Essential Facts About the South Carolina Colony

Essential Facts About the South Carolina Colony The South Carolina Colony was founded by the British in 1663 and was one of the 13 original colonies. It was founded by eight nobles with a Royal Charter from King Charles II and was part of the group of Southern Colonies, along with the North Carolina, Virginia, Georgia, and Maryland. South Carolina became one of the wealthiest early colonies largely due to exports of cotton, rice, tobacco, and indigo dye. Much of the colonys economy was dependent upon slave labor that supported large land operations similar to plantations.  Ã‚   Early Settlement The British were not the first to attempt to colonize land in South Carolina. In the middle of the 16th century, first the French and then the Spanish tried to establish settlements on the coastal land. The French settlement of Charlsefort, now Parris Island, was established by French soldiers in 1562, but the effort lasted less than a year. In 1566, the Spanish established the settlement of Santa Elena in a nearby location. This lasted about 10 years before it was abandoned, following attacks by local Native Americans. While the town was later rebuilt, the Spanish devoted more resources to settlements in Florida, leaving the South Carolina coast ripe for the picking by British settlers. The English established Albemarle Point in 1670 and moved the colony to Charles Town (now Charleston) in 1680. Slavery and the South Carolina Economy Many of the early settlers of South Carolina came from the island of Barbados, in the Caribbean, bringing with them the plantation system common in the West Indies colonies. Under this system, large areas of land were privately owned, and most of the farm labor was provided by slaves. South Carolina landowners initially acquired slaves through trade with the West Indies, but once Charles Town was established as a major port, slaves were imported directly from Africa. The great demand for slave labor under the plantation system created a significant slave population in South Carolina. By the 1700s, the population of slaves nearly doubled the white population, according to many estimates.   South Carolinas slave trade was not limited to African slaves. It was also one of the few colonies to engage in the trade of American Indian slaves. In this case, slaves were not imported into South Carolina but rather exported to the British West Indies and other British colonies. This trade began in about 1680 and continued for nearly four decades until the Yamasee War led to peace negotiations that helped end the ​trade activity.   North and South Carolina The South Carolina and North Carolina colonies originally were part of one colony called the Carolina Colony. The colony was set up as a proprietary settlement and governed by a group known as Carolinas Lords Proprietors. But unrest with the native population and fear of slave rebellion led white settlers to seek protection from the English crown. As a result, the colony became a royal colony in 1729 and was divided into the colonies of South Carolina and North Carolina.

