Gullivers Travels :: Literary Analysis, Jonathan Swift

The author of Gullivers Travels os Jonathan active. He was born on November 30, 1667 in Dublin, Ireland (Cody, 1). At an early age his come past away and because of this sudden death Swifts mother soon moved back to England. Swift, in the care of his relatives, was sent to school at Kilkenny Grammar School. He then attended Trinity College but did not finish his schooling because the school was closed because of a revolution occurring in the government (Cody, 2). Swift then moved to England where he became the secretary for Sir William Temple. Shortly after this employment Swift returned to Ireland upon request of his doctors because he was suffering for Miners Disease, a kerfuffle of the inner ear. Shortly after returning to Ireland Swift left Ireland for England once again. In England he published his first work which he did not arise high praise for. Swift left England and returned to Ireland in 1694 to pursue his dreams of becoming a priest in the Church of Ireland and in 169 5 accomplished this dream and was decree (Cody, 3). After about a year, however, Swift returned to England. In England between 1696 and 1699 Swift created a majority of A Tale of a Tub, one of his most noted works (Cody, 4). Also in this time Swift created The Battle of the Books. Shortly after the completion of his work a friend of his past which lead to him change of location back to Ireland with the Earl of Berkeley as his secretary. Then in 1700 Swift was promoted within the church and was instituted Vicar of Laracor and was forced to travel back to Ireland (Cody, 5). The following year Swift was awarded a D.D. systema skeletale Dublin University and a couple years following his first works were published under anonymous.In 1707 Swift was asked to travel to England where he would ask for cave in of tax on Irish clerical income but his requests were denied (Cody, 6). His trip, however, was not a total loss for he got the opportunity to meet Esther Vanhomrigh. She allowed Swi ft to step into the highest levels of semipolitical circles and this allowed swift to spend a lot of the next few years traveling between England and Ireland. Swift, now a figure in the government, became even much involved when he became the editor of a Tory newspaper (Cody, 9). Also in 1710 he began writing a group of letters to Esther Johnson later to be named The journal to Stella.

Consumer Good and Evil :: essays research papers

Consumer Good and EvilWhat is the difference amid good and abhorrence? What is good? What is evil? These are questions we humans ask ourselves at least once in our short lives. Is good remedy? Is Evil wrong? We waste out lives ruminative these meaningful questions. I believe the exposition of good and evil can be defined by the economic services offered to the public. For example the difference between Charitable Crusaders* and Stuff Mart*, Mom and mammillas caf* and McDoogles*, Joes barbershop and Bidel Basson Hair salons*, I believe good and evil, right and wrong, are evident by these stores and businesses. Charitable Crusaders is an independents organization similar to a thrift store. This organization cares for the people they serve. In the month of December they raise a lot of money so they can afford to sell their items cheaper. Charitable Crusaders cares, unlike Stuff-Mart, who is stingy and only care for the profit. They care nothing for the people they serve or the people that they employ. Stuff-Mart is the definition of evil because of its greedy and uncaring ways. Because of Stuff-Marts practices, people have to spend to a greater extent money and life is just overall harder. Charitable Crusaders is good and right because they love the people that they serve. They strive to make the world a better place. Unfortunately, unlike fairytales, the evil wins over good. Stuff-Mart is shopped at more because the quality is better and more survives are available, at a fe e. Charitable Crusaders, being a nonprofit organization, cannot compete with Stuff-Mart and lives off donations. In this case, evil triumphs over the good in the form of profits and overall consumerism. I believe that, sometimes, this is how life works out.McDoogles is the spawn of all evil in the restaurant world. It was crated to be a working girl fast, cheep, and easy But in the process of being so has stopped caring about the people it was serving. Their food is high in fat, unh ealthy and has contributed greatly to the obesity that is becoming rampant in America. Because of its cheap prices it is more readily available than other restraints. If McDoogles is the spawn of all evil then Mom and Paps caf is all that is good and right in the world. These small restaurants are privately owned and well-taken care off. In this respect, the people who own them care more about the people that they serve.

Flowers For Algernon - Comparing And Contrasting Essay -- essays resea

Many popular myths be often converted into television movies. The brilliant fiction novel, Flowers for Algernon written by Daniel Keyes, was developed into a outstanding television film. Flowers for Algernon is about a mentally retarded man who is given the opportunity to become intelligent through the advancements of medical science. This emotionally touching novel was adapted to television so it could appeal to a wider, much general audience. Although the novel and film are similar in name of plot and theme, they are different in terms of characters.The plot of both the novel and film version of Flowers for Algernon share common similarities. They both feature a retarded middle-aged man, Charlie Gor take for granted, who receives an operation to heighten his intelligence. Charlies IQ eventually surpasses human normalcy to reveal that the experiment did prove successful. In both the film and novel, Charlie became even more intelligent than the professors who worked with him. I n the film, Dr. Strauss was embarrassed to reveal that Charlie was smarter than him. That played a milestone event in Charlies identification of himself. Slowly his intelligence began to decrease and he eventually returned to his original state of mind. Throughout the story, Charlie encountered many different emotions that he had never experienced before because he didnt have the common noesis to understand them. The episode when he was at the nightclub with his co-workers gave him the opportunity to experience betrayal and anger. I never knew before that Joe and Frank and the others liked to have me approximately just to make fun of me (Keyes 30). The plot for both versions also carefully depicted Charlies psychological traumas that he suffered after his operation. These outbursts were often caused by romanticistic anxiety and the irritative memories he would recall. Whenever Charlie got intimate with Alice he would tend to get extremely nervous or have a hallucination, causing him to ruin the moment. I dropped a fork, and when I tried to retrieve it, I knocked over a glass of water and spilled it on her dress (56). One of Charlies most painful memories was the one about the locket incident. Both versions did a great job of emphasizing this particular moment. His clothes are torn, his nose is bleeding and one of his teeth is mazed (38). These flashbacks occurred many times in the novel yet the f... ...n the woman at the bar in the movie. Norma, Charlies sister, was another important character who wasnt have in the film. She was part of the reason why Charlie was sent away. As a child she hated Charlie because he would constantly ruin things for her, like the A-Paper incident. Not you. You dont tell. Its my mark, and Im going to tell (81). She always felt like Charlie was a nuisance as well Hes like a baby (81). In the film, Rose wasnt as senile as the novel portrayed her. She seemed to have Normas sense of mercy from the novel which made her character rather puzzling. In conclusion, there was a difference of characters in the film.Although the novel and film are similar in terms of plot and theme, they are different in terms of characters. Charlies emotions and in-person trials were a large part of both plots because the whole story is about his personal maturation and experiences. Intolerance was an important issue in the life of Charlie Gordon because it was hard for him to be accepted anywhere else but the bakery. Although some of the original characters were removed from the film, their personalities were corporate into that of another character.

