All Quiet On The Western Front :: essays research papers

Remarque, Erich Maria. All Quiet On The Wester Front. Fawcett Crest; New York. 1958 Glaser, Rollin O. All Quiet On The Western Front Notes. Cliffs Notes, Inc.; Lincoln, Nebraska. 1990 Erich Maria Remarque Erich Maria Remarque was born in Osnabrà ¼ck, Westphalia, Germany on June 22, 1898. Being that his father was a book binder by trade, Erich was brought up in a fairly poor household. That did not stop him from receiving a wonderful education at his local “gymnasium'; (equivalent to an elementary school), then proceeding onto the University of Mà ¼nster. While attending there, he was drafted in to the German Army at a mere 18 years of age. He was wounded five times, then released. After returning home, he had a plethora of jobs including: a school master, a tombstone salesman, and even joined a “Gypsy caravan';. His searching for a profession then came to an end when he started writing articles for a Swedish car magazine. He became very well known in the areas of car racing and auto mechanics. He then used his literary skills to write novels that branched from his own personal reflections and experiences. He wrote several best-sellers including: All Quiet On The Western Front, Arch of Triumph, and The Black Obelisk. (contd.) Plot Summery Of: All Quiet On The Western Front All Quiet On The Western Front is a record of seven school chums that all enlist in the German Army after being urged by their school master Kantorek. These poor youth are forced to endure the debilitating effects of World War I, and represent the generation of men that were torn from youthfulness and serenity to face a world of survival horror. They become remnants of Europe’s degenerate youth from that time period. Over the period of years, they are slowly killed off, their once bright and cheerful youthfulness has been ripped from their beings, replaced with listlessness and hardened souls. The story is told in first person by a young man named, Paul Bà ¤umer. He is a very kind and sensitive lad, that wants to make a difference in the world. He has a hard time seeing how fighting against fellow man will make any sort of difference in the world. “He holds fast to a single vow: to fight against the principle of hate that meaninglessly pits young men of the same generation but different uniforms against each other..'; (Remarque, cover) Theme: A Broken And Sorrowful Youth

Has the restructuring of gender relations and employment led to a restructuring of European Societies?

Over the last number of years we have seen changes in the structure of gender relations in European States. Has this restructuring had continual effects on other aspects of European Societies or has it been an isolated incident? This is what is in question here. In order to assess as to whether the restructuring of gender relations and employment has led to a restructuring of European societies we must look at what is meant by gender relations and how it has changed. The first aspect of gender relations that we can look at is the theories of gender difference. It is important for us to go back a number of years in order to see how these theories have developed and transformed into gender differences, as we know them today. Patriarchy is one of the first and most prominent theories of gender differences. This theory is based on the historical belief that men are better then women. This can be seen in the way that institutions and organisations were established and in the way society initially only allowed men to vote, etc. Patriarchy was also attributed to the biological differences between men and women. It was believed that women's maternal instinct led them to be weak and caring and could be overpowered by men, while men were aggressive and dominant and so would fight for their positions and to keep them. The biological differences also contribute to women's lesser role in society through the fact that they were the ones who bore children. In order for society to grow and develop it was necessary for there to be ongoing growth and high fertility rates. This was the women's role, as well as caring and watching over the children and ensuring that they developed into contributing members of society. Historical patriarchy can explain much of the male dominance in society but cannot be said to apply from the 1960's onwards. The changes that came about in and around the 1960's can be explained through Hakims Preference theory as explained in her article ‘Women, Work and the Family in Europe'. She basis the differences in gender on five different factors: 1. Contraceptive Revolution 2. Equal Opportunities Revolution 3. Expansion of White Collar Jobs 4. Creation of Jobs for Secondary Earners 5. Increasing Importance of Attitudes, Values and Personal Preferences in Lifestyle Choices of Prosperous Liberal Societies. The first two factors came about due to changes in science and values. They allowed women to control their fertility and made it a precondition of actual choice whether to have a child and if so when. This allowed women to enter the workforce and control when they left by controlling when they had a child. The Equal Opportunities Revolution was a precondition of the feminist movements of the 1960's, which changed values about gender equality, and therefore changed how women were treated in the workforce. The final three factors in Hakims Preference Theory are also important in looking at whether the restructuring of gender relations and employment has led to a restructuring of European societies. The expansion of white-collar jobs and the creation of jobs for secondary earners in essence give women a more actualised choice to get a job for income. This is important in the realisation that employment has changed, as it has now made it possible for women to both hold a job and look after a family. The final factor in Hakims Preference Theory refers to a move to individualisation, whereby ones identity is not formed by ones social group but by oneself. This