Public Schools Should Provide Healthy Food - 880 Words

Public schools must provide healthy food to students. The United States is at an unequaled high because of expanding fast food prevalence, media impact, and the absence of activity. This may cause negative outcomes that include: diabetes, cardiovascular malady, asthma, and psychological wellness issues. Here are some statistics is I found from â€Å"The Center for Disease Control and Prevention† The rate of kids matured 6–11 years in the United States who were hefty expanded from 7% in 1980 to about 18% in 2012. Correspondingly, the rate of teenagers matured 12–19 years who were fat expanded from 5% to almost 21% over the same period. In 2012, more than 33% of kids and young people were overweight or obese. Overweight is characterized as having abundance body weight for a specific range from fat, muscle, bone, water, or a mix of these factors. Obesity is characterized as having overabundance body fat. Fast foods contain a large amount of fat. Both sugar and salt are pervasive in fast food items like ground sirloin sandwiches, hash browns, French fries and, obviously, soft drinks. Some people like eating at fast food restaurants because it is more convenient than cooking at home. Many parents are tired from work and want to relax. They know it is bad for them, but why do they continue to eat junk food? I think most families don’t have money to buy healthy food. Sometimes they don’t care; they just want to eat something fast, quick, and ready to go. Most burgers have so muchShow MoreRelatedBenefits Of Healthy School Lunches And The Growing Dietary899 Words   |  4 PagesSchools take control of students every move from the amount of homework they get to the exact time they get out, which is a right they do have. In this eye opening TED talk, Chef Ann Cooper discusses the importance of healthy school lunches and the growing dietary problems of our nation’s youth. School needs to realize that the decisions that they make can impact students in a positive or negative way. Many schools believe if they try to serve healthy foods to students they will not eatRead MoreThe On The Healthy Hunger Free Kids Act1554 Words   |  7 PagesThis project focuses on the analysis and comparison of the two policies on the criteria. It provides information on likelihood of decreasing rate of childhood obesity as well as alternative policy. Reinforcing NSLP in every school in our nation to adhere to dietary guidelines set forth by USDA. In addition, focusing on education and raising awareness among children and their parents even if our nation is on financial crisis especially budgetary and spending issues. Improving child nutrition is everyoneRead MoreImproving Competitive Foods Schools For Creating A Healthy School Environment1182 Words   |  5 PagesImproving Competitive Foods in Schools to create a healthy school environment To: School Districts and School Administrators Seeing Spots: Addressing Competitive Foods Competitive foods are foods that are available in schools to purchase through venues such as a la carte lines, vending machines, snack bars, school stores and other fundraises.1 It has been estimated that nearly 30-50% of all school students consume their total calories at school.2 School lunch and breakfast programs meet the requirementsRead MorePersuasive Essay On Junk Food787 Words   |  4 Pagesproblem. Junk food and other snacks that provide little nutritional value are accepted as a major contributor to the problem, especially for children who may be exposed to advertisements for junk food on television and at school. The first step in conquering the obesity epidemic is not banning junk food outright in schools. Instead, we must focus on educating young children about making healthy decisions, not just about diet, but also about physical activity. Banning or taxing junk food heavily isRead MoreChildhood Obesity And Its Effect On Children973 Words   |  4 PagesPublic schools need to teach children more about food in the United States. Children should be taught more about where the food comes from, how the food is gathered, how the food can be prepared, and how they can eat healthier in order to guide them to live with a healthy eating habit. Fact: Many American children are or are becoming obese in the past thirty years. About fifteen percent of the U.S. children from 2 to 19 years old are considered as obese, and many more children are in a risk ofRead MoreFederal Government Should NOT Regulate the Fast Food Industry1190 Words   |  5 PagesAfter Fast Food Nation by Eric Schlosser was published in 2001 and became a New York Times bestseller, the same titled movie and other food-related documentary movies such as â€Å"Super Size Me† (2004) and â€Å"Food Inc.† (2009) became smash hits, which may reflect the enhancement of people’s awareness of healthy food in last decade. However, the recent article of Time magazine online shows that today’s food situation does not seem to improve since then, it even got worse. Especially a social problem likeRead MoreU.s School Food Regulation For Public Schools Essay1543 Words   |  7 PagesAmerican public schools have poor nutrition, and it causes obes ity in teenagers. As a former student of the American public school systems, the condition of the food has been a problem for years. Over the past two decades, obesity has been an issue in the U.S, and it is due to poor school nutrition. The public schools lack a variation in the healthy meals they contain. Inadequate nutrition can lead to an abundance of health problems. Although spending money on food can be expensive, the governmentRead MoreChildhood Obesity: A Rising Disease756 Words   |  3 Pageshas become a huge public health concern in the past few decades although it may not be as widely noticed such as cancer and other diseases like heart and lung disease. Obesity is a disease. This disease is associated with other health issues such as high blood pressure, diabetes and mental health