Secret Nazi Words and Codes

Mystery Nazi Words and Codes Nazi-Problem? Does the world have another Nazi issue? All things considered, it without a doubt appears that way. This article will acquaint you with their mixed methods of correspondence worldwide so you can remember them when you go over them for example via web-based networking media channels.  The consequence of the NSU-Scandal (National Socialist Underground) is gradually blurring from the medias memory. The possibility of a sorted out underground system of Neo-Nazis again has become something government officials and police authorities can excuse as ridiculous. The ongoing flood of assaults on displaced person camps, and in places like Charlottesville, Virginia talk a totally different language. Experts believe that if not part of a bigger plan, in any event the conservative gatherings and people are in close correspondence by means of informal communities and different techniques. The NSU-examinations have by and by appeared, that there is a huge Neo-Nazi-power †one that is established further in the public arena than our pioneers might want to concede. Perhaps than we might want to admit. Just similarly as with other periphery gatherings, numerous Nazis have created explicit code words and numbers to represent traditional phrasing and signs †Terminology a nd Symbols that are in any case disallowed in Germany. We will see that these mystery words and codes of Nazi-discourse are not just circling in Germany.  â Numeric Combinations There are numerous numeric mixes that work as illustrations for Nazi-terms. You regularly discover them as tokens on apparel or in online correspondence. The accompanying rundown will give you a thought of a portion of the codes in Germany and abroad.  In a ton of models, the picked numbers speak to letters of the letters in order. They are a contraction of words related with the Third Reich or different names, dates or occasions from Nazi folklore. In these cases, the standard is for the most part 1 An and 2 B, and so on. Here are the absolute most popular Nazi codes: 88 †speaks to HH, which means â€Å"Heil Hitler.† The 88 is one of the most utilized codes in Nazi-speech.â 18 †represents AH, you speculated right, its a shortened form of Adolf Hitler.198 †a blend of 19 and 8 or S and H, which means Sieg Heil.1919 †speaks to SS, short for â€Å"Schutzstaffel†, likely the most notorious paramilitary association in the Third Reich. It was answerable for probably the most shocking violations against humankind in World War II. 74 †GD or â€Å"Großdeutschland/Groãÿdeutsches Reich† alludes to the nineteenth century thought of a German express that incorporates Austria, likewise an informal term for Germany after the extension of Austria in 1938. Groãÿdeutsches Reich was the official state assignment of the Third Reich over the most recent two years of the war.28 †BH is an edited version for Blood Honor, a German Neo-Nazi system that these days is prohibited.â 444 †one more portrayal of le tters, DDD represents Deutschland lair Deutschen (Germany for the Germans). Different speculations bring up that it additionally may allude to the Four-Column-Concept of the extreme right gathering NPD (National Democratic Party of Germany). This idea is the NPD’s technique for prevailing upon political force in Germany.â  14 or 14 words †is a numeric mix utilized by Nazis everywhere throughout the world, however particularly in the USA and by some German gatherings. The specific 14 expressions of this code are: We should make sure about the presence of our kin and a future for white kids. An announcement begat by perished American racial oppressor David Eden Lane. â€Å"Our people,† obviously rejects each and every individual who isn't regarded â€Å"white.†  Nazi-Speech The German Nazi-scenes have demonstrated to be innovative with regards to designing expressions or terms for imparting inside their positions. That goes from innocuous sounding self-assignments, over re-naming left-wing trademarks to differing expressions and equivalents. By and large, Nazi-Speech is exceptionally politicized language that is intended to accomplish quite certain objectives, for example, molding open conversations of specific issues and disturb a solid gathering or segment.  Especially ideological groups and associations that work on an open level are adhering to an in advance innocuous language that makes it hard to recognize it from for example official city language. Frequently, Nazis forgo utilizing evident go-to-terms, for example, the N-word, - which in German methods Nazi -  that would make it simple to recognize their cause.Some gatherings or gatherings call themselves Nationaldemokraten (National Democrats), Freiheitliche (Liberals or Libertarians) or Nonkonforme Patrioten (Nonconformist Patriots). Protester or politically off base are often utilized names in conservative discourse. With respect to War II, far-right proclamations frequently target trivializing the Holocaust and at moving fault towards the Allied Forces. NPD-government officials consistently scrutinize that Germans enjoy a supposed Schuldkult (Cult of Guilt) or a Holocaust-Religion. They likewise frequently guarantee that their adversaries utilize the Faschismus-Keule (Fascism -Club) against them. They imply that Right-Wing contentions can't be likened with extremist positions. Be that as it may, this particular scrutinize is for the most part unimportant and makes light of the Holocaustâ by calling various united military tasks as Alliierte Kriegsverbrechen (Allied War-Crimes) and Bomben-Holocausts (Bomb-Holocausts). Some conservative gatherings even go similarly as naming the BRD a â€Å"Besatzerregime (Occupied Regime)†, essentially considering it an ill-conceived replacement to the Third Reich, unlawfully introduced by the Allied Forces.  This short look at the mystery words and codes of Nazi-Speech is only a hint of something larger. While digging further into the German language, particularly on the web, it may be insightful to keep your eyes open for a portion of these numeric mixes and the previously mentioned signs. By utilizing apparently irregular numbers or innocuous expressions Nazis and traditional individuals regularly convey far less covered up than one would might suspect.

Education of the Middle Ages Essay

Instruction, as we probably am aware it today, didn't exist in the Middle Ages. Lack of education was predominant among the populace. Recorders were the exemption to the standard. Houses of worship were the primary wellspring of information and tutoring. Genuine enthusiasm for learning developed alongside the advancement of towns. The towns’ authorities should have been instructed. Simultaneously a requirement for lawful organizations was made thus began the college marvel. Present day instruction was on its way. There were scarcely any schools in the Middle ages, so everybody had constrained instruction. Indeed, even the Lord of the Manor was frequently unfit to peruse or compose. A portion of the principal schools were Cathedral schools. Just as Parish, Monastic, and Palace schools. Here individuals took in a specific job in the public arena. Normally the essential occupation was preparing the pastorate in their expert obligations as ministers of the Christian individuals. The priest was the leader of the complex and he had a staff of minister to assist him with the few of the bishopric. These aptitudes that were instructed here were perusing, singing of songs, church law, composing of archives and the performing of Church obligations and holy observances. A case of instructing for a particular job in life were the Knights who had figure out how to battle with different weapons so they could battle for their ruler. The everyday citizens, be that as it may, had no chance to get of being taught other than going a devout school. In any case, in the event that they did this, they needed to give their property to the congregation. The individuals who went to this school later become priests or nuns. They needed to adhere to three significant laws: purity, acquiescence, and the law or the ruler if not tailed they would be tossed out of the cloister. Most religious communities had a standard of quiet: priests couldn't talk which other aside from a brief timeframe. During dinners one priest may peruse sections from the holy book while the others interceded. Despite the fact that monks’ lives appear to be so difficult it was the best spot to go for decent instruction for anyone from a lord to a poor person (Monasteries 488-499). Ladies partook in religious life by living in a community under a heading of an abbess. Known as nuns, they wore basic garments and wrapped a white fabric called a wimple around their face and neck. They rotated supplication with turning, weaving, and entangling things, for example, woven artworks and standards. They additionally showed embroidery and the therapeutic utilization of herbs to girls of nobles (Couglin A6). Despite the fact that priests and nuns lived separated from society, they were not totally disengaged. For sure, they assumed a critical job in medieval scholarly and public activity. Since barely any individuals could peruse or compose, the normal pastorate protected antiquated and the old style works. Recorders duplicated all the books by hand working in a little drafty stay with one flame or a little window for light. Lit up original copies finished with rich hues and many-sided pictures demonstrate that, in spite of the fact that the errand was finished with difficult work, it was additionally affectionately done (Monastaries 499-501). Religious communities and cloisters gave schools to youngsters, however medical clinics for the wiped out, nourishment for the penniless, and a home for explorers who need a spot to remain (Monasteries 499-501). House of prayer schools were there to prepare higher-individual from the Church in their expert obligations as priests of the Christian individuals. The diocesan in whose Cathedral complex the school was found required a gathering of prepared clerics to direct the different needs wards. The Cathedral school to a great extent stressed reasonable abilities, compelling perusing, singing, and information on Church Law, open talking and the organization of the blessed holy observances (Corbishely 28). From the outset the college was less a spot but rather more it was a gathering of researchers sorted out like an organization to learn. Classes were held in leased rooms or places of worship even in the outdoors. Books were rare. In many classes educator read the content and talked about it, while understudies took notes on records or remembered however much data as could reasonably be expected. Classes did, anyway meet consistently plan. College rules built up the commitments of the understudies and the instructors toward one another. To qualify as an educator understudies needed to breeze through a test prompting a degree, or an endorsement of fruition (Cantor 58). Before the finish of the 1200’s colleges had spread all through Europe. Most southern European colleges were designed according to the graduate school at Bologna, Italy, and spent significant time in law and medication. Colleges in Northern Europe in actuality, had practical experience in human sciences in Theology. These were commonly demonstrated after the University of Paris (Bailey 89). At medieval colleges, researchers examined Latin works of art and Roman law inside and out. They additionally gained information from crafted by the Greek thinker Aristotle and from the Islamic grant in technical studies. This enthusiasm for the physical world in the end drove an ascent of western science (Schools 291-292). Many church pioneers contradicted the investigation of Aristotle’s works, expecting that his thoughts dreaded the Christian lessons. Interestingly a few researchers imagined that new information could be utilized thoughts. The applied Aristotle theory to philosophical inquiries and built up an arrangement of thought called scholasticism. This new kind of learning accentuated reason just as the confidence in the understandings of Christian regulation. Educational tried to carry back old style theory nearby with the lessons of the Church. They accepted that information could be coordinated into a cognizant entire (Schools 295). One educational educator, Peter Aberlard showed philosophy in Paris during the mid 1100’s. In his book Sic et Non, he gathered explanations from the holy book works of early Christian pioneers that demonstrated the two sides of disputable inquiries. Abearld then had his understudies accommodate the distinction however rationale. In the 1200’s the most significant academic mastermind was Thomas Aquinas a splendid scholar and thinker who showed reasoning in Naples and France. In his work Summa Theolgica Aquinas asserted that reason was a blessing from god that could give answers to fundamental philosophical inquiries. The catholic later acknowledged and advanced Aquinas’s method of educating and thinking (Schools 310). The instruction of a knight continued in a manner like that of numerous medieval occupations. At an early age the planned knight was apprenticed to fill in as a page, or specialist, in a knight’s family. In his adolescents the page graduated to the status of an assistant and got more duties. As an assistant the kid tended his knight’s ponies and defensive layer, however he additionally picked up his first fight understanding. A few assistants were normally apprenticed to a knight simultaneously and on the combat zone they may battle as a little band of infantry around their lord. Here they gained the numerous aptitudes in arms important for their calling. To graduate to the status of a knight, an assistant as a rule played out some gallant deed in fight. The assistant was invited into the request for knights by being named with a blade or smacked in the face by his ruler. Thereafter the new knight would get his fief, or endowment of land. As the clique of gallantry created in the twelfth and thirteenth hundreds of years, knighting services turned out to be progressively included. Regularly they happened at court, and a knight’s naming may be gone before by a strict vigil where the knight pledged to maintain Christian and chivalric standards (Davies 12-13). At long last the Renaissance, or resurrection of learning, started in Europe in the fourteenth century and arrived at its stature in the fifteenth century. Researchers turned out to be increasingly intrigued by the humanist highlights that is, the common or common instead of the strict parts of the Greek and Latin works of art. Humanist instructors discovered their models of abstract style in the works of art. The Renaissance was an especially ground-breaking power in Italy, most remarkably in workmanship, writing, and design. In writing, crafted by such Italian authors as Dante Aleghieri, Petrarch, and Giovanni Boccaccio turned out to be particularly significant (Renaissance 228-229). Humanist instructors planned instructing strategies to get ready balanced, generously taught people. Dutch humanist Desiderius Erasmus was especially powerful. Erasmus accepted that understanding and bantering about the significance of writing was a higher priority than retaining it, as had been required at huge numbers of the medieval strict schools. He prompted instructors to concentrate such fields as paleontology, cosmology, folklore, history, and Scripture (Renaissance 220). The development of the print machine in the mid-fifteenth century made books all the more broadly accessible and expanded proficiency rates. Be that as it may, school participation didn't increment enormously during the Renaissance. Grade schools taught working class youngsters while lower-class kids got pretty much nothing, assuming any, formal tutoring. Offspring of the respectability and high societies went to humanist auxiliary schools (Bailey 112). Instructive open doors for ladies improved somewhat during the Renaissance, particularly for the high societies. A few young ladies from well off families went to schools of the regal court or got private exercises at home. The educational program concentrated by young ladies was as yet dependent on the conviction that lone certain subjects, for example, workmanship, music, embroidery, moving, and verse, were appropriate for females. For average workers young ladies, particularly country laborers, instruction was as yet restricted to preparing in family unit obligations, for example, cooking and sewing (Couglin, A8). As it demonstrates training the Middle Ages is by all accounts so various and a beginning stage for current instruction. Yet, the peruser should consistently remember just around five percent of the entire populace did these instructive exercises.