can be attributed to Post Materialist Values. This is an important factor as is points to how women began to make choices that suited them and not just do what they felt the must do in society. Each of the factors in Hakims Theory point towards the end of the Historical Patriarchy Theory of gender differences, as women were becoming more independent, were being given more freedom in relation to biological differences and also more opportunities. Another theory that could be applied from this point, where we saw changes in the labour market in relation to gender, onwards is the Marxist theory. This theory is based upon a dual market theory. From a capitalist workers point of view they wanted to divide the labour market into two segments and pit them against one another so they were more likely to get better results. This was also a method to develop skilled and unskilled labour. It was mostly men in this work force but in times when factory owners required more workers they would call in a ‘reserve army of labour'. This is where women came in, as they would work when it was necessitated for them to work, but not all the time. This theory again does not go as far to explain the situation, as we know it today in Europe as we can see today that both men and women work and that it is not just a ‘reserve army of labour' that is required. The most developed and established theory of gender differences, and also possible the most appropriate in European Societies today, is the Weberian theory. This theory is based on the belief that different social groups compete with each other to gain positions of class status and political power. Women can be seen as a social group in their own right and so can be one of the groups who compete against others, i.e. men. This can be said to be the theory of gender difference in society today as shall be seen later we now see women competing alongside men for employment. So far we have looked at the gender differences in society, but it is also necessary for use to look at other aspects of gender relations. Another of theses is gender equality. Today there are a couple of different theories of gender equality in Europe. The first of these, and also the most minimalist of these, is equality of opportunities in public sphere. This means giving women equal opportunities as men in regards to gaining access to jobs, through education, labour market, politics etc. The next step on from this is equal opportunities and outcomes in the public sphere. This is the same as the previous theory but also allows for equal outcomes. This means that provisions are made to ensure that both genders receive equal treatment in the public labour market. This may be through state creation of jobs with quotas or laws and enforcements of gender equality. These two theories can be related to liberal market based approach to society. These societies can be said to take a minimalist approach to gender equality, either only focusing on equality of opportunity or else only considering equality of treatment or outcome to be of very little importance. In some countries the equality of outcome will only go as far as to mean no sexism or sexual harassment, and sometimes this may be regulated through laws. Examples of some countries who employ this approach to gender equality are Ireland and Great Britain. These societies have and understanding of what gender equality is and understand that it must be addressed, but do not have an extensive move towards complete gender equality. The final theory of gender equality and also most extensive theory is equal opportunities and outcomes in both the public and private sphere. This refers to the attempts to ensure equality of opportunities and outcomes in the public sphere, but also in the private sphere. This can mean provisions for childcare, parental leave, etc. allowing both men and women to compete with as much equal footing as possible. This theory of gender equality is most closely associated with the neo-Corporatist approach to gender relations. In this respect the state assumes the role of creating gender equality and makes a number of extensive provisions to allow for equal opportunities and outcomes in almost all areas of society though the resources of the welfare states. Examples of countries where this approach can be found are in the Scandinavian countries such as Norway, Denmark and Sweden. In her article ‘Dual Breadwinners between State and Market', Anne Lise Ellingstaeter makes reference to these three countries and their welfare states. She explains, â€Å"in general there are several models for modifying the tensions between employment and childcare. Three policy elements are central: (1) time to care, (2) money for care, and (3) care services.† (Lise Ellingstaeter, 1999: 41) She then goes on to explain in some detail how the welfare state of these countries have restructured gender relations and employment by providing better care facilities, etc. In order to understand why improved care facilities, money for care and time to care are so important in the restructuring of gender relations and employment we must realise that it was not always the case that women worked. For many years there was simply the belief that there was one breadwinner in a family, and that was the man. This can be related back to the historical patriarchy theory, but as we have already seen this theory on gender differences has developed into the Marxist theory and the Weberian theory, and we can understand that the breadwinner model has also developed. In her article ‘The Modernisation of Family and Motherhood in Western Europe', Brigit Pfau- Effinger develops the ‘Beyond Breadwinner Model'. This model goes beyond Hakims Breadwinner Model to a less traditional Dual Breadwinner Model using gender division of labour and gender relations. The different models can be characterised as: 1. Family Economic Model 2. Male- Breadwinner/ Female- Carer 3. Male- Breadwinner/ Female- Part timer 4. Dual- Breadwinner/ State Carer, or Market Carer 5. Dual- Breadwinner/ Dual Carer (Pfau- Effinger, 1999: 62-63) The first of these models, the Family Economic Model, is the very traditional model that is most closely associated with farming and family orientated business. In this model it is believed that all members of the family take part in all aspects of the family life including generating income. The Male- Breadwinner/ Female- Carer model is also a traditional model and can be said to be related to Hakims Breadwinner Model. This model places men as the earners in the family and women as the carers. While societies have developed from this what must be realised is that women still do have a choice in what they do, and that even though this model may be dying it can still be seen significantly in society today. 