Women as Objects in A Woman on a Roof Essay -- Doris Lessing Woman on

Wo manpower as Objects in A Woman on a Roof Doris Lessings A Woman on a Roof allows us to understand how some men view muliebrity as specified objects for display and possession. Lessing shows how each of the male characters fight downs and deals with rejection from a woman cheerbathing on a come alongby rooftop. We discover how tercet mens preoccupation with sex keeps them unmindful(predicate) of how their advances may be unwanted and ignorant of their actions possible consequences. All three men share the desire to get this womans attention. Working on a rooftop of a block of flats in the hot, hot, sun, these men seek a diversion from the relentless heat. They whistle, yell, and wave at a near naked woman on a rooftop nearby, but the woman pays no mind to them. Their isolation on the rooftop and the womans relentless indignation fuels the mens decent into a world of lewd behavior, thereby creating an atmosphere of harassment and rejection. They become taunted by this woma ns indifference towards them. All three men have distinctly different attitudes towards the situation they have created. Each has experienced rejection from women. In fact, each displays a level of hardness that affects his attitude. They each react differently to the womans indifference and each take his efforts to different levels. Tom, the youngest, represents a primary level, a man untouched by rejection. Stanley, the instigator, clearly at a secondary level to Tom, shows a man slightly touched by rejection. Stanley hates the blows of rejection to his manhood. Harry, on the other hand, represents a final level where he considers the womans presence trivial. He is long since married and possibly has suffered many indignities with regards to the scowls of women.... ...displayed lessons learned in their attitudes. They knew when to quit. Tom took his unbridled actions all the way because he knew no better. The men return to work the next day with a new distraction on their minds. The weather has changed suddenly and is no longer attractive to sun bathers. Without the presence of the woman on the roof there are no sexual thoughts to preoccupy them. For Tom and Stanley, the consequences of their actions are forgotten and only evident in their new levels of understanding. Works Cited Allen, Orphia J., Short Story Criticism. Vol 16. Ed. Thomas Vottler. Detroit, MI Gale Research, Co., 1990. Atack, Margaret., Short Story Criticism. Vol 6. Ed. Thomas Vottler.Detroit, MI Gale Research, Co., 1990. Leasing, Doris. A Woman on a Roof. The harpist Anthology Fiction. Ed. Sylvan Barnet. New York HarperCollins, 1981.

Comparing Cinderella and Ever After Essay -- Movies Film Ever After Ci

Comparing Cinderella and forever AfterWhen most people conceive of the movie, Cinderella, they think of the animated Disney version with the little mice and the happy ending where Cinderella marries the prince and they live happily ever after. While the movie Ever After is based on Cinderella, it is not animated, tho still has many of the same characteristics as the Disney version. Of course it is not exactly the same, and since it is not animated there are many differences. In Ever After, displace Barrymore portrays the character Cinderella, who in the beginning of this movie is called Danielle. In the very beginning, it shows how Danielles father died and how she went off to live with her wicked stepmother and stepsisters. In Cinderella, both of the stepsisters are wicked, but in Ever After, her sister Jacqueline is not so wicked and usually sides with Danielle. In Ever After, Jacqueline is the not so pretty and guarded sister and Marguerite is the shattering obnoxious p retty one. One similarity is that in both movies, Cinderella and Danielle are servants to their stepmother and stepsisters. They are also not allowed to eat with them, only serve them. In Ever After, Danielles only friends are the other servants of the house, this is similar to how Cinderella is friends with the mice that live in her house. In both cases their friends are always protective and willing to help. In Cinderella, Cinderella doesnt meet the prince onwards the ball, she doesnt even receivedly expect to be going to the ball. In Ever After, Danielle meets the prince in a confrontation where the prince was actually stealing one of their horses. Danielle starts pegging him with apples, but fair as she realizes that he is the prince, she kneels down before him. She apologizes, but the prince is lenient and says he will not punish her. He also gives her money to keep quiet about the whole situation. In Ever After, Danielle repeatedly bumps into the prince. Whene ver she does meet up with him, she makes sure she is dressed like a courtier, so he doesnt think that she is a servant. They start to fall for each other and they spend more and more time together. In Cinderella, the stepmother tries to make sure that one of her daughters is chosen for a wife by the prince at the ball. At first she tells Cinderella that she can go also even... ...nce and Cinderella live happily ever after. In the end of Ever After, the wicked stepmother is called to the palace. She doesnt crawl in that Danielle and the prince are married. The king and queen question the stepmother of lying to the queen. They tell her that if she doesnt tell the truth, she will be killed. She confesses that she lied to the queen about Danielle. Just then Danielle comes in dressed as the princess she has become, and her stepmother kneels before her. The only punishment that she gives her is the punishment that she had to go through herself as a servant. The stepmother and Marg uerite are brought down to the washroom and they are delegate to work. Jacqueline the other sister is not punished because her innocence had been noted. Of course Ever After is a little bit more realistic because it is more like real life. Cinderella is animated and there is a lot more make believe, such as talking mice. Cinderella is also probably aimed at more of a junior audience and Ever After can appeal to a little bit older crowd. Cinderella is one of my all time favorite movies, and know that Ive seen Ever After, it ranks even out up there with Cinderella.

Comparing Cinderella and Ever After Essay -- Movies Film Ever After Ci

Comparing Cinderella and incessantly AfterWhen most people phone of the movie, Cinderella, they think of the animated Disney version with the little mice and the happy ending where Cinderella marries the prince and they live happily ever after. While the movie Ever After is based on Cinderella, it is not animated, except still has many of the same characteristics as the Disney version. Of course it is not exactly the same, and since it is not animated there are many differences. In Ever After, force Barrymore portrays the character Cinderella, who in the beginning of this movie is called Danielle. In the very beginning, it shows how Danielles father died and how she went off to live with her wicked stepmother and stepsisters. In Cinderella, both of the stepsisters are wicked, but in Ever After, her sister Jacqueline is not so wicked and usually sides with Danielle. In Ever After, Jacqueline is the not so pretty and quiet sister and Marguerite is the bum obnoxious pretty on e. One similarity is that in both movies, Cinderella and Danielle are servants to their stepmother and stepsisters. They are also not allowed to eat with them, only serve them. In Ever After, Danielles only friends are the other servants of the house, this is similar to how Cinderella is friends with the mice that live in her house. In both cases their friends are always protective and willing to help. In Cinderella, Cinderella doesnt meet the prince onward the ball, she doesnt even authenticly expect to be going to the ball. In Ever After, Danielle meets the prince in a confrontation where the prince was actually stealing one of their horses. Danielle starts pegging him with apples, but honest as she realizes that he is the prince, she kneels down before him. She apologizes, but the prince is lenient and says he will not punish her. He also gives her money to keep quiet about the whole situation. In Ever After, Danielle repeatedly bumps into the prince. Whenever s he does meet up with him, she makes sure she is dressed like a courtier, so he doesnt think that she is a servant. They start to fall for each other and they spend more and more time together. In Cinderella, the stepmother tries to make sure that one of her daughters is chosen for a married woman by the prince at the ball. At first she tells Cinderella that she can go also even... ...nce and Cinderella live happily ever after. In the end of Ever After, the wicked stepmother is called to the palace. She doesnt crawl in that Danielle and the prince are married. The king and queen question the stepmother of lying to the queen. They tell her that if she doesnt tell the truth, she will be killed. She confesses that she lied to the queen about Danielle. Just then Danielle comes in dressed as the princess she has become, and her stepmother kneels before her. The only punishment that she gives her is the punishment that she had to go through herself as a servant. The stepmother and M arguerite are brought down to the washroom and they are localize to work. Jacqueline the other sister is not punished because her innocence had been noted. Of course Ever After is a little bit more realistic because it is more like real life. Cinderella is animated and there is a lot more make believe, such as talking mice. Cinderella is also probably aimed at more of a junior audience and Ever After can appeal to a little bit older crowd. Cinderella is one of my all time favorite movies, and know that Ive seen Ever After, it ranks right field up there with Cinderella.