complications (CDC, 2013). There is a great need for implementation of low-fat, low-sugar, and portion-controlled options available to all children and adolescents at home and school. It is best to teachRead MoreA Short Note On Diabetes And Its Effects On Health1159 Words   |  5 Pagesand unhealthy eating habits. Healthy foods are inaccessible to low income children, which has a negative impact on their health. There are programs in place to aid these low income families, but these programs are underutilized, The programs need to expand and improve to better serve their communities. Primarily, healthy foods are inaccessible and unappealing to low income families, because of the culture of the area, their cost, a lack of transportation, and schools non nutritional lunches. JAMARead MoreWhy Should School Provide Healthy Food?945 Words   |  4 Pages Why should school provide healthy food? According to the research, 30.5 million students in the United States get lunch at school rather than at home. However the problem is it’s been found that students who eat school lunches are at a higher risk for being an unhealthy weight. Because school always serving fatty meals like hot dogs and fried chicken to the students. In the essay â€Å"School Food, Public Policy, and Strategies for Change† by Marion Nestle

Pateman On Locke Essays - 1259 Words

For years social contract theorists had monopolized the explanation of modern society. John Locke was among those who advocated this theory of a collectively chosen set of circumstances. Carole Pateman, on the other hand rejects many of the pillars of the social contract and specifically attacks certain aspects of Lockes argument regarding paternalism and patriarchy. Pateman defends her idea that the individual about which Locke writes is masculine, instead of the gender-encompassing form of the word quot;man.quot; Pateman also argues that Locke denies the individuality of women. Instead of scrapping his entire work, however, she grants him a couple of concessions, even acknowledging Locke as anti-patriarchal. If John Locke were around†¦show more content†¦Much like the other social contract theorists, Pateman believes that Locke leaves women out of the picture. In Patemans eyes Locke excludes women from quot;participation in the act that creates civil society.quot;(Sexual Contract: 21) Others have generously argued that Locke omitted women from the original contract in order to keep from alienating his (male) audience or, even though they are not mentioned directly, women still quot;could have been party to the social contract.quot;(Sexual Contract:21) Pateman believes his omission was the direct result of Lockes idea of an individual being masculine. When Locke speaks of man and mans role in the social contract, Pateman takes quot;manquot; literally to mean the male gender instead of as a universal term. Pateman also concerns herself with Lockes status as a believer in paternal or parental power. Although Locke stresses the Bibles fifth commandment (Honor thy father and mother) he does not extend womens equality to other arenas. Instead, according to Pateman, quot;the husband still exercises power over his wife, but the power is less than absolute.quot;(Sexual Contract: 22) It is in this manner that Pateman attributes male dominated government and politics to a traditional patriarchal system. To quote Pateman directly: The genesis of the (patriarchal) family is frequently seen as synonymousShow MoreRelatedWeaknesses Of Social Contract Theory928 Words   |  4 Pagesthat enforces the contract and the laws that come with it. Some political theorists, such as Thomas Hobbes and John Locke, have differing views as to what the state of nature is and what should constitute as a social contract. One difference is Hobbes’s theory of the Social Contract supports the idea of absolutism while providing very little to no value to the individual, whereas Locke supported the individual and not the government. These social contract theorists have elements which a feminist canRead MoreSocial Contract And The Civil Society979 Words   |  4 Pagescitizens. Indeed the human behaviour described seems alien to us, and Hobbes is criticised for his narrative of human behaviour and psychology (Hampton 1999). More importantly, the persons living in the state of nature of the classical theorists, Hobbes, Locke, and to a lesser extent, Rousseau, are simplistic generalisations. Dicus (2015) argues that the state of nature as a model needs more developed descriptions of persons, rather than generalised threats, to more effectively explain the shift from theRead MoreEducation: Pedagogy of the Oppressed by Paulo Freire Essay1435 Words   |  6 Pagesbe used by a nation and the problems it entails that would have to be discussed for modern uses. Locke begins by describing a state of nature that entails equality and a state of perfect freedom for mankind to live as they want within the laws of nature (Locke 2009, 370). Locke’s work argues for his view of property, where a man has the right to the fruits of his labor but not to another man’s (Locke 2009, 372). In his view, the government is meant to prevent on man from seeking punishment that isRead MoreThe Theory Of Social Contract Theory2326 Words   |  10 PagesBusiness Society Government The concept of social contract theory is that in the beginning man lived in the state of nature. They had no government and there was now law to regulate them. There are three main philosophers Thomas Hobbes, John Locke, and Jean-Jacques Rousseau that are best known for the social contract theory. In the twentieth century moral and political theory with John Rawls’ Kantian version of social contract theory and was then followed by David Gaunthier. Feminists and raceRead MoreOrganisational Theory230255 Words   |  922 Pagesmanagement’s right to manage is founded upon its ability to improve organizational efficiency and effectiveness, justified and enabled by objective analyses of how things really are, has to collapse epistemologically (see also Fournier and Grey, 2000; Locke, 1996). Their inevitably subjective interpretations of what is going on can be no better than any other person’s equally subjective interpretations. Despite the recent appearance of this ‘subjectivist’ epistemological challenge to the dominance of