43% of households in Ireland still apply to this model. As already stated Ireland takes a Liberal approach to gender equality and so it may attributed to this. It may, however, have other factors to realise. Hakim puts forth the theory that there are different types of women who focus on different aspects of life. She claims that 10-30% of women are home centred, i.e. that they do not want to work, but instead want to stay at home and look after the family. She goes on to explain that the other two theories are that 10-30% of women are work orientated and that 14-18% are adaptive. While the first group of women explains the Male -Breadwinner/ Female- Carer Model, the other two categories explain the following models. In their article ‘ Employment, Careers, and Families: The Significance of Choice and Constraint in Women's Lives', Crompton and Harris put forward the theory that there are, â€Å"three ‘qualitatively different' types of working women, the ‘committed', the ‘uncommitted', and the ‘drifters' or ‘adaptives'.† (Crompton and Harris, 1999: 131) These different theories on the different types of workingwomen are contributing factors in understanding the different models of gender relations. What is also a factor that must be considered in this regard is the states approach towards gender relations. The Male-Breadwinner/ Female- Part timer can be said to have developed from the growth of equal opportunities and the expansion of white-collar jobs. This model allows for women to be part of the work force while also taking care of the family. The growth of the model has come from the growth of the group of women known as ‘adaptives' or ‘drifters'. The most dramatic changes of the structure of society in relation to gender relations and employment can be connected with the final two models. In both of these models women are dual- breadwinners. This means that these women would be ‘committed' women in the sense that they part take full time in employment. In the Dual-Breadwinner/ State Carer or Market Carer Model, it is the states approach to gender equality and relations that in effect defines who it is that looks cares for the children. As already stated the Scandinavian countries can be said to have the most overall approach to gender equality by providing for childcare. The state either provides direct childcare facilities or pays for childcare. This ensures that women have equal opportunities and outcomes in relation to employment. Other countries, however, take a different approach, as they see child care as a market of its own. Ireland is a good example of one of these countries, as people pay other s to look their children so creating a demand for nannies, which then necessitates people to be trained to look after the children. The state can also take the approach of believing that it is women's jobs to look after the children and so will pay them to stay at home and look after them. This can be said to be not promoting the more progressive models and reverting back to the previous simple Male-Breadwinner Model. The final model of Dual-Breadwinner/ Dual- Carer is the ideal model, which as of yet cannot be said to have been fully implemented in any country. The closest that has come so far are in the Scandinavian countries whereby equal opportunities and outcomes does not only apply to women, but also to men. Overall what can be said is that over the last few decades there have been a number of changes in relation to gender and employment. This can be seen from the changes in gender development, gender equality, and also the changes in values, science and society. All the these changes have led to changes and restructuring of European Societies through changing peoples attitudes towards women working and also in how working women are treated and provided for. This largely depends on the states attitude toward gender equality and treatment, and what has been seen is that different European countries take different approaches to this, and so while European Societies are restructuring they are doing so at a different pace. It not only depends on the states attitude, however, but also those of employers. While women may have so far shown themselves to be equally able as men in a number of jobs there are still number of obstacles in their way at management level, i.e. the ‘Glass Ceiling'. Another aspect of these societies that can be said to be changing is in the family life. Previously it was strongly felt that men went out and worked and that women stayed at home and watched over the children. The increased numbers of women working has changed this approach and now many children are influenced by members outside of the family and by school. It has yet to be seen how this will affect society in the future, but what may be seen is a reduction of the emphasis that is placed on the family. And so while it can be said that there the restructuring of gender relations and employment has led to a restructuring of European Societies, there is still a way to go before we seen complete gender equality. As well as this there are also a number of changes to European Societies, which will inevitably come about due to this restructuring, and how this will be seen will be interesting to assess.