The 13 Hardest SAT Math Questions Ever

The 13 Hardest SAT Math Questions Ever SAT / ACT Prep Online Guides and Tips Want to test yourself against the most difficult SAT math questions? Want to know what makes these questions so difficult and how best to solve them? If you’re ready to really sink your teeth into the SAT math section and have your sights set on that perfect score, then this is the guide for you. We’ve put together what we believe to be the 13 most difficult questions for the new 2016 SAT, with strategies and answer explanations for each. These are all hard SAT Math questions from College Board SAT practice tests, which means understanding them is one of the best ways to study for those of you aiming for perfection. Image: Sonia Sevilla/Wikimedia Brief Overview of SAT Math The third and fourth sections of the SAT will always be math sections. The first math subsection (labeled "3") does not allow you to use a calculator, while the second math subsection (labeled as "4") does allow the use of a calculator. Don't worry too much about the no-calculator section, though: if you're not allowed to use a calculator on a question, it means you don’t need a calculator to answer it. Each math subsection is arranged in order of ascending difficulty (where the longer it takes to solve a problem and the fewer people who answer it correctly, the more difficult it is). On each subsection, question 1 will be â€Å"easy† and question 15 will be considered â€Å"difficult.† However, the ascending difficulty resets from easy to hard on the grid-ins. Hence, multiple choice questions are arranged in increasing difficulty (questions 1 and 2 will be the easiest, questions 14 and 15 will be the hardest), but the difficulty level resets for the grid-in section (meaning questions 16 and 17 will again be â€Å"easy† and questions 19 and 20 will be very difficult). With very few exceptions, then, the most difficult SAT math problems will be clustered at the end of the multiple choice segments or the second half of the grid-in questions. In addition to their placement on the test, though, these questions also share a few other commonalities. In a minute, we'll look at example questions and how to solve them, then analyze them to figure out what these types of questions have in common. But First: Should You Be Focusing on the Hardest Math Questions Right Now? If you’re just getting started in your study prep (or if you’ve simply skipped this first, crucial step), definitely stop and take a full practice test to gauge your current scoring level. Check out our guide to all the free SAT practice tests available online and then sit down to take a test all at once. The absolute best way to assess your current level is to simply take the SAT practice test as if it were real, keeping strict timing and working straight through with only the allowed breaks (we know- probably not your favorite way to spend a Saturday). Once you’ve got a good idea of your current level and percentile ranking, you can set milestones and goals for your ultimate SAT Math score. If you’re currently scoring in the 200-400 or the 400-600 range on SAT Math, your best bet is first to check out our guide to improving your math score to be consistently at or over a 600 before you start in trying to tackle the most difficult math problems on the test. If, however, you're already scoring above a 600 on the Math section and want to test your mettle for the real SAT, then definitely proceed to the rest of this guide. If you’re aiming for perfect (or close to), then you’ll need to know what the most difficult SAT math questions look like and how to solve them. And luckily, that’s exactly what we’ll do. WARNING: Since there are a limited number of official SAT practice tests, you may want to wait to read this article until you've attempted all or most of the first four official practice tests (since the questions below were taken from those tests). If you're worried about spoiling those tests, stop reading this guide now; come back and read it when you've completed them. Now let's get to our list of questions (whoo)! Image: Niytx/DeviantArt The 13 Hardest SAT Math Questions Now that you’re sure you should be attempting these questions, let’s dive right in! We've curated 13 of the most difficult SAT Math questions for you to try below, along with walkthroughs of how to get the answer (if you're stumped). No Calculator SAT Math Questions Question 1 $$C=5/9(F-32)$$ The equation above shows how temperature $F$, measured in degrees Fahrenheit, relates to a temperature $C$, measured in degrees Celsius. Based on the equation, which of the following must be true? A temperature increase of 1 degree Fahrenheit is equivalent to a temperature increase of $5/9$ degree Celsius. A temperature increase of 1 degree Celsius is equivalent to a temperature increase of 1.8 degrees Fahrenheit. A temperature increase of $5/9$ degree Fahrenheit is equivalent to a temperature increase of 1 degree Celsius. A) I onlyB) II onlyC) III onlyD) I and II only ANSWER EXPLANATION:Think of the equation as an equation for a line $$y=mx+b$$ where in this case $$C= {5}/{9} (F−32)$$ or $$C={5}/{9}F −{5}/{9}(32)$$ You can see the slope of the graph is ${5}/{9}$, which means that for an increase of 1 degree Fahrenheit, the increase is ${5}/{9}$ of 1 degree Celsius. $$C= {5}/{9} (F)$$ $$C= {5}/{9} (1)= {5}/{9}$$ Therefore, statement I is true. This is the equivalent to saying that an increase of 1 degree Celsius is equal to an increase of ${9}/{5}$ degrees Fahrenheit. $$C= {5}/{9} (F)$$ $$1= {5}/{9} (F)$$ $$(F)={9}/{5}$$ Since ${9}/{5}$ = 1.8, statement II is true. The only answer that has both statement I and statement II as true is D, but if you have time and want to be absolutely thorough, you can also check to see if statement III (an increase of ${5}/{9}$ degree Fahrenheit is equal to a temperature increase of 1 degree Celsius) is true: $$C= {5}/{9} (F)$$ $$C= {5}/{9} ({5}/{9})$$ $$C= {25} /{81} (\which \is ≠  1)$$ An increase of $5/9$ degree Fahrenheit leads to an increase of ${25}/{81}$, not 1 degree, Celsius, and so Statement III is not true. The final answer is D. Question 2 The equation ${24x^2 + 25x -47}/{ax-2} = -8x-3-{53/{ax-2}}$ is true for all values of $x≠ 2/a$, where $a$ is a constant. What is the value of $a$? A) -16B) -3C) 3D) 16 ANSWER EXPLANATION: There are two ways to solve this question. The faster way is to multiply each side of the given equation by $ax-2$ (so you can get rid of the fraction). When you multiply each side by $ax-2$, you should have: $$24x^2 + 25x - 47 = (-8x-3)(ax-2) - 53$$ You should then multiply $(-8x-3)$ and $(ax-2)$ using FOIL. $$24x^2 + 25x - 47 = -8ax^2 - 3ax +16x + 6 - 53$$ Then, reduce on the right side of the equation $$24x^2 + 25x - 47 = -8ax^2 - 3ax +16x - 47$$ Since the coefficients of the $x^2$-term have to be equal on both sides of the equation, $−8a = 24$, or $a = −3$. The other option which is longer and more tedious is to attempt to plug in all of the answer choices for a and see which answer choice makes both sides of the equation equal. Again, this is the longer option, and I do not recommend it for the actual SAT as it will waste too much time. The final answer is B. Question 3 If $3x-y = 12$, what is the value of ${8^x}/{2^y}$? A) $2^{12}$B) $4^4$C) $8^2$D) The value cannot be determined from the information given. ANSWER EXPLANATION: One approach is to express $${8^x}/{2^y}$$ so that the numerator and denominator are expressed with the same base. Since 2 and 8 are both powers of 2, substituting $2^3$ for 8 in the numerator of ${8^x}/{2^y}$ gives $${(2^3)^x}/{2^y}$$ which can be rewritten $${2^3x}/{2^y}$$ Since the numerator and denominator of have a common base, this expression can be rewritten as $2^(3x−y)$. In the question, it states that $3x − y = 12$, so one can substitute 12 for the exponent, $3x − y$, which means that $${8^x}/{2^y}= 2^12$$ The final answer is A. Question 4 $${8-i}/{3-2i}$$ If the expression above is rewritten in the form $a+bi$, where $a$ and $b$ are real numbers, what is the value of $a$? (Note: $i=√{-1}$) ANSWER EXPLANATION: To rewrite ${8-i}/{3-2i}$ in the standard form $a + bi$, you need to multiply the numerator and denominator of ${8-i}/{3-2i}$ by the conjugate, $3 + 2i$. This equals $$({8-i}/{3-2i})({3+2i}/{3+2i})={24+16i-3+(-i)(2i)}/{(3^2)-(2i)^2}$$ Since $i^2=-1$, this last fraction can be reduced simplified to $$ {24+16i-3i+2}/{9-(-4)}={26+13i}/{13}$$ which simplifies further to $2 + i$. Therefore, when${8-i}/{3-2i}$ is rewritten in the standard form a + bi, the value of a is 2. The final answer is A. Question 5 In triangle $ABC$, the measure of $∠ B$ is 90 °, $BC=16$, and $AC$=20. Triangle $DEF$ is similar to triangle $ABC$, where vertices $D$, $E$, and $F$ correspond to vertices $A$, $B$, and $C$, respectively, and each side of triangle $DEF$ is $1/3$ the length of the corresponding side of triangle $ABC$. What is the value of $sinF$? ANSWER EXPLANATION: Triangle ABC is a right triangle with its right angle at B. Therefore, $\ov {AC}$ is the hypotenuse of right triangle ABC, and $\ov {AB}$ and $\ov {BC}$ are the legs of right triangle ABC. According to the Pythagorean theorem, $$AB =√{20^2-16^2}=√{400-256}=√{144}=12$$ Since triangle DEF is similar to triangle ABC, with vertex F corresponding to vertex C, the measure of $\angle ∠  {F}$ equals the measure of $\angle ∠  {C}$. Therefore, $sin F = sin C$. From the side lengths of triangle ABC, $$sinF ={\opposite \side}/{\hypotenuse}={AB}/{AC}={12}/{20}={3}/{5}$$ Therefore, $sinF ={3}/{5}$. The final answer is ${3}/{5}$ or 0.6. Calculator-Allowed SAT Math Questions Question 6 The incomplete table above summarizes the number of left-handed students and right-handed students by gender for the eighth grade students at Keisel Middle School. There are 5 times as many right-handed female students as there are left-handed female students, and there are 9 times as many right-handed male students as there are left-handed male students. if there is a total of 18 left-handed students and 122 right-handed students in the school, which of the following is closest to the probability that a right-handed student selected at random is female? (Note: Assume that none of the eighth-grade students are both right-handed and left-handed.) A) 0.410B) 0.357C) 0.333D) 0.250 ANSWER EXPLANATION: In order to solve this problem, you should create two equations using two variables ($x$ and $y$) and the information you’re given. Let $x$ be the number of left-handed female students and let $y$ be the number of left-handed male students. Using the information given in the problem, the number of right-handed female students will be $5x$ and the number of right-handed male students will be $9y$. Since the total number of left-handed students is 18 and the total number of right-handed students is 122, the system of equations below must be true: $$x + y = 18$$ $$5x + 9y = 122$$ When you solve this system of equations, you get $x = 10$ and $y = 8$. Thus, 5*10, or 50, of the 122 right-handed students are female. Therefore, the probability that a right-handed student selected at random is female is ${50}/{122}$, which to the nearest thousandth is 0.410. The final answer is A. Questions 7 8 Use the following information for both question 7 and question 8. If shoppers enter a store at an average rate of $r$ shoppers per minute and each stays in the store for average time of $T$ minutes, the average number of shoppers in the store, $N$, at any one time is given by the formula $N=rT$. This relationship is known as Little's law. The owner of the Good Deals Store estimates that during business hours, an average of 3 shoppers per minute enter the store and that each of them stays an average of 15 minutes. The store owner uses Little's law to estimate that there are 45 shoppers in the store at any time. Question 7 Little's law can be applied to any part of the store, such as a particular department or the checkout lines. The store owner determines that, during business hours, approximately 84 shoppers per hour make a purchase and each of these shoppers spend an average of 5 minutes in the checkout line. At any time during business hours, about how many shoppers, on average, are waiting in the checkout line to make a purchase at the Good Deals Store? ANSWER EXPLANATION: Since the question states that Little’s law can be applied to any single part of the store (for example, just the checkout line), then the average number of shoppers, $N$, in the checkout line at any time is $N = rT$, where $r$ is the number of shoppers entering the checkout line per minute and $T$ is the average number of minutes each shopper spends in the checkout line. Since 84 shoppers per hour make a purchase, 84 shoppers per hour enter the checkout line. However, this needs to be converted to the number of shoppers per minute (in order to be used with $T = 5$). Since there are 60 minutes in one hour, the rate is ${84 \shoppers \per \hour}/{60 \minutes} = 1.4$ shoppers per minute. Using the given formula with $r = 1.4$ and $T = 5$ yields $$N = rt = (1.4)(5) = 7$$ Therefore, the average number of shoppers, $N$, in the checkout line at any time during business hours is 7. The final answer is 7. Question 8 The owner of the Good Deals Store opens a new store across town. For the new store, the owner estimates that, during business hours, an average of 90 shoppers per hour enter the store and each of them stays an average of 12 minutes. The average number of shoppers in the new store at any time is what percent less than the average number of shoppers in the original store at any time? (Note: Ignore the percent symbol when entering your answer. For example, if the answer is 42.1%, enter 42.1) ANSWER EXPLANATION: According to the original information given, the estimated average number of shoppers in the original store at any time (N) is 45. In the question, it states that, in the new store, the manager estimates that an average of 90 shoppers per hour (60 minutes) enter the store, which is equivalent to 1.5 shoppers per minute (r). The manager also estimates that each shopper stays in the store for an average of 12 minutes (T). Thus, by Little’s law, there are, on average, $N = rT = (1.5)(12) = 18$ shoppers in the new store at any time. This is $${45-18}/{45} x 100 = 60$$ percent less than the average number of shoppers in the original store at any time. The final answer is 60. Question 9 A grain silo is built from two right circular cones and a right circular cylinder with internal measurements represented by the figure above. Of the following, which is closest to the volume of the grain silo, in cubic feet? A) 261.8B) 785.4C) 916.3D) 1047.2 ANSWER EXPLANATION: The volume of the grain silo can be found by adding the volumes of all the solids of which it is composed (a cylinder and two cones). The silo is made up of a cylinder (with height 10 feet and base radius 5 feet) and two cones (each with height 5 ft and base radius 5 ft). The formulas given at the beginning of the SAT Math section: Volume of a Cone $$V={1}/{3}Ï€r^2h$$ Volume of a Cylinder $$V=Ï€r^2h$$ can be used to determine the total volume of the silo. Since the two cones have identical dimensions, the total volume, in cubic feet, of the silo is given by $$V_{silo}=Ï€(5^2)(10)+(2)({1}/{3})Ï€(5^2)(5)=({4}/{3})(250)Ï€$$ which is approximately equal to 1,047.2 cubic feet. The final answer is D. Question 10 If $x$ is the average (arithmetic mean) of $m$ and $9$, $y$ is the average of $2m$ and $15$, and $z$ is the average of $3m$ and $18$, what is the average of $x$, $y$, and $z$ in terms of $m$? A) $m+6$B) $m+7$C) $2m+14$D) $3m + 21$ ANSWER EXPLANATION: Since the average (arithmetic mean) of two numbers is equal to the sum of the two numbers divided by 2, the equations $x={m+9}/{2}$, $y={2m+15}/{2}$, $z={3m+18}/{2}$are true. The average of $x$, $y$, and $z$ is given by ${x + y + z}/{3}$. Substituting the expressions in m for each variable ($x$, $y$, $z$) gives $$[{m+9}/{2}+{2m+15}/{2}+{3m+18}/{2}]/3$$ This fraction can be simplified to $m + 7$. The final answer is B. Question 11 The function $f(x)=x^3-x^2-x-{11/4}$ is graphed in the $xy$-plane above. If $k$ is a constant such that the equation $f(x)=k$ has three real solutions, which of the following could be the value of $k$? ANSWER EXPLANATION: The equation $f(x) = k$ gives the solutions to the system of equations $$y = f(x) = x^3-x^2-x-{11}/{4}$$ and $$y = k$$ A real solution of a system of two equations corresponds to a point of intersection of the graphs of the two equations in the $xy$-plane. The graph of $y = k$ is a horizontal line that contains the point $(0, k)$ and intersects the graph of the cubic equation three times (since it has three real solutions). Given the graph, the only horizontal line that would intersect the cubic equation three times is the line with the equation $y = −3$, or $f(x) = −3$. Therefore, $k$ is $-3$. The final answer is D. Question 12 $$q={1/2}nv^2$$ The dynamic pressure $q$ generated by a fluid moving with velocity $v$ can be found using the formula above, where $n$ is the constant density of the fluid. An aeronautical engineer users the formula to find the dynamic pressure of a fluid moving with velocity $v$ and the same fluid moving with velocity 1.5$v$. What is the ratio of the dynamic pressure of the faster fluid to the dynamic pressure of the slower fluid? ANSWER EXPLANATION: To solve this problem, you need to set up to equations with variables. Let $q_1$ be the dynamic pressure of the slower fluid moving with velocity $v_1$, and let $q_2$ be the dynamic pressure of the faster fluid moving with velocity $v_2$. Then $$v_2 =1.5v_1$$ Given the equation $q = {1}/{2}nv^2$, substituting the dynamic pressure and velocity of the faster fluid gives $q_2 = {1}/{2}n(v_2)^2$. Since $v_2 =1.5v_1$, the expression $1.5v_1$ can be substituted for $v_2$ in this equation, giving $q_2 = {1}/{2}n(1.5v_1)^2$. By squaring $1.5$, you can rewrite the previous equation as $$q_2 = (2.25)({1}/{2})n(v_1)^2 = (2.25)q_1$$ Therefore, the ratio of the dynamic pressure of the faster fluid is $${q2}/{q1} = {2.25 q_1}/{q_1}= 2.25$$ The final answer is 2.25 or 9/4. Question 13 For a polynomial $p(x)$, the value of $p(3)$ is $-2$. Which of the following must be true about $p(x)$? A) $x-5$ is a factor of $p(x)$.B) $x-2$ is a factor of $p(x)$.C) $x+2$ is a factor of $p(x)$.D) The remainder when $p(x)$ is divided by $x-3$ is $-2$. ANSWER EXPLANATION: If the polynomial $p(x)$ is divided by a polynomial of the form $x+k$ (which accounts for all of the possible answer choices in this question), the result can be written as $${p(x)}/{x+k}=q(x)+{r}/{x+k}$$ where $q(x)$ is a polynomial and $r$ is the remainder. Since $x + k$ is a degree-1 polynomial (meaning it only includes $x^1$ and no higher exponents), the remainder is a real number. Therefore, $p(x)$ can be rewritten as $p(x) = (x + k)q(x) + r$, where $r$ is a real number. The question states that $p(3) = -2$, so it must be true that $$-2 = p(3) = (3 + k)q(3) + r$$ Now we can plug in all the possible answers. If the answer is A, B, or C, $r$ will be $0$, while if the answer is D, $r$ will be $-2$. A. $-2 = p(3) = (3 + (-5))q(3) + 0$$-2=(3-5)q(3)$$-2=(-2)q(3)$ This could be true, but only if $q(3)=1$ B. $-2 = p(3) = (3 + (-2))q(3) + 0$$-2 = (3-2)q(3)$$-2 = (-1)q(3)$ This could be true, but only if $q(3)=2) C. $-2 = p(3) = (3 + 2)q(3) + 0$$-2 = (5)q(3)$ This could be true, but only if $q(3)={-2}/{5}$ D. $-2 = p(3) = (3 + (-3))q(3) + (-2)$$-2 = (3 - 3)q(3) + (-2)$$-2 = (0)q(3) + (-2)$ This will always be true no matter what $q(3)$ is. Of the answer choices, the only one that must be true about $p(x)$ is D, that the remainder when $p(x)$ is divided by $x-3$ is -2. The final answer is D. Want to improve your SAT score by 160 points? We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: You deserve all the naps after running through those questions. What Do the Hardest SAT Math Questions Have in Common? It’s important to understand what makes these hard questions â€Å"hard.† By doing so, you’ll be able to both understand and solve similar questions when you see them on test day, as well as have a better strategy for identifying and correcting your previous SAT math errors. In this section, we’ll look at what these questions have in common and give examples of each type. Some of the reasons why the hardest math questions are the hardest math questions is because they: #1: Test Several Mathematical Concepts at Once Here, we must deal with imaginary numbers and fractions all at once. Secret to success: Think of what applicable math you could use to solve the problem, do one step at a time, and try each technique until you find one that works! #2: Involve a Lot of Steps Remember: the more steps you need to take, the easier to mess up somewhere along the line! We must solve this problem in steps (doing several averages) to unlock the rest of the answers in a domino effect. This can get confusing, especially if you're stressed or running out of time. Secret to success: Take it slow, take it step by step, and double-check your work so you don't make mistakes! #3: Test Concepts That You Have Limited Familiarity With For example, many students are less familiar with functions than they are with fractions and percentages, so most function questions are considered â€Å"high difficulty† problems. If you don't know your way around functions, this would be a tricky problem. Secret to success: Review math concepts that you don't have as much familiarity with such as functions. We suggest using our great free SAT Math review guides. #4: Are Worded in Unusual or Convoluted Ways It can be difficult to figure out exactly what some questions are asking, much less figure out how to solve them. This is especially true when the question is located at the end of the section, and you are running out of time. Because this question provides so much information without a diagram, it can be difficult to puzzle through in the limited time allowed. Secret to success: Take your time, analyze what is being asked of you, and draw a diagram if it's helpful to you. #5: Use Many Different Variables With so many different variables in play, it is quite easy to get confused. Secret to success: Take your time, analyze what is being asked of you, and consider if plugging in numbers is a good strategy to solve the problem (it wouldn't be for the question above, but would be for many other SAT variable questions). The Take-Aways The SAT is a marathon and the better prepared you are for it, the better you'll feel on test day. Knowing how to handle the hardest questions the test can throw at you will make taking the real SAT seem a lot less daunting. If you felt that these questions were easy, make sure not underestimate the effect of adrenaline and fatigue on your ability to solve problems. As you continue to study, always adhere to the proper timing guidelines and try to take full tests whenever possible. This is the best way to recreate the actual testing environment so that you can prepare for the real deal. If you felt these questions were challenging, be sure to strengthen your math knowledge by checking out our individual math topic guides for the SAT. There, you'll see more detailed explanations of the topics in question as well as more detailed answer breakdowns. What’s Next? Felt that these questions were harder than you were expecting? Take a look at all the topics covered in the SAT math section and then note which sections were particular difficulty for you. Next, take a gander at our individual math guides to help you shore up any of those weak areas. Running out of time on the SAT math section? Our guide will help you beat the clock and maximize your score. Aiming for a perfect score? Check out our guide on how to get a perfect 800 on the SAT math section, written by a perfect-scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