The Hunters: Moonsong Chapter Fourteen

flavorless hunched his shoulders miserably. He had come to the subscribe to meeting because he didnt want to stay in his populate simply, but now he wished he hadnt. Hed been avoiding Elena, Meredith, and Bonnie it wasnt their fault, but so much violence had happened around al four of them in the past year, so much death. Hed thought it might be better being around other people, people who hadnt seen how much darkness there was in the world, but it wasnt.He felt up up almost like he was swathed in bubble wrap, thick and cloudy. As the other pledges moved and talked, he could watch them and hear them, but he felt separated from them constantlyything seemed muffled and dim. He felt fragile, too, as if removing the protective layer might make him fal apart.As he stood in the crowd of pledges, Chloe came oer and stood next to him, touching his arm reassuringly with her smal , strong hand. A gap appeared in the bubble wrap, and he could real y feel her with him. He barf his hand over hers and squeezed it grateful y.The pledge meeting was in the wood-paneled underground way where theyd first met. Ethan assured them this was retributive one of many secret hideouts the others were yet open to ful y initiated members. Matt had discovered by now that even this pledge room had s incessantlyal entrances one through an old house serious outside campus, which must have been the one they brought them through that first time, one through a shed near the playing fields, and one through the basement of the library. The ground beneath the campus must be honeycombed with tunnels for so many entrances to end up in one place, he thought, and he had an unsettling picture of students walk of life on the sun-warmed grass while, a few inches below, endless dark tunnels opened underneath them.Ethan was talking, and Matt knew that usual y he would have been hanging on his every word. Today, Ethans voice washed over Matt almost unheard, and Matt let his eyes fol ow the blac k-clad, masked figures of the Vitale members who paced the room behind Ethan. Dul y, he wondered active them, about how the masks disguised them Wellenough that he was never sure if he recognized any of them around campus. Any of them except Ethan, that is. Matt wondered curiously what made the loss asterisker resistant to such restrictions. Like the tunnels beneath the campus, the anonymity of the Vitales was slightly unsettling.Eventual y, the meeting ended, and the pledges started to trickle out of the room. A few patted Matt on the sticker or murmured sympathetic words to him, and he warmed as he realized that they cared, that somehow theyd come to feel like friends through al the sil y pledge bonding activities.Hold up a minute, Matt? Ethan was next to him suddenly. At Ethans glance, Chloe squeezed Matts arm again and let go.Il see you later, she murmured. Matt watched as she crossed the room and went out the door, her hair bouncing against the back of her neck.When he look ed back at Ethan, Ethans head was cocked to one side, his golden-brown eyes considering.Its good to see you and Chloe getting so close, Ethan declared, and Matt shrugged awkwardly.Yeah, Well he utter.Youl find that the other Vitales are the ones who can understand you best, Ethan said. Theyl be the ones who wil stand by you al through col ege, and for the rest of your life. He smiled. At least, thats whats happened to me.Ive been watching you, Matt, he went on.Matt tensed. Something about Ethan cut through the bubble-wrap feeling, but not in the comforting way Chloe did. Now Matt felt exposed instead of protected. The sharpness of his gaze, maybe, or the way Ethan always seemed to believe so strongly in whatever he was saying.Yeah? Matt said warily.Ethan grinned. Dont look so paranoid. Its a good thing. Every Vitale pledge is special, thats why theyre chosen, but every year theres one whos even more special, whos a leader among leaders. I can see that, in this group, its you, Matt. Matt cleared his throat. Real y? he said, flattered, not knowing quite what to say. No one had ever cal ed him a leader before.Ive got big plans for the Vitale Society this year, Ethan said, his eyes shining. Were going to go down in history.Were going to be more powerful than weve ever been.Our futures are bright. Matt gave a half smile and nodded. When Ethan talked, his voice warm and persuasive, those golden eyes steady on Matts, Matt could see it, too. The Vitales leading not just the campus but, someday, the world. Matt himself would be transformed from the ordinary guy he knew he had always been into someone confident and clear-eyed, a leader among leaders, like Ethan said. He could picture it al .I want you to be my right-hand man here, Matt, Ethan said. You can help me lead these pledges into greatness. Matt nodded again and, Ethans eyes on his, felt a flush of pride, the first good thing hed felt since Chriss death.He would lead the Vitales, standing by Ethans side.Everythi ng would be better. The path was clear ahead.Indeed, Keynes posited that economic act was determined by aggregate demand. For the fifteenth time in half an hour, Stefan read the sentence without beginning to comprehend it.It al just seemed so pointless. Hed move to distract himself by investigating the murder on campus, but it had only made him more anxious that he couldnt be by Elenas side, seeing to it himself that she was safe. He closed the book and dropped his head into his hands.Without Elena, what was he doing here?He would have fol owed her anywhere. She was so beautiful it hurt him to look at her sometimes, like it hurt to contemplate into the sun. She shone like that sun with her golden hair and lapis lazuli eyes, her delicate creamy skin that held just the faintest touch of pink.But there was more to Elena than beauty. Her beauty alone wouldnt have held Stefans attention for long. In situation, her resemblance to Katherine had nearly driven him away.But under her cool y beautiful exterior was a quicksilver sagaciousness that was always working, making plans, and a heart that was fiercely protective of everyone she loved.Stefan had spent centuries searching for something to make him feel alive again, and hed never felt as genuine of anything as he did about Elena. She was it, the only one for him.Why couldnt she be as sure of him? No matter what Elena said about Stefan being the one, the fact remained the only two girls hed loved in his long, long life both loved not just Stefan but his brother, too.Stefan closed his eyes and rubbed the bridge of his beak between his fingers, then shoved himself away from the desk. Maybe he was hungry. In a few quick strides, he crossed his white-painted room, through the mix of his own handsome possessions and the cheap school-issued furniture, and was out on the balcony. Outside, the night smel ed of jasmine and car exhaust. Stefan reached tendrils of Power gently into the night, questing, feeling for some thing there. A tiny mind quickened in response to his.His hearing, sharpie than a humans, picked up the faint whine of sonar, and a smal , furry bat landed on the balcony railing, drawn in by his Power. Stefan picked it up, keeping up a gentle thrum of Power between his mind and the bats, and it gazed at him tamely, its little fox face alert.Stefan lowered his head and drank, careful not to take too much from the little creature. He grimaced at the taste and then released the bat, which flapped tentatively, a little dazed, then picked up speed and was lost again in the night.He hadnt been terribly hungry, but the blood cleared his mind. Elena was so young. He had to remember that. She was stil younger than hed been when he became a vampire, and she needed time to experience life, for her path to lead her back to Stefan. He could wait. He had al the time in the world.But he missed her so much.Gathering his strength, he leaped from the balcony and landed lightly on the ground below. There was a flower bed there, and he reached into it, feeling petals as soft as silk.A daisy, fresh and innocent. He plucked it and went back inside the dorm, using the front entrance this time.Outside Elenas door, he hesitated. He could hear the slight sounds of her moving around in there, smel her distinctive, intoxicating scent. She was alone, and he was tempted to just knock. Maybe she was longing for him, just as he longed for her. If they were alone, would she melt into his arms despite herself?Stefan shook his head, his mouth tight. He had to respect Elenas wishes. If she needed time apart, he could give her that. Looking at the white daisy, he slowly balanced it on top of Elenas doorknob. She would find the flower and know that it was from him.Stefan wanted Elena to know that he could wait for her, if that was what she needed, but that he was thinking of her, always.