How Can I Live The Life Of a True Hero Essay - 609 Words

Heroes and Role Models: 10RE How Can I Live The Life Of a True Hero? The true meaning of the word â€Å"hero† has been distorted over time with the media ascribing the word to some individuals who may not deserve the title of a hero. The definition of a hero is â€Å"A person, typically a man, who is admired for their courageousness, bravery, compassion and their willingness to sacrifice (Dictionary.com, 2014).† All hero’s and role models have a sense of courageousness. At Marist College; all boys are challenged to act courageously and follow in the footsteps of St. Marcellin Champagne. Viriliter Age! The understanding of a hero can be interpreted in multiple ways, including personal, relational and spiritual. A personal hero is one that†¦show more content†¦Although this quote man not be relevant to courageous, it is showing how Mother Teresa is continuing the work of Jesus Christ. Marist Charism is the mission of walking in the footsteps of Jesus. Marist boys all over the world are living their everyday lives trying to do this, with Mary and Marcellin as our role models. There are five characteristics of a Marist College. Firstly, presence is having the ability to care for others and know them for their individuality. Two, simplicity is being honest in the existence of god and ourselves. Family spirit, undertaking the task of bettering the community, sharing life’s success and failures and giving attention to those who’s needs are greatest. Love of work, is working with total confidence in God, encouraging people to discover the dignity of work, a source of self-fulfillment and to motivate teamwork. Finally, in the way of Mary, living in the way of Mary can is seeing Mary as a women n a journey of faith, and the mother of Jesus as one who praised God. References Brainy Quotes. (2001-2014). Mother Teresa Quotes. Available: http://www.brainyquote.com/quotes/authors/m/mother_teresa.html Last accessed 22nd Mar 2014. Catholic Online. (N.A). Mother Teresa of Calcutta. Available: http://www.catholic.org/clife/teresa/ Last accessed 22nd Mar 2014. Readers digest. (1996-2014). What is a hero?. Available: http://www.readersdigest.ca/magazine/what-is-hero LastShow MoreRelatedHeroism Essay1270 Words   |  6 Pageswill see. You determine how you are looked upon by the actions you make. Every decision you make, every encounter, and every word affects the outcome of your story. You must find your inner hero, and save yourself. What will you do to shape your own legacy? What will you do to be your own hero? Above I mentioned different ways of how to be your own hero. Although you can be your own hero, there also may be people who are heroes in your life. There are many people in my life who I would consider to beRead MoreAnyone Can Be a Hero1524 Words   |  7 PagesAnyone Can Be a Hero By Jennifer L. Jefferson Com/150 July 8, 2012 Sonya Macon Anyone Can Be a Hero Everyone has heard through some type of media resource that there are no more heroes in the world today, that any or everyone we look up to has a bad reputation or not worth our time and eventually will steer us in the wrong direction. To our understanding this is not true there are heroes in our world, Webster dictionary defines hero as a male figure that displays superior courage and strengthRead MoreAre Heroes Born or Made?1263 Words   |  6 Pagesâ€Å"A hero is no braver than an ordinary man, but he is braver five minutes longer. Ralph Waldo Emerson quotes †What is a hero? Is a hero someone who flies around wearing a red cape and blue tights? Is a hero someone in comic books who always fights the bad guys? Or is a hero an ordinary person who just does what they can to help others. Well in my opinion a hero is anyone who can show courage when faced with a problem. A hero is a person who is able to help another in various ways. A person canRead MoreHeroism : A True Hero1283 Words   |  6 PagesGeorge S Patton, a senior officer of the U.S. Army, once said, â€Å"The real hero is the man who fights even though he is scared.† The online dictionary from Merriam-Webster defines a hero as, â€Å"One who shows great courage.† People notice that a hero shows courage and perseverance in overwhelming positions. People can even be inspired to show the same in the problems they are going through. Maybe inside the hero they are nervous, or even scared, but outside they show that they will power through whateverRead MoreEssay abo ut Harry Potter: An Ancient or Modern Hero?1023 Words   |  5 Pagesmodern HERO. The only wizard ever to survive a powerful curse cast by Voldemort, the most powerful dark wizard; Harry was just a baby when he was attacked by the evil wizard. But he escaped the curse and had somehow managed to reverse it and take away Voldemorts power. This story was told for 11 years past only making the story of Harry Potter grow to become an even greater living legend. Most see Harry Potter as a modern hero, one whom acts courageously and sacrifices his life for