Explination Of Butlers Thesis :: essays research papers

Bret Hribar Q1:  Ã‚  Ã‚  Ã‚  Ã‚  Butler’s theory of desire separates all desires into two groups, the desire for â€Å"self-love† and the desire for â€Å"particular affection†, which are all other desires like hunger, sleep, or sex. â€Å"Self-love† is a person general desire for happiness, this, as Butler states is an internal desire, a desire for our own enjoyment and satisfaction. Butler separates this desire from the desire for â€Å"particular affections† because these are all external desires, the desire for objects around us that fulfill those desires. He says that these desires are not based on reason, but may follow from it. For example a person instinctively wants to eat or drink but may not know why he needs to eat or drink. Therefore that desire for food is not a conscious decision, â€Å"I should eat now because I need the energy to live,† but rather it is an innate desire, â€Å"I want food because I am hungry.†   Ã‚  Ã‚  Ã‚  Ã‚  His distinction separates all the desires into the reasoning section of the mind, that a particular action would be in the best interest of themselves, â€Å"self-love†, and the animalistic desire for a certain thing. For example a person who wants to smoke a cigarette does so because of the need for nicotine, â€Å"a particular affection†, whereas the person knows the cigarette is bad for them and that they shouldn’t smoke, which is self interest. Q2:   Ã‚  Ã‚  Ã‚  Ã‚  In order to show that all actions are not motivated by self-love Butler gives reasons why all actions might be motivated by self-love and them tries to disprove them. He states that all desires are self motivated, even the ones that appear not to be. A person may donate money to help the less fortunate but they are not motivated to do so because of a need to decrease someone else’s suffering but are motivated by a need to ease their own guilt.   Ã‚  Ã‚  Ã‚  Ã‚  The point he is making is that all actions done by a person are motivated by the desire for their own happiness and since all desires are ones own, all desires must be aimed at self-love.   Ã‚  Ã‚  Ã‚  Ã‚  The reason, Butler points out, that this deduction is wrong is due to the target of the desire. Some things are pursued because we know that they will make us happier, the reason or target of this desire is internal, that self motivated action is self love. Not all desires are based on our own best interest though, you may hate another person and want to hurt them, but by doing so may not be in your interest, he might break your face.

The Importance of Reading Essay -- Teaching Education Essays

The Importance of Reading â€Å"Why do you read all the time?† A frequently asked question of my past and I still find it repeated even now as I have entered a higher class of the educated. Whenever posed with this blatant criticism of my preferred free time activity, I simply answer with â€Å"Why don’t you read all the time?† Of course I might sound like the biggest geek that ever walked the face of the earth, but the fact of the matter is that no matter what negative stereotype is attached to those who read, it has never stopped me from continuing to pursue my joy of literature. I am a firm believer in the power of a book and that the fact that the more well read you are the better chance you have of relating to entirely different groups of people. Ever since I can remember, my father has encouraged me to read. I suppose that it is due to his poor background that he is so inspired by books. As a result, I was reading Shakespeare before most could even pronounce his name. Captured by the amazing usage of words in the old Elizabethan era, I was spurred to read more by past British writers and they remain to this day my preferred choice of books. This is not to say that I am not a fan of the more modern author on the contrary, I read all genres and believe that each have their own additions to the literary world. However, none of them can compare to my all time favourite author, Jane Austen. First introduced to her when I was about twelve years old, I was instantly captured by her style of writing and her personal background. She is the most famous feminist writer of her time but was only truly celebrated after her death, to my own sentimental twelve-year-old heart that seemed so tragic and was automatically my reason to sympa... ... read finding great pleasure in a book. After knowing what I know about what books have brought to my life I feel sorry for those who cannot simply enjoy a novel instead of watching a movie. Even though I too have grown up in a society that is primarily film oriented and it has definitely been a part of shaping me, I am proud to say that I am more well rounded than that and have many levels and other things that have shaped who I am. My view on the world and its issues is broader and I have a better way of thinking of the world being better aware of the social differences within groups of people and the impoverished people that are scattered across our globe. I owe this all to my father who introduced me to literature and the greatness that it can hold for someone who is ready to accept it and step into the many lives and worlds created by ink and paper.