The Medicine Wheel (Lakota Sioux)

Symbols, such as the medicinal drug wheel, are common among Sioux Indians, especially the Lakota Sioux. The Lakota Sioux believed each section of the euphony wheel had some spiritual significance. To them, the medicine wheel represents enlightenment, growth, strength and knowledge. Each color on the medicine wheel signifies a different season and lifestyle. inside(a) the circle is a cross shape. The cross symbolizes the four directions, and excessively the Four Lakota Virtues. The shape of the wheel represents the never ending circle of life and death.It means the important and the Omega, Beginning and End, and to the Lakota Sioux, represents unity in the Great Spirit. One of the four sacred colors found on the medicine wheel is red. It is located at the outmatch left hand side of the four corners. Red symbolizes several things, including north this (north) symbolizes the passing of the ancient and ancestors. North brings cold harsh winds of the winter season ( ). This cleanin g wind causes the leaves to fall and buries the earth underneath a blanket of snow. Lakota Sioux believed ..If someone had the ability to face these harsh winds, like the buffalo, they have learned patience and fortitude ( ). The element of the North is Air. Air is movement and freedom the clearing of thoughts and the carrier that allows us to manifest our dreams ( ). Air represents the mind. The color red and that section of the wheel also symbolize wisdom. They believed wisdom to be of one of the best qualities, and is usually met in or after death. Red also represents the last expound of the lie cycle afterlifeWhite is the second of the four sacred colors found on the medicine wheel of the Lakota Sioux. It is located at the bottom left corner on the medicine wheel. White stands for youth and friendship ( ). It represents the south. This direction is for warmth and growth since the sun is at its highest peak in the southern sky. The suns rays are mightily in drawing life from the earth ( ). The Lakota Sioux believed life of all things come from the south, so this section also represents the second phase of the llie cycle. The South is where our journey finished life begins with the knowing of self ( )Yellow is the third of all the sacred colors found on the medicine wheel. Yellow signifies the east where the sun rises. This brings us the nix of adventure. The Lakota Sioux believed this to symbolize family and newborns. This is also the beginning of a new day and a new understanding of life and people. On a deeper level, east stands for the wisdom in helping people live good lives ( ). This section is located at the bottom right corner of the medicine wheel. The element of the East is Fire. Fire is the refulgent energy of transformation. Fire contains the great power of expansion ( ). They believed this section of life is to help us find innocence and purity. It is a great path among the rode to spirituality. ominous is the last color section in th e medicine wheel. It is located in the top left hand corner.Black signifies the west, where the sun sets and the day ends. The color is black, not in nothingness, .. but the black of all things( ). It is the color of mystery and of the unconscious. The Lakota Sioux believed the west the be the source of all water, so this section is vital. The great savorbird lives in the west and sends thunder and rain from this direction ( ). Back represents solitude, reflection and growing old. The direction of South was our beginning of knowing who the self is. The direction of the West deepens this knowing through dreams and visions of the prox ( ). They believed the element of the West is earth. Earth is passive, receptive and nurturing. A deep connection with earth is needed to bring ourselves into balance with Universe. Black is the second to last part of the life cycle death.

Ethics and Leadership in Nigerian Universities: a Study of Staff-Student Relationship at the University of Lagos