theRead MoreBeowulf As A Hero1716 Words   |  7 PagesThe concept of hero is never outdated in literary. Every author has their own understanding of how a hero should be like, and all heroes live and behave differently according to the society they live in. The definition of hero is much broader than a man with superpower. In Beowulf and The Great Gatsby, both of the protagonist, Beowulf and Jay Gatsby are considered heroes in the story. Although both of them embody the values of their societies, Beowulf is a more successful hero because he truly reachesRead MoreBeowulf As A Hero910 Words   |  4 PagesWhy We Need Heros A hero, â€Å"a person noted for courageous acts or nobility of character†(â€Å"Hero†). A hero shows much more than honor and glory, they sacrifice their own life to selflessly help out the lives of others. By having heroes it gives us hope, wisdom, and justice throughout the nation. The three main types of heroes include an epic hero, superhero, and your own personal hero. These heroes show that it s more than the cape or armour they wear, they show the true meaning of a hero by definingRead MoreDefining Heroes Throughout The Hobbit, Of Mice And Men And I Am Malala887 Words   |  4 PagesDefining a Hero: â€Å"A hero is a person who, in the face of danger and adversity or from a position of weakness, displays courage or self-sacrifice for some greater good.† As one reflects on the basic definition of heroes and the idea of heroism, this basic thought may be used. However, one could consider that there is no one universal definition for what a certain person may believe to be heroic. Looking at different people or characters and their lives, there are various defining aspects that makeRead MoreJake Barnes As A Hemingway Code Hero1229 Words   |  5 PagesPereyra Mr. Platt IB English-SL 6 November 2015 Jake Barnes as a Hemingway Code Hero in The Sun Also Rises Ernest Hemingway developed the Hemingway code hero after World War I as a representation of those who suffered after the brutality of war. Featured in many of Hemingway’s novels, the Hemingway Code Hero adheres to an unwritten, tacit set of self-established values and guidelines throughout all venues of life. He is a man characterized with a severe amount of drinking, enjoys an unusual sportRead MoreEssay on It Doesnt Take a Cape or Superpowers to Be a Hero1268 Words   |  6 PagesThe former Govenor of Alabama Bob Riley proclaimed, â€Å"Hard times dont create heroes. It is during the hard times when the hero within us is revealed.† The stereotypical image of a hero is a man running around in brightly colored tights with a cape rippling in the wind while they save the world frome evil forces. However, a more realistic image of a hero is in the acts and deeds of ordinary human beings. Some wear suits to work, and some wear protective gear. Others wear dresses, and still others

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Juror 8 Essay - 749 Words

Inside a room where life or death decisions are made, twelve men sit with wandering thoughts. The made up minds of some jurors are to send a boy to his death without a second thought, but one other juror may change that. Inside of the play Twelve Angry Men written by Reginald Rose, Juror 8 has the persuasive evidence to change the minds of his fellow Jurors and save a boy from his execution. The other Juror’s seem like they won’t budge with their mind set on the decision of guilty, but after Juror 8 proves his thoughts on the decision of innocent, he may just be able to save a young life. Juror 8 had many chances to change his opinion about the boy’s case, and yet he never did. Throughout this whole play, Juror 8 stood his ground and was†¦show more content†¦Finally, Juror 8 had a huge impact on this story. Juror 8 was very insightful with his opinions and evidence. He gave himself the ability to change the minds of eleven men and save the innocent life of one. Juror 8 was the only man out of 12 who decided to look deeply into the murder case and find little pieces of evidence that everyone else seemed to miss and used that to prove his points. For example, no one would have thought about how the woman who claimed she saw the murder from across the street may have not had perfect vision. Juror 8 found little details to prove that, like how she had marks from her glasses and may not have been wearing them when she looked outside. Not even the lawyers had thought about that and most little things like that were why the young boy was almost sent to his death. Juror 8 was a true hero and stood up to his own opinion and points even when others didn’t agree with him. Overall, Juror 8 is one of the most impactful characters in this theatre production. Without him there would be no conflict in the court case. Juror 8 was able to go from being unsure about his vote to completely confident along with the changing the minds of every single Juror in that room and save a boy from his execution. Juror 8 has a huge role in this storyline and has a very persuasive and open minded personality. Juror 8’s decisions inShow MoreRelatedThe Twelve Angry Men Juror 3 and Juror 8 Comparing Essay1919 Words   |  8 PagesComparison essay comparing Juror 3 and Juror 8 What are some similarities between Jurors 3 and 8? What about differences? Oh gosh, its been years since Ive seen the movie (didnt read the play).   