Child and Young Person Development free essay sample

Understand child and young person development Understand the expected pattern of development for children and young people from birth to 19 years It is important to remember that development is holistic, and each child is unique and will develop in their own way. Many skills and areas of development overlap with one another. A child does not learn the skills needed to play football, for example, which may be considered as a physical skill, without having social, communication and cognitive skills as well.Aspects of development include physical, communication and language, intellectual/cognitive, social, emotional and behavioural and moral. Physical development This is an important area of children`s development and one often assumed will take place automatically as they grow and mature. Although children will develop many skills naturally as they get older. * 0-3 years. This is a period of fast physical development. When they are first born, babies have little control over their bodies. In their first year they will gain more control over their bodies and by 12 months will have some degree of mobility such as crawling or walking.In their second year they will start to walk. Their ability to control their movements means they will start to use their hands for pointing or holding small objects, even starting to dress and feed themselves. They will also be able to play with a ball and start climbing things such as stairs and furniture In their third year they will start to use pencils and crayons and enjoy looking at and turning pages in books, use cups and feed themselves, walk and run with more confidence and use toys such as tricycles 3-7 years Children start to carry out more co-ordinated movements and start growing in confidence as a result. They will have more control over fine motor skills such as cutting, writing and drawing * Become more confident at running, hopping, skipping, kicking a ball and use larger equipment 7-12 years They may start to have hobb ies and interests which mean they become more practised in certain areas such as dance or sport. They may also be able to make controlled finer movements used for playing instruments or sewing. Girls in particular will start to show signs of puberty from ages 10-11, when there will be another period of rapid physical growth 12-16 years During adolescence young people will grow stronger.Boys will be starting to go through puberty whilst girls would have completed the process and have regular periods. So between these ages there can be quite a difference in height and strength. At the end of this stage, on average, most boys will be taller than most girls. 16-19 years At this stage most girls have reached Physical maturity but boys will continue to grow and change until their mid-20’s. Communication and Intellectual Development 0-3 years Babies will listen to language from those around them and will enjoy songs and games, most will start to try to speak are around 12 monthsBetween 1-2 years old they will start to put word together. By two years old most children will know about 200 words Between 2-3 years old children will start to use negatives and plurals in their speech, their vocabulary will increase rapidly, they will start to make errors in grammar when speaking e. g. â€Å"I drawed it†. 3-7 years Start to use increasing number of familiar phrases as well as asking a large number of questions. They will be able to talk about things in Past and Future tenses with more confidence.During this period they will become more skilled at aspects of number and writing as well as continuing to learn about their words. Start looking for adult approval, and start to learn to read. 7-12 years By this stage most children will be fluent speakers of a language. They will be developing and refining their reading and writing skills. Their language skills will enable them to think about and discuss their ideas. They will be developing their own thoughts and preferences and will be able to transfer information in a more abstract way. 12-18 years By now young people will have a clear idea about what their favourite subjects are.They will be selecting + taking GCSE’s and A levels which they are able to achieve. They may lack self-confidence or avoid situations in which they have to do subjects they don’t like and may even lead to truancy. It’s often important to teenagers that they feel good about themselves and they belong. 16-19 years By this time they leave school and will begin to think about career and university choices based on qualifications they have selected, Focus on areas of strength and look forward to developing these as they move on. Social, Emotional and Behavioural Development -3 years Very young children will be starting to find out about their own identities. They will need to form a strong attachment, the earliest of which will be a parent/carer. In nursery, children are usually given a Key Worker who will be their main contact. At this stage they may start to have tantrums through frustration and will want to do things for themselves. 3-7 years Children will still be developing their identities. They will start to play with peers and socialise through imaginative play. This will help them develop their concept of different roles in their lives.They will need to learn the importance of boundaries and why they are necessary. They respond well to being given responsibility. 