€Å"Metissage† is both referred to as â€Å"cultural creolization† and â€Å"cultural cross-breeding†. Metissage is an extension of the word â€Å"metis†, encompassing social, cultural, historical, racial and aesthetic concerns that can not be fully translated into English. â€Å"Metissage under debate† In Stoler’s essay, we are confronted with the fact that such a bonding was an object of political, legal and social debate. It was conceived as†¦ * A threat to White prestige * An embodiment of European degeneration * An indicator of moral decay Metis Metis is translated as â€Å"half-breed† â€Å"half-caste† or mixed blood and carries with it a negative connotation. Discussion of children of mixed parentage the odd one out in an exotic asylum- Emmanuelle Saada, â€Å"Children of The Colonies: The Metis of the French Empire: Citizens or Subjects? † Associate Professor and Director of the Center for French and Francophone Studies Colonial Representations of sexuality in the moving pictures †¦ The 1980s and 1990s The colonial syndrome Colonialism became a topic that was dealt with in many domains, from studies of colonial cultures to research in history and anthropology. Cinema played an important role in this exploration of the colonial past. Those films are the imaginings and refigurings of colonial culture and life and of colonial wars: for Africa, Claire Deniss Chocolat (1988); for Indochina, Jean Jacques Annauds LAmant (1992), Regis Wargniers Indochine (1992). Even though these films do not mean to be truthful renderings of the past, they are presenting images of the former colonies, of life in the contact zone from a Eurocentric point of view. They capture what overseas stood for in the minds of French spectatorstropical, exotic places: the teeming life of the oriental neighborhood of Cholon in LAmant, the haunting beauty of the Bay of Ha Long in Indochine, the wide landscapes of Africa in Chocolat. Pictures of the landscapes of L’amant and Indochine here! They show the French colony as a territory, and as a multiethnic society where French individuals from different classes and regions lived side by side with native populations under rules, established hierarchies and asymmetries designed to privilege the French and to exploit the land and the natives. These films provide concrete examples of what colonization meant the importation of French traditions through the French administration, which organized and ruled different countries of the Empire. The Lover (L’amant) Director : Jean-Jacques Annauds Adaptation of Marguerite Duras 1984 novel. Narrative of The Lover Set in French Indochina in the 1930s, the narrative explores a young French schoolgirls erotic affair in a colonial background. The protagonist is a 15 year-old girl, the daughter of French school teachers who left France to resettle in Indochina in order to better their social status. She is sent to a Saigon boarding school, and on her trip meets Tony Leung; a 32-year old wealthy Indochinese man of Chinese origins. They look at each and they both see a blinding white flash; its kismet. (fate) They meet in his bachelor room where they revel in a wide variety of creative sexual encounters. She comes from a troubled family. Having failed in a land-exploitation scheme, the mother falls into semi-madness. She leaves her children entirely free to do as they wish. It appears that her family would not approve of an interracial tryst. But neither would his father, since in order to inherit his wealth, he must not break from a traditional Chinese arranged marriage. Annaud organizes the screenplay around this interracial relationship, the impossible metissage. The following spot from the Lover will provide for us visual representation of those compicated relations which occured in the colonial context. The Lover, in depth analysis The film is a representation of the socially constructed character of race and the detrimental effects of these classifications had on non-white peoples in the colonies†¦ Metis in Indochina: In Indochina the term applies to persons of French-Vietnamese descent. â€Å"Metisse† or woman of a mixed race always invoked the erotic and the exotic imagination in the French Literature. It is the primitivism that the European appealed to. She is the representation of the â€Å"domesticated primitism†. (the film – young metisse – highly eroticised) To a large extent, the female protagonist functions as the â€Å"exotic† metisse. The director represents her as an â€Å"exotic spectacle† to be gazed, so that the â€Å"female subjectivity† is centralized in the film’s representation. The young Duras is a â€Å"cultural metisse† – she is the ideal metisse, a European but born in the colonies. And she is transformed into an erotic figure. â€Å"Slender wrists and thick black hair† The young