Expectations versus Reality in Stephen Cranes The Red Badge of Courage

Expectations versus Reality in Stephen Crane's The Red Badge of Courage The notion that war is an exciting, romantic endeavor full of glory and heroism has existed for centuries.   Stephen Crane set out to demystify war through his novel The Red Badge of Courage, which traces the experiences of a young soldier in the American Civil War. Crane shows the true nature of war by contrasting Henry Fleming's romantic expectations with the reality that he encounters. This contrast between romantic vision and cold reality can be seen early in the novel, with Henry's departure from home. Driven to a "prolonged ecstasy of excitement" by the rejoicing crowd, Henry enlists in the army and says good-bye to his mother with a "light of excitement and expectancy in his eyes" (709). He anticipates a romantic, sentimental send-off reminiscent of Spartan times and even goes as far as preparing remarks in advance which he hopes to use "with touching effect" to create "a beautiful scene" (710). However, Crane presents a more realistic view. At the news of Henry's enlistment, his mother simply says "The Lord's will be done" and continues milking the cow, having previously urged Henry not to be "a fool" by enlisting (709). She then destroys his hopes by offering sensible,... ...es in anguish while his friend Jim suffers and dies. Today, many of the romantic myths about war have been destroyed through television and movies such as Born on the Fourth of July, which shows war with all its suffering, pain, and death. Yet it was Stephen Crane who, a century ago, deglorified war through the experiences of Henry Fleming. With his frequent contrasts between romantic vision and cold reality, Crane clearly portrays the true horrors of war. Work Cited Crane, Stephen. The Red Badge of Courage. Anthology of American Literature. Ed. Geroge McMichael, et al. 5th ed.Vol. 2. New York: Macmillan, 1993. 707-87.