7-12 years Children’s friendships will become more settled and will have groups of friends . Need to have the chance to solve problems + carry out activities independently. They will continue to need praise + encouragement and will be more aware of what others think of them. 12-16 years Self-esteem of children and young people can be vulnerable at this stage. Their bodies will start to show outer signs of becoming an adult but will still need guidance in many ways.They will want to spend more time with their friends and may continue to display childish behaviour. They may feel under pressure of what’s expected of them growing up and be unsure of how to behave in different situations. 16-19 years Children enter adulthood but may still need advice and guidance from other adults. They will lack experience and different people will vary in emotional maturity and the way in which they interact with others. Although development is often separated into different ‘headings’ it is important to remember that these areas all link with each other. For example- Developing physically and refining skills can affect their ability to become independent, socialise and grow in confidence. Many activities will stimulate interest and encourage pupils to develop skills in different areas. Cooking Cooking Social, Emotional and Behavioural * Taking turns * Sharing meal times with one another Social, Emotional and Behavioural * Taking turns * Sharing meal times with one another Physical Development * Fine motor skills and hand – eye co-ordination Physical Development * Fine motor skills and hand – eye co-ordinationCommunication and Intellectual * Measuring Quantities * Deciding Menus * Using language to describe food * Learning how food + nutrition affect growth and health * Sitting down to eat together + conversing with one another Communication and Intellectual * Measuring Quantities * Deciding Menus * Using language to describe food * Learning how food + nutrition affect growth and health * Sitting down to eat together + conversing with one another Understanding the kinds of influences that affect Children and Young Peoples Development Moved from another Country Moved from another CountryBereavement Bereavement Introduction of a new partner Introduction of a new partner Can affect development in different ways Can affect development in different ways Usually monitored closely with regular meetings Usually monitored closely with regular meetings Academic involvement Academic involvement Influences Influences Illness Illness Background Background Parents split up Parents split up Extra-curricular activities Extra-curricular activities Personal Choices Personal Choices Looked after/Care Status Looked after/Care Status Friends Friends Poverty + DeprivationPoverty + Deprivation Less likely to achieve at school Less likely to achieve at school Education Education Parents find it difficult to manage their needs which will impact on all areas of development Parents find it difficult to manage their needs w hich will impact on all areas of development May restrict their development opportunities and be less able to participate in activities May restrict their development opportunities and be less able to participate in activities Restrict social activities e. g. on the playground Restrict social activities e. g. on the playgroundPoor health or physical disability or impairment Poor health or physical disability or impairment Health Health May come from a country where education begins later May come from a country where education begins later Come from a home schooling environment Come from a home schooling environment May have been taught previously in a different way and so will need additional support to settle in May have been taught previously in a different way and so will need additional support to settle in If you have any concerns about a pupils development you should always share them with others. In the case of primary pupils refer to the class teacher in the first instance, followed by the special educational needs co-ordinator. In secondary school you may wish to go straight to the SENCO. You should give dates and example for you concerns, if possible, so that they can be backed up. It’s important that if a school has concerns about a pupil, their parents must always be informed. Understanding the Potential effects of transitions on children and Young Peoples Development Transitions experienced by most children include things such as starting school, changing classes or key stages, or passing on to Junior or Secondary schools.

The Islamic Revolution an Example of the Topic History Essays by

The Islamic Revolution The 1978 political turbulence that put an end to the millennium-old monarchy in Iran has become known as the "Iranian Revolution." Officially, it is called the "Islamic Revolution," a notion emphasized by the new sovereigns and their loyal supporters in order to justify the rule of the Shiia clergymen and their Islamic principles. (Bernard Lewis, 2004). Need essay sample on "The Islamic Revolution" topic? We will write a custom essay sample specifically for you Proceed Our Customers Often Tell Us: Who wants to write paper for me? Professional writers recommend: Academic Papers For Sale Cheap Writing Services Write My Essay Online Cheap Custom Writing Service Is It Illegal To Write Papers For Money The "Revolution" replaced the existing political order with a theocracy, a development incongruent with trends prevalent elsewhere in contemporary history wherever there has been a revolution. The incongruency is apparent not merely because a revolution had taken place, but because it had occurred under the leadership of a traditionalist Moslem clergy, who were striving to materialize their long term objective: the establishment of a theocracy. In fact, it is surprising to note that until the early 1970s Iran was undergoing a transition toward a more secular society, with the role of religion diminishing in regard to political affairs. The outspoken revolutionary and reformist opposition forces were mainly secular in their orientation. Their domain of influence was expanding, making them a likely candidate to replace the existing