DKNY Advertising Rhetorical Analysis Essay Example | Topics and Well Written Essays - 1000 words

DKNY Advertising Rhetorical Analysis - Essay Example Because women, just like everyone else, have one chance to make a first impression, cosmetics are indispensible to their lives. The strategy that a company adopts to publicize and market its products determines how much of an advantage a company can make from this fact. The success of an advertisement, in turn, depends, on the ability of a company, to make a strong first impression on the consumer-to produce a â€Å"wow† effect-and, obviously, it only has the chance to do it. Advertising is, therefore, a high stake game with the success or failure of a commercial being an issue of life and death for a product. The advertisement above is that of a perfume manufactured by DONNA KARAN NEW YORK, also referred to as DKNY. What catches the consumer’s eyes first is the exotic woman who is also young and beautiful with a confident expression that seems to looks right into the camera (Faigley and Selzer87). The non-verbal expression conveys a message, which is not very hard to d ecipher, this is qualified by the caption right below; it translates the expression for the consumer-BE DELICIOUS. It may be noted that the location of the caption is to the right center of the advertisement, rather than to the advertisement’s bottom or corner. This caption, in its block letters and bright color, is just as striking as the young woman is. It is one of the first elements of the advertisement, which catch the consumer’s eye. The caption and the image make up most of advertisement and are so striking that everything else, including the background, becomes irrelevant.. The caption-BE DELICIOUS- is not a phrase or a clause, but it is a sentence. The caption is an imperative sentence. The subject of these sentences is quite clear without being explicit and it seems to command subtly the consumer to try it. The advertisement’s exhortation is for the woman to be delicious with the temptation to try the product being hard to resist. If the viewer is a wo man, it gives the user an â€Å"x-factor† that can make them more attractive. On the other hand, when viewed by a man, the advertisement challenges the man to discover what women want, and when this challenge is from a woman, it makes it all the more irresistible. In addition, the look of the young woman, as well as her body language, seems to carry conviction, whether the viewer will trust the product or censor if they do not. The impact of eye contact on the viewer cannot be overestimated, evoking a feeling of self-esteem and self-confidence. How popular a product will become is also aided by how popular an advertisement is. For this reason, a lot of care must be observed when selecting and structuring of the images in the advertisement (Faigley and Selzer226). The measure on how effective the images used in the advertisement are is whether the viewer will take a pause after reading the magazine, newspaper, or driving, past the billboard, to come back to the advertisement a fter seeing it the first time. The overall outcome of the words, pictures, and colors on the consumer or viewer is durable. The image remains in one’ mind for a while; the caption is immediately recognizable and memorable. The colors are also bright green, which contrasts with the flawless tan of the young woman, which makes her skin, and the advertisement, all the more memorable. Advertisements must, not

Critically discuss why technology is important within the operations Essay

Critically discuss why technology is important within the operations domain but that its implementation is problematic - Essay Example In this manner the application of CIM makes strategic management more effective. Therefore its importance in the operations domain cannot be questioned. However the expectations from technology are not always realized because of the lack of end-user involvement which makes implementation problematic. If the end-users are not involved in the implementation cycle, then the finished software may not address all the operational processes as required. Since the end-users are directly responsible for the operational processes, they should be involved in the implementation cycle in order to ensure that the technology is integrated into the operations environment in the right way. However facilitating end-user involvement may not always be possible. An important element of the implementation cycle is project management. A project management team consisting of qualified personnel must be formed in order to ensure that the implementation is strategically aligned. However the formation of the p roject management team is separate from the day-to-day operations of the organization. Therefore the management may not be in a position to provide the required personnel when it comes to managing the project of technology implementation.