The first step

The first step MIT is harder than your high school. In many cases, MIT is harder than your high school in ways you cant even begin to imagine. A thousand freshmen show up here every fall, bright-eyed and bushy-tailed and fresh from a world where they were the BEST and always got As and never had to ask anybody for help. As you might imagine, sticking 1000 of the brightest kids in the world on a single college campus means that not all of them will be #1 anymore. This is not Lake Wobegon not everybody gets to be above average. So one of the most important things youll learn in your first year at MIT isnt how to integrate that particularly hairy trig integral, or how to predict the products of that incredibly complex organic chemistry reaction. Its how to ask for help. Help in the classroom The most garden-variety way to ask for help is to find another person in your class and pick his or her brain about the problem set or concept with which youre having trouble. Due to MITs General Institute Requirements, freshmen often find themselves living with a large group of people who are taking the same classes that they are, and its really common for freshmen to form big groups which study and do problem sets together. (Actually, I should say that its really uncommon not to do that.) Theres always a big group of freshmen in my entrys lounge on Thursday nights doing 18.03 (diff eq) together; a smaller group gathers to do 8.02 (physics EM) or 7.013 (biology). Everyone is always happy to lend a hand its not in the MIT student makeup to be catty or cutthroat. Plus, Im not going to lie everybodys good at different stuff, and the kid who just doesnt get biology is often the one who helps your entire group through the calc pset. If your study group is puzzled over a particular concept, the next step is to call in your favorite upperclassman expert. All the dorms and living groups at MIT consist of people from all four years (there are no freshman dorms or anything awful like that), so an upperclassman is usually only a few feet away. Im the point person for 7.013 over the last three years, I think Ive helped my entire entry through intro biology; Fadam 07 is the local expert on anything physics-related. In my experience, upperclassmen always love to help it really solidifies your knowledge of a concept when you have to explain it to somebody else. When your study group is lost and your local expert is useless, your next stop is a TA or professor for the class. Most TAs at MIT are graduate students (although some are professors!), and as such theyre available by email almost 24 hours a day. TAs and professors also hold weekly scheduled office hours, and students are encouraged to drop in and talk, whether about class concepts in general or about a specific type of problem. If you have a shorter question, you could also stay after lecture and catch the professor for a few minutes; theyre always willing to help out a student. Many classes or departments also have tutoring resources available my friend Stephen 05 was a tutor for biology, and he held court in his room at all hours of the night for confused students. Help in real life Of course, the classroom isnt the only place where you might need help in college, and again there are several stops on the help train. If you have a personal crisis, the first place to stop is again probably your group of friends. MITs residence selection process tends to foster incredibly close relationships among people who live together youre not just living in some random room, youre living with people with whom you chose to live. I cant count the number of times Ive slipped into a friends room past midnight to freak out about boys and parents and school and life. For serious problems, you might also consider speaking with your GRT (graduate resident tutor, the graduate student who lives in your living group and watches out for all the undergrads) or your housemaster (the faculty member who lives in your dorm). You could also call Nightline, the student-staffed night help line which answers questions about anything under the sun or just provides a listening ear to any student who needs to talk. In stressful times, there are other resources at MIT. One I particularly like is Student Support Services, home of the counseling deans. The counseling deans are there to provide support to MIT students in personal matters, but particularly as liasons to the academic administration. Last spring, Adam caught a nasty case of the flu right before final exams, and the counseling deans got him excused from his finals so he could get better before having to take the tests. It was really easy, and we were both very grateful to the counseling deans for being so understanding and supportive. For other serious problems, you can also head to MIT Medicals Mental Health services, which and confidential and (bonus!) free with tuition. :) I really think the myriad sources of support available at MIT are one of the things that makes our little community great. Nobody slips through the cracks here. You might be identified by your course number or the building number of your dorm, but you personally are not a number at MIT, and thats that.

Democracy, Demagoguery, And Critical Rhetoric - 1444 Words

Julia Vu Professor Parker RWS 200 21 March 2015 Demagoguery Throughout history, when it comes to a national crisis, many leaders and politicians tend to advance towards what the people want to hear. In order to gain their audience’s support, most political leaders and public speakers use the practice of demagoguery to have useful influence held towards their argument. In Patricia Roberts-Miller’s article â€Å"Democracy, Demagoguery, and Critical Rhetoric,† analyzes what demagoguery is and how it affects the audience. Speakers or authoritative figures that engage with demagoguery use strategies such as scapegoating and polarization in order to establish a separation between in-groups and out-groups; in-groups tend to form hateful discrimination on out-groups and define them with negative features. An example of demagoguery that Roberts-Miller uses is in Adolf Hitler’s speech about how he wanted German people to change their views and beliefs on the Jewish. Her article however, also consists of several fallacies an d may seem somewhat unethical. Throughout Wayne LaPierre’s speech on the Newtown Tragedy in 2012, there is usage of what Roberts-Miller claims to be demagoguery. Wayne LaPierre is the Vice President of the National Rifle Association (NRA). After the shooting that occurred at Sandy Hook elementary, LaPierre expresses his sympathy for the families of the loss and he then gathers the attention of parents who may be uneasy about their children’s safety at school. ThroughoutShow MoreRelatedInternational Media s Coverage Of An Event Essay3208 Words   |  13 PagesTelegraph journalists were opportunistic about the slow developments inside the cafà ©, using the unresolved nature of the crisis to exasperate a media climate of conflicting narratives, inaccuracy, hyperbole, ill-informed speculation and inflammatory rhetoric. Furthermore, the Telegraph’s coverage illustrates the extent to which the character of a news organization, and the learned (or preexisting) assump tions of their journalists, may influence the framing of a story. The Telegraph is an Australian tabloid