Duras’ physical features indicate her belonging to the Indochina geography, and this very resemblance of her to the girls from Indochina makes her Chinese lover feel related to her†¦ This time, the adolescent white European woman is subjected to the male Oriental gaze – typically contrary to the stereotypical colonial gaze†¦ Screening of the exotic â€Å"Other† The use of eroticism and sexual attraction between the races is inscribed in the films screenplay, as well as the fascination for the Other, be it for a geographical or human landscape. The Lover exposes directly the colonial situation from the position of the colonialist. It examines the parameters of an exotic passion between two people from different social and racial backgrounds, but it is limited to the geography of the Cholon bachelors bedroom. Braving the Boundaries†¦ Duras herself braved both French and Chinese cultural taboos by involving in a relationship with a long-time colonial ruler over the Indochinese population. Their romantic affair is an imperial narrative which places (class) exploitation out of the picture. Yet the class difference between the young French girl and the Indochinese/Chinese man is one of the major components of their relationship. At least, it is one by which Duras justifies the relationship: she is the daughter of a deprived colonizer in need of money, and he is the wealthy, educated son of a Chinese merchant. Once this class distinction is established, exploring interracial desire does not lead to rethinking colonial consciousness, but takes the shape of a cinematic tool as sexuality became a power tool†¦ Inter-racial intimacy overshadowed by the colonial ties †¦ The Lover explores the colonial ties between France and Indochina under the primarily erotic and sexual components of a nubile order, leading to a surface exploration of interracial intimacy. The stories conclusion shows the European reabsorption of the colonizer, whereas the native reintegrates the colonial space assigned to him/her. The Chinese lover marries his Chinese bride †¦ The film is much concerned with the characteristics that racial difference bestowed upon the Indochinese, neatly illustrated by his discussion of possible mixed marriages. Maurice Rondet-Saint’s book: Dans notre Empire Jaune (1917), is concerned with the characteristics that racial difference bestowed upon the Indochinese. It seems to be more particularly the individual role of the mother who fails to upbring her children as an ordinary member of the White colonial society. In this sense, those children were exposed to the native culture. Hence, they become less White, polluted by the â€Å"uncivilized†. The profoundly gendered view of the issue of culturally mixed race children is emphasized by Stoler that even fully European children in colonial context were seen â€Å"White but not quite†. Conclusion Mixed-race sexual relations [especially women] posed a threat because they blurred the sharp distinction between citizens and subjects on which the colonial order rested. This film explores the central place of the  «metis problem » in the management of colonial sexuality. Indochina in that context served as a laboratory for the â€Å"metis question†, but it is also an account of a global Empire marked by the persistent challenge of maintaining boundaries between citizen and subject. By exploring the intersection between sexuality, race and class in the colonial context through a cinematographic representation, we hope we have provided with a solid insight on the matters raised by Stoler on Racial Frontiers, Colonial Identities and the place of desire. Extras: Two figures in academia with an insightful touch on the colonial Indochina: 1) Panivong Norindr, in Filmic Memorial and Colonial Blues: Indochina in Contemporary French Cinema in the book Cinema, Colonialism, Postcolonialism. Perspectives from the French and Francophone Worlds. Ed. Dina Sherzer French culture- its love affair with Indochina- resulting in a number of novels and films. He considers three filmsIndochine, LAmant, and Dien Bien Phuin order to examine how they participate in the construction of a collective memory of Indochina. He concludes that these films sustain and reinforce the founding myths of the colonial presence in Indochina. 2) Srilata Ravi, in â€Å"Metis, Metisse and Metissage: Representations and Self-representations† in the book Asia in Europe, Europe in Asia By Farid Alatas (Syed. ), Srilata Ravi, Mario Rutten, Beng-Lan Goh : Institute of Southeast Asian Studies Works Cited Nagel, 2000. Ethnicity and Sexuality. Annual Review of Sociology. 26 Pratt, 1992 – Imperial Eyes: Travel Writing and Transculturation. London: Routhledge Scott, Weapons of the Weak: Everyday forms of Peasant Resistance. New Haven, CT. Yale University Press.