Okay,  Juror  #3 is the angry father, and Juror #8 is the guy who stands alone in the INNOCENT vote, right? I suspect the similarities are easier to find by reading the play because the movie really shows their contrasts. There is one similarity in that when they really believe something, theyRead More12 Angry Men- Jurors 4 and 8 Essay886 Words   |  4 PagesReginald Rose’s ’12 Angry Men’ brings 12 jurors together in a room to decide whether a young foreign boy is guilty of killing his father. The play is interwoven with dynamic characterisation, striking symbolism and intense moments of drama. Although Rose positions Juror 8 as the hero, the strongest character is in fact Juror 4, who is an independent thinker, rational and calm even as tension begins to build. Although Juror 4 initially votes guilty, he is able to admit his fault and change his voteRead MoreThe Justice And Injustice Of Kill A Mockingbird And 12 Angry Men1018 Words   |  5 PagesHarper Lee and the film 12 Angry Men by Reginald Rose have many similarities and differences in relation to the theme of justice and injustice. The purpose of this essay is to explore these similarities and differences and find more in depth meaning to these two texts. In both To Kill A Mockingbird and 12 Angry Men, Atticus and Juror No. 8 abstain from commonly held prejudice views and try to uphold justice fairly. In the novel, it deals with the fact that it is a black man s word over a white s andRead MoreMovie 12 Angry By Movie Review1137 Words   |  5 PagesIn this essay I will be an analysis of group communication using the movie 12 Angry Men.The movie 12 Angry men is a movie about a jury made up of 12 men as they deliberate the guilt or acquittal of a defendant on the basis of reasonable doubt. They go through many different problems during the deliberation. The movie starts off with all 12 of the jurors in a room. Nobody knows anybody. Everyone friendly introducing themselves and making conversation. Trying to get to know one another. They knew theyRead MoreUse of Persuasive Argument in 12 Angry Men Essay1037 Words   |  5 Pagesproduced by Henry Fonda who played the lead role, Juror #8, and Reginald Rose who wrote the original screenplay. This essay will explore some of the critical thinking elements found within the context of this movie, and will show that rational reason and logic when used effectively can overcome the mostly ineffective rush to judgment that can be prevalent in a population. The juror that seemed interesting is Juror #8, who was played by Henry Fonda. Juror #8, or Davis, is an architect, the first dissenterRead More12 Angry Men: Compare Contrast1063 Words   |  5 PagesThis essay will compare contrast the protagonist/antagonists relationship with each other and the other jurors in the play and in the movie ve rsions of Reginald Roses 12 Angry Men. There arent any changes made to the key part of the story but yet the minor changes made in making the movie adaptation produce a different picture than what one imagines when reading the drama in the form of a play. First off, the settings in the movie are a great deal more fleshed out. In the play, the scene beginsRead MoreRacially Based Jury Nullification : Black Power Essay1026 Words   |  5 PagesIntroduction to Legal Studies. This article was published in North America, for academics in the law stream, or anyone with an interest in law. The author poses different views on the racism in todays court rooms faced by African Americans. In this essay, I will examine the article in detail to determine whether or not the author has been accurate with his conclusions, and whether these conclusions apply today. Summary of Article Paul Butler is an African American lawyer whom practiced as a prosecutorRead More12 Angry Men Essay829 Words   |  4 Pages â€Å"12 Angry Men† Essay The movie 12 Angry Men focuses on a jurys decision on a capital murder case. A 12-man jury is sent to begin decisions on the first-degree murder trial of an 18-year-old Latino accused of stabbing his father to death, where a guilty verdict means an automatic death sentence. The case appears to be open-and-shut: The defendant has a weak alibi; a knife he claimed to have lost is found at the murder scene; and several witnesses either heard screaming, saw the killing or theRead MoreTo what extent does random selection of jury members create bias and would jury selection provide a solution?1030 Words   |  5 Pagesrepresentative of the general public. It is assumed that if one juror has an apparent prejudice, then those in other jurors will counter it and so bias does not occur in this system[1]. Another assumption is that having â€Å"12 good men and true†[2] randomly selected into the jury â€Å"strengthens the legitimacy of the legal system.