regime. Then, in the 1970s, a renewed Shiia revitalization movement began. This movement gained momentum and penetrated almost every segment of the population. It conquered certain social territories that had been the stronghold of the former secular political groups. Simultaneously, it strengthened and expanded its influence among the lower classes and rural people. This movement even found access to those members of the middle class who were better educated than most other Iranians. It was a great success for the proponents of Islamic rule, for now they had easy access to the group with the most significant political potential in the country--the urban middle class. This stratum included most of Iran's politically hotheaded college students, younger white-collar employees, and young officers in the administration of Iran's growing industrial system. These groups included most of Iran's long-time opponents of the regime, who were thoroughly experienced in radical activities under repressive rule. They were people with the knowledge and skills of political persuasion. It was not, therefore, the size of this stratum that was significant, but its political potential. It became increasingly apparent that a redirection of the national struggle was in the process and that events were moving in favor of Islamic activists. Building upon this movement, different Moslem groups were encouraged to expand their activities, both in political and nonpolitical affairs. Some groups attempted to appeal to all classes with their political objectives and demands for a national uprising against the regime. As the struggle proceeded, during 1977-78, the Shiia groups under Ayatollah Khomeini's leadership managed to unify the major opposition forces over the objective of pushing the Shah out of office. This objective brought nearly all the opposition groups under a single leadership. As a result, the leading clergy who commanded the alliance of the insurgent masses rose to the position of leader of the opposition groups, speaking with a national voice. This promotion was not only political; simultaneously, it imposed the clergy's objectives and preferences upon the people. Such activities at the leadership level were complemented by the entrance into the movement of millions of people who had very little previous political experience. A power was created that could easily crush any resistance, could silence any other alternative suggestions, and was obedient to the clergymen who had established themselves as the leaders of the uprising. The contribution and power of the small, but highly influential, new middle class was becoming insignificant compared to that of the urban lower class and the rural people. These earlier activists found themselves powerless to exert any determining influence upon the new course of social change. The energies that now moved the masses were beyond the control or command of the new middle class. The slogans, for example, during the early wave of the uprising in the winter of 1978, were "Freedom and Independence." By the end of the year, they had become "Freedom, Independence, and the Islamic Republic." The former reflects the earlier phase when secularists were still in the lead, and the latter reflects the time when the clergy leaders and their supporters had become a dominant force. The original political demands, for which the secularists had fought for years and to which they had tried to educate the populace, were fading away in the uproar of escalating revolution. Those demands were overstepped by an Islamic fundamentalist revitalization movement that had attracted millions of newcomers to the realm of revolutionary politics. Ideologically, the secular group found themselves to be like a gust of wind lost in a hurricane. They had helped the genie out of the bottle only to find themselves caught in his vise-like grip. The movement was entering a new phase. (Nikki R. Keddie, 2003). In this phase, the demands of nearly all political forces that did not belong to the clergy-led groups were either removed from the agenda or pushed down on the list. Very little opportunity remained for secular demands, even if they were made by Moslem intellectuals. The revolution of the secular groups and the consequences of the earlier activists' efforts were swallowed up by the Shiia revitalization movement. The immense national power was now invested in a clerical leadership. Millions of devoted Shiia Iranians listened eagerly to these leaders as both political commanders and religious authorities. Millions of others obeyed them, at least as a political leadership. In this way, it was possible for the Shiia activists to elevate Ayatollah Khomeini to a leading position as a personification of the "People's Revolution," as both its spokesman and commander. Thus, a theocracy was born. (Nikki R. Keddie, 2003). The Iranian experience provides valuable data and certain insights into some key theoretical issues in sociology. It could contribute to the sociology of modernization, the sociology of revolutions, and the social study of culture and religion. Since the Iranian Revolution is only a single case and a case that seems to be historically specific, we may be prevented from over generalizing based on Iranian findings. However, the event raises certain issues and addresses certain questions that could shed some light on the shortcomings of existing theories. One such shortcoming is in the area of theories of modernization. Theoretical works on modernization were begun by pioneering sociologists and were later pursued by those in communications. As it had begun with the works of earlier theorists such as Daniel Lerner, modernization was viewed as a process that had great social-psychological consequences. What these attempted to do was trace the consequences for the material modernization of a society in terms of the internal (psychological) changes that take place within the inpidual. They further expanded these concerns