Latino Theology

Hispanic/Latino Theology Introduction Theological discourse makes use of liberation theologies to review the goal of human existence, religious thought and practice, and faith by focusing on individuals who have been deprived a voice, adequate standards of living, and positive identity. Liberation theology critiques moral evil like undeserved and unjustified suffering, pain, and subjugation and marginalization.Advertising We will write a custom term paper sample on Hispanic/Latino Theology specifically for you for only $16.05 $11/page Learn More Liberation theology is globally recognized, but, the United States remains the origin/birthplace of various impressive liberation theologies. Liberation theology therefore concerns itself with the serious problem of injustice and oppression, seeking to â€Å"advance enhancing self images and communal images, enabling coping techniques and socio-political adjustments that could foster greater social justice as a whole† (Valentin, 2010, p. 98). It is precisely because of this that liberation theology makes inquiry into and searches for responses to questions on people’s thoughts and opinions about God; on human capability and limitation; on the saving example of Jesus Christ; on Christian hope to overcome underserved agony, inequity, unjustified subjugation, and marginalization; and on challenge and promise of the church. In addition to placing much attention to injustice and suffering, and ameliorative impulses, liberation theology is characterized by two keynotes. The first one entails a comprehension of the factors that shape and govern the role of theological treatises. These factors include socio-cultural, historical, and socio-economic attributes. Secondly, liberation theology possesses a desire to reach into, and draw from certain realities of life, and expressive cultures of a defined group of people (Valentin, 2010). Hispanic theology is a complex form of theology that encompasses the social and cu ltural contexts of the Latino/as. The Hispanic theology is composed of women leaders in various areas of life that unfortunately lack recognition from official leadership structures and within institutional church (Valentin, 2010). Despite the eminent oppression, Hispanic theology acknowledges the important role played by women in the maintenance of life and health in the community. This paper gives insight into Hispanic/Latino (a) theology by discussing the effects and importance of Hispanic/Latino (a) theology and its link to Christianity. Discussion The nascence of liberation theology was as a result of fermentation of a long historical process in the 1960s and 1970s. This emergence was triggered by religious, economic, and political forces. It was a new approach to theology as opposed to the traditional form of theology that was characterized by an imbalance of power between the church’s hierarchy and its members (Isasi-Diaz, Segovia, 1996).Advertising Looking fo r term paper on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The liberation theology was therefore a wakeup call to change the social conditions of the church members by denying a subordinate class, ethnic, or gender status. Hispanic feminist theology, known as mujerista, shares some characteristics with other North American feminist theologies. The discrete and dynamic perspectives of the Hispanic women theology help the Latina/o community and its Diaspora to comprehend the multifaceted oppressive structures, define their preferred future and face internalized oppression (Dyrness Krkkinen, 2008). The origin of the Hispanic/Latino (a) theology is complex, intriguing and emanates from a combination of political, cultural, and religious factors. The Hispanic theology is born from the creation of the Hispanic/Latino/as. In actual sense the Hispanics are not foreign newcomers to the United States, but instead their histo ry predates that of the United States. The exploration and colonization by the Spanish on the Caribbean islands is what gave rise to the Hispanics/Latino/as in North America. The Spanish boon in the American lands gave rise to a new culture as the American indigenous populations were coercively conquered and their lands taken away from them. These natives were exposed to new strains of diseases obtained from the Spanish. The devastating effect of the diseases, mistreatment and imposition of a new language and culture took a huge toll on the indigenous Amerindians. In addition, poor nourishment, broken family life and oppressive labor conditions led to a rapid and tremendous dwindle of the native populations. Scant labor force led to the conquering of Africa, and with their migration to this part of the world, led to the birth of new cultures and large populations of mestizo/as and mulatto/as. This new culture had great impact on every aspect of the Latino/as. This community was char acterized by a lot of heterogeneity, which was aggravated by variations in socioeconomic standing and period of stay in the United States inter alia. Irrespective of the heterogeneity involved, the U.S. Hispanic/Latino (a) population has forged a delicate but appreciable pan-Latino identity in the U.S. Since the 1960s with the birth of Hispanic theology aimed at bringing about wholeness or solidarity, panethnicity and collectivity among the Hispanics/Latino (as) is eminent. This solidarity has been a turning point to the Hispanics/Latino (as). Edna Acosta-Belen simply says that:Advertising We will write a custom term paper sample on Hispanic/Latino Theology specifically for you for only $16.05 $11/page Learn More The shorthand label Hispanic/Latino is turning out to be a symbol of cultural affirmation and identity in an alienating society that traditionally has been hostile and prejudicial to cultural and racial differences, and unresponsive to the socioeco nomic and educational needs of a large segment of the Hispanic population (Valentin, 2010). Other factors that have been responsible for the solidarity within the Hispanic community include common widespread cultural traits shown through language, customs, life sensibilities, and rituals; a sensibility of ubiquitous exile arising from annexation/colonization of a majority of Latino/as’ countries of origin by the United States; and due to a feeling of marginalization even among those Latinos born in the United States. The Hispanics/Latino (as) mainly encounter racial discrimination and cultural alienation which exudes from living within a dominant society that is after the victory of its own excluding Anglo culture. In addition, the Latino (as) have mainly been at the bottom of the economic ladder and unfortunately lack the ability to ameliorate their socio-economic condition. Hispanic theology therefore in addition to the confounding factors mentioned above has played a pivot al role in bringing about solidarity and cohesion among the Hispanic as quoted by Edna Acosta-Belen. This quote is of significant implication because it aims at building strong ties among the Hispanics/Latino (as). The Hispanic/Latino (a) theology makes responses to, reflects on, and builds on the complex history and complex amassment of the experiences by the Hispanics/Latino (as). This theological concern began in 1975 with initial inflections of the Mexican American Catholic theologian Virgilio Elizondo. Mujerista theology aims at giving voice to Hispanic women, who are not comfortable with their