Cultural Differences in Parent-Child Communication Essay

Today’s children face more diversity than their parents were when they were at the same age. The cultural differences in how the parents deal and communicate with their children around the world are a great challenge. Parent’s involvement in their children’s literacy and communication either in school, home or community will be effective through communication strategies and awareness about cultural differences (Alvarez, 2000). The support of parents is one of the critical components of their children’s communication development. The effort, support and parent’s expectation for their children’s way of communication can be of great help to understand the complicated and diverse cultural differences. The socio-cultural differences vary from language, ethnicity, poverty level, sex and education that could affect the children. Cultural differences are a great challenge to prove that parents can communicate with their children and improve their behavior in dealing with other people. There are variety of reasons why parents resist and exclude themselves in children’s literacy, school activities and communication process. The number of cultural differences increases with the number of children in school, and children with full support from their parents can achieve more especially if the school setting resembles their home language. Every parent must have face-to-face interaction with their children. This is a way to establish a trusting relationship with them. Discussion Since people from different culture and race exist, parents must inform and orient their children about individual beliefs and different way of living and why does it happen. By acknowledging the differences in culture is a way to clear children’s obscured judgment of other cultures and encourage an unbiased opinion (Alvarez, 2000). As responsible adults, parents have the responsibility to open their children’s thought without prejudice about cultural mix. The couple themselves may be from different cultural backgrounds but if they do not allow this difference to get in the way of their relationship, this can allow their children to experience the mixture of different cultures (Hoover-Dempsey, 2002). It is the responsibility of parents to educate their children on matters of religion and spirituality. Nowadays, there are children who are smarter than their parents. These children can throw various questions that expect intelligent answers from adults. In teaching children about cultural differences, respect and tolerance about one’s practice and belief is important. Most of the children will emulate their adult figure and will act the same way as their parents. Parent’s effort in learning cultural differences will help their children to gain diverse awareness. Parents must have the initiative to get to know their neighbor, encourage their children to befriend other children in their school and community, and invite some friends to join dinner at home. Despite the difference in physical attributes (i. e. , hair, skin color, height, and beliefs of individuals, children must be trained to respect everyone and perceive them as a person. Understanding one’s culture does not mean acceptance but matter of respect regardless of their similarities and differences. Parent’s responsive behavior and desire to educate their children about other people’s beliefs, practices and values could promote secure attachment. There are different factors which influence individual beliefs, values and practices like parent’s intuition, the accustomed parenting practices, previous attachment practices to their parents, parental norms and accepted culture in their family, religious belief and the generation changes (Madriz, 2000). There are no consistent patterns of parental communication within each cultural group. There are predominant beliefs and practices brought by parental instinct which do not involve assistance and learning from professionals or literature but could provide security and protection during the course of child development. This type of parenting is not always reliable and can be derived from different sources. Many parents learned their communication through formal and informal means depending on their country of origin. One good example of cultural differences that takes place is when children feel lost when he enters the school premises for the first time. These children have little confidence on how to communicate with other children. However, they gradually follow consciously or unconsciously the cultural trends in school until they become accustomed to the culture. The presence of parental support like sharing their past school experiences to their children is one powerful way of informal learning. It is not necessary that parents must have an answer for every child’s inquiry but it is important to let them have awareness for everything. Parents can be of great help to their children by providing them support and making them feel comfortable to stay in school despite having no relatives, cousins, playmates and other house members that could attend to their immediate needs (Allexsaht-Snider, 2000). Parents need to talk to their children about the enjoyment brought by coming to school as they meet different people from different culture. The care and love provided by every parent to their children will equip them with confidence. Parents vary from being over-protective, loving, unmindful of their children, abusive both physically and emotionally and may not portray a typical model of ideal parents. Other parents do not have desire to act like parents despite the challenges of taking this role (Bloom, 2000). Trying to have positive outlook for their kids may be difficult due to internal conflict. They keep on fighting on how they were brought up by their parents. These negative patterns of parent’s growth will affect their child rearing process and security attachment. Although there is recognition and awareness of being parents to their children, they need to overcome their negative patterns of growing by showing great affection that they missed when they were still a child. There are different accepted parenting norms influenced by cultural differences with extent pressure to conform to their norms. Parents who strongly believe that their cultural practices must continue despite having unsupportive environment will affect their way of communication with their children. Parents keep on teaching their children the strong interwoven tradition of their religious beliefs, values and practices, the important role of their cultural spirituality greatly affects their way of living and dealing with other people that can be passed through their children and offspring. Living in another location induces stress on the parents and children, especially when difference in cultural background is present. It strongly affects their children due to their fear of rejection, lack of support for their beliefs and practices, and fear of how to ingrate their culture to the present situation. Example of this stressful cultural difference includes the Yugoslavians who were trapped in the midst of ethnic conflict due to religious differences. Other examples include the Muslims from Africa who do not eat pork, the Asian nations that swear not to fight, and the religious sects who do not want to consume drugs for their sick loved ones (Allexsaht-Snider, 2000). Parents having difficulty transmitting and enforcing their values become even stricter in ensuring that their own cultural traditions will prevail. Children are usually surrounded and mingle with peers who do not have the same cultural orientation. The risk and fear of being voted out by their fears bring them unspeakable dilemma (Allexsaht-Snider, 2000). As parents, communicating with their children about cultural differences they must inflict to them that their trust is to mould them as good children with moral and responsible obligation to their family, school and community (Allexsaht-Snider, 2000). The clash of cultural differences must not be a form of struggle in their day to day living but rather help them to become flexible and protective of their own culture. From child’s birth to his seven years of existence in the world, most parents play and rear their children. From seven years to fourteen years of life they guide them to follow their cultural practice. From fourteen to twenty one years of life towards adulthood, parents must be a friend to their children (Joyner, 1996). They keep on guiding but respecting their own prerogatives in life. Regardless of countries of origin, families can gain practical learning experiences that can transfer to their children and let them feel the challenge of changes in their lifestyle with guidance. By understanding the children’s priority with compassionate guidance they can be ready to occupy a space in this world with respect to cultural differences and share their own cultural and religious beliefs and practices. Within cultural groups, an individual may experience diversity but the important thing is for them to recognize the dynamic features of every culture (Allexsaht-Snider, 2000). Changes may take place from generation to generation brought by influx of younger generation ideas and countries global position. However, the essence of cultural differences lies in the benefits derived from diversity learning. During the past, most children would be quietly sitting in their living room while their parents are entertaining visitors and must be involved in their conversation. Those were the days of traditional parenting. At present it is necessary for parents to encourage their children to get involved in conversation and be confident enough to share and learn new ideas. It is just right to keep certain traditional beliefs and practices but by adding some new and positive ideas can help them in adjusting to current environment. Reflecting and evaluating the parenting style, values and practices will enable the children to keep the best values, give up the not so good ones and adopt to new ones. Though parents can keep on talking about their old practices and beliefs about cultural differences, it is just right to adopt new practices, beliefs and values with an intention of improving and benefiting their children. Conclusion Cross-cultural learning experiences differed but it is important not to fall into the trap of being left and keep on living based on past cultural beliefs, values and practices. Giving children the affection, attention and respect despite of being young are significant aspect of parent-children relationship, community involvement and extended family interaction. No individual learns from one person alone. Each individual is connected by their day-to-day interactions with others. The children should be taught to communicate in positive manner with others as this can help them in their self-development (Edwards, 2001). It is great to know that children will obey their parents not because of fear or control but because of their choice to share their own opinion and be respectful in dealing with other people. Teaching children to respect everyone regardless of cultural differences is a way of helping them to grow (Allexsaht-Snider, 2000). The deep and enduring connection of parents to their children creates happiness at home with their own freedom of expression towards healthy child development. References Alvarez. T. (2000). African-American and Latino Teacher’s Perspectives on Inner City Teaching. Philadelphia, PA: University of Pennsylvania Center for Urban Ethnography Allexsaht-Snider, M. (2000). Families, Schools and Communities Practices. New Orleans, LA: American Educational Research Association Bloom, D. , Katz, L. , Solsken, J. ,Willet, J. , & Wilson-Keenan, J. (2000). Interpellations of family and classroom literacy practices. Journal of Educational Research, 93, 155-163. Joyner, E. (1996). Rallying the Whole Village, Reforming Education. New York: Teachers College Press. Edwards, P. (2001). A Path to Follow Learning to Parents, Greatest Challenge. Portsmouth, NH: Heinemann Gunn-Morris, V. (2000). Preparing for Family Involvement. New Orleans, LA: Educational Research Associations Hoover-Dempsey K. (2002). Parents Involvement in Their Children’s Education. Review of Educational Research. 3-42. Madriz, E. (2000). Focus groups in feminist research. In N. K. Denzin & Y. S. Lincoln (Eds. ), Handbook of qualitative research (2nd ed. ). (pp. 835-850). Thousand Oaks, CA: Sage Publications.