Report of Experiences in Assessments in Matoska International School

Report of Experiences in Assessments in Matoska International School Introduction At Matoska International School, assessment is one of the key elements of the teaching and learning process. Assessment is concerned with the gathering of valuable feedback from student in term of what the student know, what the students feel and what the students are able to do at various stages of the teaching learning process in response to what they have learned.Advertising We will write a custom term paper sample on Report of Experiences in Assessments in Matoska International School specifically for you for only $16.05 $11/page Learn More The school has multi faceted assessment criteria that aim at evaluating different types of learning such as skills, knowledge and attitudes. It also means that students are an integral part of the assessment process and that the students are encouraged to develop critical thinking as well as a self evaluation mentality. Assessment at Matoska International School is not only for the purpose of gathering in formation for the sake of enriching the teaching and learning process but is intended to aid in the development of students’ learning and learned abilities. As such it is an ongoing process that also involves the environment, the community as well as the student’s family members. The student is continuously informed of the assessment criteria and adequately prepared before any assessment test is administered (Matoska n.d). Assessment is therefore a continuous process of varied activities intended to develop the student and involves various parties such as the parent community, and the family members while the student is the central figure in the entire process. Assessment methods At Matoska, teaching and learning is multifaceted and as such the assessment criteria is modeled along the Bloom concept of learning domains. It evaluates various aspects of learning such as knowledge skills and attitudes. Knowledge learned is assessed through summative tests at the end of eve ry learning unit. The learner is required to define, describe, knows, lists, or recall knowledge learned. The learner is also expected to show the ability to analyze knowledge learned. Assessment also tests the learner’s attitudes. This involves testing whether the learner’s skills, concept and beliefs have been affected by what has been learned. As such the learner will be observed to identify how he/she cooperates, influences, questions and internalizes learned values. Furthermore, assessment is also intended to evaluate the learners ‘doing’ abilities. This includes testing the learner fro creating, constructing, composing designing and such other physical abilities. Assessment involves both qualitative and quantitative evaluation.Advertising Looking for term paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Quantitative assessment involves awarding of numerical score or grades while qu alitative assessment appeals to a teachers emotion and responses such as good, satisfactory, excellent are involved. Qualitative assessment is used in assessing both written and unwritten tests. Furthermore, assessment also tests a learners psychomotor skills; the ability of the students to do what they have learned in class. Therefore, the assessment at Matoska involves a variety of methods (Matoska n.d). To begin with the teachers use the paper pencil methods. This involves written response where students will write tests that may either involve multiple choices, short answers or essays. Written assessment is done both as a continuous measurement method of a student learning. Therefore it is achieved through writing daily class room assignment as well as the end of every learning unit or semesters exams. Non paper and pencil assessment involves unwritten evaluation such oral tests and manual task. A student is required to give oral responses to questions as well as completing manu al tasks such as simple laboratory experiments while following simple procedures. Unwritten assessment is also part of co curricula activities such as debating, group discussions, music, as well as sports and physical education. The teacher will also observe the student developmental needs in communication skills, interpersonal skills and the way the student relates to the environment around them (Gredler1999). The purpose of assessment The methods mentioned above are student centered and as such the main purpose of using them is to make the student be part of teaching learning process. Thus the student becomes an active participant in the learning process. Students are encouraged to develop self evaluation mechanism and as such they reflect on what they have learned. They are therefore become aware of their own personal academic progress and as such the student will make self directed effort to improve their grade (Matsoka, n.d; Badders, 2000). The tools mentioned above are also ve ry useful in gathering information about the teaching learning process. This information is valuable as it will inform the teaching methods applied to the whole class in general as well as for specific learners. Diagnostic tests help the teacher to understand the student entry level knowledge and learning needs. Assessment is also part of the professional teacher’s duty. At Matoska, teachers are supposed to administer tests and examinations at predetermined times in fulfillment of their professional duties. Such include Minnesota Comprehensive Assessment, administered every spring to students to grades 3 to 5 (Matoska n.d.).Advertising We will write a custom term paper sample on Report of Experiences in Assessments in Matoska International School specifically for you for only $16.05 $11/page Learn More Assessment generates valuable information As mentioned earlier, the methods of assessment are used to generate valuable information about the entire t eaching and learning process. The tools for assessment thus have been able to yield valuable information to the teacher as follows. Over a given period of learning a student takes a series of tests of which an average score is calculated. Continuous tests measures learning abilities on given topics. These tests are used by the teacher as to gauge the student’s immediate needs per topic which are addressed before progress to the next topic. Therefore the tests help in gathering information about a student’s continuous progress and needs. The averaging of tests scored is very useful in giving an accurate measure of a student’s academic performance over a given period of time, such a school semester. The