identity in relation to mainline feminist theology. Mujerista is sourced from the lived experiences of Hispanic women, which is intrinsically connected to the survival of their community, and specially the children of the community. The Hispanic women are constantly struggling to survive against anthropological poverty, which is beyond material poverty. They fight against sexism, ethnic prejudice, and class. The survival of Hispanic women revolves around self-definition and self-determination. It is also sourced from religion and culture. The religious aspect of Hispanic women theology aims at purging African and Amerindian influences (Sindima, 2008).Advertising Looking for term paper on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More While Hispanic feminine theology seeks equality, the male Hispanic theologians on the other hand are inclined to the fact that women and men will never be equal. According to Williams, God is partial and discriminating. She illustrates this by using the covenant code in Exodus 20-23 and the holiness code in Leviticus 19 to indicate that male and female slaves were not treated equally. Therefore, unlike male theology, the feminine Hispanic theology as described by Williams is skeptical that God is the liberator of all who are oppressed. Unlike the male Hispanic theology, the feminine Hispanic theology is more aggressive and more inclined towards achievement of self-description and self-determination (Krkkinen, 2004).). I however defy Aquino’s mission statement that the poor are currently agents who are in charge of their own destiny. Theoretically speaking, this statement is valid, but in actual sense, the poor are still marginalized in contemporary society and the gap between the rich and the poor is continuously growing due to external forces. If only the Hispanic feminist theology would be a reality but then it seems to be a whirling wind that stirs up a lot of debate. Despite the fact that women have somewhat become liberated from the traditional perception, they are still a marginalized group within the dominant male community. A clear illustration of this continued marginalization is in the distribution of power and resources in the world we are living in. Presidential candidature for example has entirely been a male ground and rarely will women assume such a prestigious position. In addition, male have full charge of most resources and even though the Latino (a) theology has been in the forefront trying to address marginalization and discrimination against women, this continues to be a contentious issue. The Hispanic theology is shown as a representation of the religious and theological inflections of the Hispanic people staying in the United Stat es. It is a North American theological tradition that has a solid origin and fundamental ground in the United States. The theological voice entailed in Hispanic theology is sourced from thoughts, writings, and activities of a pluralistic society of theologians. Hispanic/Latino (a) is a distinctive expression of liberation theology. This is because the Hispanic/ Latino (a) theologians emphasize all the elements of liberation theology. For example, the Hispanic/Latino (a) theologians often delve into and seek responses for specific experiences and scenarios that have had impact in their lives and those of their colleagues in the social sphere of the U. S. Hispanic/Latino(a) theology is therefore built from specific people’s life experiences and circumstances, as well as their cultural practices. This way, they focus on responding to fashion, and theological reflections that are fundamental to the Hispanic’s/Latino’s cultural agency. A representation of this is car ried out through interpretation of the scripture and theological doctrines in the eyes of experiences and perceptions of the Latino (a) communities. Poverty, alienation, marginality, exile, or estrangement, form the basis for these experiences and perceptions. A different basis is that of mestizaje or mulatez, which entails mixed ancestry and cultural heritage that acts as a vantage point in deciphering and exploring the meanings of religious ideas. Hispanic/Latino (a) theology is bent on improving the lives of its people. The Latinos and Latinas experience discrimination and disrespect of their Hispanic cultures, and because of this, the theologians have embraced an identity politics /cultural politics to distinguish them from other cultures. The Hispanics face cultural discrimination through: cultural domination, non-recognition, and disrespect. Latino theologians have voiced out these injustices especially related to culture because it is a potential source of oppression than pol itical economy. Forms of cultural oppression include cultural imperialism, ethnic prejudice, sexism, and racism, all of which contribute to the agony of the Latino/as. Hispanic/Latino/a theology therefore focuses on enfolding liberal cultural discourses to counter efforts at cultural homogenization by the United States. This theology aims to protect the beliefs and practices of the Hispanics/Latino/as and replace denigrating images with self-defines and affirming images of the Latino/as. This way, Hispanic theology helps in incorporating the Latino/as as full, equal, and active citizens into the society in which they live in (Valentin, 2010). Christianity vs. Hispanic/Latino (a) Theology Tradition, experience, scripture and culture form the sources of Christian theology. The scripture generally makes references to the Bible (both Old and New Testaments). The Bible provides a ground for the Christian faith through initiatory events, beliefs, and testimonies. Tradition entails accrued interpretations of scripture, doctrines, and ritual/practice that have been transmitted in the history of Christian thought and practice. Culture in Christianity is varied depending on the theologian, thus it could mean a â€Å"sphere devoted to the production, circulation, and use of meanings and identities† (Valentin, 2010). A more general definition is that culture could refer to everything that makes up the social matrix in which occurrence and exercise of religion takes place. Experience looks at the personal life experience and perception and this entails religious experience and perception, as well as collective historical experiences of a group defined by religion, nationality, ethnicity, social norms and culture. Gonzalez interprets Christianity by use of Santa Biblia where he points out five injustices relevant to Christianity. These are marginalization, poverty, mestizaje and mulatez, exile, and alienation. Just like in Christianity, Hispanic theology aimed at bri nging about cohesion and unity among a heterogeneous group of people. Initially, there was disunity among the Hispanic themselves due to variations in origin aggravated by social position. Christianity also aims at bringing people of different mixtures of races and social classes, who have a common belief, together and guarding this belief in relation to tradition, the scripture, culture and experiences. Christianity protects the Christians against non-believers. Hispanic theology is also charged with the responsibility of protecting the Hispanic people against outsiders, who aim at diluting the social and cultural norms and practices of the Latino/as. Just like the Latinos who are mestizaje, Christianity follows this example since Jesus himself is described by Elizondo as