Personal Ethics Statement Essay

My personal ethical viewpoint has become clearer after coming down to the final days of class. I have learned a lot in this past nine weeks. I haven’t developed any blind spots in being ethical in certain situations, but some people do have blind spots and they do not even realize it. My ethical lens reflects on my core values which are extremely respectful in every way, I always take the time to ask myself questions to evaluate if it is unethical or not. I would have to say my strengths are always considering everyone else’s feelings and their outlook on what they believe in when coming down to proper ethics. I always take the time to think, if I say a certain thing will this affect someone else in a negative way, I am always respectful even if it is hard to do. My weakness is that sometimes I let my feelings get in the way if someone makes an unethical comment, these tend to always offend me. I feel as if I can explain proper ethics to this said person and show them how using proper ethics has a great deal of benefits. I also trust reasonable systems to solve most problems instead of trying to do it myself. My values include my family, friends, my job, and using proper ethics when it comes to important situations. My behaviors are always carefully thought out with the up most respect when coming into view with using proper ethics. How might you use your personal ethics to determine a course of action? The way I would use my personal ethics to determine a course of action is first, I would try to weigh out the positive and negatives of any situation. Mainly on what is the right thing to do, could I live with the guilt in making a decision that is unethical? I always think what if it was me, is this decision going to affect someone else’s feelings? Will this be something that affects someone else’s outlook on my ethics? I always use my ethics to determine the right decision, not the one that has a negative outcome.