series of assessment test a variety of knowledge, skills and talents. This reveals students’ strength, weaknesses and development needs (Marzano 2006). The assessment has also been very valuable in yielding information on teaching methods that will aid a stu dent’s improved learning. It is through assessment that teachers identify weak areas and thus have to vary teaching methods to address those areas (Matoska n.d.). If students score poorly in communication skills or have poor written skills, the teacher will vary the teaching methods, to incorporate teaching communication, both verbal and written. Rating assessment methods The assessment methods applicable at Matoska have been rated very highly and proved satisfactory. The purposes of using these particular methods have had a very significant impact on the curriculum at Matoska International School. These methods are very valid as have allowed students to exhibit what they know and are able to do. Such assessment includes writing down grammatically correct sentences, ability to identify herbivore from carnivores among other activities. The scores for these assessments are recorded, analyzed and used for future reference as well as improving the learning process at the school. The assessments are reliably useful as they can be applied to all students at all time not only in Matoska but in other schools in the district. These assessments have been able to produce similar results if applied to various schools and students at different times. They also produce data reliable data that that accurately reflects individual student’s knowledge, attitudes and skills learned.Advertising Looking for term paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Assessment methods are also upgraded periodically to reflect the current thinking in classroom assessment. Furthermore, the methods have been structured in such a way that they address the time available. This reflects the efficiency of the methods in use (Badders 2000). Insight and problems encountered The assessment process has yielded useful insights. Credible assessment is an interactive process between teaching and the learning process where the student is the central figures in the whole process. It therefore means that communication is valuable in the whole process as goals and intentions have to be clearly communicated to the student. To facilitate this mean that the relationship between the student and teacher has to be right for any effective communication to occur. Traditional assessment only involved the teacher as the only one who would develop assessment tools. However modern methods are also encouraging the student to do a self evaluation that will help in student dir ected studying. There are also some problems encountered in using the assessment methods identified in this essay. Assessment is a much more complicated affair especially when it comes to qualitative assessment. The use of adjective such a s good, excellent and such other words that express the quality of learning do not have a universal application because of their subjective nature. What is satisfactory performance to one student may be poor performance from another. Therefore qualitative assessment becomes difficult when assessing student with varying abilities using the same criteria (Black Dylan, 1998). Conclusion Teaching, learning and assessment have symbiotic relationship. Teaching and learning are directed towards assessment while assessment is directed towards further learning which may result in further assessment. As such none can exist without the other. Traditional assessment was content oriented but with changes in the education system, a more student approach has be en adopted. This has resulted in better assessment methods being adopted which have lead to improvement of educational standards. Matoska International School values assessment as an integral part of its teaching and learning process. It is also student centered and as such other than assessing knowledge, the student’s attitudes and physical abilities are also part of assessment the intention of which is to produce an all rounded individual. Reference List Badders, W. ( 2000). Methods of assessment. Web. Black, P., Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy Practice5 (1). Web. Gredler, M. (1999). Classroom assessment and learning. New York: Addison Wesley Longman. Marzano, R. (2006). Classroom assessment and grading that work. Virginia: ASCD. Matoska International PYP assessment policy. Web.

Total quality management Term Paper Example | Topics and Well Written Essays - 1500 words

Total quality management - Term Paper Example An article in the New York Times that displays a graph will be critiqued. A top-down flow diagram, cause-and-effect and flowchart will be drawn to explain the processes and problems surrounding purchasing a vehicle. Finally, an example of a poka-yoke will be given. The first dimension of quality that Garvin proposes is performance. The advertisement gives the primary operating characteristics of the services provided. The second dimension is features. The advertisement gives the secondary aspects of performance that supplement the basic functions of the services offered. The third dimension is reliability. The services offered in the advertisement have measured to verify their reliability. This is especially important because the services offered are consumed over a specific duration of time. The fourth dimension is conformance. The testing services offered in the advertisement meet the standards that are set by Prometric. The fifth dimension is serviceability. This dimension does not have relevance to the services offered at Computech Computers Inc and as such, repair and restoring of services does not need to be considered. The seventh dimension of quality is aesthetics. The advertisement makes the services offered to look, feel and sound in teresting to the reader. However, it is not possible to please everybody and individual preference will dictate whether the advertisement had aesthetic value. The eighth and final dimension of quality is perceived quality. The advertisement infers the good quality of the services offered by use of images, assurance that the company is authorized by Prometric and the provision of full time qualified instructors (Garvin, 1988, pp. 113-174). External customers are people or businesses that purchase the services or products offered by a company. External customers are the ordinary customers who purchase the company’s products or services. Internal customers

Conflict theory Assignment Example | Topics and Well Written Essays - 500 words