Key Aspects Of Time Management - Free Essay Example

Sample details Pages: 2 Words: 485 Downloads: 3 Date added: 2019/05/31 Category Management Essay Level High school Tags: Time Management Essay Did you like this example? Time Management is essentially the ability to organize and plan the time spent on activities in a day. The result of good time management is increased effectiveness and productivity. It is a key aspect of project management and involves skills such as planning, setting goals and prioritizing for a better performance. Planning Planning consists of identification of the intention of the Project Management Group with respect to the steps one intends to follow toward the execution of the project. It includes depicting what the Project Management group intend to do, how it will be done, and what will be used to do it. Setting Goals When setting goal, we ensure that we follow the SMART process. SMART (specific, measurable, attainable, relevant and time-bound) goals that motivate you. There are a lot of time wasters in our daily (working) lives, which is why we need a way to manage our time better. Don’t waste time! Our writers will create an original "Key Aspects Of Time Management" essay for you Create order Time Management is often associated with business, but you need this skill in every part of life. For project managers, it is particularly important to possess time management skills to be successful. A lack of effective time management can have a negative impact on a project in the long run. Time is one of the three triple constraints and any deviation from the schedule has an effect on the cost and scope of a project. In most cases time really is money. Ineffective time management can also increase stress and frustration in the project manager and the team members. Worst case scenario: a burnout. Effective Time Management The key to good time management is not to work more, but to work more efficiently. Task list and priorities Planning is key in project management. An effective planning method is to identify all the tasks that you need to do to complete a project. This can be done by making a to-do or task list. The next step is to prioritize these tasks. Estimate and track time accurately After you have identified and prioritize the tasks it is time to estimate how much time it will take to complete them. Make sure that you include all constraints and other factors in your estimation. Most of the time things will not go as planned, so include buffer times for unforeseen events into your project schedule. Create a schedule After all the planning and estimating, you can create a project schedule, which includes all tasks and their duration. I know I mention them a lot, but Gantt charts are really a staple of project management that help you schedule activities and assign resources. For more complex projects, add a critical path to visualize which tasks are most important to complete the project. Reference Tourangbam, D. K. (2011). Time Management. New Delhi: Vij Books India Private Limited. AEON, B., AGUINIS, H. (2017). Its about Time: New Perspectives and Insights on Time Management. Farrell, M. (2017). Time Management. Journal of Library administration.

The Need for Stronger Bullying Laws Free Essays

Bullying is a very negative action and creates major problems in our society. Nothing good ever comes out of bullying someone. It can however change someone’s life forever. We will write a custom essay sample on The Need for Stronger Bullying Laws or any similar topic only for you Order Now It actually does ruin many lives both of the bully and of the victim. The bully if caught and punished will then have a criminal record for the rest of their life. Unless they get psychological help, they will probably end up being a repeat offender. The victim often becomes depressed, withdrawn and often times either commits suicide or becomes a bully themselves. Bullying is more than just a part of growing up. It is a very violent form of aggressive behavior. Anti-bullying Laws will never completely solve the problem; only mask it temporarily until everyone starts working together to stop the root of this cruel behavior. Adults know that this behavior is wrong but many time don’t know when or if they should step in and do something. The important thing to remember when deciding to step in is how the adult feels about taking control of the situation versus how the victim might feel about having a parent or elder stick up for them. Sometimes the victim feels that elder involvement may make the situation even worse. They often feel the only way to solve the problem is to handle it themselves. â€Å"Anti-bullying laws are being enacted in almost every state in the U. S. However, they are not being enforced and are nowhere near strong enough to identify and make the abuser stop or continue to repeat his/her actions again on someone else or even sometime the same victim they began with. Only 44 of our 50 states currently have anti-bullying laws in place. Ohio does have a law in place and is found in the Ohio Revised Code, section 3313. 666. The law prohibits harassment, intimidation, or bullying in schools. It went into effect on March 30, 2007. † (University of Nebraska, 2006). This law applies to every public school in Ohio, however, does not apply to private schools. So, if the law only applies to certain people then how is it supposed to be a solution to the problem? Bullying happens very often off school grounds or even in the home. Often the school will deny that there is a problem and that the victim is either lying or exaggerating the story. When this happens the parent needs to take their complaints even further. The superintendent of the school ystem should be their next step. If that does not work they can then contact an attorney or even their city’s police force. All of these venues need to be reminded that refusal to recognize that the problem is going on violates the Ohio law prohibiting bullying. â€Å"Many parents end up feeling like they have exhausted all efforts in dealing with school authorities and/or they do not feel school officials have been recept ive enough in meeting the child’s needs, especially when the child continues to being a victim of ongoing harassment, bullying, assaults, or emotional bullying. If the adult or parent feels this way then they should not sit back and give up or feel defeated. They can however, pursue other means of support from medical, mental health, social services or even community based programs. But lastly, they can also contact the police. † (McGraw, 2008). As a parent myself of a severely bullied child, this advice really hits home for me. A parent often feels backed in a corner and helpless not being able to stop their child’s pain. This was an excellent book to read to teach parents, teachers and administrators that there is always help out there. They just have to know the channels to follow. In an article from the Register-Herald in Beckley, West Virginia, dated February, 26, 2011, a house panel agreed to arm educators with a stronger law to cope with cyber bullying over objections by some opponents that it goes too far by dealing with off campus texting and other wireless harassment. One major dispute was schools right to deal with bullying beyond school grounds, even on a vacation, for example. But in that scenario the bullying would have to spill over into school days and then disrupt the education process before it falls under a teachers right to act. Children should not be afraid to go to school. No matter where kids are no matter what time of year it is, a school now has jurisdiction to discipline now when they come back to school. Although, that is a great law parents also need to be more involved in the children’s lives. They need to know what is going on. They need to make their children feel that their home is their â€Å"safe place† and that they can come to their parents whenever problems arise. But the problem today is that the economy pulls parents in to working multiple jobs while older siblings or babysitters are left to care for the younger ones. Schools need to pay more attention and make use of their city’s Juvenile Court System to deal with unruly and abusive students and children. In another article by Tanya Roth of the York County Virginia Gazette dated August 9, 2010, a case that resulted in suicide caused by bullying resulted in a wrongful death suit seeking ten million dollars in damages. The mother of a high school freshman is suing school officials and one sheriff’s deputy for failing to enforce the anti-bullying policies she believes would have saved her sons life, but did not. Her son hanged himself on May 31, 2010. The suit details a meeting that took place at the school concerning the bullying, with all the defendants present. The school personnel should have been aware of the risk of emotional damage caused by the continued bullying, and should have enforced the anti-bullying policies available to them. Parents, elders and victims themselves are grasping at straws as a means to stop this physical and mental abuse. â€Å"Some parents are even filing law suits based on the theory of â€Å"premises liability. † Under this theory, occupiers and owners of land, including school, are required to keep their premises safe for those who are legally allowed to be there. (University of Nebraska, 2006). These laws are only a band-Aid to the reoccurring problem and in most cases never fully help the victim. The mental damage never goes away therefore just gives a victim â€Å"false hope† that they are going to be safe. Prevention of bullying needs to happen at the school, in class, and at t he individual level. Bullying can also be prevented at home. â€Å"At the school level there needs to be better supervision of the students’ activities, an interesting, fun outdoor environment, contact phone numbers for the students and the parents, and teacher training groups. In the classroom there are many things teachers and students can do. They can make class rules against bullying and have activities that encourage good behavior. In the classroom, meetings between the teachers, parents, and students can help to prevent bullying. Teachers or other authorities can have serious discussions with the bully to reduce the amount of bullying that occurs. † (McGraw, 2008). But everyone needs to wake up and realize that there is a problem in every state of the U. S. and in many cases in every home. Bullying creates a vicious circle. It makes the victim scared of the bully, which encourages the bully and makes it easier for him/her to bully the victim again and again. Repeated bullying keeps adding to the intensity and makes the victim more scared and it many cases suicidal and the circle keeps going on; unless the pattern is broken by someone outside this horrible circle. I chose this topic because I am amazed at the amount and severity of bullying that is allowed to go on in schools, the public and in many cases behind closed doors at home. After reading several books and articles and hours or research that I have spent on this topic; I am convinced more than ever that people truly need to take this problem seriously both at home and in school. The biggest problem is that both parents and schools turn their heads as a means to not have to admit that there is a problem to begin with. So, I am back to my original question: Are anti-bullying laws a solution, a band-aid to the problem or just a means of false hope to make the victim temporarily feel safe? I am not sure this problem will ever be solved. Bibliography McGraw, J. (2008, November). Jay McGraw’s Life Strategies for Dealing with Bullies. New York: Aladdin. University of Nebraska Lincoln. (2006, June). Facts about Bullying. Retrieved from www. targetbully. com/wst_page6. html Porterfield, M. (2011, February 26). Panel Agree to Stronger Bullying Laws. The Register -Herald. Retrieved from http://www. register-herald. com/local/x1709532935/Panel-agrees-to-stronger-bullying-laws/ Roth, T. (2010, August 9). School Bullying: Student Suicide Leads to Suit. York County, Virginia Gazette. Retrieved from: How to cite The Need for Stronger Bullying Laws, Papers