a mestizo. This kind of mixed culture is expressed as a first-century borderland. Jesus was descendant of the Jews, who were at the borderline of the Jewish and the Gentile societies. Poverty is an element of soci al injustice in both Christian and Hispanic theology (Isasi-Diaz Segovia, 1996). This is because poverty is associated with alienation and inequality based on social position. Hispanic aims at bringing all people of different social positions together irrespective of their wealth. The church actually aims at helping the poor so that they can socially be uplifted and thereby fit in the church setting. Churches and Christianity, for example, an international one known as the Joyce Meyer Ministries is well known for helping the poor and marginalized societies as a way of exemplifying equality and togetherness. Christianity is therefore the avenue through which wealth is fairly distributed to the poor and thereby addressing the issue of marginalization due to poverty. Jesus came from uninspiring village in Galilee called Nazareth. Jesus therefore, experienced marginalization as a Galilean Jew in the first century, just like the Hispanics in the U.S. today. In the same way that Jesus wa s able to generate new modalities of life from the margins of His society, the Latino (as) have also found their selves charged with a liberating mission not only for themselves but also for others in contemporary society. Marginalization based on gender is also germane to Christianity, just as in Hispanic theology. Feminist Hispanic theology aims at addressing discrimination against women and giving them a voice. Christianity is also a means through which women are given an opportunity to express themselves and offer their services in the church. It is through such roles in the church that women become appreciated and acknowledged as important and functional members of the community. In addition, Christianity stems from the experiences and life situations of its followers (the Christians) as Hispanic theology stems from the life situations of the Hispanics/Latino (as). My Perception I have always viewed Christianity as a mere believe in Jesus Christ but after reading this text, I h ave realized that there is more to Christianity than meets the eye. As indicated above, Christianity is somewhat complex because it is defined by the scripture, people’s tradition, culture and experiences. These elements are mainly not realized but I have learnt that surely Christianity has got to embrace these facets for it to thrive. Therefore, Christianity is a critical facet of people’s lives that mainly goes unnoticed while considering the mentioned elements that define it. Christianity is used to bring about unity and give the marginalized people hope and a voice to express their experiences and life situations. Christianity acknowledges the important role played by everyone irrespective of their social and cultural status. In addition Christianity seeks recognition as a unique entity and guards its followers from being assimilated into other doctrines. References Dyrness, W. A., Krkkinen, V. (2008). Global Dictionary of Theology: A Resource for the Worldwide Ch urch. Dormers Grove, IL: Intervarsity Christian Fellowship. Isasi-Diaz, A. M., Segovia, F. F. (1996). Hispanic/Latino Theology: Challenge and Promise. Minneapolis, MN: Augsburg Fortress Publishers. Krkkinen, V. (2004). The Doctrine of God: A Global Introduction. Grand Rapids, MI: Baker Academic. Sindima, H. J. (2008). The Gospel According to the Marginalized. New York: Peter Lang Publishing, Inc. Valentin, B. (2010). Hispanic/Latino (a) Theology. In S. M. Floyd-Thomas, A. B. Pinn. Eds. Liberation Theologies in the United States: An Introduction. New York: New York University.

Li-ion battery multi-stage charger with power factor correction for Essay

Li-ion battery multi-stage charger with power factor correction for mobile phone - Essay Example ase of implementing the circuit into hardware would be reduced; thus, enabling the introduction of a multiprocessor to control the battery’s charging process (Liu, 2013.p.108-112). By adopting this multi-stage charger, it would be largely expected that appropriate rectifications would be made to the current designs of Li-ion batteries in a manner that would enable users attain total satisfaction from their use. The proposed multi-stage charger would use a diode in the smoothening of the transition between two high-gain linear feedback loops. This would enable it to control the single power device; hence, enable automatic charging of the battery under constant current and voltage (Andreini & Murari, 2002.p.335-341). The main components that would be required for the enhancement of this project for a single isolated configuration of the system would include micro-controllers, temperature regulators and sensors, lead acid and LCD batteries, resistors, ADC and an op amps integrator for the circuits. However, to be able to achieve the goals or this project as far as the acquisition of the gadgets or above noted items and the project’s cost, an approximate total amount of $200 would be required to cater for the budgetary allocations on the same. I hope that this project and related concepts will be concluded by the close of this present semester. In the contemporary world of these days where the use of electronic gadgets is at a higher rate, the main concern of consumers is on the durability of the battery cells that they apply to their devices whether mobile phones, laptops, iPods, among many other such devices. For a long time, the manufacturers of such gadgets have engaged the use of Lithium-ion batteries in the provision of a much needed energy to power the devices. The main concern for the choice of usage for the Li-ion batteries is the accuracy, compactness and power efficiency of the battery’s charger circuits. In order to build up a power factor

Policy proposal Essay Example | Topics and Well Written Essays - 1000 words - 1

Policy proposal - Essay Example As such, in order to proactively meet this challenge, it is the responsibility of the respective police department to not only retain a zero tolerance policy as has been exhibited in the University of Arizona’s police manual/handbook, but also to actively engage key shareholders within the university to work to educate and inform based on the unique threat that such incidents place on everyone involved in the university environment. It is therefore the recommendation of this brief analysis that the University of Arizona’s Police Department should engage in actively raising awareness among both faculty and staff with regards to the threats that exist as well as what efforts can be made on behalf of the community to reduce the threats that exist as a function of weapons safety and violation. It goes without saying that our current era has seen a drastically increased incidence of gun related university incidents. From the horrors of what happened at the Virginia Tech, the University of Alabama professor who shot and killed three of his colleagues during a faculty meeting, the Northern Illinois University incident involving the shooting death of 5 graduate students, and our very own University of Arizona School of Nursing incident in which 3 professors plus the gunman was killed. All of these incidents have taken place within the past 15 years and represent a vast increase in the number and severity of mass murder perpetrated within the university environment. Accordingly, a zero tolerance policy alone is not sufficient to provide deterrence to such acts of horror. Although it is incumbent upon other entities within the university setting to broach this topic with students via orientation programs and introductions to university etc., it is also incumbent upon the University Police Department to become closely involved with the student and faculty in eliciting their support and help with minimizing threats that are faced by all as a

