Escape from the Long Arm of the Law Essay Example | Topics and Well Written Essays - 1250 words

Escape from the Long Arm of the Law - Essay Example The dialog finds Plato's mentor and narrative mouthpiece imprisoned and awaiting execution, a result of the trial in which he was found guilty of corrupting the youth of Athens. Crito, a friend of Socrates, has come to prison to visit the condemned man and to advocate that Socrates escape from jail. Socrates will have none of it, and instead engages Crito in one of Socrates' famous dialogs, all in an effort to prove that Socrates cannot flee the punishment of Athens in a way that does not do serious injustice. To justify his claims, Socrates introduces the character of the Laws, voice of the legal charter of Athens. The Laws ask Socrates to stay where he is, to avoid even thinking about escape, since doing so would invite the utter ruination of Athens as a whole: â€Å"Do you imagine,† the Laws inquire, â€Å"that a city can continue to exist and not be turned upside down, if the legal judgments which are pronounced in it have no force but are nullified and destroyed by priva te persons† (Plato 50a-b)? If anyone could simply escape their punishment whenever it didn't suit their own desires, they would be bending laws past their breaking point, since punishment would never have any meaning. Socrates concludes that such a stance is unacceptable. To explain his position to Crito, who is obviously predisposed to the opposite position, Socrates offers a couple of analogies, each of which highlights Socrates's subordinate relationship to the Laws. The law, he contends, is like a father or a master, and Socrates is the child or the slave—in either instance, neither the child nor the slave has the legal right to retaliate against the parent or master simply because they did not like their treatment in one particular instance. In a similar fashion, Socrates benefited from the laws regarding marriage and childrearing, and he cannot simply pick and choose such that he gains all the benefits but suffers none of the consequences. It helps his claim that the Laws have been personified, thus making a set of very diverse laws seem as if they were crafted together and objectively (which seems unlikely) and Socrates clearly believes that because one cannot separate out the Lawsone wants to obey from the Lawsone does not, then one must submit to the force of law in general. This is true even if the law ultimately produces an unfair or even unjust outcome. The price of that one small injustice does not justify committing a grave injustice by disobeying. I believe that the logical result of the Platonic view is nothing less than authoritarianism. There exists little wiggle room in Plato's formulation; the law commands and the citizen obeys. Socrates argues that the greater injustice comes from violating the laws, but what is the threshold at which such a statement can be made? If the state orders the infanticide of second or third-born children because of concerns over population density, or if the federal government declares that cancer p atients can only take marijuana if it comes in a pharmaceutical company's pill form rather than an inexpensive and more effective joint, does one really have to just shrug their shoulders and obey?

Picture Book Essay Example | Topics and Well Written Essays - 1000 words

Picture Book - Essay Example â€Å"What brings you here to Honey Hollow?† Marie kindly inquires. â€Å"Oh, is that what this dump is called? I come from Antartica. Had to swim all the way here to save myself from the horrendous oil and gas explorations of those horrible men! They dig, and dig, and won’t leave us alone. One day, my friend, Shalimar, God bless her soul, was killed because the men were afraid she would kill them first.† Ursa Major came out from his room wondering what the ruckus was all about. â€Å"What’s goin’ on?† Marie stepped forward and introduced Aurora and told him her distressing story. â€Å"Well then, my friend, you are welcome to stay with us as long as you need.† Ursa Major decided. Serenity squeezed Aurora’s paw and showed her the twinkle in his eye. The next day, Ursa Major and Marie seriously discussed their fears about what man is doing to harm nature. â€Å"Those poor Polar bears getting disturbed in their homes because of gas?† Ursa Major asked. â€Å"Oh dear! It’s not only them, it’s us too! Imagine the group of men who arrived in trucks last week. Did you see the monstrous machines they have? You know what I think? I think they’re out to cut down trees! Oh, darling, what will happen to all the forest animals? They would lose their homes! And my sweet Serenity†¦ I hate to think he will grow up without trees around him. What should we do, Ursa dear!† Marie cried. Ursa Major bowed his head and slowly shook it from side to side. Serenity’s best friend, Mackenzie is a charming bear from Antigonish, Nova Scotia. She loved treasure hunts! Today, she wanted to look for golden nuggets that she believes are kept by fairies for smart little bear cubs to discover. Instead, she chanced upon a nest with blue spotted eggs. She looked around and realized that all the tall trees she knew were gone. She didn’t see it at first because she had her head bowed down