Theories of Meaning free essay sample

The main concepts in the theory of reference are naming, truth, denotation (or truth of), and extension. Another is the notion of values of variables. All the notions of the theory of meaning are out of the same box. There are several theories of meaning, such as Referential Theory, Ideational Theory, Use Theory, and Behavioural Theory. 1. The Referential Theory The theory of meaning which relates the meaning of a word to the thing it refers to, or stands for, is known as the referential theory. This theory was first expounded by Aristotle in the fourth century BC. It is generally possible to explain the meaning of a word by pointing to the thing it refers to. In the case of proper nouns and definite noun phrases, this is especially true. When we say The most famous English poet is William Shakespeare, we do use the most famous English poet and William Shakespeare to mean a particular person. We will write a custom essay sample on Theories of Meaning or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When we explain the meaning of desk by pointing to the thing it refers to, we do not mean a desk must be of the particular size, shape, colour and material as the desk we are pointing to at the moment of speaking. We are using this particular desk as an example, an instance, of something more general. That is, there is something behind the concrete thing we can see with our eyes. And that something is abstract, which has no existence in the material world and can only be sensed in our minds. By saying desk is a piece of furniture with a flat top and four legs, at which one reads and writes, we are in resorting to the concept of desk, or summarizing the main features, the defining properties, of a desk. But not every word has a reference. Grammatical words like but, if, and do not refer to anything. And words like God, ghost and dragon refer to imaginary things, which do not exist in reality. What is more, it is not convenient to explain the meaning of a word in terms of the thing it refers to. The thing a word stands for may not always be at hand at the time of speaking. Even when it is nearby, it may take the listener some time to work out its main features. For example, when one sees a computer for the first time, one may mistake the monitor for its main component, thinking that a computer is just like a TV set. This Referential Theory of linguistic meaning would explain the significance of all expressions in terms of their having been conventionally associated with things or states of affairs in the world, and it would explain a human being’s understanding a sentence in terms of that person’s knowing what the sentence’s component words refer to. It is a natural and appealing view. Indeed it may seem obviously correct, at least so far as it goes. And one would have a hard time denying that reference or naming is our cleanest-cut and most familiar relation between a word and the world. Yet when examined, the Referential Theory has some problems: * Not every word refers to an actual thing. First, some words don’t refer to anything that exists. â€Å"Pegasus† does not denote anything real, because there is no winged horse after all * Referential Theory treats a sentence as a list of names for things to which the words refer. But a list of names says nothing: â€Å"William Shakespeare England† The meaning cannot be understood, if the sentence is not grammatically correct. * There is more to meaning than reference. Some words can refer to the same thing but not share the same meaning, for example â€Å"Elizabeth II† and â€Å"the Queen. † 2. The Ideational (Mental Image) Theory The 17th-century British linguist John Locke held that linguistic meaning is mental: words are used to encode and convey thoughts, or ideas. Successful communication requires that the hearer correctly decode the speaker’s words into their associated ideas. The meaning of an expression, according to Locke, is the idea associated with it in the mind of anyone who knows and understands that expression. This theory of meaning associates the meaning of a particular word with a particular idea in the human mind. But the ideational account of meaning, as Locke’s view is sometimes called, is vulnerable to several objections. For example, a person’s idea of â€Å"grass† can be associated in his mind with the idea of â€Å"warm weather†. But the meaning of â€Å"grass† or any other word may be different for each person. As the example shows, the ideational account ignores the â€Å"public† nature of meaning. Whatever meanings are, they must be things that different speakers can learn from and share with one another. If we suppose that a person associates the complex expression â€Å"brown cow† with the idea of fear, though he is not fearful of all brown things or of all cows—only brown cows. Thus, the meaning of â€Å"brown cow†, for this person, is not determined by or predictable from the meanings of â€Å"brown† and â€Å"cow†. Because the example can be generalized (anyone can associate any idea with any complex expression), it follows that the ideational account is unable to explain the compositionality of natural languages. These mental representations differ a lot among different persons. If one person hears the word strawberry, an image of an appetizing dessert plate – possibly covered with lots of whipped cream – might pop up. Another person might prefer them with powder sugar, and another one without any topping at all. Or one might even be disgusted by the idea of strawberries, because of a severe allergic reaction in the past. To be practically usable, the ideas need to have some generality, exceeding the individual level. But it is difficult to achieve this generalization without resorting to the notion of idea in the platonic sense that is somehow mysteriously present in people’s minds. A mental image theory cannot assure that speakers of the same language carry the same mental image for any given concept. To the extent that one speaker’s mental image of a â€Å"grandmother† is different from that of another speaker, the theory cannot explain our ability to communicate via language. A mental image theory predicts the possibility that every speaker has their own private language. If mental images do not supply the critical distinctions necessary for meaning another possibility would be that humans rely on a set of innate semantic features to construct meaning. The mental images we have for simple properties (such as red, hot, sour, etc. ) can never be stated. We simply cannot describe the meaning of the word â€Å"red† by using other words. If we could, then someone who has been blind since birth would know what red means by hearing a description of our mental image, which is impossible. 3. The Use Theory A radically different theory of meaning qualifies the meaning of an expression as its use in a language system. The Use Theory was developed in the 20th century be Ludwig Wittgenstein and John Austin. The Use Theory of meaning does not refer to an external entity (a referent, an idea, or stimuli and responses) to qualify a word’s meaning, but instead qualifies the meaning of a word as the value it gets through the linguistic system in which it is used. Many words do refer to things, and that many words have a mental image or idea associated with them, but the primary bearers of meaning are not words but sentences. Words have meaning only when they are used in sentences: without such a context they have no meaning. When we ask what some particular word means, we seem to be asking from the way it’s used in the sentence. In fact, the only meaning a word can have is the meaning it gains from the meaning of the sentences in which the word is typically used. The following sentences show how the different meanings of a word are expressed by using that word in different sentences: I gave him a hand with his baggage. (i. e. help) The crowd gave him a hand. (i. e. applause) Please hand me the scissors. (i. e. give) She is a green lawyer. (i. e. inexperienced) He is looking green. i. e. nauseous) We had a green Christmas last year. (i. e. without snow) But if the meaning of sentences is primary and the meaning of words is derivative – we cannot derive the meaning of a sentence from the meanings of sentences. Wittgenstein and Austin held that the meaning of sentences is to be found in their use. Language is a tool, and just as we don’t really know what a hammer is until we know what i t is being used to do. In order to know what a particular sentence means we need to ask, â€Å"What is this speaker in this particular context using this sentence? If someone says â€Å"Hold it†, we cannot know what the sentence means until we know what the speaker means. Did the speaker say â€Å"Hold it† to get someone to stop doing something, or to instruct someone to grasp hold of an object? Only when we have answered this question, we will know what the sentence means. It is important to pay attention to the context, for the context typically gives us the clues we need to determine what the speaker is using a sentence to do, and what the sentence means. There are various contextual features we can make use of, such as the social setting, the speaker’s personal goals, the nature and expectations of the audience, and what has just been said by other speaker. Changing the context of a sentence can sometimes dramatically affect its meaning. For example: The queen is in a vulnerable position: (a) when said by a spectator at a chess match and (b) when said by a teacher in a lecture on the role of monarchy in Britain. The President has been shot and died a few minutes ago: (a) when said by a character in a film and (b) when said by a radio announcer in a news broadcast. Let me go: (a) when said by a person whose arm has been grabbed by someone and (b) when said by a child, whose teacher has asked for a volunteer to run an errand. More commonly context affects meaning in equally dramatic ways. Usually, there are only a few possible uses of a sentence in any particular context, and we can make reasonable judgment of its primary or intended use. 4. The Behavioural (Speech-Act) Theory Speech act theory is built on the foundation laid by Wittgenstein and Austin. John Searle is most often associated with the theory. The Speech-Act theory is a theory where the effect of an utterance is analyzed in relationship to the speaker and listener’s behaviour. According to Searle, to understand language one must understand the speaker’s intention. Since language is intentional behaviour, it should be treated like a form of action. Thus Searle refers to statements as speech acts. The speech act is the basic unit of language used to express meaning, an utterance that expresses an intention. Normally, the speech act is a sentence, but it can be a word or phrase as long as it follows the rules necessary to accomplish the intention. When one speaks, one performs an act. Speech is not just used to designate something, it actually does something. Speech act stresses the intent of the act as a whole. Understanding the speaker’s intention is essential to capture the meaning. Without the speaker’s intention, it is impossible to understand the words as a speech act. Speakers perform acts by observing two types of rules: constitutive rules or definition rules (create or define new forms of behaviour) and regulative or behaviour rules (these rules govern types of behaviour that already exist). Theory of meaning that holds that the meaning of linguistic expressions can be explained in terms of the rules governing their use in performing various speech acts (e. g. , asserting, commanding, exclaiming, promising, questioning, requesting, warning). In contrast to theories that maintain that linguistic expressions have meaning in virtue of their contribution to the truth conditions of sentences where they occur, it explains linguistic meaning in terms of the use of words and sentences in the performance of speech acts. The meaning of a natural language is behaviouristic: the meaning of an expression, as uttered on a particular occasion, is either the behavioural stimulus that produces the utterance, the behavioural response that the utterance produces, or a combination of both. Thus, the meaning of â€Å"fire! † as uttered on a particular occasion might include running or calling for help. But even on a single occasion it is possible that not everyone who hears â€Å"fire! † will respond by running or calling for help. Suppose, for example, that the hearers of the utterance include a fireman, a pyromaniac, and a person who happens to know that the speaker is a pathological liar, the behaviour of each person is different, because the meaning of â€Å"fire! † for some is different from the meaning of â€Å"fire! † for those who run or call for help. Thus, the situations which prompt people to utter speech, include every object and happening in their universe. In order to give a scientifically accurate definition of meaning for every form of a language, we should have to have a scientifically accurate knowledge of everything in the speaker’s world. Conclusion All four theories consider the referential aspects, the individual aspects, and the social aspects. The theories of meaning are evidently short of detail on several important issues, for example, the public understanding of notions, the role of context and how it functions in determining meaning, the constraints on wide frameworks, and the types of ambiguity that the theories have. There is much more, of course, to a natural language than merely being a symbolic system; such a language may even amount, through associated features. Different theories elaborate on these in different ways and to different degrees. Bibliography 1. D. Davidson. Theories of Meaning and Learnable Languages. Oxford, 1984. 2. G. Evans . Truth and Meaning. Oxford, 1976. 3. M. Platts. Ways of Meaning. London, 1979. 4. R. Dale. The Theory of Meaning. London, 1996. 5. W. Hughes. Critical Thinking. London, 2006. Contents Introduction 1. The Referential Theory 2. The Ideational (Mental Image) Theory 3. The Use Theory 4. The Behavioural (Speech-Act) Theory Conclusion Bibliography

Nicomachean Ethics of Aristotle free essay sample

Examines concepts of moral habit responsibility, virtue, choice, happiness, ethical action and in sociopolitical context. The purpose of this research is to examine Aristotles account of moral habituation and responsibility as articulated in the Nicomachean Ethics. The plan of the research will be to set forth the context in which Aristotles description of private virtue and social responsibility emerges, and then to discuss Aristotles reasons for claiming that the habits of moral excellence (virtue) are formed in childhood on one hand and how that view can be reconciled with the view that virtue involves choice on the other. To appreciate Aristotles explanation of virtue and responsibility as aspects of ethics, it is first necessary to realize the world view from which that explanation arises. Aristotle views ethics as a so-called practical science, which is to say that ethics is something that has application to real life beyond. We will write a custom essay sample on Nicomachean Ethics of Aristotle or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page .