†[3] However, it is clear that randomness does not provide representativeness and not all jurors are good and true. By implication a random sample can beRead MoreDisgust and Juror Decision-Making Essay980 Words   |  4 PagesJurors’ decisions are affected by emotions and other unspoken thoughts/feelings. Previous research has shown that people make decisions on â€Å"quick gut feelings.† The goal of this study is to see if a disgusting stimulus will have an influence on juror decision-making. The research was concerned with the decision-making question of whether or not jurors’ disgust and gut-feeling judgment towards the defendant are key elements in legal settings. This decision will be due to a â€Å"quick gut feeling† of disgust

The lost princess Free Essays

The room was damp and cold, cold with marks of water dripping down the unhomely painted walls. The paving slabs were freezing and impersonally decorated, there were no carpets covering them. There was no life nor humanity in the semidark chamber. We will write a custom essay sample on The lost princess or any similar topic only for you Order Now There was no door nor curtains on the tiny window that looked on to the north, making the room even more dark and mysterious. It was unhomely and unlived. No one entered the freezing cube that composed the enchanted, shadowed lodging. It was empty of life even though the passage outside was full of it. The place was avoided by everyone. It had such a sense of emptiness†¦ When the threshold was crossed, a wave of uncontrollable panic entered into the intruders heart. The floor boards under the feet felt as cold as ice, sharpening the freezing terror. The walls were clammy, you couldn’t lean on them†¦ It smelt damp. The air entered your throat and cut it like a knife. It felt dry and it was hard to swallow. The fear crept into your heart slowly but unceasingly and made its self bigger and stronger, petrifying you completely. It was like a serpents venom, spreading through your blood paralysing you vein by vein, artery by artery†¦ She entered the poisoned room. No sound was to be heard except for the faint drip, drip of water on the floor. For the first time in the room’s history, it all failed. She laughed. It was a delightful laugh. The type you hear when a child is hugged by her mother. She frowned as the echo slowly returned to her. She felt a sudden warmth around her. She noticed that the floor was now covered in thick Indian carpets. It all felt cosy and warm under her small feet. She moved with the glamour and gentleness of a deer, so delicate and fragile†¦ There was a lovely scent all over the room. It was like someone had opened a bottle of the loveliest perfume and let it mix with the air. It smelt of the finest vanilla. Looking out of the window you could see the source of that magnificent smell. There was a small garden full of small vanilla plants, starting to bloom in the night’s cold air. The room was now painted in the finest violet. The walls had stopped the dripping and sweating, and instead of the faint drip, drip you could hear a small bird tweeting in a tiny cage at the far end of the room. Soon she felt sleepy and noticed a current of warm air picking her up and carrying her to a cosy four-poster. There she slept for hours and hours†¦ As she slept the walls started to drip again soaking the silk carpets and returning the room to its old state to such an extent, that after a few minutes only the four-poster stood in the middle of the icy room. There was no sign of the tiny princess. Instead there was a little deer skipping and hopping under the moonlight in a garden full of tiny vanilla flowers. How to cite The lost princess, Papers

Sheila changes after the inspector(TM)s visit Essay Example For Students

Sheila changes after the inspector(TM)s visit Essay Closely examine the character of Mr Arthur Birling and his daughter Sheila Birling showing how and why Sheila changes after the inspectors visit, but Arthur does not.  Introduction  The Author, J.B. Priestley is an advocate of socialism, and his book, An Inspector Calls strongly demonstrates his views and philosophies. It gives the impression to the reader that the author believes the only way to make a peaceful world is to practice socialism; that everybody should be treated equally, with due respect. However, Mr Birling, in the play, is a capitalist and his views are the exact opposite to Priestleys views. He believes the only way to make a thriving community and build economy is to keep the social ranks and low life people out of the way, for them to endure cheap labour and never suggest a pay rise.  J.B. Priestley is entirely against capitalism. This is also expressed in the story, as the tide is turned against Mr Birling who is the capitalist, and who cares for nothing but money and his position in society.  