Cari’s Story Essay Example for Free

Cari’s Story Essay How could an infection in Cari’s nasal passages and pharynx spread into her sinuses? An infection will spread because the pharynx, larynx and sinuses are all connected, so the infection is going to spread to the sinuses and the surrounding areas. What is the cough reflex? Describe the process that Cari’s respiratory system is using to clear her lungs by coughing? The cough reflex is a deep and long inhalation that is followed by the closing the glottis, this causes a strong exhalation that will push the glottis open and sends the air through the respiratory passage. The coughing occurs when a foreign body is in the larynx, trachea or the epiglottis. Cari is coughing because the mucous and fluid buildup in her lungs and her body is to get rid of it. Which structures found in the terminal bronchioles and alveoli normally would protect Cari’s lungs from infectious pathogens and particulate matter? The alveolar macrophage protects her lungs because they wonder around the alveoli space and it collects dust, particles and debris. Cari does smoke and it has caused the cilia in her respiratory passage way to become paralyzed and then it secretes the excess amounts of mucus. The macrophages are sent to the lungs and it gets stuck in the mucus and it can’t fight off the pathogens. How would the resistance of Cari’s airways be affected by excess mucus and fluid in her lung? Cari isn’t getting adequate oxygen because the pressure of fluid and the mucus buildup in her lungs. This is not allowing her lungs to expand so she can get the breath her body needs. The fluid buildup and the pressure are not allowing her oxygen to disperse to the areas it needs. How would Cari’s lung compliance (the effort required to expand the lungs) be altered as her alveoli fill with fluid due to pneumonia? The fluid in her lungs makes it hard to expand because the fluid makes the alveoli sticky and it can’t expand and open. How would fluid in Cari’s lungs affect her total lung capacity? Cari’s lung capacity would go down due to the fact that the air space is being taken up by the fluid in her lungs. How does the elevation of Cari’s respiratory rate alter her minute ventilation? Cari’s respiratory rate will increase her minute ven tilation. Normal blood oxygen saturation levels are greater than 94 percent; Cari’s blood oxygen saturation levels are greater 90 percent at the time of her exam and an initial arterial blood gas analysis done when  she was admitted to the hospital revealed her arterial Po2 was 54mmHg. How do these clinical findings relate to the internal respiration in Cari’s body? Cari’s oxygen saturation level was 90% and the Po2 of mmHg would show that her arteries are having too much oxygen. A normal resting mmHg is 40% and exercises lower Po2level. A normal resting oxygen level is 94%. Which of the symptoms Cari has described are due to the lack of oxygen and reduced oxygen exchange at her tissues? Cari said she is â€Å"panting like a dog† is due from the lack of oxygen and t reduces her oxygen exchange. As Cari’s Pco2 rose, how was the oxygen-carrying capacity of hemoglobin affected? The oxygen carrying of hemoglobin volume with the rise of Pco2 will decrease since the Co2 will take O2’s seat. How would you have expected Cari’s decreased Pco2 and alkaline blood pH to have affected her breathing? Cari’s pH and Pco2 will decrease and her rate of breathing will also be decreasing. How would administration of oxygen enhance Cari’s central drive to breathe? Cari would be able to breathe better when oxygen was administered to her. Which anatomical structures in Cari’s respiratory system were initially involved? The structures involved are the trachea, nasal, pharynx, and larynx, and the lungs. Why was Cari plagued with a chronic smoker’s cough? Cari is plagued with a chronic smoker’s cough because she has a 20 year history of smoking. Which damaging effects of tobacco smoke led to Cari’s impaired respiratory defense mechanisms? There are damages to the epithelial with those damages comes the body’s repair process. How did the pneumonia affect Cari’s lung function? Cari’s was having problems getting adequate oxygen, because of the fluid in her lungs. The pneumonia is an infection from bacteria that can affect the body, because of her smoking it made it hard for her lungs to get air.

Sexuality Education in America Essay -- Education Sex Ed

Sexuality Education in America What do the American people as a whole want their youth to be taught about sex? That is the ongoing question that not only state and federal governments are asking, but also local school districts, churches, and parents of all aged children. In the early twentieth century, disputes focused on whether or not to teach sexuality education at all; while currently it has shifted to which method is more successful in the school curriculum. Sexuality education does not just solely include the education of the sexual act itself and the diseases associated with it, but also the way us as humans feel we are as people; how we dress, talk, move, and the way we feel towards others (Families). Sex education and sexuality education are two separate things. Sex education is a learning opportunity that helps individuals understand and prepare for intimacy in their adult lives (Baer). Whereas, sexuality education is the field of study that examines the relationship skills and knowledge, attitudes and behaviors, and the values that promote healthy relationships with one another (Baer). Of course, conservative Americans like to believe that all teens are choosing the path of abstinence. Abstinence is the choice not to be sexual with anyone in any way. However, a recent study showed that is not the case at all; with seventy-five percent of the United States teens from the ages of fifteen to nineteen are sexually active with t heir peers (Baer). That is a number that is continuing to grow; in return it is resulting in unwanted teen pregnancy and the spread of sexually transmitted diseases. Sex education is taught in most tenth graders health class curriculum. There are two main methods used for sex educ... ... that can be examined or reviewed (Wiley). A national review helped outlined a range of effective ideas that could be helpful to teachers in the classroom, they should: (Collins) Adapt dialogue to the proper age and experience of the audience. Focus on dangerous sexual behavior. Provide a strong academic foundation. Provide basic facts about the high risks of diseases. Acknowledge the social pressures by their peers and the media to have sex. Provide practice in healthy communication, and refusal skills. A program is deemed successful if it brings about one or more of the following results: delaying initiation of sexual intercourse, decreasing the frequency of unprotected intercourse, and increasing condom use (Sanderson). It is up to the American public ultimately to decide what is the best way to educate the nation's teens on sex.