Conflict theory - Assignment Example The class conflict theory notes that the society has been dominated by class antagonism and struggle over resources. The reason why I have liked the theory is that it highlights issues that continue to affect the modern society. For example, there has been a struggle for available resources in the current society such as employment opportunities, and other resources such as land and water. Hence, various argument presented in the theory are an explicit depiction of what is happening in the society today. Another example is on how capitalism continues to dominate the society. In fact, as it is those countries that have enormous resources continues to accumulate more and hence the increase of few rich people and at the same time vast population being poorer. Secondly, I like the concept that poverty in society is because of exploitation. I believe that there is no way one can accumulate resources if what rightful belong to them is taken by privileged in the society. Therefore, such an individual will not be able to get enough to sustain his/her life and life of those that solely depends on him or her. I also like this concept as it helps in highlighting ways that can be reversed to be able to reduce poverty and inequality in the society. There are different italicized key concepts that are applicable in my practice. One of the italicized key concepts is ideologies. The ideologies are described as one’s idea that may lead to a certain ways of doing things. I believe this concept is applicable in my practice as I also have my own ideas that act as a guide to various things I do. The other concept that is applicable in my practice is on one-Dimensional Man. The concept argues that a man have been unable to maintain self through the influence of ‘outside’ things such as technology. I identify with this concept as I have managed to embrace technology in various aspects of life. For example, currently, I use a modern

Comparison and Contrast of the Story of Joseph in the Bible and the Essay

Comparison and Contrast of the Story of Joseph in the Bible and the Koran - Essay Example The Koran and the Bible present similar accounts only for Joseph and Moses, whereas they widely differ in accounts of Noah, Abraham and Jonah. The story of Joseph has the main basic theme, but some of the details presented differ in some ways. The Biblical story of Joseph is presented in detail, whereas the Koran presents a broader version. The paper will analyze the differences between the two stories. These are discussed in detail; 2. The Dreams In the Bible two dreams are mentioned. The first dream is of sheaves that bow down to Joseph’s sheaf. The second dream mentions eleven stars, the Sun and the Moon bowing down before Joseph. The Koran mentions only one dream which is the second dream. There is no mention of the first dream. Furthermore, both versions vary in accounts of Joseph telling his father Jacob about the dreams. In the Koran version Jacob advised Joseph to keep the dream to himself and not tell his brothers. Jacob seems to understand the meaning of the dream an d understands that Joseph has been selected by God and may possess special knowledge to interpret dreams. As per the Koran the reaction is as follows: â€Å"My little son! Relate not thy vision to thy brothers, lest they concoct a plot against thee: for Satan is to man an avowed enemy! Thus thy Lord choose thee and teach thee the interpretation of stories and perfect His favor to thee and to the posterity of Jacob† (Sura 12:5-6). He believes the dream to be true. Whereas, as per the Biblical account, Jacob seems unsettled and keeps the dream under consideration that it may come true. 3. Cause for Hatred The Bible has explained the cause of hatred of Joseph’s brothers. Joseph shared his dreams with them. The brothers are jealous of his dreams and that he has been granted higher position and respect. Other reasons explained also include more affection of Jacob towards Joseph since he was born to him in his old age. As per the Bible, â€Å"because he had been born to him in his old age† (Gen 37:3). Furthermore, Joseph also brought his father bad reports about his brothers. Apart from these reasons, signs of favoritism are shown towards Joseph from his father. This specially includes the colored shirt given to him. The Koran on the other hand does not mention any colored shirt, though the favoritism is the only cause explained for the hatred of his brothers for Joseph. 4. Sending Joseph with his Brothers The Koran mentions detail account of Jacob not trusting his sons. They ask permission from him to take Joseph along with them. The Koran mentions this part in a way that Jacob had knowledge of enmity that his sons were against Joseph and their intentions were not good. He was worried but allowed his sons to take Joseph along with them after some pressure and pleading. This account is not mentioned in the Bible. Furthermore, the plan to kill Joseph or to get rid of him was not premeditated as per the Bible, whereas, as per the Koran this comple te activity was planned before and the permission to take Joseph along with them was a part of this plan. 6. Selling Joseph Both the books have account of Joseph being sold into slavery. The Bible has detailed account in this act. Though, the plot is the same that Joseph was sold to a caravan headed

Suitability of leadership styles to implementing changes

Suitability of leadership styles to implementing changes Leadership styles are the main subject of this chapter. First will be looked at what leadership is, thereafter the differences between managers and leaders are mentioned in short. Then, different leadership styles are described and the characteristics of an effective leader are given. Finally, the relation between leadership and changes in the organization as a result of organic growth are discussed and the most suitable type of leadership to implement these changes are given. What is leadership Leadership is a widely studied phenomena in the scientific literature but it is hard to give a consistent and comprehensive definition of it. This is, according to Grint (2004), due to lack of agreement on four problems which are related to leadership; (1) the process problem is leadership derived from the personal qualities, or is it social process? (2) the position problem has the leader formally allocated authority, or leads he with informal influence? (3) the philosophy problem are actions determined by context and situation, or by intentional influence? (4) the purity problem is leadership an individuals, or a