Mr Birling is a very proud and pompous character, and his worst fear would be to lose his dignity and respect in the community as he mentions fearfully, Therell be a public scandal he fears this most, as it would prevent him from gaining his higher position, or receiving a knighthood. Mr Birling is full of his own importance and is concerned about his own social status and is anxious to receive a knighthood so he believes he cannot afford to have any scandal attached to him and his family, So long as we behave ourselves and dont get into the police court.  He is also very selfish, as he cares only about himself and his family. If he could undo sacking Eva Smith, he could do so only for his own benefits; he feels absolutely no remorse in doing this deed and continues to think theres nothing wrong with it, the only disadvantage being that he lost a good worker. Therefore, if he could undo his deed, he would not be doing it for her, to save her life, or to keep her happy, but just for himself, so he can have a better worker. When the Inspector points out to him the results of his actions he shows no remorse or regret and fails to perceive them as incorrect or immoral. Birling is very ignorant and insists that Eva Smiths suicide was nothing to do with his sacking her.  The reason why Mr Birling is very worried about his social position could be that he is socially worried that he is socially inferior to his wife. This is shown when Mrs Birling reprimands him and says, Arthur, youre not supposed to say such things, i.e. Mrs Birling is teaching Mr Birling how to adopt correct social manners. Being socially inferior to his wife makes Mr Birling feel that he has to try and live up to those standards; he has to rise socially. Mr Birling is delighted at his daughters engagement to Gerald Croft, as the Crofts are slightly higher class than the Birlings and have a larger business company than them also. Mr Birling shows his excitement throughout the engagement party through his large speeches expressing his joy and hope to merge the Crofts and Birlings company into one, Perhaps we should look forward to the time when the Crofts and Birlings are no longer competing but are working together. Mr Birling does not treat the working class people as normal people who deserve wages and due respect; he just exploits them and pays them with great reluctance. His main aim is to achieve lower cost and higher prices. This again shows that he is very self-centred and only cares about himself; lower costs and higher prices means he would get more money, because hed be paying less for goods as well as hed be getting a larger profit from the public, whod buy these items at expensive prices. .u7ec7674aa29edebf396e5064cde3718b , .u7ec7674aa29edebf396e5064cde3718b .postImageUrl , .u7ec7674aa29edebf396e5064cde3718b .centered-text-area { min-height: 80px; position: relative; } .u7ec7674aa29edebf396e5064cde3718b , .u7ec7674aa29edebf396e5064cde3718b:hover , .u7ec7674aa29edebf396e5064cde3718b:visited , .u7ec7674aa29edebf396e5064cde3718b:active { border:0!important; } .u7ec7674aa29edebf396e5064cde3718b .clearfix:after { content: ""; display: table; clear: both; } .u7ec7674aa29edebf396e5064cde3718b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7ec7674aa29edebf396e5064cde3718b:active , .u7ec7674aa29edebf396e5064cde3718b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7ec7674aa29edebf396e5064cde3718b .centered-text-area { width: 100%; position: relative ; } .u7ec7674aa29edebf396e5064cde3718b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7ec7674aa29edebf396e5064cde3718b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7ec7674aa29edebf396e5064cde3718b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7ec7674aa29edebf396e5064cde3718b:hover .ctaButton { background-color: #34495E!important; } .u7ec7674aa29edebf396e5064cde3718b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7ec7674aa29edebf396e5064cde3718b .u7ec7674aa29edebf396e5064cde3718b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7ec7674aa29edebf396e5064cde3718b:after { content: ""; display: block; clear: both; } READ: Romeo and Juliet EssayMr Birling thinks he knows what the future holds, even though hes wrong. He strongly believes he is correct due to his experiences as a hardhearted businessman. He thinks that Britain is thriving too much for their co ever to be a war the play is based before the WW1. He also thinks that technology is progressing so much that he says to Eric: Soon you will be living in a world thatll have forgotten all these silly capitalist versus labour agitations and all these little war scales. There will be peace and prosperity and rapid progress everywhere. He says, The worlds developing so fast that itll make war impossible. He says his foretelling so positive ly as though they were facts he is this sure of them. His other prophecy is that he believes that technology has risen so high that he thinks that the Titanic is unsinkable. However, the audience of this play know that he is wrong because by this time, Titanic has already sunk and there has been a world war.