English as a Second Language Essays

English as a Second Language Essays English as a Second Language Essay English as a Second Language Essay I love to create, design and construct. Ten years ago I decided to attend to Architectural School in Peru and become an architect as most of my family members are. It was the best decision I have ever made but it was something else there, it was my interest for travelling and know more about the rest of the world. As soon as I finished my career and hopeless of being successful on my path , I decided to go for the American dream , but again it was something it will make this dream even harder to achieve : I didn’t know how to speak the language . Ten years since then ,being a foreigner and with so many frustrations of not having completed yet my dream of being an Architect in AMERICA , I decided to go back to school to pursue my professional goals. The class of English 92 , will help me not just to learn properly English but also I consider is the first step to be successful in this country.First of all , to my consideration the knowledge I have about English is very few but I am very confident of the few I know and very open to receive any corrections and criticism . I am a very persuasive learner. I educate myself learning English using tools such of tv, internet , radio and reading novels and books. I learned how to speak , read and hold conversations but my accent and my not very much extended vocabulary as long as my few grammar skills , can make my intent to express myself so much harder . Once I finished English 91 I would love to feel more confident on my English know lodgment which will make me sound and look more professional on my career path . I worked really hard to finally be able to go back to school and complete my studies . I was and I still am a very persuasive person. If don’t know something I will investigate and use any tools to get what I’m looking for . Being in a class and interact with the computers at the same time , learning about the links and tutorials was unusual and somehow overwhelming , but I tried hard to a dapt

Personal essay Example | Topics and Well Written Essays - 1750 words

Personal - Essay Example Back to those days when I was in elementary school, my parents were busy with work, so needed to get used to staying at home all by myself. This was so, because it was legal in my home country to leave children alone at home. I still remember the first time my mom needed to leave home for some emergency, and I had to stay at home alone for the first time. After my mom locked the door, I ran to the window and watched my mom leave, with my tears flowing. I felt so afraid and helpless at that time. Even now, I still remember the feeling. I did not understand why my parents were so busy everyday that they had no time to accompany me. This bewilderment on my part no doubt created some emotional distance between us. Just like most teenagers, I experienced my rebellious period. I was extremely tired of my parents at that time, and I thought they did not understand me. No matter what they said, it seemed I was always wrong. I liked to shut myself in my room after I got home from school, then I would not show up until next morning when I needed to go back to school for classes. I did not truly understand my parents until I went to college. Although my resistance towards my parents weakened after the rebellious period, for most of the time, I ignored what my parents told me. I did things following of my own thoughts and will. In retrospect, I realize what my parents told me was quite useful for my future life. Because I had been an independent child from an early age, my parents thought I could take care of myself, and were confident to let me go on my own and study abroad to secure a better future for myself. I was accustomed to traveling around on my own, and I was very excited about studying abroad. When my father asked me whether I was fully prepared to study in the United States in all seriousness, I answered â€Å"yes† without hesitation. In my mind there was no difference between studying abroad and studying out of state within my home country. I naively th ought I was mature enough to take full charge of my own business without help from anyone. When I really set foot on a foreign land and started a totally different life though, I came face to face with my self-righteousness and naivete. It was then that I began to understand why my parents were very worried about how my life would turn out in a foreign country, without them by my side. Perhaps it was from the moment that I started to live in the United States that I really grew up to be a person who can be responsible for myself, as well as for my parents. When I was living by my parents’ side, there was nothing that I needed to worry about. My parents assumed all of the pressures of my life, and my only task was to live well, and study well. When I came to the United States though, I needed to take over every single task of life, from renting an apartment to buying groceries. All of a sudden I realized how difficult it was to live a comfortable life. It is a great thing that my mom managed the life of the whole family. When I was living with my parents, I would stay far away from my parents for a long time. I never thought how my parents would miss me back at home, and of course I never missed my parents then. When I came to the United States though, I kept thinking of my parents and how they were. I would come back home on summer vacations and knew they were happy to be with me, even though they

Corporate Social Responsibility as a Strategy Tool to Increase Research Paper

Corporate Social Responsibility as a Strategy Tool to Increase Shareholder Value - Research Paper Example The CSR is defined as actions that corporations engage in to further some social good, and which are beyond the firms’ interest and are legally required. It is also viewed as achieving commercial success through means that honor ethical values and people, communities, as well as the natural environment. In broader terms, the CSR denotes a comprehensive set of policies, programs, and practices that are integrated into the business strategies and decision-making processes and include issues related to governance, human rights, environmental concerns, community investment, business ethics, the marketplace, and the workplace.  This concept receives different views from its supporters and detractors. Broadly, those against it, use the classical economic arguments as put by Milton Friedman; that the management should serve to maximize the shareholder's profits. This is different from the CSR practices that serve many stakeholders. The second objection is that business managers are not meant to handle social activities as they lack social skills and should handle financial and operational matters. The third objection is that the engagement in social activities dilutes the business’s primary purpose. On the other hand, the proponents of CSR argue that CSR practices are useful for a business that would want to function in the future since it makes it create a healthy climate. The next support for CSR is that government regulation is reduced, and the companies have the necessary and adequate resources to fulfill society’s expectations of it. Another argument for CSR is that being proactive is better than being reactive because being proactive helps an organization to plan and is less costly than reacting to social problems after they have occurred.