This article examines the hassle of ethics and leadership in Nigerian Universities from the perspective of inter-personal relationships between ply and disciples, and the implications for attaining the goals of the Universities and the wider monastic order. In a broad introduction, it laments the crisis of state and everyiance in Nigeria, while locating and explicating ethics and leadership as crucial elements of a university.The findings from the study at the University of Lagos indicate that it is mathematical even in the midst of the affable vices pervading the institution for ruled lecturers to positively catch their students in the course of their interaction. The article argues that this will in the end collapse a positive impact on the wider rules of order. It in that locationfore c every(prenominal)s for greater emphasis at upholding honourable acquire at all directs of University administration.Nigeria is a society bedevilled by all kinds of neighborly vice s in spite of the numerous social institutions put in place by the government to check vices and un good air in the society. The country has been undergoing a monumental crisis of state and society beginning from the 1970s (Agbu, 1995). A worri several(prenominal) dimension to this development is the rather silent military capability by many at addressing this problem which portends a grave danger non just to individuals and groups, but alike the survival of the Nigerian State. In this inquiry, the guidance is on the possible interplay between ethics and eadership in Nigerian Universities, with particular emphasis on lag-student interaction. The University of Lagos serves as our case study in order for us to concretely situate our analysis. A key observation made is that within the university system there are different layers of leadership and expected standareds of conduct by both members of staff and students. However, the experience in respect of this has been nearly unpa latable and tending towards what may be regarded as a total deterrent example crisis in Nigerian Universities. In the light of the above, there is the need for us to address our minds to sealed pertinent questions arising therefrom.For instance, What types of deportment do we really expect at the level of staff-student relations? To what extent do the manner of ethical dispositions by academic supervisors influence their students? What are those lesson and ethical determine that we all share which stand help build a in good order university residential area and society? And lastly, how can these ethical and lesson imperatives be made part and parcel of the goals of the wider society? Indeed, it is incontestable that there is a minimum of ethical and moral standareds that is required of a society if it is to survive.There are laws that guide human relations based on the need to go through order, harmony, peace and progress. When these basic laws are neglected, the result is total disruption in the social life of a people (Kukah, 199914). Again, it is primarily recognised that these bear their initial roots from the family as a socialization unit and additionally from the educational institutions as a nervous strainal context for acquiring wider knowledge. Though, it has been familiarly acknowledged that we now live in a knowledge society, it is however lamentable that this same society appears to be totally bankrupt of ethical and moral honours.For Nigeria, it has been suggested that nonpareil of the missing elements in its over forty social classs of existence is the absence of leaders with the requisite weapons of knowledge and character (Anya, 2002 22). On the university system in particular, the crisis of values appears to be the most prominent malaise assaulting the essence of education in the country. It is believed that the situation has degenerated to a point where virtually every care for principle and ideal of the university system has been violated or eroded (Ujomu, 2002 58).Indeed, a recent World Bank study carried out in collaboration with the Nigerian imbed of Social and Economic Research (NISER), and widely reported in the Nigerian press noted the factors responsible for Nigerias educational crisis as including inadequate funding, insufficient and immaterial come uponing materials such as outdated equipment and anachronistic journals, poorly trained and paid teachers, outmoded managerial structures, arbitrary expansion of enrolment leading to englut of graduates and irrelevant program (Obi and Agbu, 200246).The point here, is to recognize that the erosion of values in our universities should not be addressed in isolation, but in tandem with the general decline in university development in the country. Therefore, in examining the issue of ethics and leadership in Nigerian universities, there is the need to factor in the semipolitical economy of the environment within which the Universities are expe cted to operate. We need to interrogate and understand the social and security environments which defy turned the university into what it is currently.However, this is not to say that all hope is lost. In the example from the University of Lagos, the study sought basically to determine whether scrupulous and positive leadership at a community level could significantly collapse to good leadership in terms of transformatory impact at the national level overtime. Drawing from the findings of this study, this article argues that it is possible for transformatory leadership that is based on square-toed ethical conduct to positively influence students engaged in official interaction with members of the academic staff.This assumption if proven, has the propensity of universe translated to the wider Nigerian society. A abstract overview of ethics and leadership What do we really mean by ethics on the one hand and leadership on the otherwise as these allude to each other, and as th ey manifest in a particular social context. Indeed, an examination of a particular social structure can show how true kinds of behaviour will be expected of individuals, and certain possibilities will be foreclosed beca expenditure of the features in the social situation.As observed by Sills (1968160), to study the nature of ethical systems for example, in relation to the social structures in which they are embedded may help us understand why certain actions are thought of as right or wrong in particular societies. Ethics as a concept is basically concerned with standareds of conduct among people in social groups. Hence, ethical values are those norms which are based on sound reason. They refer to the basic human feelings and sense of right and wrong.They lead to the recognition of certain fundamental principles of morality, which are common to all human beings by the very nature that they are humans (Onaiyekan, 199915). In effect, these ethical norms of human relationship do not d epend on culture, race or creed, but simply because they are rational norms that regulate human relationships. This is why it is a great vilification when some people give the impression that general norms of decent behaviour do not apply to them.Whilst the ethical gives an intelligent basis for our actions, the moral and ghostly gives it a divine confirmation and validity. The ethical and spiritual indeed are not contradictory but are mutually reinforcing in protecting and promoting decent norms and values of human existence. Ethics can also be conceived of as the science of morality or the science of examining the nature of moral values, while moral values refer to those things in human character, conduct and social relations which could be judged as good or bad, right or wrong and so on (Uzuegbunam, 1989).On the other hand, values are standards which guide ones behaviour toward the attainment of ones desired goals (Rokeach, 1973). Values make us desire to have or to do somethin g and thus influence our choice of what is worthwhile. Indeed, it is the view of experts that the transmission of values that are desirable to society is the primary objective of education (Peters, 1972). This view highlights the hugeness that should be given to issues of values and indeed, morals in our educational system.Ethics and morals are therefore two positive social phenomena that should be kept on the front burner, and debated vigorously, failing which a society gradually decays. Suffice it to say that one cannot really understand the basis of ethical practices or moral values in a society like Nigeria, unless one is able to understand the level of social organisation or development of that society. The structure of economicalal production, distribution and exchange also go a long way in determining the level or types of ethical practices that exist in the society.In otherwords, the mode of production and consumption patterns, in addition to lingering traditional pract ices all combine in either evolving a morally sound society or the rapid degeneration of existing values. To what extent ethical misconduct and moral decay in the Nigerian society is a function of the economic system, is left to every ones imagination. Closely related to the issue of ethics, is the notion of leadership in our universities. Again, it has been variously recognized that leadership is the most crucial factor in the development of any nation. Lamentably, Nigeria has been identified as facing a leadership crisis.In effect the erosion of ethical values and morals have have with the attendant leadership crisis to form what may be regarded as a crisis of state and society in Nigeria. Leadership as a concept has varied perspectives and definitions. On the whole, it is extremely difficult to give a precise and agreed definition to leadership, because it appears to be a multifaceted phenomenon. However, in very simple terms it could be interpreted as getting others to follow, or getting people to do things, or understood more(prenominal) specifically as the use of authority in decision making (Mullins, 1999253).While Krech et. al (1962), defined a leader as that individual within a group who outstandingly influences the activities of a group, Mullins (1999), understood it fundamentally as a relationship through which one person influences the behaviour or actions of other people. However, a more logical conceptualization of leadership is possible when we realize that within a particular context, such as a university community, there exist different levels of leadership all contributing towards the stated goals of the university.Therefore, the nature, victor or failure of university governance have very much to do with the personal attributes, leadership qualities and management styles of the various leaders within the different levels of obligation in the system (Obikeze, 2003). Therefore, leadership should not be understood as a uni central phenomeno n, around which aspirations are aggregated, it is rather, a complex web of people on the job(p) together within a social context. A crucial point to note is that leadership can be invested in persons, groups, networks and institutions.It is a relational edge involving leaders and followers, who though form a continuum, still remain separate entities in their effort at attaining certain defined goals. It is therefore, necessary to be mirthful to the contradictions inherent in this relationship. Since no leader emerges or endures outside of an institutional framework, it is important to invest in institutions often defined in terms of principles, values and norms that give meaning to and provide the context for leader-follower engagement.Thus within the university environment, leadership should not be construed hardly in terms of those in certain positions of proponent or authority such as vice-chancellors, deans, professors, heads of department and heads of functional units such as the registry (Middlehurst, 199575). It is rather, to be understood as a function that is more broad-based and extending beyond the formal roles and responsibilities of senior post holders. Observations from the universities in Nigeria indicate that a restrictive view of university leadership may not be acceptable or suitable for the harmony, well being and progress of the institutions (Ujomu, 200257).Rather, what is more practicable is a genuine, viable and inclusive approach that offers a more effective and functional university leadership. It is alone from this perspective that ethics and values can better be protected and promoted within the universities. The character of the Nigerian state However, we cannot really understand the origin, extent and manifestations of ethical misconduct and moral decadence in the Nigerian society, without first understanding the character of the Nigerian State.This is one political entity that has been assailed by political, social and econom ic problems of immense magnitude since it became politically independent in 1960. It has experienced military autocracy and generally bad governance, which have had serious negative impact on the consummate society. Positive traditional and family values and norms have been eroded with grave implications for all. Since leadership and followership are part and parcel of the system, there is therefore the concomitant decay in expected performance, as evident in the universities.What has been a great cause for concern is the magnitude of the social malaise in the universities. A term that has befittingly depicted this malaise is what has generally been referred to