group phenomenon? In the same year of Grints research publication, Northouse also reviewed his theory about leadership. He stated that leadership is a process and involves influence, occurs in a group and involves goal attainment. However, an universal definition of what is meant by organizational leadership is commonly stated as the ability of an individual to influence, motivate, and enable others to contribute toward the effectiveness and success of the organizations of which they are members. In short, leadership is a combination of the leaders traits, the behaviour of the leader, and the situation in which the leader exist. This means that leadership could be different in every situation. Differences manager and leader In many management books and scientific articles the terms manager and leader are used interchangeably which imply that these words have the same meaning. Because this is not correct and can lead to misconception, the main differences and comparisons between a manager and a leader, based on an article of Abraham Zaleznik (1977), are given in short in table 3.1Managers and leaders. Table 3.1 Managers and leaders Managers Leaders Attitudes toward goals Take an impersonal, passive outlook Goals arise out of necessities, not desires. Take a personal, active outlook. Shape rather than respond to ideas. Alter moods; evoke images, expectations. Change how people think about whats desirable and possible. Set company direction. Conceptions of work Negotiate and coerce. Balance opposing views. Design compromises. Limit choices. Avoid risk. Develop fresh approaches to problems. Increase options. Turn ideas into exciting images. Seek risk when opportunities appear promising. Relation with others Prefer working with people, but maintain minimal emotional involvement. Lack empathy. Focus on process, e.g., how decisions are made rather than what decisions to make. Communicate by sending ambiguous signals. Subordinates perceive them as inscrutable, detached, manipulative. Organization accumulates bureaucracy and political intrigue. Attracted to ideas. Relate to others directly, intuitively, empathetically. Focus on substance of events and decisions, including their meaning for participants. Subordinates describe them with emotionally rich adjectives; e.g., love, hate. Relations appear turbulent, intense, disorganized. Yet motivation intensifies, and unanticipated outcomes proliferate. Sense of self Comes from perpetuating and strengthening existing institutions. Feel part of the organization. Comes from struggles to profoundly alter human and economic relationships. Feel separate from the organization. Different leadership styles and effectiveness To achieve success, a leader needs an appropriate leadership style which fits within the whole organization. Therefore it is crucial to know which different leadership styles there are and which of them are most effective in certain circumstances. Although there are several studies about these topics, just some theories and styles will be explained in this section. The two most fundamentally different and common used leadership styles are transactional leadership and transformational leadership. Transactional leaders adjust their style to the existing organizational culture and operates within that framework. The structure is given in which their goals and needs have to be reached. This leaders implement only incremental changes. In contrast of that, transformational leaders have a clear vision of what have to be done, and the organization has to alter to reach this vision. So, the groups wants and needs and the organizations culture need to change. They lead trough implementing radical changes (Bass, 1990). Rooke and Torbert (2005) looked at another way to the topic of leadership. They argues that there are seven transformations of leadership, although seven ways of leading, which they called action logics. Each of the seven transformations is a leaders dominant way of thinking and leaders have the possibility to move through these categories. Out of their research of thousand leaders, they observed the next action logics showed in table 3.2 Seven ways of leading, with their characteristics, their strengths and the percentage of the sample that belongs to it. Table 3.2 Seven ways of leadingthis action logic Action logic Characteristics Strenghts % of research sample profiling at this action logic Opportunist Wins any way possible. Self-oriented; manipulative; might makes right. Good in emergencies and in sales opportunities. 5% Diplomat Avoids overt conflict. Wants to belong; obeys group norms; rarely rocks the boat. Good as supportive glue within an office; helps bring people together. 12% Expert Rules by logic and expertise. Seeks rational efficiency. Good as an individual contributor. 38% Achiever Meets strategic goals. Effectively achieves goals through teams; juggles managerial duties and market demands. Well suited to managerial roles; action and goal oriented. 30% Individualist Interweaves competing personal and company action logics. Creates unique structures to resolve gaps between strategy and performance. Effective in venture and consulting roles. 10% Strategist Generates organizational and personal transformations. Exercises the power of mutual inquiry, vigilance, and vulnerability for both the short and long term. Effective as a transformational leader. 4% Alchemist Generates social transformations. Integrates material, spiritual, and societal transformation. Good at leading society-wide transformations. 1% The managerial implications of these findings is that the Opportunist, Diplomats, and Experts are associated with below average corporate performance. The Achievers are associated with effective implementing of organizational strategies, but only the Individualist, Strategists, and Alchemist (which accounted for 15% of the sample) have the capacity to innovate and to transform organizations in a successfully way. Because there is no single style that is effective in all situations, Flamholtz created his Leadership Effectiveness framework whereby the situation determines which style of leadership will be most effective. According to Flamholtz, leadership effectiveness is dependent on leadership tasks, situational factors, leadership styles and the combination of the style-situation fit. An overview of Flamholtz Leadership Effectiveness framework can be seen in figure 3.1 The Flamholtz leadership effectiveness framework. Figure 3.1 The Flamholtz leadership effectiveness framework Leadership Effectiveness Leadership tasks Work Orientation People Orientation Situational factors Organization