Anger Management

It can stem from feelings of frustration, hurt, annoyance or even disappointment. Sometimes displeasure, hostility or antagonism towards someone or something, usually combined with an urge to harm. It is a complex emotion and when released improperly, it can have devastating effects on the party on the receiving end regardless if the party is a mere object, or person. Once someone is placed on that end, it is not unusual that they may want to escape the violent encounter. Not everyone is a natural born fighter. And then there are others†¦ The ones who become defensive. More often than not, these people stop listening or counter attack. Whether you run away or choose to fight, none of these results in any type of resolution whatsoever and most of the time sows more bad feelings that creep up behind us later on in life. Anger is a very natural emotion that is experienced by all people. Everyone with proper discipline could put anger in its place. Anger isn’t a bad thing. It becomes bad when released in a poor fashion. Today, I will be discussing anger. -Specifically, techniques that enhance interpersonal communication and in turn, possibly reducing and managing poorly expressed anger. Now let’s define what is meant by â€Å"anger management†. The term anger management commonly refers to a system of psychological therapeutic techniques and exercises by which someone with excessive or uncontrollable anger can reduce the triggers, degrees, and effects in an angered emotional state. In the paragraphs to follow I will discuss what communication authors, scholars and experts had to say about anger management, including my findings and conclusions drawn from experiments and observations I have conducted and have noted utilizing these techniques. Rationale: Admittedly, I wasn’t going to do my research paper on anger. I had to contemplate. I thought is this something that I have trouble dealing with at times as do the people that are around me. Every time I asked it, in any manner, the answer always remained the same. Why not? So it reeled me in like a fish on a hook. Through my experiments and research paper I hoped to encounter everyday methods to help me release my anger in a constructive way, as I do tend to bottle up feelings inside and then â€Å"blow my top†. I am grateful that I don’t have what is described as an anger â€Å"problem† by any means –as it isn’t frequent- but I do release it improperly at times. Sometimes being referred to as a child since children hold their feelings in and then make the world pay after, I would like to correct that. Furthermore, I had previous knowledge that a lot of research has been done on anger management and I was curious to see what was to be said on this topic since we all deal with angry people every day. Not only do I want to help myself, but I would rather like to help those that I know are less fortunate than I and spread the word to them so their lives could be a little less hectic then what it is. Research: When researching about this topic, I came across the following information by Henry Kellerman. He posted an article stating the following information: Anger all on its own is said to have its own personality. According to Henry Kellerman’s, Ph. D, Anger is the Key, he depicts anger as having, â€Å"six key characteristics. Those characteristics are described as the following: Anger is inborn so it has an aggressive drive. It makes itself expansive; wanting to get bigger and bigger. It wants to burst forth so it has explosive potential. Anger also constantly wants to attack. It has an entitled frame of mind feeling that it has the right to get tough. And lastly, it also sees itself as an empowerment so it eliminates feelings of helplessness. If one could keep in mind th e six main things that anger manifests itself by, then you could begin to learn to how to begin to work with you emotions. Meaning, we change how we see things. More so our perception. When we are angry or upset, we tend to view another’s behavior as, â€Å"controllable, characterological, and permanent. † Saying how you feel, why and what you want and calming down are all ways to prevent unwanted anger. Sometimes we may not be able to control the situations that we’re placed in so we look for ways to change the reaction even when changing the situation may not be possible. Let’s face it. We get angry and sometimes there is nothing we could really do. One way we can learn to lessen anger is by lessening the emotional impact so you would know how to express your anger in a manner that can promote resolution for the situation that triggered the anger in the first place. In my research I have found that anger is an expression of another emotion that lies underneath. In many situations, anger can be linked to intent to preserve personal worth to preserve essential needs, or to preserve basic convictions. Identifying these unmet needs is one of the goals of anger management counseling. Once these needs are identified, you may need to determine how to address those situations and relationships that may lack boundaries, or healthy structure. In the article Anger Management, by Harry Mills, he states that, â€Å"People tend to go through a predictable set of several stages while working through life-changes. Progress through the stages is largely due to a combination of motivation, technique and dedication. Some people move quickly through the stages, while others move more slowly, perhaps even taking a step or two backward before continuing on to complete their change. Since we want to enhance our communication skills, we need to first be able to learn effective anger management techniques which in turn would allow us to recognize the situations that make us angry so that we may be able to change. The four steps he says that can bring you better interpersonal skills are, awareness, preparation, action and maintaining gains. In awareness, the angry person seeks infor mation about anger management; what anger is, how anger affects health and relationships, and how anger can be controlled. In preparation, you make a decision to actually make a change in the way you will express anger. In the Action stage you start making real changes and perform the way you prepared to do. And finally, in the management stage you learn to accept the fact that you are not perfect, that you will make mistakes and act inappropriately and that you can recover from lapses in your behavior when they do occur. Achieving sustained behavior change is a project. It may take multiple attempts and multiple failures before you will achieve this goal. Each time you do lapse into old behavior, you can use the tools and strategies you have learned along the way to help you pick yourself up and recover. Anger Management Anger is an emotion we have all displayed every once in a while. However, when the anger gets out of control it is time to seek therapy. Here are some suggestions on how to handle anger management problems and how cognitive therapy may help. Controlling oneis anger is something we all have to deal with at some point. Yes, we tend to get angry with our spouse, the kids, co-workers and bosses. Or we vent our anger in situations involving motorists, or simply when someone pushes the wrong buttons. Anger management control via cognitive therapy is one way in which we can understand where the anger is coming from and how to effectively deal with any given situation in an appropriate and non-combative manner. In cognitive therapy sessions, certain techniques are utilized. These include relaxation methods and visualization techniques which allow the person to use certain images or words to relax when the anger inside rears its ugly head. For example, road rage has become quite prevalent in our society. One of the methods used in anger management is to have the person visualize an instance wherein they become angry at another motorist, and then use the relaxation methods to rid themselves of that anger. In cognitive therapy, psychologists offer different ways for patients to react to the anger. For example, they may ask the patient to look at a situation in a more appropriate and positive manner instead of flying off the handle in a negative way. There are several ways in which psychologists may use these techniques. The first is assisting their patients to become more aware of their anger. Secondly, they may show the patients how to avoid situations in which they can become angry. Thirdly, teaching patients how to recognize what exactly causes the anger. And finally, offering a plan that the patients can utilize to change the way they react to others and avoid situations that trigger the anger to begin with. The one thing that is emphasized by psychologists is that for any treatment to be effective, it should not entail a person ranting and raving about all of the things that make him or her angry. Instead, focusing on the cues that trigger the anger and utilizing relaxation techniques has been viewed as widely effective. While research is still ongoing to determine the underlying cause of anger, cognitive therapy is one method that is effective in controlling and monitoring such behavior. We all get angry, but it is how we deal with the anger that separates those who need anger management from those who do not. How many of you are guilty of yelling at your kids? If you are a yeller, these easy strategies to stop yelling at your kids may provide you with the help you need to change your yelling habits. For anyone who does yell at their kids, you know it’s a hard habit to break. You may be so used to yelling that you don’t even realize you’re doing it. Remember your children will learn more by example than what is told or explained to them. So if you yell a lot, your children are more likely to follow suit. Once you’ve broken that cycle of yelling, you’ll find life as a family is much calmer. Are your children loud? You may have started yelling out of necessity so you would be heard. However, in many cases, yelling is done to release frustrations. No matter the reason for it, many parents who yell are embarrassed and wish things could change. Plan ahead. You know your children are going to frustrate you at some point, so plan ahead how you will handle it. Pay attention to the warning signs such as clenching your teeth or fists, a slight raise to your voice or possibly shaking. * Ask for help. Allow them to give you a signal if your voice begins getting louder. This could be a ‘catch phrase’ which someone not in-the-kn ow won’t understand but you will recognize it as a clue to control yourself. * Develop coping mechanisms. Walk out of the room, take a deep breath or count to ten. Find a coping mechanism that works for you and continue using it when you realize you’re about to yell. Some people snap a rubber band which is around their wrist. * Think about your child’s temper tantrums. Why do they have a meltdown? They’re tired, hungry or frustrated. Are you experiencing the same things? * Pay attention to the times you’re more liable to yell. Perhaps you yell when you’re more stressed than usual. Once you understand when you yell, you’ll be better able to avoid those situations. * Find new ways to get your children’s attention. Don’t yell if your children aren’t paying attention to you. Use a whistle, stand on a chair or try anything out of the ordinary. * If all else fails, seek professional help. Some people have a hard time breaking habits and yelling is one of them. Speak to someone who can hold you accountable or a professional who deals with anger management. They may be able to provide you with the help you need. There are many reasons to stop yelling. It could affect your children’s self-esteem and it causes your blood pressure to rise. Using these easy strategies to stop yelling at your kids, you can change the dynamics of your home from stressful to peaceful. Give it a try and see if these methods work for you. One type of free anger management activity is relaxation, where the individual learns different techniques to help him to relax and calm down before saying or doing anything rash. Deep breathing is one technique individuals can use where they concentrate on breathing deeply in through the nose and out through the mouth, taking a minute to calm down. This breathing should be done through the diaphragm, which means the air should be pulled down toward the gut rather than just through the chest. While breathing, the individual can say a calming word or phrase to himself such as â€Å"calm down† and can picture a soothing scene or person in his mind. Exercise is another free anger management activity that individuals can use to calm down. This does not mean that an individual has to go to a sports gym, but can merely take a time out where he or she walks down the hallway or around the building a coupe of times to get some fresh air, expend some energy, breathe and work to calm down. Another free anger management activity is to work on changing the way a person thinks when he becomes irritated. This includes changing inner thoughts to more constructive patterns such as reminding himself that getting angry does not help or change anything about a situation, only finding a solution or resolution to the situation is helpful. Using a journal or notebook during this phase or reconditioning in free anger management activities can be helpful since some individuals process their thoughts better when written out on paper where they can review them to see which ones are rational and which ones might need to be re-evaluated. In addition to these free anger management activities, it is also wise to plan some fun time into every day so that the individual has time to unwind and let loose of all the burdens that he has been carrying over the course of the day. Many angry people are really at the root stressed out, feeling like they cannot carry any more burdens on their shoulders so that the least irritations seem huge and lead them to anger. Reducing stress also reduces anger in these people and building in personal time can help with this.

Health and safety in a care home Essay

I have gained my A-Level qualifications at City Of Westminster College (Maida Vale) I have studied the following subjects English Literature, Psychology and Media Studies. I have also accomplished certificates at College Of North West London (Kilburn) in IT, English and Math’s. Therefore it is fair to say that I know how to use various Microsoft Office programs i.e. Words, Excel, and PowerPoint, I have gained my GCSE’s overseas in India, New Delhi as an international student following subjects included: Math’s, English, Social Science, Hindi and Science. I believe that I have gained valuable learning skills throughout my educational experience which has set a clear stepping stone into furthering my career. Not do I only learn in educational establishments but also I have learned a great deal on actual jobs that I have done previously. I have gained great skills such as being able to communicate with people from all walks of life, taking responsibilities for my du ties, being able to prioritize my work and take initiative. I have a positive outlook overall on life and believe that I can do anything if I set my mind to it.I have a friendly approach and a positive attitude towards work, I have always been keen on excelling my targets and to constantly perfect myself in any way that I can. I therefore find  feedback very important as it allows me to keep improving the quality of the work I do and review myself through someone’s opinion. As a Market research Interviewer (IPSOS) I spoke to participants from all walks of life about various important issues, this role required me to listen attentively to respondent, be empathetic, accurately input gained responses into the database and reach set targets on a daily basis. I find it important to always be up to date about the latest information, product knowledge and offer someone a service that will leave them with no further questions. I am a keen learner, and at the same time I like to mot ivate others to benefit from the opportunities they have available for them. Communication is very important and my main aim is always to articulate my ideas appropriately and in a way that is understood by everyone. During my time working for Beethoven Community Center as a community worker I have learned to multitask through taking up various duties i.e. by providing educational information for those that sought advice, interpret when needed for elderly residents whom could not speak English, help organize events and trips for local youth. I have gained strong organizational skills, being able to prioritize workload and have always taken full responsibility for all tasks. Having strong administration skills is essential as I had to maintain the database, input clients data acquired during sessions and provide fellow colleagues with up to date information. Being able to liaise with clients and fellow colleagues thus ensuring that everything went as agreed. I have good people skills as I have picked this up early on from working as a Social worker at Caxton Youth Club, I have developed a thorough understanding working with vulnerable people, assist youth with learning difficulties and provide the m with the right tools enabling them to better themselves. I am self motivated and have high level of energy which is a must when you’re working in any sector , as you are constantly on your feet assisting elderly and ensuring that their needs are met at all times. I am very tolerant and flexible to different situations mainly because working with people is always unpredictable. Therefore I find this no problem at all as I am able to adjust myself to different levels from young children to elderly people. I am a good team player as I listen carefully to others when they are speaking and can assimilate the messages into one vision. For  example, if my colleague is part of a project team, I’ll listen to the ideas and concerns of others. I am also patient and respectful to the voice of other team members and understand that to be a team player; I have to have an open mind to other points of view. I am quite flexible in terms of hours/days. I know that working in this field can be both stressful and rewarding however I am fully prepared for all the ups and downs. I can take ownership of projects and make sure that all boxes are ticked upon completion; I take my work at all times seriously. I am the type of person that likes to go the extra mile. I always ensure that I keep myself updated on the actual role I am fulfilling i.e. maintaining administration in the most efficient manner and ensure to being organized at all times. Being open for suggestions for example take negative feedback and transform that into something positive. I am fully aware of my surroundings and easily adaptable to environment and fellow colleagues. I am a quick learner and I want to help make a difference towards other people’s lives. I have gathered early on during my work experiences that I get a great satisfaction from seeing others improve from services provided by me. I have always completed training programs and I am someone whom sees her targets through and I hope that you provide me with the opportunity to prove this to you. I am an open-minded person and take suggestions on board that will help me better my work at all times analytical/logical approach to tasks and the ability to work under pressure. I am able to work well both on my o wn initiative and as part of a team. My main strengths are adaptability, dependability and the determination to get a job done as proven by my varied work experiences. I try to learn something new from every experience because I believe there is always room for self-improvement both personally and professionally.