Arendt-Theory of Totalitarianism Essay Example for Free

Arendt-Theory of Totalitarianism Essay Hannah Arendt is widely regarded as one of the most important, unique and influential thinkers of political philosophy in the Twentieth century. Arendt was greatly influenced by her mentor and one time lover, Martin Heidegger, whose phenomenological method would help to greatly shape and frame Arendt’s own thinking. Like Heidegger, Arendt was sceptical of the metaphysical tradition which tended towards abstract conceptual reasoning; ultimately at odds with the reality of human lived experience. Consequently, Arendt was highly dubious of being referred to as a philosopher, as she felt philosophy was, by its own essence, confined to the proverbial ivory tower. She believed political life was at the apex of human experience and so she identified as a political thinker/actor. Her emphasis on the phenomenological nature of the lived political experience permeates her life’s works and perhaps can be said to constitute her own distinct brand of political philosophy. Arendt’s early publication, Ideology Terror: A Novel Form of Government, is a profound elucidation of the nature of the theretofore unprecedented (she argues) phenomenon of Totalitarianism and its â€Å"origins elements and functioning † A Novel Form of Government: Arendt posited that the totalitarian forms of â€Å"government and domination† (Arendt. 03) which characterised the Nationalist Socialist party in Germany and Stalin’s oppressive regime in Soviet Russia, which saw systematic genocide and terror visited upon literally millions of innocent people, were unprecedented in the history of political systems, and were not mere modern manifestations of ancient forms of violent government such as despotism or tyranny. She went further even, to suggest that totalitarian systems had destroyed the very foundations upon which traditional ideas and presuppositions of government rested. Although totalitarianism seemed to contain elements of tyrannical or despotic forms of government i. e. terror, violence, absolute power etc Arendt contended that totalitarian regimes differed in important ways which rendered them qualitatively distinct. Tyranny and dictatorships, she argues are marked by â€Å"Arbitrary power, unrestricted by law, yielded in the interest of the ruler and hostile to the interests of the governed, on one hand, fear as the principle of action, namely fear of the people by the ruler and fear of the ruler by the eople †(Arendt. 306) Terror, according to Arendt, has traditionally been used as a means to an end, or tool for tyrannical regimes, namely the end of maintaining and sustaining a position of power over its subjects. Totalitarian systems however, do not function in this way, ideologically at least, According to Arendt. â€Å"total terror leaves no arbitrary lawlessness behind it and does not rage for the sake of some arbitrary will or for the sake of despotic power of one man against all. † (Arendt. 311) Context and Content: In order to understand the nature (if there is one) of Totalitarianism forms of government, it is important first to understand both their historical contexts and the Ideologies which underpin them, as Totalitarian regimes, are by their nature ideological, as Arendt shows. Take for example National Socialism, the political ideology which took root in Germany during the 1930’s, characterised by militant nationalism and overtly inherent racism. The context in which the Nazi party rose to prominence was the extreme devastation, debt and resulting poverty and hunger left in Germany in the wake of the First World War. It can indeed be argued that Adolph Hitler’s demagoguery and flair for rousing public sympathy with his intense speeches, was also crucial to the widespread proliferation, acceptance and support for Nazi ideology, at a time when people yearned for a clear solution to their plight and poverty. Hitler’s bellicose rhetoric displayed a typical trait of ideologies; a final solution, the idea that the answer to all of life’s problems can be understood and solved by following a particular stringent course of action determined by a single unambiguous worldview. Ideologies-isms, which to the satisfaction of their adherents can explain everything and every occurrence by deducing it from a single premise† (Arendt. 315) Nazi Ideology had at its core, a politically and indeed racially motivated perversion of the Darwinian concept of a natural hierarchy of species, in which the stronger/more successful species would inevitably replace the weaker ones. Darwin’s profound insight into the ways in which organisms evolve was warped and misrepresented by the Nazis, who filtered it through their racist and nationalist worldview, justifying the extermination of Jews and other supposed degenerate races by claiming they were following and indeed implementing a Law of Nature. In Darwin, Arendt explains, the Nazi party had found what they saw as an unbending Natural Law, the very source from which positive (manmade) laws had been traditionally derived. far from being lawless, it goes to the sources of authority from which positive laws received their ultimate legitimation† (Arendt. 307) Arendt argues that this Law of Nature was taken to be a suprahuman edict which was used justify their campaign of terror and genocide, and furthermore usurp any positive laws which were counter-productive to their cause. Nature itself mandated the extermination of lesser â€Å"degenerate† races according to Nazi ideology. And so the carryin g out and indeed hastening of the process of this â€Å"Natural† decree was the end which the Totalitarian regimes sough to effect. In fact, Totalitarian ideology sought for the actual societal embodiment of these supposed Laws of history and nature, and asserted that by the strict implantation and of these laws, a utopia on Earth would be realised. â€Å"the Law of Nature or the law of History, if properly executed, is expected to produce mankind as its end product† (Arendt. 307) Arendt is highly critical of this thinking which she describes as particular to Totalitarian government. One of the most obvious critiques which she makes is the complete disregard in this line of thinking for basic anthropological concerns i. e. ow humans actually tend to behave and function. â€Å"It applies the law directly to mankind without bothering with the behaviour of men Totalitarian policy claims to transform the human species into an active unfailing carrier of a law to which human beings otherwise would only passively and reluctantly be subjected† (Arendt. 