The Writing Process Essay -- Education, Recursive Process

Scores of composition instructors agree that writing should be taught as a recursive process, rather than a liner process, and they also agree that most writers employ certain writing strategies as they produce drafts. Sandra Perl’s article, Understanding Composing† shares these beliefs because she states: â€Å"writing does appear to be recursive, yet the parts that recur seem to vary from writer to writer and from topic to topic† (142). Perl explains that throughout the writing process, writers employ a â€Å"forward-moving action that exists by virtue of backward-moving action† (141). Furthermore, Perl claims that when writers plan, draft, and revise their writings, they use a process she labels as retrospective structuring which involves attending to a writer’s a felt sense, returning to the topic presented, rereading what has been already written, and reassessing the words written (145). Perl claims that the most important retrospective structuring feature involves writers paying attention to their felt sense, a term she borrows from Eugene Gendlin, a philosopher at the University of Chicago (142). Perl defines a writer’s felt sense as a bodily experience or nonverbal thought that â€Å"surround the words, or to what the words already present evoke in the writer† (142). Moreover, when writers use the process of felt sense they pause and react to â€Å"what is inside of them,† and writers seem to focus on â€Å"careful attention to one’s inner reflections and is often accompanied with bodily sensations†(Perl 144). Furthermore, Perl believes that skilled writers employ their felt sense unknowingly while unskilled writers can be taught how to pay close attention to their felt sense (144). Perl then describes that when presented with a topic, w... ...g (147). I believe that Perl offers some valuable insights to the composing process, and I agree with her that writing is a recursive process. As an English tutor, I always encourage my student to reread what they have previously written. In doing so, many students will discover that some sentences in their drafts †just do not sound right† and they are now able to make the necessary adjustments, making their writing more coherent. I also believe that rereading key words in the topic helps students generate new ideas and the key words in the topic could be used during a prewriting activity, such as creating a clustering diagram. Lastly, I am elated that Perl provides a name to something that cannot really be explained—felt sense. I will now be able to tell my students to â€Å"call up† their felt sense as way to aid with their writing.

Sonnet 129

The poem Sonnet 129 focuses on human lust and its inevitable stages of shame. Shakespeare promotes the theme that as a result of lust there is only corruptness, whether it be while one is â€Å"in pursuit† (9) (in the future tense), â€Å"in possession† (in the present tense), or after the fact (in the past tense) when it proves â€Å"a very woe† (11). The negativity of lust is extremely reinforced in only the third line of the poem with a chain of adjectives to describe lust: â€Å"Is perjured, murderous, bloody, full of blame, / Savage, extreme, rude, cruel, not to trust† (3-4).This word choice exemplifies strong and ruthless voice that one would not usually categorize with lust. A simile is used to expound the consequence of lust by comparing it to when a fish is tricked by â€Å"a swallowed bait† (7). When a fish takes the bait with the hidden hook, the barb on the hook encases itself inside the fish’s flesh. This is an accurate compariso n to lust because the energy the fish exerts directly correlates with how deep the hook is buried. Correspondingly, just like when one is lustful, he or she is unavoidably doomed; that is, trying to escape the shame worsens the situation.Also, Shakespeare touches on the deceptiveness of lust: at first one is convinced lust is not a problem, merely â€Å"A bliss in proof† (11); however once realized and â€Å"proved† (11), the struggle with lust ends up being problematic. Moreover, Shakespeare expresses the shamefulness of viewing lust from â€Å"behind a dream† (12), the consequently terrible feeling one feels after lusting. The organization of Sonnet 129 helps convey Shakespeare’s idea about the tangles created by lust. The rhyme scheme is ABAB CDCD EFEF GG.This organization of rhyme forms a sense of always searching for a conclusion to the rhyme, as one reads one line and then the next in search for an end rhyme. There are no periods for the first 12 li nes creating a lack of pause, which forces one to read the entire poem through in a hastily manner. This all exemplifies the theme of lust because the poem reveals how once one lusts, they are never satisfied whether it be before, during, or after the lusting just like how as the reader is always propelled into the next word or phrase.The last couplet of the poem â€Å"All this the world well knows; yet none knows well / To Shun the heaven that leads men to this hell† (13-4) finally breaks the hurried 14 lines. In this couplet, Shakespeare explains that everyone knows lusting is a sin and it is always visible to God. This is an appropriate conclusion for this poem because it is reiterating the seriousness of lust and the Christian stance that lusting, in the end, will place you in hell.