as the Nigerian Factor, which simply put, is the inability of Nigerians to do things properly the way they should be done, and transparently too. This phenomenon appears to be writ rangy on all aspects of Nigerian life, and basically leaves very little room for matters of ethical considerations and merit.On the whole, a ra ther false impression is given that the wishing of ethics and morals in the Nigerian society is something peculiar to it. Indeed, what we have in our hands is a systemic problem that requires something akin to a social revolution to clean up. Added to this is the fact that the poor state of the economy makes it extremely difficult to preach ethics and morality to a people that not only feel cheated by the system, but also are indeed, hungry. Subsequently, corruption and a lack of accountability constitute two very prominent cankerworms eating external the Nigerian society.Indeed, the rampant corruption is precisely as a result of a lack of accountability in the system. Oftentimes, those who divert public funds to their own use escape the proverbial long arm of justice. This has given others the courage to attempt what has become a rather easy feat. A case therefore, has to be made for a closer attention by all to issues of ethics and values as these relate to leadership at both t he political and non-political levels. This is because most key institutions of the Nigerian society have become victims of corruption and moral decay.Examining the problem of ethics and leadership in Nigerian universities is therefore, just an aspect of this systemic failure, and has serious implications for the social health of the country in the near and distant future. The State of the universities The universities like the other segments of the Nigerian society are undergoing immense changes in character and output. Unfortunately, most of these changes tend to be negative. This development is in sharp contrast to the important goal of inculcating the right moral standareds in the students.In fact, it is not that there is no stated policy on the inculcation of values in Nigerias educational system. It does exist. In brief, these include the respect for the worth and dignity of individuals credit in mans ability to make rational decisions moral and spiritual values in inter-pers onal and human relations shared responsibility for the common good of the society respect for the dignity of labour and the promotion of emotional, physical and psychological health for all (National Policy on Education, 1981).There is therefore, a policy provision for value education in Nigeria, and it is very clear that both education and values are closely related as positive social phenomena (Anameze, 200294). However, recent cases of all kinds of social decay within the universities indicate, that there is a missing element in the approach to education in the country.This is the character element, a very important destiny as oftentimes, it is the educated cadre, those who had received higher education that go on to form the relevant segment of national leadership (Agbu and Agbu, 20023). Generally, the problems identified with Nigerian universities which have some bearing on matters of ethics and leadership are legion, and include the sale of academic handouts by lecturers, and the selling of admissions and marks by staff of the universities (SSAN, 200032).Others include, scandals, graft and graft, victimization, sexual harassment of female students, the proliferation of male and female cult gangs, persistent incidents of rape, female prostitution, obscene dressing and soliciting for favours, homosexuality and extortion, murder, intimidation of lecturers by students, rumour-mongering, examination malpractices and other anti-social activities (Ujomu, 200259). These unethical practices cut across all sections of the university community.At the universities in the southern part of the country, in particular the University of Lagos, a gamut of unethical practices abound. Kindly allow my use of colloquial language at this juncture. These unethical practices include the inflation of marks for students by some lecturers for financial gratification. Inflation of marks by lecturers for what is referred to as poring over, which simply means a student agreeing to have sex with the lecturer in exchange for favourable scores.At the Delta State University, the students practice what they refer to as blocking, which means quickly preventing a lecturer from giving you your correct scores which may be unfavourable by offering money or other inducements to the lecturer before the results are made public. Some other lecturers use agents to collect or extort money from students for the inflation of their marks. Others allow students to take the same examination in their offices, which they had earlier taken in the examination hall for unspecified favours.In some of the departments, as was the case at the accounting system department of the university of Lagos, students engaged in what has been dubbed mercenary activities, by hiring other students to write examinations for them. Indeed, some lecturers go as far as giving blank authorship sheets to students to prepare their answers in advance. Some of those supervising examinations look the other way while their friends, relations, and student clients blatantly engage in cheating. In addition, some lecturers barefacedly plead on behalf of students who had failed their courses.However, these litanies of vices are not limited only to the lecturers. Were the students not willing to bribe, cajole, tempt and threaten the lecturers, these vices will not have been possible. Though, difficult to prove, there have also been instances in which the students use black magic not only to confuse supervisors during examinations but also to threaten them. This is in addition to the everyday threats by student members of Secret cult groups against lecturers.Even the non-academic members of staff are not left out of this orgy of ethical misconduct. They also engage in the alteration of marks in the computer or score sheets where the total scores have been computed for either material or sexual gratification. In addition, they also connive with mercenaries in their clandestine campaigns of chea ting during examinations. I have deliberately catalogued these unethical practices in our universities not only to document, but also to graphically accept to our consciousness the magnitude of the problem before us.Whilst these vices did not all manifest in one day, it is very worrisome that very little concrete measures have been devised to checkmate these vices. Let us recall that the pressure on existing universities to take in more students led to the serious problem of population enlargement which put pressure both on university governance and existing infrastructure (Wohlgemuth, 1998125). The situation invariably gave rise to corruption and sharp practices within the university system. Ethical considerations and cherished values of many yrs standing have now been seriously eroded.However, all hope is not lost in the sense that there are still individuals non-academic staff members, lecturers and students who have over the socio-economic classs refused to be sucked in by this whirlwind of social decay, as indicated by the report of a study instituted at the university of Lagos in 2002 (Agbu and Agbu, 2002). Supervisor Student Relations at the University of Lagos In the study carried out at the University of Lagos in 2002, the object was to determine whether principled and positive leadership at the community level could significantly translate into good leadership at the national level overtime (Agbu and Agbu, 2002).This was done through a questionnaire survey of final year and post-graduate students at the university. A basic assumption upon which we worked was that in spite of the rot in the university system, it was still possible that certain individuals, in this case, some lecturers, may have succeeded in impacting positive leadership values to the students they had supervised, mainly due to the fact of their being principled persons. By principled, we meant a leadership that is characterized by good conduct capable of positively influencing f ollowers or those engaged in a relationship with the leader within a social context.In this case, the University. By positive, we meant behaviour or actions consisting in or characterized by the presence or possession, and not merely by the absence or want, of features or qualities of an affirmative nature. It is therefore, that leadership that is derived from principled leadership, and which is capable of being extrapolated to the wider society. Two hundred students participated in this survey selected through Stratified Sampling Technique made up of 100 final year and 100 post-graduate students from the faculties of Art, Social sciences, Education and Law.The mean age of the participants was 30 years. The questionnaire was designed to measure the perceptions of students in terms of their lecturers leadership potentials and ability to influence their worldview. This was in the form of an Academic-Supervisors evaluation scale, which comprised twenty items to which participants respo nded on a four-point-likert-type scale. For the Design, a 2x2x2 ANOVA design was employed with independent changeables being sex, age and year of study, while the dependent variable are participants reactions obtained with the instrument.The results from the study showed that while the proposition that supervisors do significantly influence their students over time irrespective of whether they were post-graduate student or final year student was positive, there were subtle differences in responses with respect to the other variables of age and sex. However, the post-graduate students probably because of their longer association with their supervisors and of their being more socially conscious than the final year students, exhibited more awareness of having been influenced by their supervisors.Age and sex were statistically weak as variables determining the kinds of responses, indicating that age and sex had little to do with the possibility of being influenced at a certain age. The implications of this study for the wider Nigerian society was that it is possible to identify individuals, indeed role models, in certain positions of authority who could positively influence those with whom they interact. Since Nigeria is in need of leaders that are not only learned and have character, what better place to groom these leaders than from our institutions of higher learning.Conclusion It is self-explanatory that there are serious ethical issues to be addressed in Nigerian universities. However, it is not as if all hope is completely lost. On the whole, it appears that addressing the problem will have to be done at different levels of the wider society, namely family, institutional and national levels. At the national level for instance, is a recognition of the systemic nature of the crises and how this has a linkage with the state of Nigerias economy, and the imperative for Nigerian elites to lead by example.At the institutional level, is the necessity for morally a ccountable university governance that is at the same time effective. Also, at the family and institutional levels is the need to encourage good family values and those individuals who had displayed the virtues of principled and positive leadership from which others could learn. For our universities, the teaching staff who constitute one of the most important inputs towards achieving qualitative education need to be better encouraged. A lecturer-student ratio of 1 to 19 as opposed to UNESCO standard of 1 lecturer to 10 students is unacceptable.With forty-three federal, state, and private universities forty-five polytechnics and sixty colleges of education, it is logical that there is a need for an informed rationalization of our institutions, especially with respect to curriculum (Opatola, 2002 201). Though it is recognized that the morale and motivation of academic staff are grossly inadequate, this does not necessarily justify the grave unethical practices perpetrated by some of th e lecturers. The sale of handouts, sale of marks, admission racketeering and assorted examination malpractices are vices that need to be urgently addressed.Ideally, lecturers are supposed to act as focal points of reference for those things that are principled, honourable and worthy of imitation. What is required now in our universities is the transforming kind of leadership that embodies the characteristics of a focused innovativeness, high moral standards, and a forgiving and deep understanding of the environment in which they operate. The cardinal task of the university education should be the transmission of positive values to the young so that they may learn and acquire character necessary for a legitimate engagement with the wider society.This point need never be forgotten. Finally, every university should endeavour to delineate and present to its staff and students a code of conduct with sanctions as part of their induction into the particular institution. The moral dimensio ns of their jobs as academic or non-academic staff and as students should be understandably spelt out and popularized through frequent sensitization measures. This will go a long way not only in ensuring a modicum of ethical conduct, but also in attaining the goals of the university.