Waste management in India Essay

Waste management in India Essay INTRODUCTION India is the second most populated country a second fastest growing economy in the world. From the period of 2001-2026 the population of India is to increase from 1030 million to 1400 million, if we consider the increase rate to be 1.2 % annually then there will be an increase of 36% in 2026.accordingly about 285 million live in urban areas and about 742 million live in rural areas. (Census of India, 2001).In India urbanisation is becoming more because people are moving from villages to cities and there is a rapid increase in population in the metropolitan cities .Mumbai is the largest populated city followed by New Delhi and Kolkata. Generally, the greater the economic prosperity and the higher the percentage of urban population, the greater is the amount of solid waste produced (Hoornweg and Laura, 1999). In Hoornweg and Laura, 1999 1996 about 114,576 tonnes/day of municipal solid waste was generated by the urban population of India, by the end of 2026 it is predicted to increase to 440,460tonnes/day This great increase in the amount of MSW generated is due to changing lifestyle and living standards urban population(Hoornweg and Laura, 1999). STUDY AREA Delhi is a very densely populated area and is the capital of India. Since Delhi is an urbanised city the annual growth rate is increasing very rapidly in the last decade the growth rate has increased by 3.85%. Delhi is the capital of India this tells us that it is the centre for commerce trade and power, since it is one of the largest cities and the capital it produces excellent job opportunities, which account for its rapid increase in its population and increased pace of urbanization. Due to the fast urbanisation and the growing population the production of municipal solid waste is also increasing very rapidly. According to a survey Delhi generates about 7000 tonnes/day of municipal solid waste and this municipal waste is to ride about 17000-25000 tonnes/day by the year 2026.due to the rapid increase in the population and municipal solid waste the disposal of the waste has become a great head ache for the municipality in Delhi. Out of the waste gathered only 70-80% of municipal sol id waste is collected while the remaining is dumped onto streets or open ditches. Out of the 70-805 collected only 9% of the collected municipal solid waste is treated by composting the remaining is sent to the land fill sites. New Delhi Municipal Corporation (NDMC), The Municipal Corporation of Delhi (MCD) and Delhi Cantonment Board (DCB) are three municipal entities responsible for MSW management in Delhi. (Vikash Talyan, R.P. Dahiya, 2008). IDENTIFICATION OF SOURCES, TYPES AND COMPOSITION OF MUNCIPAL SOLID WASTE IN DELHI Sources and types of solid waste in Delhi: Residential:-the residence might be single family or multiple family dwellers the types of waste they produce are paper, food wastes , cardboard , leather, yard wastes, textiles, glass, special wastes, metals, plastics , ashes, wood and household hazardous wastes. Industrial: industries produce ashes, food wastes, packaging, special wastes, housekeeping wastes, construction and demolition materials and hazardous wastes. Commercial Institutional: they produce wood, metals, cardboard, glass, special wastes, Paper, food wastes, hazardous wastes. Municipal services: landscape and tree trimmings, Street sweepings, general wastes from beaches, parks, and other recreational areas, sludge. (Hoornweg, Daniel with Laura Thomas. 1999) Composition of waste: The population of Delhi is 13.9 million, and they produce 7000 tonnes/day of municipal solid waste at the rate of 0.500 kg/capital/day and accordingly the population as well as the MSW in increasing by 2026 the municipal solid waste generated will increase to 17,000-25,000 tonnes/day. Because of the increase in the MSW the municipal body will face a lot of problem after composting and incineration they would still have to deal with a lot of waste and this waste would generally go to landfill sites. The characterisation of the waste by its type, composition and source is important this will make monitoring and management of solid waste easy. Based on this we can use different types of processes to dispose the solid waste. The following information will tell about the generation of MSW from various sources is Delhi in the year 2004. Source wise generation of the MSW (tonnes/day) in Delhi Sources MSW(Tonnes/day) Residential waste 3010 Industrial waste 502 Hospital waste 107 Main shopping centres 1017 Construction waste 382 Vegetable and fruit markets 538 Source 🙠 MCD, 2004) The Tata Energy Research Institute conducted a study in 2002 in Delhi to determine the physical and chemical composition of municipal solid waste. This study in 2002 tells us that the composition of MSW is not changed that much from the past decade. According to the study the major part of the MSW consists of biodegradables fallowed by other wastes. Physical composition (as wt. %) of MSW Chemical composition (as wt. %) of MSW Parameters 2002 Biodegradable 38.6 Inert 34.7 Glass and Crockery 1.0 Paper 5.6 Non-biodegradable 13.9 Plastic 6.0 Parameters 2002 Moisture 43.8 Phosphorus as P2O5 0.3 Organic carbon 20.5 nitrogen 0.9 C/N ratio 24.1 Calorific value (kCal/kg) 713.0 Source 🙠 TERI, 2002) The composition of MSW of an urban population depends on various factors like place location, climate, commercial activities, population, cultural activities, economic status if the residence and urban structure .Before we do anything we need to know the composition of the MSW so we can determine the best suited operations and equipment for the facilities that dispose of the MSW. There was a survey conducted by Municipal Corporation of Delhi to evaluate the composition and properties of MSW. This study involved the different places in Delhi where MSW was produces. The following table tells the details of the study Composition (as wt. %) of MSW generating from various sources in Delhi Parameters Food waste Recyclables Inert Others Moisture Ash content C/N ratio Lower CV (kcal/kg) Higher CV Residential waste                            1.low income group 58.4 15.7 22.8 3.1 54 21.8 39 754-2226 2238-4844 2. Middle income group 76.6 21.2 0.5 1.7 65 6.3 30 732-1939 3415-6307 3.High income group 71.9 23.1 0.3 4.7 59 10.9 31 1300-1887 4503-5359 4. JJ Clusters (Slums) 69.4 14.1 15.8 0.7 63 15.6 46 204-1548 1582-4912 Vegetable markets 97.2 2.3 0.5 76 3.3 16 0-1309 3083-4442 Institutional areas 59.7 33.8 4 2.5 50 6.7 35 129-3778 2642-5459 Streets 28.4 12 56.1 3.5 19 56.7 51 1007-2041 1188-3289 Commercial areas 15.6 68 16.4 18 8.8 158 1815-4593 3373-6185 Landfills 73.7 9.2 10.8 6.3 47 15.3 38 191-4495 2042-5315 Source :- (MCD, 2004) RELEVANT REGULATIONS FOR MUNICIPAL SOLID WASTE MANAGEMENT IN INDIA The major policies and legislative frameworks for the municipal solid waste management in Delhi are Municipal Solid Waste (Management and Handling) Rules, 2000: according to this policy there is a set process for the collection, sorting, storage, transportation and disposal of the MSW. The Bio-Medical Waste (Management and Handling) Rules, 1998 and Amendment Rules, 2003:- bio-medical waste should be treated according to the standards of schedule v. The Delhi plastic bag (Manufacture, Sales and Usage) And Non-Biodegradable Garbage (Control) Act, 2000: according to this plastic bags should be recycled and non-degradable plastic bags should not be dumped in public drains. Hazardous Wastes (Management and Handling) Rules, 1989 and Amendment Rules, 2000 and 2003:-there are limitations for the import and export of hazardous wastes and there should be proper handling and management of hazardous waste. (Ministry of Environment and Forests, 2000) MUNICIPAL SOLID WASTE MANAGENENT IN DELHI Primary collection and storage of MSW in Delhi According to the Delhi municipal corporation act 1957 the owners, tenants or the person who is occupying the residence, commercial or industrial area is responsible for the disposal of the MSW at a particular area provided by the municipal corporation. But this rule was changed in 2000 which stated that the collection of MSW would be from house to house because of this rule the municipality cooperation faced a lot of problem due to the rise in population as well as residential houses so doth the systems are being applied to collect MSW. The municipal cooperation of Delhi is getting awareness programs to help the citizens understand the need of segregating the municipal solid waste by placing two separate bins one for recycling materials and the other non-recycling materials. By doing this the municipality is reducing the work load and they can dispose of the material in an easy way without any fuss. The municipal authority has a schedule for the collection of the waste example a part icular area will have a particular day for the collection of MSW. The Delhi municipal authority provides a primary storage facilities like dustbins, metal containers that have different capacities ranging from 1m3 ,4m3,10m3 to 12-15 tonnes these containers are placed in locations that are easily accusable to people. The size of the containers that are place at a primary storage location depends on the amount of MSW being produced by the area and the population of the area. These metal containers and bins are emptied with the help of modern hydraulic collection trucks. In Delhi on an average there are 3-4 collection sites. The MCD has employed about 50,000 people for primary storage collection, 2600 for secondary storage collection and about 370 people foe sweeping the streets. (Ministry of Environment and Forests, 2000) Transportation The MCD has many vehicles for the collection of primary and secondary storage waste. The MSD in its fleet contains refuse removal trucks, tractors and loaders they have about 100 vehicles to do the job. What these vehicles do is they collect the waste and take them to the landfill sites. Recycling and re-use Recycling and re-use of MSW is done in a widespread manner where waste pickers are employed as well as there are self employed waste pickers who collect the waste and sell them. How the system works is that these waste pickers and waste collectors gather waste from the residential areas, commercial areas, streets and landfill sites and they sell them to the dealers these dealers range from small, medium and large dealers. After the dealers purchase the materials they are sent to the recycling plant that is established by the government. The following table tells us at what rate the materials are sold (Ankit agarwal, Ashish Singhmar, 2004) Prices of recyclable materials at different recycling levels Recyclable material Recyclable material Price at small recyclable dealer (Rs.) Price at medium recyclable dealer (Rs.) Price at large recyclable dealer (Rs.) Value added in the Process (%) Plastic             PET bottles 1.75 2.25-2.50 3.75-4 121 Milk packets 5.5-6.5 6-7 8-8.50 37.5 Hard plastic like shampoo bottles, caps 7-7.25 9 10-10.5 41 Plastic thread, fibres, ropes, chair cane 6-7 8-8.50 10 67 Plastic cups and glasses 7-8 10-12 13-14 80 Paper             White paper 3-3.25 3.75-4 5-6 76 Mix shredded paper 2-2.25 2.25-2.50 3-3.25 47 Cartons and brown packing Papers 2.25 2.50 3 33 Fresh newspaper 3-3.50 3.25-3.75 4.50-4.75 42 Tetra pack 1.75-2 2-2.25 2.75-3 53 Glass             Broken glass 0.50 0.90-1    90 Bottles 2 2.25-2.50    19 Aluminium             Beer and cold drink cans 40-45 43-48 75-85 88 Deodorant, scent cans 42-45 55-60 90-95 113 Aluminium foil 20-22 25-27 30-32 48 Other metals             Steel utensils 20-22 25-27 30 43 Copper wire 70-75 80-85 95-100 35 Source 🙠 Ankit agarwal, Ashish Singhmar, 2004) Composting: Coming to composting only 9% of the total MSW is composted the remaining 91% is sent to landfill sites. There are three places set up by the Delhi municipal authority for composting MSW where as two plants are set up at Okhala and the other one is set up at Bhalswa .These plant has a treatment capacity of 150 tonnes/day but they are not utilised to the fullest because of the cost. The treatment capacity of the plant at Bhalswa is 500 tonnes/day. (Vikash Talyan, R.P. Dahiya, 2008) Incineration: The municipal cooperation of Delhi also tried incarnation they built an incineration plant with the help of a foreign company. But this was shut down immediately because the MSW did not have enough calorific value the minimum calorific value is between 1200-1400 kcal/kg. (Vikash Talyan, R.P. Dahiya, 2008). Final disposal of MSW: Of the total amount of MSW collected 91% is sent to landfill. These landfill sites are located at the outskirts of the city. The land fill sites are the nearest available low line area or waste lands. The transfer of the MSW to these sites is by the vehicles that the Delhi municipality has. These landfill sites are chosen based only on availability and not on any other reason. These landfill sites are poorly maintained which arises a problem of health and safety as well as environmental concerns. There is another big issue because of the poor maintenance of the landfill sites there is a lot of leachate that is being produced mostly in the rainy season due to which the ground water as well as the river next to the landfill sites is getting contaminated. At these landfill sites with the help of bulldozers the MSW is levelled and compressed. The MSW is compressed to a layer of 2-5m and a covering is provided. At the binging there were 20 landfill sites that were created by the Delhi mun icipality out of which 15 are exhausted already. At present there are 3 landfill sites that are being operated one is at Gazipur it was started in 1984 , the other landfill site is located at Bhalswa it was started in 1993 ,the last operating land fill site is located in Okhala it was started in 1994. (Vikash Talyan, R.P. Dahiya, 2008). HEALTH AND SAFETY AND ENVIRONMENTAL RISKS Health and safety and environmental risks are a major concern in the MSW management in Delhi. The workers as well as the waste pickers are not provided with proper health and safety equipment like boots and gloves. The working conditions are unhygienic .the chance of transfer of infection is high and because of this if a worker gets sick he loses his wages. The workers are also not provided with medical insurance. The environmental risk is also high because the landfill sites are not maintained properly and the leachate gets leaked into the underground water as well as the river Yamuna .these issues should be looked into very carefully. IMPROVEMENT We can improve these poor conditions by privatisation. We can let the private sectors help in the disposal of MSW. The Delhi municipal authorities can open the incineration plant and dispose the waste. They can also involve the local communities as well as the NGOs to help in the disposal of waste. The municipal authorities should identify a proper treatment technology. The authorities should increase standards of reuse and recycling of waste mainly composting. CONCLUSION With the rapid increase in population and fast urbanisation of Delhi the current policies and regulations want be sufficient for controlling the rapid increase in the MSW. Due to this the health and safety as well as the environmental risks are increasing .The municipal authorities of Delhi cannot keep up with the MSW that is being produced now but according to a prediction the MSW by 2026 is going to increase 4 folds if this happens the municipal authorities will be facing a lot of problem. Even the Delhi government has realised this and they are making changes in the form of master plans. The government is also approaching the public and private sectors for help like the citizens and the NGOs. First of all people should be educated on proper disposal of MSW. The government should see to that the master plans are being properly followed at all levels. Only by doing this the Delhi municipal authorities can keep the MSW in control. Referencing Ankit agarwal, Ashish Singhmar, 2004. Municipal solid waste recycling and associated markets in Delhi, India. Resources, Conservation and Recycling Census of India,.2001 . Ministry of Home Affairs, Government of India (GoI). [Online].available http://www.censusindia.net Hoornweg, Daniel with Laura Thomas. 1999. Working Paper Series Nr. 1. Urban Development Sector Unit. East Asia and Pacific Region. Page 5. [Online] http://web.mit.edu/urbanupgrading/urbanenvironment/sectors/solid-waste-sources.html. Hoornweg, D., Laura, T., 1999. What a waste: solid management in Asia. Working Paper Series No. 1. Urban Development Sector Unit, East Asia and Pacific Region, the World Bank, Washington, DC MCD, 2004. Feasibility study and master plan report for optimal solid waste treatment and disposal for the entire state of Delhi based on public and private partnership solution, Municipal Corporation of Delhi, Delhi, India. Ministry of Environment and Forests, 2000.the gazette of India. [Online]. Available http://envfor.nic.in/legis/hsm/mswmhr.html TERI, 2002.Performance Measurements of Pilot Cities, Tata Energy Research Institute, New Delhi, India. Vikash Talyan, R.P. Dahiya, 2008. State of municipal solid waste management in Delhi, the capital of India, Waste ManagementVolume 28, Issue 7, 2008, Pages 1276-1287 waste management essay in 150 words