Conflict in Syria Opportunity for Future Democratisation

Conflict in Syria Opportunity for Future Democratisation Literature Review The literature review seeks to analyse democracy in a conceptual framework that explores the politics of the Arab world against that happening in the rest of the world.Advertising We will write a custom essay sample on Conflict in Syria: Opportunity for Future Democratisation? specifically for you for only $16.05 $11/page Learn More In so doing, it seeks to demonstrate the meaning of democracy, explore democracy in the Middle East, while tackling political science’s view on democracy, and the concept of faith as well as its influences in the Syrian politics to exploit the major issues in the Syrian democratic question. The meaning of democracy The word democracy emanates from two Greek terms ‘demos’ meaning the people while ‘Kratos’ refers to a form of Aristocracy denoting a leadership that is decided upon by the people (Sen 1999, p. 8). In the American context, Lagon (2011) opines that democracy refers to a people chosen government. This definition is shared by other civilised societies that recognise the sovereignty of the people in the concept of governance. However, the lack of universal meaning of democracy has made different societies pursue different approaches to democracy. The lack of universality of democracy could be traced back to the ancient civilisation in the Athens communities where democracy literally allowed only men above the age of 21 to partake active roles in civic activities such as voting and voicing of their opinions in public. The vast economy of the ancient Athena City State pigeonholed on slavery of women who as per the dictates of the systems had no amount of say in the affairs of state whatsoever, nor were they permissible to voice honest opinions in the public. Politics, debate, public utterances, and arguments of any kind were the preserve of men. However, democracy in much of the developing world can never be equated to that prevailing in the developed nations such as those in the west. The overwhelming civil strife in Syria and the raging debate over Assad’s administration intolerance to opposition groupings remains a complex domestic question to solve. Democracy in the Middle East In the years following the Second World War, the world turned its focus from the contest between democracy and totalitarianism to emerging threats such as the global balance of power (Hunter 2007, p. 1). The escalating war in most parts of the world provoked the vast continental Europe to endow their colonial holdings with independence.Advertising Looking for essay on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More In part, the succeeding up-thrust of the newly independent and susceptible nations greatly worried the United States, especially with regard to its positioning in world politics. In the culminating sequence of events, Berlatsky (2012, p. 145) observes that the United States sought to ascertain that the enormous human and massive monetary sacrifices it offered in conquering the Second World War were not in vain, and that the newly established nations would become its allies and further reinforce its eminence as the world power. According to Husseini (2012, p. 234), the power vacuum in the years following the post-war history greatly troubled the United States, especially in the oil opulent and war ravaged Middle East. Much of the Middle East was a deep concern to the West, and this was mainly because of its inclination to communist thinking. In totality, the civic authority was largely presumed in the West as either weak or lacking in form. Another factor that worried the West was the fact that several nations in the Middle East were deeply engrossed in the traditional systems of governance characterised by the Arab dynasties. However, the conquest of the nationalistic movements as well as the collapse of the Pan-Arabism after the overthr ow of Egyptian President Col. Gamal Abdel Nasser shocked several Middle East nations. According to Merrill (2006, p. 29), the 1957 Eisenhower Doctrine took course to extend the primacy of the Truman Doctrine, which essentially increased the US’s commitment and containment to the Middle East. Observers note that this was a move to contain Pan-Arabism nationalistic vendetta, and further sought to check on the proliferation of communism, which, at the time, was America’s greatest headache. America and Europe sought to nurture a democratic system of government in the Arab world to make their regimes accountable and all-inclusive of their people. How democracy differs from one country to another Democracy can never be complete without liberalism. Essentially, liberalism makes democracy to be different from one country to another (Lagon 2011). In an illiberal society, the people are limited in their ability to voice honest opinions. In other words, freedom of speech is curta iled.Advertising We will write a custom essay sample on Conflict in Syria: Opportunity for Future Democratisation? specifically for you for only $16.05 $11/page Learn More In such countries, certain individuals like the poor and women are disenfranchised from all forms of political activities. Most countries in Africa and much of the Muslim world are typical illiberal democracies. According to King (2009, p. 167), most counties in the Middle East, especially those that are currently struggling with shedding off the shreds of the Arab Spring such as Syria have only known the converse of democracy, which is dictatorship. Within the precipice of democracy, right thinking individuals in all corners of the world consider such countries failed states. The word democracy, according to King (2009, p. 168), denotes an all-inclusive political system that drives its power from the people. Therefore, in a democratic society, all eligible citizens have the endowment to participate in decisions that affect them in the concept of governance. Mature democracies such as the United States of America, the United Kingdom, and Canada are governed by representative democracies. Different countries have different attitudes towards the idea of democracy. Many people in different countries have a feeling that promoting democracy should be the preserve of the state. However, in Syria and other Middle East nations, there is reluctance on the part of government to make democracy a central theme in its promotional stratagem (Lagon 2011). Citizens in these countries feel a moral obligation to explore the full meaning of democracy, and, most often, there is substantial rebuttal from the government. A modest minority rule in the Middle East favours promotion of limited democracy in these somewhat friendly authoritarian democracies, which often lead – in some cases – to unfriendly governments. Consequently, majority chose to put both diplomatic and publ ic pressure on the states to reconsider democratic rights of their citizens. The prevailing democracy in the United Arab Emirates, for example, is a substandard type of democracy whose parallelism cannot be argued on the same table with the American type of democracy (King 2009, p. 169).Advertising Looking for essay on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More To a given degree, all these discrepancies in the concept of democratisation of global politic show openly the lack of universality in democracy. Viewing democracy as a western ideology Promoting democracy in countries that view it as a western ideology is often characterised by stiff objection from the governments whose authorities view it as a promotion of strategic policies of the West (Heydemann 2013, p. 60). Of late, there are concrete stakes for Syria, and, indeed, the Arab world in their quest for democratisation – namely, prosperity, pluralism, and greater peace in all parts of the world (Rahbek 2005, p. 245). Controversial pathways of achieving the full dimensions of democracy and the archetypical mismatches between words and deeds continue to cloud appreciation of democracy in Syria. Sharp and Blanchard (2012, p. 267) underscore that the quest for democracy in Syria exhibit conflicting priorities, and the Assad regime holds that promotion of democracy is not a panac ea for the Syrian problem whatsoever. Yet, among the tried, tested, and trusted findings in international community studies, reports hold that established democracies are never at war, especially with their people. Democracy by any means is the preserve of an equal opportunity society where everyone has a say in the concept and nature of governance. Democracy, as Morlino (2002, p. 23) notes, makes sovereignty meaningful; dictatorial regimes make sovereignty a mockery of the people. Other governments, such as Syria advocates sovereignty even when democracy of the people is trapped underfoot. The oligarchies in Syria have vested interests that have continued to deprive their people of meaningful human rights. However, what makes it hard to achieve the wholesomeness of democracy in Syria is the fact that international foreign policy is not cast on a stone. Many civilised societies continue to work with the Syrian government without considering its legitimacy (Henry and Springborg 2001, p. 45). If this trend were not the case, then mature democracies would only enter into any kind of dealing with countries that have attested to the willingness of exploring the full dimension of democracy. Notably, what most civilised democracies fail to figure out is that durable stability emanates from domestic politics founded on peaceful competition in elective politics, which in turn promotes the much-desired conduct by the governments. The premised pretext on elections as a model of democratic fallacy in Syria While periodic elections are important pointers to democracy in the concept of governance, elections on their own do not necessarily constitute a democracy (Shin 2013, p. 2). Liberalism, freedom, and civility matters most. The all-pervasive lack of free and fair elections in Syria shows how there are great discrepancies in the concept of democracy. In remote democracies such as in the Arab world and several African nations, Ehteshami (2008, p. 67) notes that elections a re predetermined, not contested, but awarded to the ruling dynasties, making a sharp mockery to election as a civic duty. In the United States, by comparison, elections are highly contested and candidates are elected based on their suitability to the hold a state office. Overall, it make sense to argue that democracy as a concept of governance, where the citizens freely and equally participate in the civic duties while elected individuals remain accountable to the people’s preferences is a far cry from being achieved in Syria, at least at the moment. Achieving democracy in Syria warrants the masses to unconditionally sanction and steer the essentials ideals of true democracy. This has not been the case not only in Syria but also in the Arab world, as well as in most parts of Africa. In much of the developing world, democracy is only a paper representation to some appealing political tune that thrives under authoritarian rule. Political science’s views on democracy Poli tics is a study that embroils both humanistic and scientific facets of socio-economic and political establishments. As a social science discipline, political science is concerned primarily with the studies of state, governance, politics, political parties, and policies that inform them (Lust-Okar 2006). Political science as a study deals exclusively in the theory and practicality of politics as well as the analysis of political parties and systems of governance such as democracy or authoritarianism. Most constitutions in democratic societies, according to Burnell (2004, p. 5), recognise the existence of political theories with pragmatic establishment of political institutions and practices. Political Science advocates for a highly scientific and fastidious attempt to explore human behaviour and events that have shaped political history and democratic processes. Moreover, political science as a study prepares individuals not just for employment, but also for survival given its effica cy in making informed citizenry that has the capacity to participate in the political processes within political parties and interest groups that nurture democracy (Freeman 2003). Political science further seeks to expand the scope of political advocacy. The discipline holds that democracy is a form of community organisation that explores service by the elected or appointed officials to the people. Therefore, democracy is the power behind the formation of political parties, and its efficacy is usually instrumental in revealing the underlying relationships between political events and the conditions that generate such parties (Jnos 2003). In essence, democracy seeks to construct the general principles for which societal politics works in line with the constitution and the policies under which a government operate. In practice, democracy intersects with political parties, theories of governance, and comparative politics. Political parties in a democracy The aim of every political part y is to position itself to form a government. Political science is more concerned with the allocation as well as the transfer and separation of power in decision-making. Political parties advocate for greater democratic space. In a way, they are effective channels to develop a politically moral society. Democracy guarantees what measures political parties can use to gauge the success or failure of a system within the rights and freedoms bestowed upon them by the constitution. Political science holds that under good administration, political parties are necessary for long-term political growth in emerging democracies. As Noel (2009, p. 2) notes, political parties have been instrumental in advocating for human rights and inclusivity in the concept of governance as a concrete system that seeks to extend the concept of democracy. Political scientists hold that democracy is the preserve of a meaningful civilised society. Without democracy in a society, governments may become a fetter to freedom, thus denying the parties the meaning for which they exist. Accordingly, political science holds that democracy can never be complete without liberalism. Essentially, this fact makes one political party to be different from another, and nations to be different in their approach to democracy (Lagon 2011). Consequently, different societies subscribe to different political positioning making democracy function differently in different societies. As such, democratic political parties recognise the eligibility of all their members, and the citizens have the endowment to participate in decisions that affect them as an entity. Autonomous political parties such as those found in the developed world are governed by representative democracies that recognise the power of the people. The fact that different political parties have different attitudes towards the idea of democracy makes parties to assume different approaches to governance, especially upon the commencement of state power. Promoting the concept of democracy Political science holds that promoting democracy in politics should be the preserve of all people in a society. Many parties would like to have a strong association with democracy, yet they usually fall short of the democratic standardisation measures. As Rahbek (2005, p. 229) observes, memberships in parties that do advocate for social equality usually feel a moral obligation to explore the full meaning of democracy without which, members usually quit. A modest majority rule in political parties favours the promotion of limited democracy in many liberal democracies. Whereas parties are inclined to dictatorial tendencies, the fear naturally is upon the assumption of power by such parties. Parties in power may turn to be more dictatorial, hence becoming undemocratic and consequently unpopular with the masses. In societies that are more inclined to undemocratic policies such as in Syria, the larger majority are usually left out hence yielding a feeli ng of marginalisation and consequently revolt. In such situations, the masses naturally regroup to put both diplomatic and public pressure on the states to reconsider the democratic rights of their citizens. Governance is a duty of every single individual in a society; as such, political parties in Syria must