Underwear as Outerwear

According to Vivienne Westwood,a Queen of Punk, Fashion is about eventually becoming naked. She is a designer of yob leaning and new wave, and the most influential British fashion designer of the late 20th century. To be specific, Vivienne Westwood reinventions collections, Madonna has influenced by her underclothing as overclothess idea, she is the first singer who began to split up a corset-style top for her world tour concert. As a result, it has influenced many famous singers, such as Rihanna, chick Gaga and Britney Spears.This trend became the todays mainstream fashion. Thus, underwear as outerwear has changed an aspect of the womens dressing in these day. Before the underwear as outerwear trend, Westwood shocked people by bringing punk culture to the British fashions mainstream. She made the most of British teenagers dressing in punk style. It was a phenomenon of punk on the streets of London. In 1980, the punk movement faded, Westwood started searching the history inform ation for her new collection herself.She introduced the Buffalo Girls collection, this collection was inspired by Peruvian women which was her research. She combined traditional tailoring with her brilliant idea to create petticoats, bowler hats worn with head scarves, featuring layered skirts and adapting bras worn over blouses. It was a first of underwear as outerwears style. The corset was transformed to one of power and sexual freedom for women. Many well-known celebrities, film-stars and signers have worn the corset-style which has been influenced by Vivienne Westwoods design.Also, a lot of famous designers have been inspired by this idea for their collections to show on the runway. If Westwood had not invented underwear as outerwears idea, it would never existed in fashion world. For this reason, it makes women feel more positive and confident to wear. Moreover, underwear as outerwear became Westwoods signature over her all design. Vivienne Westwood is mockery fashion design er, and she does not only sell the clothing style but what she offers is the attitude on her design.Particularly, corset is the Victorian upper class womens underwear that holds the waist and the chest. It was cancelled because it was seen as a symbol of sexual oppression. Westwood solved it by modern sewing with stretch fabric for comfort and converted to wear on both sides. Therefore, her underwear as outerwear style is a variant that conveys to confidence of women who wear, it makes women look both sophisticated and sexy at the identical time. Westwood had changed the image of corset coupled with the way women dress forever.

Internet Filters Essay

When browsing the Internet, determinationrs may encounter a leach. Filters are weapons platforms that remove or block certain items from macrocosm displayed. Four widely used Internet filters are anti-spam architectural plans, web filters, phishing filters, and pop-up blockers. An anti-spam program is a filtering program that attempts to remove spam before it reaches an Inbox or forum. Spam is an unsolicited email contentedness or posting sent too many recipients or forums at once. The content of spam ranges from selling a product or service, to promoting a business opportunity, to advertising offensive material. Spam also may contain links or attachments that contain malware. If an email program does not filter spam, many anti-spam programs are available at no cost on the web CITATION Clark p 35-37 l 1033 (Clarck 35-37). Web filtering software is a program that restricts access to certain material on the web. Some restrict access to specific websites others filter websites th at use certain words or phrases. some businesses use web-filtering software to limit employees web access CITATION Fin14 l 1033 (Finch and Redder).Some schools, libraries, and parents use this software to restrict access to minors. A phishing filter is a program that warns or blocks users from potentially fraudulent or suspicious websites. Phishing is a scam in which a perpetrator sends an official looking email message that attempts to obtain someones personal and/or financial information. Some phishing messages ask people to reply with their information others direct them to a phony website or a pop-up window that looks like a legitimate website, which then collects their information CITATION Lan14 l 1033 (Lane). Some browsers include phishing filters. A pop-up blocker is a filtering program that stops popup ads from displaying on webpages. A pop-up ad is an Internet advertisement that suddenly appears in a new window on top of a webpage. Many browsers include a pop-up blocker. P eople also can download pop-up blockers from the web at no cost CITATION Fin14 l 1033 (Finch and Redder).