in order to learn more about what facilitates or hinders the process of modernization of inpiduals. The Iranian case may suggest a need to look at the facilitators and impedances that are of a class and political nature. The breakdown of the inpidual's internal constraints against modernization, which the existing theorists tend to focus on, is not sufficient to understand both the modernization and counter modernization developments. As the Iranian case clearly shows, modernization is not viewed by the people who are subject to it as a value-free experience. It is understood as favoring certain groups more than others, and therefore becomes a political or even a class-domination process in the eyes of the people. It is this sort of cognitive mapping of modernization that is the key to understanding the cultural and religious revitalization movements that were active in Iran, and may potentially develop in many other Middle Eastern countries. (Christin Marschall, 2003). Similar arguments may be made about the theories of revolution. There exists a tendency for certain social theorists to try to reduce revolutionary events to causal models. Moreover, they tend to focus on monocausal explanations. The fact, as the Iranian Revolution seems to suggest, is that it might be futile to look for a single cause. Rather, one may need to favor a holistic approach. Again, it must be asserted that while none of the causal explanations can probably be rejected, even the monocausal ones, they do seem to only show a glimpse of revolutionary events. This theoretical issue could be raised about the potential sources of change generated by culture. If culture is viewed as a homogeneous medium, as in most cases it is, then it may closely resemble a static entity, a passive one that could not be the source of major social changes. What makes the Iranian culture and Shiiaism a potential ground for the generation of political forces is the dualism that is embedded in it. It is not just a series of justifications, historically formed by the interests of the ruling classes; nor is its content all anti-ruling class sentiments. It is both. The dynamism that could make culture and religion two important sources of change arises from this very fact of dualism. In the case of the Revolution, it was the antiruling class elements of Iranian culture and Shiia Islam that became the seedbed of radicalism that represented itself as revitalization movements. Such movements may well parallel other drives, such as those caused by material and group interests. For certain strata of people, the impetus could quite reasonably be cultural or religious movements, and nothing more. (Bernard Lewis, 2004). Surely, there were and still are many Iranians, acting and sounding as radical as any other "anti-imperialist" and "anti-ruling class" activists, who still sincerely believe that they revolted to vitalize their religion, that Shiia revitalization is indeed a revolutionary act, that the Revolution was definitely for Islam, and that they are ready to sacrifice their lives for that cause. For this category of people, ideologies, motives, supportive sentiments for revolutionary actions, and the ideals for which they have striven all have originated from their religion and culture. (Bernard Lewis, 2004). References: Bernard Lewis (2004). From Babel to Dragomans: Interpreting the Middle East; Oxford University Press Christin Marschall (2003). Iran's Persian Gulf Policy: From Khomeini to Khatami; Routledge Curzon Nikki R. Keddie (2003). Modern Iran: Roots and Results of Revolution; Yale University Press

Redemption Through Suffering in Crime and Punishment

Redemption Through Suffering in Crime and Punishment Free Online Research Papers In Dostoevsky’s Note Form Underground, the underground man states that Free will means having the freedom to make choices that may damage the individual and cause suffering, but suffering is the sole cause of consciousness (Lantz 74). The Dostoevskian Character, if he achieves salvation at all, always does so by working through his crime to the repentance which lies beyond it. He never achieves salvation first and avoids committing the crime. Specific individual crime and therefore specific individual suffering is an unavoidable step toward salvation (Cox 36) . In Dostoevesky’s novel Crime and Punishment Raskolnikov is no exception to the Dostoevskian character. He too only finds salvation after committing his individual crime by working through his spiritual suffering, which leads to confession and ultimately his salvation through the acceptance of his guilt. It is by the grace of Porifry’s timing and through Sonia’s sharing of his burden and unconditional love that Raskolnikov is redeemed both intellectually and emotionally and finally, â€Å"life steps back into the place of theory†. In trying to understand Raskolnikovs erratic behavior and revolt against God in Dostoevsky’s novel Crime and Punishment, one can look to his name for a clue. Raskolnikov comes from the Russian root Raskol translated â€Å"Schism† or â€Å"Split†. Many critics believe Dostoevsky names his characters very purposefully to give insight to the reader and Raskolnikov is no exception. Dualism is the key to understanding Raskolnikov’s character, a young man searching to define himself. He experiences an emotional-intellectual split in his person (Bloom 66). His genuine feelings of compassion for the impoverished and troubled citizens of St. Petersburg oppose his â€Å"Napoleonic† theory, intellectual arrogance and contempt for those same suffering citizens. He often takes steps to alleviate those who are suffering, and afterwards feels disgust with himself for betraying his own intellectual principles. Before Raskolnikov commits the murder of an old pawnbroker he again faces this emotional-intellectual conflict. Although he believes that one is able to â€Å"step over a corpse or wade through blood†¦ for the sake of his idea†, he is horrified at the thought of what