307) Terror as the essence of Totalitarian rule: Built into the notion of executing the Laws of nature and history is an inherent eschewing of the legitimacy, importance and even relevance of manmade or positive laws, which are intended to govern and ease the functioning of societies in which people participate. The denial of positive laws and their replacement with the bringing into effect, a Law of Nature or indeed a Law of History as per Totalitarian ideology, is, Arendt argues largely what separates Totalitarian regimes from despotism and tyranny. Because they drew their justification from the very source of all positive laws i. e. Natural law, Totalitarian regimes were able to substantiate this denial of the legitimacy of positive laws by claiming that in aiming to produce the perfect rule of Natural Law on earth, that mankind itself would become the very â€Å"embodiment of the law† (Arendt. 08) By claiming to actualise and bring into effect fundamental laws which determine the inevitable course of history by establishing the perfect rule of Natural law on earth through use of terror, Totalitarian regimes subvert at the same time traditional notions of government and also notions of the utility of terror. Terror was no longer merely an arbitrary tool of oppression, (although it was of course the methodology with which the terrible ideology of Totalitarianism was realised) Terror was itself the embodied form which submission to the supposed Law of Nature took, or as Arendt puts it â€Å"Terror as the execution of a law of movement Arendt. 311)† Terror was in fact now the end goal itself; as such Terror is indeed Totalitarianism’s essence. Arendt uses a good analogy to illustrate this point. â€Å"the absence of crimes in any society does not render laws superfluous but, on the contrary, signifies their most perfect rule-so terror in totalitarian government has ceased to be a mere means for the suppression of opposition, though it is also used for such purposes. Terror becomes total when it becomes independent of all opposition; it rules supreme when nobody any longer stands in its way. If lawfulness is the essence of non-tyrannical government and lawlessness is the essence of tyranny, then terror is the essence totalitarian domination† Dangerous Ideology: What made Nazism and Stalinism so dangerous, according to Arendt, were not merely the ideas which characterised their respective ideologies i. e. racism and dialectical materialism, but the logic which one could arguably follow from these types of thinking. If Ideologies are the logic of ideas, (which they are! ) then it is the seemingly logical implications of these ideas, which made them dangerous. To put it simply, if one concludes that there are suprahuman forces which determine the very course of history, as espoused by Nazism and Stalinism, then one must be bound to follow the logical steps which lead from this idea. â€Å"Whoever agreed that there are such things as dying classes and did not draw the consequence of killing their members, or that the right to live had something to do with race and did not draw the consequence of killing unfit races, was plainly either stupid or a coward†. (Arendt. 318) The dangers of commitment to the logic of ideas bviously are determined by the extremity of the ideas themselves, however as Arendt rightly points out, it is this ice cold reasoning which both Hitler and Stalin were very fond of which gave their ideologies a trajectory of power and an pseudo-scientific guise which legitimated them. Rather than a principle of action aimed at some common good or societal benefit such as the prevention of crime, this â€Å"logicality of ideological thinking† (Arendt. 321) is what makes Totalitarian government tick. Isolation, The Phenomenology of Terror: As we have seen, terror is the essence of Totalitarianism. But it is important to realise exactly what this means for the experiencing subject of Totalitarian rule. Terror, Arendt explains, destroys the ability to engage in any public life. Isolation is the most salient feature of terror. Terror wrought isolation has been used throughout the centuries by tyrannical rulers to inhibit political agency and thus destroy the possibility of revoltâ€Å" terror can rule absolutely only over men who are isolated against each other and that, therefore, one of the primary concerns of all tyrannical government is to bring isolation about Isolation and impotence, that is the fundamental inability to act at all, have always been characteristic of tyrannies. † (Arendt. 321-322) The final way in which Totalitarian governments differ from those regimes of tyranny, which have also employed terror as a tactic, is for Arendt, the destruction by terror of the private sphere of human life. Total terror, as it were, is not content with merely destroying the public life of people and their ability to interact. Total terror permeates the mind and destroys the faculties of creativity and mental autonomy. Totalitarianism seeks to destroy the entire ability for people to create something new and bring it into the world. While it obviously needs to destroy the ability of political life, it also enforces utter personal isolation (loneliness) on the mind of the individual, so that he or she has no outlet vent and indeed no ability to form ideas of their own. â€Å"In isolation, man remains in contact with the world as the human artifice; only when the most elementary forms of human creativity, which is the capacity to add something of ones own to the common world, are destroyed, isolation becomes altogether unbearable Totalitarian government, like all tyrannies, certainly could not exist without destroying the public realm of life, that is, without destroying, by isolating men, their political capacities but totalitarian domination as a form of government is new in that it is not content with this isolation and destroys private life as well. It bases itself on loneliness, on the experience of not belonging to the world at all, which is among the most radical and desperate experiences of man. † (Arendt. 24) The phenomenological and anthropological implications of this total terror are for Arendt the complete breakdown of the human actor. She argues that humans are essentially social beings who need social interaction to function and live as we are hardwired to do so; our complete sense of who we are and what our world means ultimately derives from our experience of interacting with others. â€Å"For the confirmation of my identity I depend entirely upon other people† (Arendt. 324) In conclusion I think it may be prudent to summarise the central elucidations which Arendt makes in Ideology and Terror. . Totalitarian governments were unprecedented governmental forms before the early 20th century. 2. Totalitarian governments are ideological in nature and functioning, and derive their justifications from suprahuman â€Å"Laws of Nature and History† and implement the logic of these ideas through use of terror. 3. Terror is the primary tool and also the essence of Totalitarian governments, i. e. Total terror becomes the actual embodied form of the Laws of History and nature made manifest 4.  Totalitarian governments destroy the ability to act politically as all tyrannies do, but also they destroy the realm of private life as well, rendering human existence a miserable one in attempting to make each person the actual embodiment of Natural and Historical Laws Arendt’s masterful work has shed light on one of the darkest periods in human history and it al so lends insight into the nature of government, society and the human subject more broadly speaking. She remains a seminal figure in the discipline of political philosophy and continues to inspire thought and debate to this day.