Personal experience in the war in Counter- Attack Essay

By considering one of the poems that you have read, explain how the poet presents their view of the conflict – ‘Counter-Attack’ Siegfried Sassoon presents his personal experience in the war in ‘Counter- Attack’ with raw brutal imagery of the battlefield, the numerous sensory feelings provoking terror and outrage at the war, coupled with the stark contrast of report-like statements to ultimately convey the futility of the conflict, and the massive waste of life. Sassoon immediately establishes the sense of emotional detachment in the conflict; the opening lines simply state that they had ‘gained (their) first objective hours before’, provoking horror at the fact that soldiers were forced to fight in inhumane conditions and ultimately were made to detach themselves from the terror of watching their friends being murdered. A semi-omniscient narration is maintained to establish the collective horror of the war, the fact that all soldiers would almost always face the same fate as the previous had and remains set throughout the poem as the contrast to the emotional detachment presented. The poet describes how at first even before the attack begins the soldiers are already ‘blind with smoke’, yet they are made to continue to work as soon as ‘dawn’ begins; all the soldiers are immediately forced to join in with the ‘clink of shovels’, a sign of the hard conditions of living in the trenches, while the militaristic onomatopoeia coincides with the perceived orderliness, such as the ‘bombers posted’ and ‘Lewis guns well placed’. The poet therefore establishes the horror of the almost methodical methods to which the war was fought, and that the death that would come later made to seem almost mechanical. Sassoon also emphasises that these soldiers are simply normal men, many whom are young and forced to fight when he describes how prior to the counter-attack, there was ‘a yawning soldier [kneeling] across the bank’; in order to keep their morale up, they are forced to become sardonic, sarcastically describing the weather as ‘the jolly old rain’, yet serving to reinforce the message that the conflict has forced people to become detached from their emotions and feelings. The horror of the battlefield is also clearly defined; Sassoon describes the average life in the trenches even before the counter-attack to be one ‘rotten with dead; green clumsy legs’. The use of ‘rotten’ inherently suggests that the battlefield is full of bodies, many of which are likely to be decomposing which only heightens the horror in which these soldiers must live their daily lives. They are in effect also forced to separate themselves from the sights; death is a normality in warfare, and the raw description of various soldiers ‘sprawled and grovelled’ along the trenches defines the sheer brutality they face. The men are reduced from strong, able men who were previously ‘high-booted’ to being helpless in the face of war, some even described as eventually dying ‘face downward’, a possible reference to the conflict only bringing doom to their lives. The battlefield is not only strewn with countless bodies, but also described as treacherous itself; the mud is personified as ‘sucking’ the fallen soldiers down into it with little remorse, creating a sense of the indignity of the soldiers’ deaths. The soldiers that are still alive are simply ‘[wallowing] like trodden sand-bags’, indication of the hopelessness and lack of control in the situation they face. They are also metaphorically ‘loosely-filled’, hinting possibly that these men are also physically as well as mentally exhausted, hence the soldier having ‘knelt’ against the bank. The sudden switch from the collection of soldiers to the single one in the second stanza points towards Sassoon’s idea of the wrongs of war; the stark reality that war costs numerous lives and each soldier is in effect a whole life, the one about to be lost in the war is as just as important. To describe the intensity of the conflict, the poet describes how this single soldier responds with such fear in that he becomes ‘mute in the clamour of shells’, simply reduced as he recoils from the initial shock of warfare. Yet rather than recovering from his initial shock, ultimately the soldier is described by Sassoon as helpless, as he ‘crouched and flinched, dizzy with galloping fear’, reduced almost to primal instinct when faced with such a large ‘strangled’ horror. The battlefield along with its weaponry ‘[spouts] dark earth and wire with gusts from hell’; the poet explains the terrible nature of the war, likened to hell wrecking its destruction onto the battlefield, and in the remnants of the carnage the soldier can only hear the ‘butchered, frantic gestures of the dead’ – an oxymoron to establish the fact that death on the battlefield is so sudden and brutal it is literally incomprehensible. Sassoon’s view of the conflict is described as being ultimately futile; the first stanza already indicates that there are numerous ‘bulged, clotted heads’ scattered throughout, grotesque imagery that also provides an ominous undertone to the counter-attack. These bodies are also described as ‘[sleeping]’ rather than the stark reality that they are dead, pointing to the normality of the situation. To add further to the futility, even the officer of the trench is ‘blundering’, somewhat dark comedy in the face of terrible times, and he continues only by ‘gasping and bawling’ in shock. In contrast to the ‘dead’ lifeless nature of the soldiers, it is the ammunition that is fully alive in this case; ‘bullets spat’ at them, ‘traversing sure as fate, and never a dud’, adding to the certainty of death in the conflict. The soldier Sassoon describes ultimately meets his fate in a spout of confusion indicated by the sudden ellipses in his thoughts: ‘and he remembered his rifle†¦rapid fire†¦Ã¢â‚¬â„¢ Notably the soldier himself cannot remember to hold onto his own rifle – shock is combined with futility in that the soldier cannot arm himself and is therefore helpless, akin to almost all the other soldiers in the trenches. His fate is one that ends with him having ‘[bled] to death’. Heavy consonants throughout the line along with repetition emphasise the futile nature in which he dies: ‘Down, and down, and down, he sank and drowned’. The poem establishes Sassoon’s opinion of the conflict being one filled with horror, forced emotional detachment and ultimately the underlying futility of the war in the soldiers’ confusion and the mechanical killing presented. The poem never aligns with any set line structure in order to add to this confusion, and the poem is closed with the simple factual statement ‘the counter-attack had failed’, in line with the opening line to create a contrast and show the real brutal nature of war: people become numbers rather than the real human beings presented in the second stanza.