Work to be done People doing the work Leadership styles Directive Interactive Nondirective Style-Situation Fit The leadership tasks consist of work orientation and people orientation. Work orientation, which means that the work has to be done, is related to goal emphasis and task facilitation. People orientation gives care to the needs of the people doing the work, and is related to personnel development, interaction facilitation and supportive behaviour. The situational factors can be divided into the degree of task programmability, which is the extent to a work task can be specified prior its execution, and the potential for job autonomy, which is the extent to someone can work without supervision. Each leadership category in Flamholtz framework pertains two leadership styles. Autocratic and benevolent autocratic belong to the directive category. This styles declares what is to be done respectively without, and with an explanation. Consultative and participative belong to the interactive style. A leader with such a style respectively gets opinions before deciding on the plan presented, or first formulates alternatives with a group and then decides. The last two styles, consensus and laissez-fair, belongs to the nondirective category. By the consensus style has every member of the group an equal voice in making decisions, the laissez-faire style leaves it up to the group to decide what to do. Overall, to achieve a high level of effectiveness a leader has to find a balance in emphasizing the work and people orientations of leadership tasks

Wolves: An Unwanted Predator Essay example -- Wildlife Animals Gray Wo

Wolves: An Unwanted Predator Vigorous as a predator, affectionate toward its pack, the gray wolf elicits both fear and admiration among humans. This fear, along with ignorance, inspired a movement to eradicate the gray wolf from the lower forty-eight states in the early 1900’s. By the early 1930’s, gray wolf populations had been completely eliminated from the Rocky Mountains (Bangs, et al 147). In 1973, congress passed the Endangered Species Act that protected any wolves that naturally migrated from Canada (Bangs, et al 147). Public opinion began to shift and the value of the wolf on the ecosystem was realized. While the public support for a reintroduction increased, there remained many people who opposed the gray wolf. People living in the proposed restoration areas feared that the gray wolf would threaten both their livelihood and their personal safety. The reintroduction of the gray wolf to the Rocky Mountain Ecosystem should not be carried out because it bends the rules of the endang ered species act, interferes with the wolves’ natural migration back to the ecosystem and introduces a new threat to livestock in the area. The reintroduction of the gray wolf to the Rocky Mountain Ecosystem distorts and disregards the laws of the Endangered Species Act. The Endangered Species Act (ESA) was passed in 1973 to protect endangered species and their necessary habitat (McMurray 52). The purpose of listing a species as threatened or endangered under the ESA is to prevent that species from becoming extinct. The ESA implements recovery plans that stipulate specific regulations and restrictions regarding the threatened species and its habitat (McMurray 52). Under this act, any wolf that migrated to the United States ... ...e up for its past mistakes; rather, Mother Nature will restore the natural balance of her world. Work Cited Bangs, Ed., et al. â€Å"Gray Wolf Restoration in the Northwestern United States.† Endangered Species Update. July-August 2001. v18 i4. pp 147-152. Donnelly, Karen J., â€Å"Canine In the Wild.† World and I. Jan. 1999. v14 i1: pp180+. Li, Jennifer. â€Å"The Wolves May Have Won the Battle, But Not the War: How the West Was Won Under the Northern Rocky Mountain Wolf Recovery Plan†. Environmental Law. Summer 2000. v30 i3. p677-701. McMurray, Ashley. â€Å"Federal Delistings: A Case Study of the Gray Wolf†. Endangered Species Update. May-June 2002. v19 i3. pp 51-53. Richardson, Valerie. â€Å"Decrying Wolves†. National Review. March 20, 1995: pp 28, 29. United States Congress. Endangered Species Act. Washington D.C. 1973.

Divine Command Theory Essay

There are millions of people who believe in God, but among these people the differences lie in to what extent each believes that God has control over what is right and wrong. Are people’s moral standards right because God commands them, or does God command them because they are right? The Divine Command Theory most simply states that God’s commands are what is morally right, and what God forbids is morally wrong. This means that loving one another is right because God commands humans to do so. Advocates of the Divine Command Theory believe this, and believe that morality is the same as that which God commands. Things are good because God created them and/or willed them. Divine Command Theorists believe that there are objective moral standard that are the same for everyone and are independent of individual beliefs. These moral standards are true for everyone regardless of whether or not they believe them or know of them. These ultimate moral standards exist in commands given by God. God commands only things that are good, and he would never command a person to act immorally. God is all-powerful, all knowing, and all loving. God commands these things in order to do what is good for us as humans, and his commands are automatically morally right. The opponents of the Divine Command Theory do not believe that God has that much control over the earth and what is morally just and unjust. They believe that morality is subjective, and that even if there is a God morality would still be subjective. What does it matter anyway what God commands or thinks since it is just another subjective opinion? One of the only reasons that people obey God’s commands is that they fear that they will be punished in someway if they do not. They fear that they will go to hell if they do not obey, or that something bad will happen to them. This would mean that their motives are merely self-interested. But, a Divine Command Theory advocate would argue that God created us, and it is our obligation as his creation to obey Him just as a child would obey its parents. Is it even possible though to compare one’s parents with the divine? Opponent’s say that it is not possible to compare the divine with a child’s parents. However, to continue with the comparison, if a child were to want  to do something and the parent told them â€Å"no, because I said so†, then, like God, the rationale for the action being wrong is simply