Sonnet 43 Essay -- essays research papers

Sonnet 43, A Touching Love Poem If one were to ever receive a love poem, Shakespeare’s Sonnet 43 would be and excellent poem to receive. The sonnet is addressed to the beloved of the speaker. The speaker talks about how the best thing he sees is upon the closing of his eyes, when he then pictures the beloved. The speaker talks about how the rest of the world is unworthy to look upon compared to the beloved. The speaker talks about how sleep is the best time, because that is when he can see the beloved in his dreams. Day is like night, dreary with waiting for the night to come, in order to see the beloved again. This sonnet is pretty much straight forward with what it says, but there are some examples of some literary techniques incorporated within the poem. First off, this sonnet follows the typical form of most Shakespearean sonnets. It has 14 lines, which the typical rhyme scheme of abab cdcd efef gg. The sonnet is also written in Iambic Pentameter. This sonnet deals with the traditional sonnet topic of love. Many sonnets throughout time have dealt with the topic of love. In this sonnet there are several examples of repetition of words within the same line. The first two lines of Sonnet 43 start with the speaker declaring that he sees best when he closes his eyes, for all day he views things that go by unheeded, or are unworthy to look upon, when compared to the looks of the beloved. There are not many literary mechanisms in the first two line...

Adults with Learning Disabilities Essay

The discourse of ‘learning disabilities’ is now being used to challenge a wide range of acts and practices, including violence and intimidation, non-consenting sexual acts, the bullying of less resilient people by more able service users, unacceptably deprived physical or social environments and financial exploitation or fraud. Some argue that it should include all abuses of human rights. Clearly, these issues are not new as the following essay illustrates, and historically some of these practices have been hidden within service cultures while others have been quite open but variously rationalized as ‘behavior modification’, ‘relationships’, ‘control and restraint’, or ‘not giving in to attention seeking’. Abuse was regarded as a central, and inevitable, feature of institutionalized provision in influential models such as that of Goffman (1961) and Wolfensberger (1975 and 1980) within an analysis whose focus was on organizations and ideology. The new discourse is much more personalized and within it the focus is on the experience of the victim. This has some advantages for individuals and highlights some dilemmas for service organizations. It makes clear that people with learning disabilities are harmed, as any individual would be, by personal or sexual violence or exploitation. Harm is deemed equivalent whoever has caused it, for example whether it has been perpetrated by another service user, a member of staff or a stranger. This way of framing harmful acts highlights conflicts of interest between service users: the discourse of ‘challenging behavior’ for example, designed to neutralize the stigma of difficult behavior, inadvertently deflects from and discounts the experience of those on the receiving end of difficult behavior. Naming these acts as abusive confronts service agencies with the need for specialized, safe (expensive) placements for those who present a risk to others. Men with learning disabilities who have difficult sexual behaviors, for example, are often placed alongside very vulnerable people, their needs for asylum taking precedence over the safety of more vulnerable people (Thompson and Brown 1998). But while this acknowledgement is a step forward for individuals ,the new discourse risks personalizing forms of mistreatment that arise out of societal and structural inequalities. At an individual level, when issues of power are overlooked or neutralized, abusive and exploitative interactions can be explained away as relationships of choice. At a service level, new fault-lines between agencies and between purchasers, providers and regulators set up contingencies that make abuse more likely and less visible. At a societal level, there is growing inequality between the pay and working conditions of managerial, professional and so-called ‘unqualified’ staff within and across the statutory, private (for-profit) and voluntary (not-for-profit) sectors. Gender and race exacerbate the unequal position of direct care staff and the disproportionate responsibility that falls on them. This paper divides into two parts. First, I shall review the current usage of the term ‘learning disabilities’, looking at how it is being defined and categorized. Second, I will outline what is emerging as good practice in this field. WHAT DOES A LEARNING DISABILITY LOOK LIKE? Let me explain this with an exaomple: Sara’s lifelong difficulty with reading and writing had nothing to do with not being â€Å"smart. † Most individuals who have a learning disability are of average to above average intelligence and therefore have the intellectual potential to succeed at school and in careers. But they often do not reach this potential. While effort and motivation are important for success, it is clearly unfair to say of someone with a learning disability that he or she â€Å"just needs to try harder. † No matter how hard Sara worked, her problems did not go away. We know that a learning disability is caused by specific dysfunction within the central nervous system. The central nervous system, made up of the brain and the spinal cord, controls everything we do: our ability to process and think about language and to express ourselves verbally, as well as our ability to process nonverbal information, including art or music. Sara’s symptoms included reversing or rotating numbers (6 for 9), letters (b for d;p for q), and words (was for saw; on for no) when writing; omitting letters and sounds; and making sound and word substitutions when reading (tril for trial;then for there). Such problems make it difficult to decode words, and these decoding errors are most evident when reading aloud. Though never diagnosed, Sara’s symptoms became evident in first grade, when formal reading instruction began. As we learn to read we must of course master the alphabet, which is like a code, and learn the relationship between letters and sounds. Reading is a process of decoding the clusters of letters, converting them into words, and then attaching meaning to the words. In many cases, problems with phonological processing the ability to receive, transform, remember, and retrieve the sounds of oral language interfere with the acquisition of reading skills. Phonological processing involves the ability to separate a word into its component parts or blend sounds to construct a word. Problems with these skills make it very hard for the beginning reader to achieve fluency. Comprehension of written material depends on accurate and fluent decoding, a good vocabulary, and comprehension of the grammatical structure of sentences. When these skills are not developed that is, when they are slow and labored — the reader must devote more energy and effort to identifying and comprehending each individual word, rather than constructing meaning from an entire paragraph or from general context. For many years, researchers believed that the reader automatically moved from reading the words on a page to comprehending, without participating in the process of constructing meaning. But recent research points to the fact that the reader plays an active role: using background knowledge about the subject, calling on appropriate strategies for both decoding and comprehension, and applying the right amount of attention and concentration. Reading strategies