Virtue Ethics Notes

Virtue Ethics Aristotle was a Greek philosopher who lived between 384 and 322 BCE. He was deeply interested in the idea of cause and purpose. On the Foundation Paper, you will have explored the ideas of the Four Causes and the Prime Mover. Both of these theories look at the idea of how things are caused and how they move towards their purpose. In ethics, any theory that looks at how we become better people over time, or that looks at how we move towards our purpose is called a teleological theory, from the Greek word telos meaning goal or purpose.Virtue ethics is teleological because it argues that we should practice being good, or virtuous people over time. Virtue ethics is therefore not deontological (like Kant’s ethics) and it is also not normative. It is known as aretaic ethics from the Greek word arete meaning excellence or virtue. Virtue ethics is not concerned with what we ought to do, but with what kind of person we should try to become. Aristotle argued that every act ion we perform is directed towards some purpose, that it tries to achieve something. He then argued that there are superior and subordinate aims.Subordinate aims are what we have to achieve first, before we achieve superior aims, for example, if you are hungry (which might be a superior aim) you need to make a sandwich to achieve that aim. Making the sandwich becomes a subordinate aim. The aim of life Aristotle argued that the superior aim of human life is to achieve something called eudaemonia. Eudaemonia is a Greek word that roughly translates to mean ‘happiness’ or ‘flourishing’. Aristotle argued that this is the aim that should govern our lives: the pursuit of happiness or pleasure.Eudaemonia is achieved when we become virtuous and Aristotle argued that this is a process that we grow towards by practising virtues. It is much like learning to play a musical instrument: the more you practise, the better you get. Some of you will have come across the word daemon before in the ‘His Dark Materials’ trilogy by Philip Pullman. All the characters in the books have daemons and Pullman says of them: ‘the daemon is that part of you that helps you grow towards wisdom. ’ Lyra, the central character in the trilogy has a daemon called Pantalaimon who is instrumental in helping her deal with situations wisely as the story progresses. [Pleasure] is also thought to be most important for the forming of a virtuous character to like and dislike the right things because pleasure and pain permeate the whole of life and have a powerful influence upon virtue and the happy life, since people choose what is pleasant and avoid what is painful. ’[1] Aristotle did realise however, that one person’s view of happiness might be very different from another person’s view of happiness. He distinguished between three types of pleasure/happiness: 1. Pleasure seekers: these are people who are driven by their basic desires and simply live from one pleasurable experience to the next: e. . eating good food, sleeping, drinking and having sex. 2. Seekers of honour: Aristotle saw politicians as seekers of honour. These are people who try to find solutions to important problems and get a sense of honour from doing that. 3. Those who love contemplation: these are philosophers and thinkers. Aristotle believed that the lowest forms of happiness are those found by the pleasure seekers. He wrote: ‘The utter servility of the masses comes out in their preference for a bovine [animalistic] existence. ’[2] For Aristotle, the distinguishing feature of humans is their ability to reason, which they get from their soul.In plants, the anima or soul produces the search for nourishment and food, and in animals, the anima produces the ability to move. Humans have these two characteristics, but also the ability to reason. Aristotle called humans ‘rational animals’. It is for this reason that he beli eved we should strive to achieve something better with our lives than simply living from pleasure to pleasure. Happiness for Aristotle is an activity of the soul, i. e. the correct and full use of the soul can help us to discover happiness. Aristotle divided the soul up into two parts, the rational part and the irrational part.Both parts of the soul are then divided in two. The rational part contains the calculative and scientific parts. The scientific part of the soul holds types of knowledge that are factual and not up for debate: in other words, a priori knowledge. The calculative part does what it says; it calculates. It weighs up knowledge and helps us to arrive at decisions. The irrational part of the soul contains the desiderative part and the vegetative part. The vegetative part of the soul is concerned with basic needs that keep us alive and is effectively our survival instinct.The desiderative part helps us to distinguish between needs and wants. For Aristotle, a correctly functioning soul uses all of the parts well and properly. Vardy and Grosch use the example of a fruitcake to demonstrate this. If the vegetative part recognises that I am hungry, it tells me to eat. The desiderative part may desire cake to alleviate the hunger: something I want, but don’t necessarily need. The scientific part of my soul knows that fruit is better for me than cake and the calculative part, weighing up the evidence, comes up with the suggestion of fruitcake. Thus all the parts of my soul have been used in the decision.This is very important, as only a soul that functions correctly can find happiness, or eudaemonia. The Virtues Now that we have seen the basic ideas that Aristotle had about humans and how they function, we can look at the virtues. Aristotle believed that the correct way to live, was to follow something called the doctrine of the mean, the middle way or temperance. Aristotle realised that human behaviour is made up of extremes which he called vic es of excess and vices of deficiency. Aristotle argued that the best course of action falls between the two and that this is the virtue.For example, if courage is the virtue, then cowardice is the vice of deficiency and foolhardiness is the vice of excess. Aristotle believed that there are two types of virtue: intellectual virtues and moral virtues. The intellectual virtues are learned through instruction i. e. they are taught. The moral virtues are developed through habit. The intellectual virtues are developed in the rational part of the soul and the moral virtues are developed in the irrational part of the soul. There are 9 intellectual virtues, as follows: †¢ Art or technical skill (techne) †¢ Scientific knowledge (episteme) Prudence or practical wisdom (phronesis) †¢ Intelligence or intuition (nous) †¢ Wisdom (sophia) †¢ Resourcefulness or good deliberation (eubolia) †¢ Understanding (sunesis) †¢ Judgement (gnome) †¢ Cleverness (deinotes) The 12 moral virtues, with their corresponding vices are set out in the table below. |Vice of deficiency |Virtue |Vice of excess | |Cowardice |Courage |Rashness | |Insensibility Temperance |Intemperance | |Illiberality |Liberality |Prodigality | |Pettiness |Munificence |Vulgarity | |Humble-mindedness |High-mindedness |Vaingloriousness | |Want of ambition |Right ambition |Over-ambition | |Spiritlessness |Good temper |Irascibility | |Surliness |Friendliness/civility |Obsequiousness | |Sarcasm |Sincerity |Boastfulness | |Boorishness |Wittiness |Buffoonery | |Shamelessness |Modesty |Bashfulness | |Callousness |Just resentment |Spitefulness | Aristotle recognised that not all people will attain to the virtues, but he did argue that a balance between the intellectual and moral virtues was essential. Practising the moral virtues alone, might result in conformity and being an automaton. Aristotle urged us to think about the life we lead too. He believed that the virtues were essential to a harmonious society.Aristotle believed that the overall well being of the group is much more important than the well being of individuals alone and argued that it is through encouraging the practise of the virtues that society will be a harmonious place. It is friendship that is the main aim of the moral life, for without friendship, justice is meaningless. Aristotle was not a deep believer in the after-life. Aristotle was a man who valued empirical (sense) evidence above all else and believed that if anything lived on, it would be our memories. Because of this, the point of being virtuous is not to achieve unity with God, or win a place in heaven, it is good because it is the right way to live.Modern virtue ethics In 1958, Elizabeth Anscombe wrote an essay entitled ‘Modern Moral Philosophy’. In this essay, she argued that deontological ethics had become outdated. The existence of God had a considerable shadow cast over it and she argued that the religious basis to ethi cs and morality (i. e. that God gives rules to humans to follow and they must follow them if they wish to get to heaven) could no longer be trusted. She also felt that ethics had moved away from a focus on a person’s character and had instead become obsessed with lots of rules and laws. Anscombe argued that it was time for a return of virtue ethics. Alasdair MacIntyreIn 1981, Alasdair MacIntyre (left) wrote a book called ‘After Virtue’ in which he argued that we should give serious consideration to Aristotle’s theory. In his book, he traced the history of virtue ethics and tried to establish a system of virtue ethics for the modern age. His basic complaint was that modern ethics put too much emphasis on reason and not enough stress on people, their characters and the contexts of their lives. MacIntyre noticed that as societies developed 2,500 years ago, so different virtues developed too. In the age of Homer (who wrote the Iliad and the Odyssey), the follo wing virtues were paramount; †¢ Physical strength †¢ Courage †¢ Cunning †¢ Friendship These are known as the Homeric Virtues. As cities (the polis) developed, life slowly became more civilized.Aristotle developed his theory of virtues for the city of Athens and his virtues became known as the Athenian Virtues. They were (briefly) as follows: †¢ Courage †¢ Friendship †¢ Justice: retributive (getting what you deserve) and distributive (making sure that the goods of society are fairly distributed) †¢ Temperance †¢ Wisdom The emphasis on strength and cunning, needed in time of war, was gone. MacIntyre argued that the Athenian virtues of Aristotle were the most complete. For MacIntyre, the problems with ethics began during the Enlightenment, a period of time during the 17th and 18th Centuries when Science became more important for discovering truth.It was thought that a single, rational cause for morality could be discovered and thinkers such as Hume and Kant attempted to do this. MacIntyre realised that whilst the theorists in universities were trying to work morality out, society still needed virtuous people in everyday life; people who run jumble sales to raise money for the local hospital for example. MacIntyre argued that despite the theories of people like Kant and Hume, the virtues have lived on. What’s more, society depends for its very existence upon people who exhibit the virtues. MacIntyre argued that living a virtuous life depended upon getting into the habit of being moral and of striving towards being virtuous. He argued that this can give life an overall purpose and meaning.The virtues for MacIntyre, are any human quality which helps us to achieve the ‘goods’ in life. MacIntyre’s virtues are as follows: †¢ Courage: courage is very important as it helps us to face up to challenges that may come our way. †¢ Justice: this is a very important virtue. Justice is fairness and it is the art of giving someone what they deserve or merit. To be unjust is to be unfair. †¢ Temperance: this prevents us from acting rashly; losing our temper for example. †¢ Wisdom: this is not knowledge: it is the ability to know how to act in the right way in particular situations. †¢ Industriousness: hard work. †¢ Hope: being optimistic. †¢ Patience.Underneath the virtues must be the good will of the person. To be virtuous, one must desire to do virtuous things, rather than do them involuntarily. An act is not virtuous if it is not intended. MacIntyre also used the idea of internal and external goods, a version of which is seen in Natural Law. An internal good is specific to the activity itself; for example, giving money to charity results in helping others and developing a sense of satisfaction. An external good, is a good that is not specific to the act. For example, when giving to charity, your example may inspire others to do the same. MacIntyre al so warned that being virtuous does not prevent you from being open to vices.He gives the example of a great violinist who could be vicious, or a chess player who could be mean spirited. The vices would prevent these people from achieving maximum virtue. MacIntyre suggests that the three most important virtues are justice, courage and honesty. We can only achieve moral excellence through practising these three. They are core virtues that help to prevent organisations and institutions from becoming morally corrupt. It is largely through institutions that traditions, cultures and morality spread: if these institutions are corrupt, then vices become widespread. Philippa Foot Philippa Foot has also put together a modern version of virtue ethics.She has argued that the wise person directs their will to what is good and a good is something that is both intrinsically and extrinsically good (see MacIntyre above). The wise, or virtuous person also knows that there are particular ways of obtai ning certain goods and it is these ways of obtaining goods that are the virtues. She also argues that virtues and skills are different things. We may make a deliberate mistake with a skill, but not damage our character or reputation; for example, a teacher who deliberately misspells a word to draw their students attention to it. However, if you deliberately act in a non-virtuous way, your reputation and character will suffer. Foot also characterises virtues as ‘correctives’. She likens humans to planks of wood that are left out to season.Wood naturally warps and changes shape and it needs continuous straightening to make it straight. Virtues do the same for the human character: they continually straighten us out so that eventually we can, through habit, become virtuous. Evaluation of virtue ethics argued that justice and truthfulness are not a middle way, but are ethical absolutes that we have a duty to follow. Grotius argued that there are absolute moral laws that we h ave a duty to obey and that can be worked out by anyone of sufficient intelligence. ———————– [1] Aristotle, The Nicomachean Ethics, X 1172a. [2] Ibid: I, 1095b. ———————– The five primary intellectual virtues The four secondary intellectual virtues