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The Leadership Lessons of Jesus Christ Essay - 4531 Words

The Leadership Lessons of Jesus Christ When we talk about Jesus as a leader, we may imply two different forms: Jesus as the only Son of God, God of the universe, or the risen Christ as being one with God; or Jesus as the 1 st century flesh and blood human being, the historical figure. Since the purpose of studying leadership is to improve ones own leadership skills, it makes sense to analyze Jesus applicable traits, actions, and accomplishments as a good leader—in his historical role—so his leadership skills can be feasibly related to ourselves as human beings. I will attempt to analyze, using modern leadership criteria, how Jesus of Nazareth, the Jew and carpenters son, was an effective spiritual leader of his time. Let us first†¦show more content†¦Jesus gave a frank opinion about his purpose when he said, â€Å"Do not think that I have come to abolish the Law or the Prophets; I have not come to abolish them but to fulfill them† (Matt. 5:17). Cronin adds, â€Å"Leaders are people who know who they are and know where they are going. . . . [They] must be self-reliant individuals with great tenacity and stamina† (36). So aside from the common interpretations that Jesus was the Son of God or the Messiah (sent to earth to be king and deliverer of the Jews), Jesus was an intelligent man, who usually knew what to say and when to say it. N.T. Wright writes, â€Å"Jesus spoke of himself as a prophet, he behaved as a prophet, and when others referred to him in this way he did not correct them† (33). Before we can explain how Jesus articulated his vision, we must first examine what his vision was. Wright writes, â€Å"Jesus was a first-century Jewish prophet announcing Gods kingdom. This was the very center of his mission and message† (33). Most likely, Jesus would say his goal was to do Gods will in order to fulfill the prophecies (as predicted in the Old Testament) and save the â€Å"lost† (Matt. 18:11, Luke 19:10). Since he was sent to earth as a means for people to get to heaven, his vision was that people could developShow MoreRelatedLeadership Lessons of Jesus Christ4625 Words   |  19 PagesGreg Meholick Research Paper The Leadership Lessons of Jesus Christ When we talk about Jesus as a leader, we may imply two different forms: Jesus as the only Son of God, God of the universe, or the risen Christ as being one with God; or Jesus as the 1st century flesh and blood human being, the historical figure. Since the purpose of studying leadership is to improve ones own leadership skills, it makes sense to analyze Jesus applicable traits, actions, and accomplishments asRead MoreLeadership Styles : Jesus As A Servant Leader914 Words   |  4 PagesLeadership Styles Jesus as a Servant Leader Leadership from a Christian perspective focus on theological expositional, worship facilitation and communication skills. 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Students At The University Of Alabama - 1033 Words

The number of students attending the University of Alabama has reached a new high of 37,100. That number is a 2.4% increase from 2014 (uanews.ua.edu). As the number of students is predicted only to increase in the years to come, the University must reflect on the housing options for these 37,100 students. Freshman students required to live on campus face a difficult situation--lack of housing. With that being said, the best and most efficient way to cope with the ever growing population is to allow freshmen to live off campus, and build more apartments around campus to allow thousands of more students to have places to live in the future. Providing housing on campus for nearly 8,000 freshman students is nearly impossible. The Presidential Villages house 1,840 students. Blout, Bryant, Bryce Lawn, Burke, Friedman, The Highlands, Lakeside, Parham, Paty, Ridgecrest, Riverside, Somerville, and Tutwiler house roughly 5,000 more students. These freshman options barely fit the ever growing n umber of new students coming to Alabama. The University of Alabama board of trustees recently approved a $124 million dollar project to tear down and rebuild Julia Tutwiler Dorms. The dorm currently houses 1,000 freshman girls. The Tutwiler Dorms are due to be torn down at the end of the 2017 Spring Semester. The new building is scheduled to be finished in 2020. The new building will include a parking deck and be able to house almost 2,000 women. The board also approved of new dorms to be builtShow MoreRelatedStatement of Purpose to Become a Nursing Student at University of Alabama677 Words   |  3 Pagesgenerously and courageously lead other fellow nurses. Since I graduated three years ago, I have had two certifications in Basic Life Support (BLS) and Advanced Cardiovascular Life Support (ACLS), which have enabled to work effectively at Emory University Hospital in Atlanta, GA as a RN, in GI and Pulmonologist labs. 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