are now considered essential components of the reading process. These might include paraphrasing while reading or summarizing afterward to help with comprehension. Competent readers are able to evaluate the reading task and select strategies that are a â€Å"good fit† or match to the task. In Sara’s case, she read slowly and had to reread material several times, so she found it difficult to comprehend content or recall important facts when questioned about them later. Unlike good readers, she did not rely on strategies that could help her. She also struggled with writing. Many times she was ashamed to submit patient reports because she knew they were filled with spelling, punctuation, and grammatical errors and were not organized or structured well. Her reports never reflected her knowledge or keen insight into patient care. Writing problems can be seen at any age, although they become more evident as academic or work demands increase. While Sara knew what she wanted to say, she had trouble getting started, focusing on the essential facts, and editing effectively. She tended to use the same words over and over. This was so different from her spoken language, which was rich and varied. Not surprisingly, it took her a long time and a good deal of effort to complete her reports. Her mathematical skills, though, were more than adequate. But there are people with learning disabilities who have problems understanding mathematical concepts or difficulty solving verbal or written mathematical problems. These problems may stem from more than one source, including inadequate spatial or directional sense and difficulty understanding abstract symbols or the language of mathematics. To use a basic example, someone who does not have a good understanding of concepts such as â€Å"plus† and â€Å"minus† is going to find it hard to identify the process needed to solve a mathematical problem. Learning strategies will be of great help to this person. Sara was also troubled by her erratic performance at work. Some days, she would be fine. But when she was fatigued or stressed, she found her attention was poor and she made more than the usual number of errors. At these times, she did not feel in control and usually needed to take a break and call on the support of friends to help her get back on track. While Sara felt her social life to be strength, some individuals who have learning disabilities have difficulty in social situations because they cannot perceive others’ needs and make or keep friends. Relationships with family and friends and associates on the job may suffer. As a way of compensating, an individual may avoid social situations altogether and thus become isolated. Others may struggle with low self-esteem and a lack of assertiveness, which can lead to self-fulfilling prophecies of failure. Moreover, repeated negative experiences in school and at home can discourage an individual from even trying. Many individuals who have learning disabilities have difficulty planning ahead and then evaluating their performance in academic courses or work-related tasks. Planning involves the ability to determine the outlines of a task and the skills it will require. Planning helps us generate strategies or know when to ask for outside help. We are not always conscious of initiating this type of planning because so many tasks are performed automatically, such as remembering a frequently called phone number by using a mnemonic, or writing notes in a book or on a memo. But when tasks are new or complex, active planning is needed. Other learning problems may stem from an inability to manage one’s time effectively to get something done on schedule. For example, many college students do not leave sufficient time to research and write a term paper, and end up frantically completing it the night before it is due. Or a manager may delay writing a budget or marketing report, finding it hard to begin. In order to use strategies at school, at home, or on the job, we need to be aware of ourselves as learners. Researchers have suggested that each of us has our own built-in executive function that directs and controls our actions. If this â€Å"executive† is efficient and aware of individual skills and the strategies needed to accomplish a task, the appropriate plan of action can be put into effect. If the plan is unsuccessful, then the executive reevaluates and initiates a new course of action. Individuals who have learning disabilities have a less efficient executive, the theory goes, and are therefore less able to generate and use effective strategies in their personal and professional lives. In addition to learning disabilities, a large number of adults suffer from attention-deficit/hyperactivity disorder (ADHD). ADHD affects an individual’s ability to focus and concentrate on school or work tasks, and to make good use of strategies. The struggle to achieve is so much harder with the added burden of ADHD. Although external factors do not cause a learning disability, we know that they do play a significant role in learning. It is well documented that the environment we live and work in influences and helps to shape our learning patterns, behavior, and sense of self. Research has consistently shown that the type and quality of support provided both at school and within the home are strong determinants of success in school, at work, or in one’s personal life. For example, a supportive family, early identification of learning problems, and appropriate intervention may make all the difference in helping an individual compensate for the disability. Learning disabilities are found throughout the world and in all socioeconomic groups — they are not bound by culture or language. Approximately the same numbers of males as females have learning disabilities, and the problem tends to run in families. Many prominent figures in politics, science, and the arts are reported to have had a learning disability, among them Nelson Rockefeller, Winston Churchill, Albert Einstein, Thomas Edison, and Auguste Rodin. Einstein, for example, was described as having difficulty learning a foreign language and mathematics — of all things! He also struggled with other academic subjects and with writing. All adults face the challenges and rewards of employment, home and family, leisure pursuits, community involvement, emotional and physical health, and personal responsibility and relationships. Adults who have learning disabilities must manage these life demands with an added set of problems. Society expects adults to be self-supporting, to function within a community, and to exhibit appropriate social behavior. Typically, to be self-supporting one must be employed. Employment for most adults spans a long period of time. It may begin with the exit from high school and continue for fifty or more years. While research on the employment of adults who have learning disabilities is sparse, and the findings that are available reflect the heterogeneity of the population, the information reported is unfortunately discouraging. It suggests that individuals with learning disabilities, as a group, show higher rates of unemployment, have jobs of lower status, receive lower pay, and change jobs more frequently than those without learning disabilities. Of course, there are many individuals at all levels of the workforce who do attain professional success. Further, there are well-documented accounts of persons with learning disabilities throughout history who have made significant contributions to society, among the most notable being Einstein, Edison, Churchill, and Rockefeller. It is important to keep in mind that adults who have learning disabilities who have above average intelligence, come from middle to higher economic backgrounds, and/or have completed postsecondary education, have higher