Discuss the early life experiences of both Frankenstein Essay

   Shortly after returning from Ingolstadt, Elizabeth developed Scarlet fever. Victor’s mother cared for Elizabeth and nursed her back to health. But she also developed scarlet fever and died. The death of his mother affected Victor Frankenstein intensely, and it was one of the main reasons why Frankenstein started to develop a being â€Å"Invulnerable to none but a violent death. † â€Å"When his mother died he was devastated, his initial grief and disbelief gave way to a determination and an aim in life, which was to find out a new life form that would be stronger and smarter and would not die from disease. â€Å"- Andrew Prothero Victor Frankenstein had a particularly good upbringing. â€Å"No Human being could have passed a happier childhood than myself. â€Å"The opposite is true about the creature. The early life experiences of the Creature The Creature was ‘born’ as a result of Victor Frankenstein’s quest to create a being that couldn’t die. Frankenstein had left the Creature, and had gone to bed, but the Creature came to visit Victor Frankenstein in the night. â€Å"I beheld the wretch, the miserable monster which I had created. † The creature was so large and physically revolting that when it was ‘born’ Frankenstein was terrified and fled. â€Å"Breathless horror and disgust filled my heart. † The Creature first has contact with Humans when He is thrown out of a town. â€Å"The whole village was roused; some fled, some attacked me, until, grievously bruised by stones and many other kinds of missile weapons, I escaped to the open country. † The Creature wanders the woods, freezing cold until He finds a fire. The Creature was intrigued by it’s warmth and â€Å"thrust [His] hand into the live embers. † The creature learns to talk by eavesdropping on the De Laceys and talks to De Lacey, who is Blind. â€Å"I knocked. â€Å"Who is there? † said the old man-â€Å"Come in† I entered; â€Å"Pardon this intrusion,† said I â€Å"I am a traveller in want of a little rest; you would greatly oblige me if you would allow to remain a few minutes before the fire. † ‘ â€Å"Enter,† said DeLacy; â€Å"And I will try in what manner I can relieve your wants, but, unfortunately, my children are from home, and, as I am blind, I am afraid I shall find it difficult to procure food for you. † ‘ â€Å"Do not trouble yourself, my kind host, I have food; it is warmth and rest only that I need. † The Creature also reads Paradise lost and Sorrows of Werter The Creator learns of his creator and the way in which he was created by reading Frankenstein’s journal. The Creature has no contact with the opposite sex, although Frankenstein starts to create a female partner for the Creature. â€Å"A turning point for both characters is when they meet and the creature requests for a companion. He goes to Frankenstein and demands a companion. ‘You must create a female for me, with whom I can live in the interchange of those sympathies necessary for my beingi , this is a very reasonable statement in many ways, and one main argument would be that he is alone in the world with no one like him. † – Andrew Prothero. When Frankenstein changes his mind and smashes it, the Creature is deeply upset. The Creature has no friends, being â€Å"too horrible for human eyes† and learns to expect Ill- treatment. â€Å"I expected this reception,’ said the daemon. † The Creature lives in the forest and icy caves, a â€Å"hovel† and a â€Å"kennel. † â€Å"[I] fearfully took refuge in a low hovel, quite bare, and making a wretched appearance after the palaces that I had beheld in the village. This hovel, however joined a cottage of a neat and pleasant appearance; but, after my late dearly bought experience, I dared not enter it. My place of refuge was constructed of wood, but so low that could, with difficulty sit upright in it. † Conclusion Robert Winston has said, â€Å"Nurture counts more than nature. † I consider this to be true for the Creature, who is driven to commit His crimes through deprivation, neglect, and vicious persecution from Frankenstein and other townspeople, who in the 1700s would have treated the Creature as a freak. The Creature wasn’t educated in moral values, and so it didn’t know that it was wrong to commit the crimes that he committed. I believe that in Frankenstein’s case, He was nurtured in the very best way possible. His parents were â€Å"Possessed by the very spirit of kindness and indulgence. † But it was in his Nature to strive for knowledge and to experiment. When the Creature was ‘born’, Frankenstein was an extremely poor parent and had none of the skills required to be a good parent. I feel almost no sympathy for Frankenstein, as He was unable to face up to his responsibilities once he had become a ‘father’ to this creature. # â€Å"The character of Frankenstein is not portrayed as evil, he is selfish and single minded in his pursuit to create perfection. He does not consider the implications of his dangerous experiments or believe that anything could possibly go wrong, his intentions he believed were good. Horrified at his failure and unable to accept what has happened he runs away from the problem, he is too vain to admit that what he has done is wrong. â€Å"- Andrew Prothero. I definitely feel more sympathy for the Creature, who has a desolate, lonely life. His crimes are forgivable, for he wasn’t educated in moral values. His actions were the result of extreme poverty and deprivation and ill- parenting. â€Å"The creature does not show his evil side until he has won the sympathy of the reader from his constant rejection and desperate need for love, he is shown to be highly intelligent and extremely sensitive to the feelings of the people that he has observed. † – Andrew Prothero I think this is how Shelley wanted us to feel. The early life experiences of the Creature and Frankenstein couldn’t be more different. † The ‘perfect’ baby is not just the product of its genes. It’s more the result of good nutrition, education, healthcare – and love† – Robert Winston.