because it is commanded. If the command were to change to ordering the child to kill, then the right thing to do would be changed to killing. Likewise, if God’s commands are automatically what is right, then if God were to command humans to kill, killing would be a morally just action. Supporters would argue that the situation with God is different. They would also argue that God would not command something that is immoral. But, why wouldn’t God command something immoral? The only answers would be because it is wrong or because God only commands that which is right. But saying this would therefore disprove the Divine Command Theory entirely. This states that what is right and wrong is independent of God, and that what God commands and condemns is subject to these independent standards of what is right and what is wrong. This also proves that a supporter could not say that God is good because â€Å"God† and â€Å"good† do not have the same definition. In order to state this, one must concede that in order for this to be true God must be independent of the standards of goodness that the definition of â€Å"good† entails. There are only two possibilities for the existence of God and moral standards: 1. God creates the moral standards, or 2. God is subject to the moral standards that are independent of him. If God is independent of what is right and wrong and commands what is right and wrong, then God becomes another rational being who decides from these standards of right and wrong what to command. The moral values are accepted by God and therefore commanded. If this is true, then in no way does God create the moral standards. The only way for a Divine Command Theorist to prove their beliefs is for them to prove that without God there would be no morality. If God commands things because they are good, then humans could live moral lives without God because God is also subject to the standards of morality. Humans could, as rational beings, understand the moral values that determine right and wrong and choose how they should live. Humans could decide what actions are moral or immoral without God. Divine Command Theory advocates may try to support their beliefs by saying  that there is nothing above God, good and bad is determined by God’s commands, and things are good and moral because God commands them. However, if there is nothing independent of God causing him to decide what to command, then there is nothing to prevent God from commanding evils such as murder. The only answers again are that God wouldn’t do that because God is good, or that God only commands that which is good. Both of which again disprove the Divine Command Theory. Divine Command Theorists feel that those are not the only answers. The main reason behind God not commanding evil is because God is a loving God, an all-loving God. Because he is such, He would not command evil, and evil would not be moral. God actually exists and loves his creations. He loves and cares for them, and commands in a way that is considerate of their well being and creates a unity/togetherness among them. Not to act according to his commands is to act contrary to a loving way, and to act in this manner is wrong. How does one know what God’s commands are? Are they sent directly from God into people’s brains or souls? Are they given to us via a messenger i.e. a priest? It would seem easy to say that rational human beings have an intuition that tells them what is right and wrong and that God is not the one telling them what is right and what is wrong. There is no need for a God to tell humans what is considered moral and immoral because humans have knowledge and a sense that is independent of God to tell them the right ways to live. God does not create the moral laws. The moral laws exist separately from God and can be understood by any rational being. All that humans need in order to live a moral life is an understanding of these moral laws and a conscience to guide them through their life. Advocates would argue, however, that this is not the case. The moral laws exist because God commands them, and his commands are found in the Bible’s teachings. God commands us through the teachings of the Bible to live a moral life. He teaches us that to love one another is a moral way of life, and evils result in an immoral life. This can be seen in the Ten Commandments and various other passages in the Bible. A person can  understand the way of life that God intended through what can be read in the Bible and inferred from it. This is where morality and God’s commands can be found. However, the Bible can be very contradictory and unclear. In many passages God directly commands murder, and in others commands that death is the correct punishment for actions such as homosexuality. Are things immoral with the exceptions of the instances when God deems them as the right thing to do? Can God say that murder is wrong but change it to right depending on the situation? Is a person supposed to read the Bible and make their own decisions about what the passages mean and what they are telling humans are the right and wrong ways of life? The Bible should not be the source of God’s commands. Suppose that a person reads a book that someone has told them contains the moral standards given to humans by God that all people are supposed to live by, and this book says that a person should kill people over the age of 50, would it be morally correct for this person to kill everyone over the age of 50? There are many religions that do not worship God based on the Bible. Are these religions wrong, and are they worshipping incorrectly? The Judeo-Christian God cannot be the absolute correct belief. If God created all human beings, then he wouldn’t only enlighten Christians of his existence and the correct moral laws. If God’s commands are found in the Bible, then does this mean that before the composition of the Bible there was no God or moral laws? The use of the Bible to explain the Divine Command Theory is a very unstable method. Clearly, the Divine Command Theory is a very sensitive subject to discuss. Despite the strength of each argument, there is no real proof on either side of the argument than can without a doubt prove that what God commands is right because he commands is or that God commands that which is right because it is right. Both can be considered valid arguments of the amount of control God has over the moral standards of the universe, but it is much easier to attempt to disprove something that has no concrete evidence. The question of whether moral standards exist because of God or if God is  subject to them remains a very good one.