rates of employment, higher job status, and greater job satisfaction than this research indicates. Those who graduate from college are much more likely to hold professional or managerial positions, for example, than those who have only a high school diploma. What makes success on the job so difficult for some people with learning disabilities? For one thing, persistent problems with reading, writing, and arithmetic can interfere with their work. Many report that they continue to struggle with decoding skills, sight vocabulary, and reading rate. Banking tasks and money management often bring out their troubles with arithmetic. Spelling is frequently reported to be the biggest problem of all. The level of basic skills that is required in the current job market is expanding to include more abstract abilities. Employers want their workers not only to be proficient in basic skills but also to be able to use these skills effectively and efficiently to solve on-the-job problems. Employers want the people they hire to be able to read for information, to analyze and synthesize the material, and apply the material read to on-the-job situations. They further expect employees to analyze problems, formulate solutions, and communicate that process, in writing, to others. Workplace mathematics, like reading and writing, also requires identification of the problem, analysis, and then the ability to find a solution. Employers further expect good interpersonal skills. The ability to use technology and information systems is becoming more essential as well. To do all of these things efficiently and effectively, workers must have mastered basic skills and be able to apply thinking skills. They also need personal qualities such as individual responsibility, self-esteem, and self management. The nature of a learning disability may affect the development of some of these competencies. For example, because of years of struggle and failure, self-esteem may be low and self-monitoring skills may not be functioning effectively. Employers often do not understand what a learning disability is, thus making it even more difficult for the adults with learning disabilities whom they supervise. Because employers cannot â€Å"see† the disability and may have limited knowledge about learning disabilities, they may find it difficult to understand that the problems are real. Therefore, they may fail to provide the necessary accommodations and supportive environment. They may often fail to recognize that, with assistance, workers who have learning disabilities may be tremendous assets to the company. A learning disability is a lifelong condition. Some adults, by the time they have completed their formal education, have learned to compensate for their difficulties. For many others, difficulties continue and to varying degrees impact on careers, social relationships, and activities of daily living. There are adults who were diagnosed as children and received services under the guidelines of PL 94-142. But more and more adults, who never knew why school was so hard, are now addressing the problem by initiating an assessment and seeking services to help them cope with their disabilities. Adults who have learning disabilities are a heterogeneous group. Some struggle with reading and writing, some with mathematical tasks, some with the basic challenges of daily life. There are adults who have learning disabilities who have trouble finding and keeping a job; others are professionally successful yet cannot seem to develop a satisfying social life. And there are those who seem to have few problems as they successfully negotiate the range of life’s demands. Adults who have learning disabilities are not merely children with learning disabilities grown up. The impact of having a learning disability differs at each stage of development. And adulthood itself has many stages, each with its unique challenges. Satisfaction or dissatisfaction at one stage does not guarantee the same degree of adjustment at another. At one point, the adult might deal with self-identity, at another with employment and economic independence, and still another with personal responsibility and relationships. As a group, adults who have learning disabilities represent a broad spectrum of the population. We see individuals of different ages, from different socioeconomic, ethnic, and cultural groups. We see different clusters of social and learning problems that affect education, social, personal, and occupational adjustments. The field now recognizes the unique needs of the adult who has learning disabilities, and as such has responded by providing legal protection, programs, services, and an ever-developing information base. Where do we stand today? References: Erikson, E. H. 1968. Identity: Youth and crisis. New York: Norton. Hallahan, D. P. , Lloyd, J. W. , Kauffman, J. M. , Weiss, M. P. , & Martinez, E. A. (2005). Learning disabilities: Foundations, characteristics, and effective teaching (3rd ed. ). Toronto: Pearson Education, Inc. Johnson, D. J. , & Blalock, J. W. (1987). Adults with learning disabilities: Clinical studies. Orlando: Grune & Stratton. Jordan, D. R. (1996). Teaching adults with learning disabilities. The professional practices in adult education and human resource development series. Malabar, Fla: Krieger Pub. Shapiro, J. , & Rich, R. (1999). Facing learning disabilities in the adult years. New York: Oxford University Press. Wong, B. Y. L. (1998). Learning about learning disabilities. San Diego: Academic Press.

Fracking Is Bad For Our Environment - 2549 Words

Hydraulic Fracking Research Paper and Why the process of Fracking is bad for our environment Abstract This paper explores the hydraulic fracturing process, exactly what it is, what the fracturing process does to the earth and the surrounding environment in addition, to the consequences. Hydraulic fracturing is fracturing of rock by pressurization. This process by which oil and natural gas can be forced from the earth. The hydraulic fracturing process takes millions of gallons of clean water, sand, chemicals and pumps them underground at high pressure to break apart rock to release gas and or oil. My research has led me to the discovery that there are as many proponents for fracking as that are those that oppose the process. One thing†¦show more content†¦Hydraulic fracturing, has allowed the United States to tap into domestic sources of natural gas and oil that were previously not economical to extract from such as shale beds. This has created numerous economic benefits for communities and governments in a time of economic instability. Hydraulic fracturing Scientists are worried that the chemicals used in fracturing may pose a threat either underground or when waste fluids are handled they are sometimes spilled on the surface which can cause site contamination or find its way back to water clean water. The natural gas industry defends hydraulic fracturing, or fracking as safe and efficient. Thomas J. Pyle, president of the Institute for Energy Research, a pro-industry non-profit organization, claims fracking has been â€Å"a widely deployed as safe extraction technique,† dating back to 1949. What Mr. Pyle fails to explain is that until recently energy companies had used low-pressure methods to extract natural gas from fields closer to the surface than the current high-pressure technology that extracts more gas, by digging to deeper levels and it also uses significantly more water, sand and chemicals. There have been serious environmental impacts associated with the process which has raised public concern. At this point, a causal relationship has not been established but increasing attention opens the possibility that further government action could be imminent regarding the practice. According to Baumgartner and