he plans to do (Dostoevsky 261). He holds to a theory that anything is permissible for the extraordinary man who dares to make his own laws and the rest of society is made up of inferior, ordinary men who Raskolnikov says â€Å"serve only to reproduce†¦ men who have a gift to utter a new word† (Dostoevsky 261). The murder of an old pawnbroker is therefore a test to rid himself of his inner conflict and determine if he is a great man who stands above the miserable masses or if he is in fact one of them. He tells Sonia, â€Å"Listen: When I went to the old woman’s that time I only went to test myself† (Dostoevsky 410). Directly after he commits the murder, Raskolnilov again faces his inner conflict. His heart gives him a desire to confess his crime because he is burdened with enormous guilt, despite his utilitarian reasoning that led him to commit the murder. While he is still in the old woman’s room he wishes to give himself up, â€Å"not from fear, but from simple horror and loathing of what he had done† (Dostoevsky 83). Raskolnikov continues to faces great spiritual suffering throughout the majority of the book. At first his reason seems to fail him. For a moment he even believes that all his clothes are covered with blood and that he could not see it because his reason was clouded (Dostoevsky 93). The next minute he develops a fever and falls into a deep sleep for two days. When he awakes, he goes on a walk to discard of any blood stained evidence but for some reason is drawn to the pawnbrokers home, wishing to â€Å"fall on his knees, and confess everything†¦Ã¢â‚¬  (Dostoevsky 97). Throughout the novel Raskolnikov is conscious of his inner turmoil but chooses to keep his intellectual life split off from the rest of his being. Not only is it split, his intellectual life is overextended to the point that it eclipses the natural desire of his heart to confess, causing great spiritual suffering (Leone 62). Dostoevsky writes: â€Å"that eclipse of reason and failure of will power attacked a man like a disease† (Leone 74). The spiritual suffering that Raskolnikov continues to face eventually purifies and redeems his mind because this suffering humbles him. This leads Raskolnikov to finally submit to the voice of his conscience and so diminish his intellectual arrogance that tried to place itself beyond the moral law (Lantz 422). Porfiry, the detective investigating the murder, is Raskolnikov’s intellectual redeemer because he provokes Raskolnikov to question his theory of extraordinary men. Porfiry holds a great diologue with Raskolnikov where he continually questions every aspect of an article Raskolikov has written and published on his Napoleon theory (Dostoevsky 261). He also explains to Raskolnikov that suffering for a crime is the only means to redemption. He explains, â€Å"suffering, Rodion Romanovich, is a great thing†¦ there is an idea in suffering† (Dostoevsky 348). Not only does Porfiry challenge Raskolnikov’s theory, he also gives him time for his spiritual suffering to lead him to confession and ultimately salvation. If Porfiry were to have arrested Raskolnikov immediately, it would have ruined Raskolnikov’s intellectual redemption through suffering and self-realization. Because of the grace of Porfiry’s timing, Raskolnikov confessed and therefore came to the realization of the error of his â€Å"Napoleon† theory. Raskolnikov attempts to explain, rationalize and justify his crime to Sonia, a prostitute who he has fallen in love with but can not understand why. He rejects each attempt as soon as he offers it. As he attempts to explain his theory, he realizes how incomplete it was. This realization is seen in the fact that as soon as he offers a reason, he then rejects it with the words: â€Å"No, No, that wasn’t it† (Dostoevsky 412). It would have been of no advantage to arrest Raskolnikov unless it was for simple punishment, before he acknowledged the error of his own ways. In this case, salvation would have been impossible because Raskolnikov would never have accepted his own guilt (Terras 71). Awareness of one’s own guilt means that external punishment can finally be accepted as a means of expiation. Therefore when Raskolnikov becomes ware of the error of his theory, he goes to see Sonia in preparation for his later confession. Dostoevsky’s theory that â€Å"suffering leads to salvation† and that through suffering man’s sins are purified are now brought into the foreground (Lantz 422). Raskolnikov is ready to confess and accept his punishment but he fears that the burden will be too heavy for him to bear alone. He goes to Sonia to ask if she will follow him to exile in Siberia and share his burden. He says to her, â€Å"Because I couldn’t bear my burden I have come to throw it on another† (Dostoevsky 411). Sonia readily accepts Raskolnikov’s burden because of her unconditional love and compassion for him. When he tells her of the murder she kisses and hugs him and tells him â€Å"I will follow you, I will follow you everywhere†¦ Together, together! I will follow you to Siberia† (Dostoevsky 407). Earlier in the novel, Porfiry Petrovitch had asked Raskolnikov if he believed in the raising of Lazarus from the dead. Now, Raskonikov asks Sonya to read him that same story. Therefore, Dostoevsky’s two redemptive figures, Porfiry and Sonya, are connected through the same biblical story. Raskolnikov, like Lazarus, died one type of death, isolation from society and great spiritual torment, as a result of the crime. Through Christ, Lazarus was raised from the dead; now through Sonya help, Raskolnikov hopes to be regenerated to life. Therefore, both stories are of people who were separated from the living and through some incredible miracle were restored to the living. The story is one of suffering, of great suffering that was alleviated by the miracle of restoring life. Therefore, if Sonya can restore Raskolnikov to life, his suffering will be alleviated (Leone 80). In asking Sonya to join him, he breaks out of his isolation, or