Oil in the market

The demand for oil will be present a perfect example of this would have to be, the Chinese economy, with a surge in the demand for crude oil in china, their economy has risen tremendously. Since oil is limited. People must look for other alternatives like solar power, hydro power, even alternatives like ethanol where it is used faintly as a source of energy to power vehicles. When it comes to the market speculation there is a lot of investment being poured into the oil trade, due to this surge of investments, fluctuations in the market go from high to low on a daily basis.Risk will be present when it comes to business, but in the case of the investors depending on how the market trends are they may lose profit rather then make profit. When it comes to the supply of oil there are long and short-term factors that affect the international markets. The short-term factors include: -Profit motive -Spare capacity -Stock External shocks Profit making factors rely solely on OPEC operating nat ions. OPEC is put in place as a cartel to regulate price fixtures on crude oil and gas that are supplied by world's oil producers.Ex: Saudi Arabia Oil refinery's have stocks in place to be released in the market when the demand for oil fluctuates, in the case of an oil company in peril with low profits, the effects of production shocks may be devastating to the companies growth, examples of these issues. Taking a longer-term perspective, the long run world oil supply is linked to 1 . Reserves: Depletion of proven oil reserves – the faster that demand grows, the quicker the expected rate of depletion 2.Exploration: Investment spending on exploring, identifying and then exploiting new oil reserves. When oil prices are rising and are expected to stay strong for the foreseeable future, it makes financial sense to invest more resources in exploring for new reserves, even though these may not come on stream for some years. 3. Technology: Technological change in oil extraction (whic h affects the costs of extraction and the profitability of extracting and then refining the oil) Long-term effects include: Reserves Exploration Technology