first seek to accommodate the aspirations of the Syrian people to have a wider appeal in the fight towards democratisation of the region (Saikal 2003, p. 293). Political parties that do not nurture democratic policies are substandard types of entities whose efficacy often demeans the concept of typical democracy that the people of Syria yearn for. To a given degree, all the discrepancies in the fight for democracy in the Syrian politics show open lack of a universal concept of democratisation. Political science holds that democracy is paramount in extending the hegemony of political parties; as such, political parties have an obligation to nurture democracy as a practice in all their endeavours. In dictatorial societies like Syria and Zimbabwe that view the West as a threat to their wellbeing, promoting democracy in political parties has always been an uphill task. In Syria, particularly, democracy is more of a western ideology, and often characterised by stiff objection from party stalwarts whose viewpoint mirror democracy as a promotion of strategic policies of the West (Heydemann 2013, p. 64). However, in mature democracies political parties view democracy as a concrete stake in extending the process of democratisation that gives rise to prosperity, pluralism, and greater peace in their regions. Political scientists often argue that without democracy in political parties, parties may end up being extremely radicalised, thus making them seek power through clandestine activities such as keeping private armies to overthrow the government. Controversial pathways of achieving the full dimensions of democracy and the archetypical mismatches between words and deeds continue to cloud appreciation of democracy in regions that does not nurture it in their political outfits. Political parties in Syria, as Sharp and Blanchard (2012, p. 275) note, exhibit conflicting priorities, and the Assad regime may not relent to give more space that is deemed democratic. If all political parties were democratic in Syria, then it would be easy to make elections free, fair, and transparent. Given that the realisation of democracy in the Syrian political parties is far from the truth, political activism within these parties is always imminent. Such activism often seeks to make the political parties more realistic to the desires of their membership. Moreover, political scientists hold that as parties become more democratic, their appeal progresses, thus making such parties secure greater membership. With minimal boundaries to membership, parties become more relevant to the masses, making them have greater positioning to take up the government in a free and f air election. Foreign policy naturally have the feeling of the masses and usually find it easy working with governments or political parties that cherish their ideals. Liberalism in the concept of governance is usually the interest of international community irrespective of which political parties are in power, and they habitually extend an olive branch to all elected governments. Recognising the mandate of political parties that are in government legally helps to preserve democratic appeal while making other less democratic parties to own up and nurture democratic practices (Lagon 2011). Most governments advocate sovereignty at the expense of democracy. Such practices deprive the political parties their meaningful roles in advocating for human rights and democracy in Syria. The popular opinion amongst civil society groups in Syria is that there is need to cut any link with political parties or governments that do not nurture democratic practices. Sheer interests by different bodies make it possible for parties to seek governance regardless of their approach to nurture democracy. The all-pervasive lack of free and fair elections in several parties in Syria show the great discrepancies in the realisation of this moral societal concept. In remote democracies such as Syria, party primaries are predetermined, not contested, but awarded to the ruling dynasties, or the money bugs, making party politic a big sham (Haldon 2010, p. 242). In civilised societies by comparison, party primaries are highly contested based on the suitability of individuals to the hold a public office. The idea of democracy in the developed world makes such governments robust and consistent in the delivery of their pre-election pledges. Overall, it makes sense to argue that democracy is the preserve of most, if not all, political parties. It explores the freedom where the citizens freely and equally participate in the civic duties while elected individuals remain accountable to the peopleâ₠¬â„¢s preferences. With democracy, political parties stand a formidable chance of appealing to the masses, thus making them accrue greater membership in readiness for state duty (Stepan and Linz 2013, p. 18). With greater democracy, political parties have the capacity to rule with the power of majority, which makes parties in power to govern smoothly with limited interference from the opposition. In many parties of the world today, democracy is the measure for which parties appeal for greater membership. As such, the political parties in Syria needs still have a lot to do in order to nurture democracy within their outfits before they face off with the undemocratic ruling regime. Without democracy, even the parties that stand a fair chance of winning elections may become intolerant, weak, and, finally, obsolete. This is so because many subscribers to an undemocratic party may opt out and seek allegiance in other parties that nurture democratic ideals. Democratic participation in Syri a The concept of participation in democratic process as a political or civic duty emphasises the link between the levels to which individuals within a society are informed. Observers of democratic participation reckon that institutional setup may not offer sufficient grounds to establish why some democracies flourish while others wallow in abject political limbo (Sharp and Blanchard 2012, p. 276). Of great importance in any democratic arena are the political orientations of individual citizens and the extent to which such individuals show congruency to the values of the institutions that make up a democratic system. Judging from the nature of political parties and their administration, this congruency is still a mirage. Political parties in Syria have shown a tendency towards militarisation and lack of consistency in the concept of democracy. While arguing the case for consistency with the political domains that characterise a people, active participation in the politics of extremis m is not necessarily the case. What has been the face of politics in Syria is not of active participation, but rather political extremism and ideological intolerance. There is a big disconnect with the knowledge for a greater common good that democracy pursues. Elements of a democratic stability, as Sharp and Blanchard (2012, p. 277) argue, consists of exclusively cognitive mobilisation. This in turn is propelled by an individual’s interest in public affairs as well as the possession of sufficient knowledge and the willingness to participate in a democratic process. Essentially these assumptions hold that individual citizens are doing the society the good whenever they take up their democratic roles in a political process. The logic of civic competence The logic of civic competence and the drive to have an impact in the concept of political life and shape the democratic process of a people delves essentially on the ability to grasp the political concepts that defines a people (Congress of Local and Regional Authorities 2011). Elements such as the logic of civic competence are essential ideals of democracy that the Syrian political landscape lacks in abundance. While this may be construed as true in the Syrian context, other schools of thought hold that active political participation and high levels of self-expression are essential for healthy democracy. In other words, these cliques of people insinuate that individual citizens are ill informed about political issues that characterise a people. The approach to democracy in Syria might be progressing on a lopsided scale considering their militarisation of politics. Whereas the Syrian leaders make little effort to shape the democratic process, the Syrian democratisation process, as Saikal (2003, p. 89) notes, could be under serious attack and great violation by the very people who should shape it, and give it a lifeline. Under these schemes of things, Shen and Liang (2014, p. 235) note that high levels of political consultation and participation are in great demand for a healthy democratisation process. Political scientists view mature democracy under the lenses of active participation in public life with an extremely well informed political background of the institutions of democracy that defines a people. The concept of faith in Syrian politics Faith is the basis of any religion; it is not just the conviction of the actuality of a given principle, rather it is the essentiality of the recognition of a principle as the basis for action. Faith is a complete trust in the Supreme Being, and it is a belief not necessarily based on proof whatsoever. The Islamic State of Iraq and al-Sham (ISIS) known precisely as the Islamic State of Iraq and the Levant (ISIL) has its names and acronyms used interchangeably for the perfection of faith (A precarious balancing act Lebanon and the Syrian conflict 2012, p. 175). Accordingly, with faith, the believer finds the right path, seeks the truth, and s talks out the course of life in the concept of reality. On the other hand, the unbeliever surges towards one misconception after the other while groping into the dark. Faith reveals to the believers the promise of unconstrained progress with the resounding success in the land of the living, whereas ignominy and failure are essentially the category of those who refuse to profess their faith. In fact, the ISIS concept of faith is a revolutionary model. Amongst the ISIS, faith is a tremendously potent doctrine, which is the very foundation of Islam. However, the dissimilarity existing between unbelievers and believers is not the result of clinging to a particular faith. The prehistoric religious divide continues to fuel a resurgence of political hard-line in much of the Muslim world (Council on Foreign Relations 2012). Perpetual struggles between Shia and Sunni Arabs are nothing less than a region sharply divided on political positioning and religious rivalries that threaten to alter t he map of the Arab world. Between the Sunni and Shia Arabs, there is deep-rooted suspicion that spurs violence, creating tensed relationships in the Syrian politics (Council on Foreign Relations 2012). In addition, sectarian affiliation plays an impeccable role in the politics of the Sunni and Shia Arabs in Syria, making democracy hard to realise. While the political standoff between Sunni and Shia Arabs has deep roots in a history of treachery and sadism that runs through the centuries, the government in Syria has made no effort to stem this historic outrage. Shia identity is entrenched in victimhood culminating to the killing of Prophet Mohammed’s grandson, Husayn, during the last quarter of the seventh century. Moreover, the Shia has had a long history of marginalisation and domination by their Sunni counterparts (Council on Foreign Relations 2012). Islam’s dominant faction, the Sunni Arabs, who constitute the world Islamic largest population, view Shia Arabs with s uspicion, and the radical Sunni dissidents have portrayed Shias as traitors and heretics, hence the persistent conflicts in Syria. Conclusion It is no doubt that the mounting sectarian hard political positioning based on an approach to succession politics and differing opinions on Islamic religious conviction continue to spark the revitalisation of transnational jihadist networks that keep on scuttling the democratic process in Syria. Mass support for a democratic process is entirely a good idea for a healthy democracy, especially as far as it is passionately motivated. Concerted support for political militarisation as a process to achieve democracy could a trajectory that defines the path to a democratic meltdown. Self-expression, moral political values and high levels of political participation and consultation reflects a valuation of political tolerance capable of nurturing a mature democracy in Syria. In fact, such values do imply, to some extent, the inherent preferences for a kind of political institution that most efficiently guarantees human choice - knowledge. Since knowledge is the basis of independent thinking, citizens must be well versed with the institutions that guarantee the democratic process to shape the course of their public life. Clearly, high levels of self-expression values and political participation are essential for healthy democracy in Syria. References A precarious balancing act Lebanon and the Syrian conflict 2012, International Crisis Group, Beirut. Berlatsky, N 2012, The Arab-Israeli conflict, Greenhaven Press, Detroit. Burnell, P 2004, Westminster foundation for democracy: Building better democracies, wfd.org/upload/docs/wfdbbd5_noprice.pdf. Congress of Local and Regional Authorities 2011, Youth and democracy: The changing face of youth political engagement, https://wcd.coe.int/ViewDoc.jsp?id=1980145Site=COE/abstract. Council on Foreign Relations 2012, The Sunni-Shia Divide, cfr.org/peace-conflict-and-human-rights/sunni-shia-di vide/p33176#!/ Ehteshami, A 2008, Reform in the Middle East oil monarchies, Ithaca Press, Berkshire. Freeman, G 2003, Political Science, and Comparative Immigration Politics, tulane.edu/~dnelson/PEMigConf/Freeman.pdf. Haldon, J 2010, Money, power and politics in early Islamic Syria a review of current debates, Farnham Surrey, England. Henry, C Springborg, R 2001, Globalisation and the politics of development in the Middle East, Cambridge University Press, Cambridge, UK. Heydemann, S 2013, ‘Tracking the Arab Spring: Syria and the Future of Authoritarianism’, Journal of Democracy, vol. 24, no. 4, pp. 59-73. Hunter, B 2007, American commitment to Middle Eastern stability and containment, http://brookehollidayhunter.com/wp-content/uploads/2012/03/American-Commitment-to-Middle-Eastern-Stability-and-Containment.pdf. Husseini, R 2012, Pax Syriana elite politics in postwar Lebanon, Syracuse University Press, New York. Jnos, S 2003, The change of function of political parties a t the turn of millennium, icps.cat/archivos/WorkingPapers/wp219.pdf. King, S 2009, The new authoritarianism in the Middle East and North Africa, Indiana University Press, Bloomington. Lagon, P 2011, Promoting democracy: The Whys and hows for the United States and the international community, cfr.org/democratisation/promoting-democracy-whys-hows-united-states-international-community/p24090. Lust-Okar, E 2006, Reform in Syria: Steering between the Chinese Model and Regime Change, http://carnegieendowment.org/files/CEIP_CP_69_final1.pdf. Merrill, D 2006, ‘The Truman Doctrine: Containing communism and modernity’, Presidential Studies Quarterly, vol. 36, no. 1, pp. 27–37. Morlino, L 2002, What is a â€Å"good† democracy? Theory and empirical analysis, Institute for International Studies and Stanford University Press, Florence. Noel, H 2009, ‘Ten things political scientists know that you don’t’, The Forum, vol. 8, no. 3, pp. 1-4. Rahbek, B 20 05, Democratisation in the Middle East dilemmas and perspectives, Aarhus University Press, Aarhus. Saikal, A 2003, Democratisation in the Middle East experiences, struggles, challenges, United Nations University Press, Tokyo. Sen, A 1999, ‘Democracy as a universal value’, Journal of Democracy, vol. 10, no. 3, pp. 3-17. Sharp, J Blanchard, C 2012, Armed conflict in Syria U.S. and international response, Congressional Research Service, Washington, D.C. Shen, F Liang H 2014, ‘Cultural difference, social values, or political systems? Predicting willingness to engage in online political discussion in 75 societies’, International Journal of Public Opinion Research, vol. 27, no. 1, pp. 111-124. Shin, D 2013, Is democracy emerging as a universal value? A Contrarian perspective, https://www.yumpu.com/en/document/view/33029136/is-democracy-emerging-as-a-universal-value-asian-barometer. Stepan, A Linz, J 2013, ‘Islamists and the Arab Spring?’ Journal o f Democracy, vol. 24, no. 2, pp. 15-30.