death, caused by the crime. Sonya’s advice to Raskolnikov is to suffer and expiate his sin, â€Å"to go at once, this very minute, stand at the cross-roads† and confess, because confession of sin is the beginning of redemption (Dostoevsky 415). She wishes for him to accept suffering and achieve atonement through it. She gives him her cross and tells him to put it on when he has gone to meet his suffering and confessed to Porfiry. She then tells him to come to her, She will put on a cross and they will pray together, a symbol of her taking up his cross, his burden, and sharing in his suffering. Because of the suffering he accepted, Raskolnikov no longer faces an intellectual-emotional split, or tries to oppress his emotions with ration. A crime can serve as the catalyst toward provoking suffering and eventually leading to rebirth and this is what happened for Raskolnikov. He needed to suffer in order to be regenerated. On the last page of the epilogue, Dostoevsky writes that Raskolnikov could â€Å"not have analyzed anything consciously; he was simply feeling. Life had stepped into the place of theory and something quite different would work itself out in his mind†. Suffering is a kind of purgatory that can cleanse the soul. Dostoevsky wrote in his 1873 Writer’s Diary that â€Å"the principal and most basic spiritual need for people is the need for suffering† (Lantz 423). Work Cited Bloom, Harold Edt. Fyodor Dostoevsky’s Crime and Punishment Bloom’s Notes. Chelsea House Publishers: USA, 1996. Cox, Gary. Tyrant and Victim in Dostoevsky. Slavic Publishers: Columbus, OH, 1984. Dostoevsky, Fyodor. Crime and Punishment. Bantam Books: New York, 2003. Leone, Bruno Edt. Readings on Fyodor Dostoyevsky. Greenhaven Press: San Diego, 1998. Terras, Victor. Reading Dostoevsky. The University of Wisconsin Press: Madison, Wisconsin,1998. Lantz, Kenneth. The Dostoevsky Encyclopedia. Greenwood Press: London, 2004. Research Papers on Redemption Through Suffering in Crime and PunishmentCapital PunishmentComparison: Letter from Birmingham and CritoUnreasonable Searches and SeizuresQuebec and CanadaArguments for Physician-Assisted Suicide (PAS)The Relationship Between Delinquency and Drug UseThe Effects of Illegal ImmigrationHonest Iagos Truth through DeceptionThree Concepts of PsychodynamicMoral and Ethical Issues in Hiring New Employees

American Exceptionalism Essay Example | Topics and Well Written Essays - 500 words

American Exceptionalism - Essay Example The American society is basically established itself because of the right choice of power over tyranny was deliberate. The privatization and rights of the property are mainly due to the exceptionalism that socialism and properties belong to the government were not right choices argued by new Americans. In their opinion democratic style of ruling over the country maintain civic system through which new American powerful member of the society can impose order among themselves. The issue of the private property that it should be a key right of the citizens didn’t hold a large agreement. When public ownership ideas were raised they were not taken seriously hence the preface of "exceptionalism† as an alternative to later personification of socialism rests on an assumption of a choice that did not in fact exist at the time. By avoiding the real factors like incentives to the citizens is generally accepted as undesirable theory and clearly focusing on the subjective and ideolog ical factors. This put forward the idea of Exceptionalism. The image of the America is like shinny city on the hill. It is a powerful attraction for every one who is seeing it from far away from the plains. But this image has turned down. Due to globalization people would know that if the American exceptionalism will still there then it would definitely pose some negative sights. The scholars have started to think about the after affects of the Iran war. It would create the trouble for the America and can damage its future.

Accounting and Finance will send you fquestions file Essay - 1

Accounting and Finance will send you fquestions file - Essay Example s that both the companies are efficient in utilizing their capital and equity to generate sufficient profits despite the fact that Wimbledon has a higher ratio than Kensington. The Net Profit Margin and Gross Profit ratio of Kensington are higher than that of Wimbledon. To make it worse, the ratios of Wimbledon are below the industry averages (Bull, 2008). The total assets turnover and non-current assets of Wimbledon is higher than that of Kensington. The ratio of Kensington was lower than the industrial averages. This implies that Wimbledon is efficient in utilizing its total assets and non-current assets to generate sufficient revenue. Apart from receivables collection period of Wimbledon being below the industrial averages, it is also below that of Kensington (Tennent, 2008). This shows that Wimbledon is very efficient in collecting its debts. The Inventory holding period follows the same trend as the receivables collection period. This reveals that Wimbledon is efficient in converting its inventory since it holds them for a short period (Berman, Knight and Case, 2013). The current ratio and decisive test ratio of both the two companies are below the industrial averages. This is despite the fact the current ratio of the two companies are above the one implying that both the two companies can at least service their current obligations with their current assets. The debt-equity of Wimbledon is below both that of Kensington and the industrial average implying that it is not heavily geared (Barrow and Barrow, 2008). Considering the above analysis, it is highly advisable that Chelsea Plc. should acquire Wimbledon than Kensington company since it has financial ratios indicate better financial performance. The directors of Chelsea Plc. should consider other information such as cash flow statements and company policy before of the two companies before making their final