Capital Punishment Ethics Essay Sample

Capital Punishment Ethics Essay Sample Capital Punishment Ethics Essay Capital punishment comprises of execution of a criminal. It is justifiable under the law to counter social ills that affect human life through depriving the criminal the right to life. Moral philosophy under different scholars gives differing views on this form of punishment. The general views either indicate the moral impermissible nature of the punishment as it deprives human life. The second view justifies the existence of it. Your essay has to outline some of the philosophical views on capital punishment. Capital punishment (CP), a retributive form of justice seeks to provide punishment in the same measure as the wrong done by the offender. Stuart Mill, a proponent of the consequentialism ethics states that utility is the standard measure for judgment. The utility also called ’Greatest Happiness Principle’ brings happiness through minimizing any pain. Therefore, consequentialism punishment looks at the net benefits in the future as the reform of the offender, deterrence of similar offenses and safeguarding society. The ultimate goal of CP should be in promoting social utility. In essence, it does the minutest harm with an aggregate of doing the most good to all concerned. CP is, therefore, permissible as a just mechanism based on the social achievement of the desired happiness. Utilitarian looks at the means to an end and not the end alone. Hence, a death penalty may not necessarily be morally permissible based on retribution as deterrence. They further argue that the level of effectiveness of the deterrence arising from a death sentence is not justifiable. Therefore, CP may not be a legitimate mechanism of punishment as the social utility inherent is not warrantable. Additionally, CP only adds up to inhumanity to humanity. In fact, it never erases murder crimes making death penalty an unfair way of administering justice. The second philosophical view borrows from the deontological theories of ethics. These theories stipulate that an act is either wrong or right relative to judicial guidelines. For example, the virtuous ethics which is an act-based theoretical framework promotes the rule of law going contrary to the common good of the people. Underlying its justification for CP is the disposition of good morals to individuals which positively impact on society. Dispositions are cultivated over time which form habits to do right hence, exposition of desirable character. In a way, it deters any form of delinquent behavior in communities. The proponents of the deontological theories such as Aristotle stipulate that retributivism in itself constitute morality. A punishment is therefore meant to serve the moral good in itself. Essentially, a punishment exists not to justify a crime but as a moral commitment as deserved for the wrongdoing. Under Kant’s work on ‘Groundwork of The Metaphysics of Morals (1785),’ he rejects the consequential idea of the achievement of social utility. Kant asserts that crime merits punishment and guilt are necessary and sufficient for judicial punishment. Moral ethics advocates for the good of all people. A death penalty deprives an individual the will to live. Despite the crime done, the punishment should be outlaid with the same weight which does not necessarily mean death. Life imprisonment is one form that can substitute CP yet serve the same purpose. Conquering with the utilitarianism, the punishment should be administered to correct and maintain social utility. CP is unjust when an innocent life gets involved. Life is irreversible and morality calls for just acts that promote human dignity.

Theories of Development Term Paper Example | Topics and Well Written Essays - 1250 words

Theories of Development - Term Paper Example In this paper, I will argue that neo liberalism supports growth and promotes efficiency. This paper will include arguments regarding how neo liberalism has a positive effect on economic development. The paper will begin with introduction of neo liberalism. After that arguments in favor of neo liberalism will be discussed. In the end arguments against neo liberalism will be discussed and refuted. Neo Liberalism became popular in the later periods of 20th century. This school of thought became famous at a time when Keynesianism was declining in popularity. Also the notion of free market and private enterprise became the reason of popularity of neo liberalism all over the world. The growth of private enterprises, alongside with growth of capitalism paved the way for the acceptance of neo liberalism. This particular school of thought was in line with the overall spirit of capitalism and denied governmental intervention in the market. The deregulation that neo liberalism advocated also had cultural affects and therefore this school of thought became famous among economists all over the world. Neo liberalism questioned the utility of government intervention in the economy and therefore advocated free markets and free enterprises. Government intervention assumes that government knows everything about the market and is able to make the best possible decision. This assumption was questioned by neo liberalist economists. They argued that the role of government is not in the best interests of the economy and therefore government should let the markets decide about their course of action. Also on the issue of employment determination, neo liberalist argued that market forces were in a better position to make efficient decisions than government. This is how neo liberalism discourages the role of government in a particular economy. Neo liberal economic theory was attractive for the world because of the freedom it offered to both individuals and