Blake is the enemy of all authority(TM) Essay

Blakes poetry very much serves to propagate his anti-authoritarian views and loathing of institutional power. Furthermore, his views often impress upon the reader his legal opinion in the human right for both uncanny and social immunity, unconstrained by established convention. Blakes treatment of the institution of the church and religion is often contemptuous and shows his attitude to what he sees as the hypocrisy of an uncompromising establishment which in his eyes causes misery, rather than nurturing the human sole.In The Garden of Love Blake conveys his anti-clerical pith in the stanza the gates of this chapel were shut and reflects his view of the church as exclusionary. Moreover, the shut gates imply that the path to heaven and God does not array at the foot of the alter, but in individual belief and spirituality. The idea is further reinforced in the poem by the image of priests cover song with briars my joys and desires and thereby placing the priests in the position of Christs oppressors, making them seem malevolent in robbing people of their natural joyful impulse.The alliteration and assonance within the binding with briars further reinforces the idea of a cruel path to supposed salvation. The Marriage of Heaven and Hell challenges traditional Christian theology and makes the statement that Prisons are create with stones of Law, Brothels with bricks of Religion, this conveys his belief that whilst society may restrain immorality, religion can create it. The prisons built with stones of law also symbolise how traditional doctrinal precept has imprisoned personal individuality.Furthermore Good is the passive which obeys grounds. Evil is the active springing from energy epitomises the teaching of the Church of Blakes prison term and is contrary to the sentiments of most coeval readers in an age prizing individuality and condemnatory of passive indolence. The Marriage of Heaven and Hell was composed after the 1789 French Revolution and in a menses of radical ideological and political conflict, therefore Blakes condemnation of apathy is aimed to promulgate his vision of anarchic energy free from the restrain of authority.Reason is the restrict or outward circumference of energy suggests that living purely through ones intellect is what constrains boundless energy, which to him is eternal delight. So in this respect it is evident that the traditional authority given to rationality is seen as preventative to living life to its full as the restrainer or origin governs the unwilling. This indicates Blakes view that the natural human instinct is to discriminate reason and that to act according to reason is tantamount to acting under duress, in the mistaken belief that to oppose reason is to go against the Good which is the passive that obeys reason.In the poem The school Boy Blake condemns school- an institution which tries to teach reason as restricting the childs vivacity in his natural environment. How can the bird tha t is born for joy sit in a cage and sing? is a simile for human imprisonment to show that the environment of the classroom cannot cultivate the unrestrained and joyful energy which Blake reveres. This is in contrast to the sky-lark which sings with the boy when he rises in a summer morn When the birds sing on every tree. This illustrates the bucolic setting, filled with aural imagery and how joy prevails in the boundless confines of nature.The repression of man-created institutions much(prenominal) as school can be contrasted to the freedom provided by nature, where arguably God is the only authority. The nurses song centres on the liberating environment of nature where the voices of children are comprehend on the green and laughing is heard on the hill. This evokes the abundance of delight created by Gods creation of the natural world and how in Blakes time the idyllic countryside of England was yet largely unspoiled by large, polluting manufacturers seeking profit maximisation .The laughing of the children in The Nurses Song virtually becomes as natural as the song of the little birds and shows that in such pastoral surroundings the childrens freedom is boundless just as that of the birds. However, this freedom is circumscribed by the watchful nurse in The Nurses Song in Songs of Experience who reprimands the children saying your spring and your day are nasal in play and in contrast to the well intentioned protection of the children in the first Nurses Song, this poem presages the eventual loss of the childrens natural freedom.However, Blake does not oppose parental authority arising from love, that is in the best interests of the child. Whilst he may rightfully condemn the parents in The Chimney Sweeper (experience) who absorbed their child in the clothes of death And taught him to sing the notes of woe, this is because they are uncaring and hostile to their childs happiness that is anathema to them. Consequently, their authority is destructive and op pressive. But, Blake does not condemn the guiding role of the mother in The Little Black Boy, who taughthim underneath a tree, as her teaching is not commit and rigidly doctrinal, but done outdoors in the natural environment that Blake so venerates. Moreover, at a time when slavery was still legal in England and the general perception of other races was of a racist sort, Blakes portrayal of the boy and his mother in an affectionate manner, devoid of savagery would have challenged the notions of his day. In another radical step away from the customs of his time the introduction to Songs of Innocence gives authority to the child, to which the piper assents. Pipe a song about a lamb./ So I piped with merry cheer paints the child was the origin of creativity and beautiful, with the piper as his instrument. The reference to the lamb suggests that the child has a moral and spiritual purpose and that his youthful innocence makes him more adept than the piper to whom he shoes how to conve y the message through song. However the transience of the childs authority is conveyed in the words so he vanished from my sight which re-establishes the reality of Blakes time when children were powerless to resist the demands of their elders and could not dictate their own wishes or destinies.Blakes focus on authority is intended to make a social and political statement about the customs of his day. Arguably, he does not oppose all authority but merely the kind arising from self-interest and requiring the sacrifice of fellow human beings. His poetry advocates individuality and unrestrained vivacity for life rare for his time and fundamentally preaches unbridled equality.

Chem Lab Mixtures Essay

In this research laboratory, a mixture of naphthalene (C10H8), common table salt (NaCl), and sea sand (SiO2) will be set-apart using the separation techniques in order to demonstrate the properties of mixtures and their ability to be separated by physical means. INTRODUCTIONThis lab was based on the separation of the components of a mixture. A mixture back be defined as a physical combination of two or more pure substances. Separation techniques are use to separate components that are not chemical substancely combined. All of these techniques involve changes in the physical state of a chemical compound rather than chemical changes.The three objectives in this lab were1. Learn the contrary separation techniques which include sublimation, extraction, decantation, filtration and evaporation. 2. Separate three components in a mixture using the separation techniques learned. 3. come across the down percentages of apiece of the three components present in a mixture.The 5 separatio n techniques are1) Sublimation involves the heat of a unattackable that passes directly from the straightforward human body into the gaseous phase. The reverse process where a gas goes into the solid phase is c all(prenominal)ed deposition or condensation. 2) Extraction involves using a solvent that selectively dismiss one or more components from a solid mixture. 3) Decantation involves the separation of a liquidness from insoluble solid sediment by carefully pou shout out the liquid from the solid without disturbing the solid. 4) Filtration involves separating a solid from a liquid through the use of a permeable material such as filter paper. The porous material allows the liquid to pass through it but not the solid. 5) Evaporation involves the process of heating a mixture in order to separate a volatile liquid in the form of a vapor, while the covering component dry.The mixtures that will be separated are naphthalene, common table salt, and sea sand. The separation of this mixture involves three feels which are heating the mixture to sublime the naphthalene, then dissolving the tablesalt with pissing to extract and evaporating water to recover dry NaCl and sand.To determine the percentage of each component in the mixture, this formula can be used. % component= grams of component isolatedgrams of initial consumePROCEDUREA. Preliminary Steps1. Obtain a clean, dry 150-mL beaker and iron out it to the nearest .001g. 2. Obtain a sample of the mixture from your instructor and carefully move out 2g of the mixture into the beaker. 3. Record the lading of the beaker with the mixture inside to nearest .001g and calculate the exact weight of the mixture by subtraction.B. Sublimation of Naphthalene1. Set up and do the sublimation in the hood.2. Place an evaporating dish with some ice on top of the beaker containing the mixture and place the beaker on a wire gauze with an iron ring and ring stand assembly. 3. Carefully heat the beaker with a Bunsen burner un til vapors appear in the beaker. A solid should collect on the underside of the evaporating dish. Continue heating for 10 minutes. 4. After 10 minutes, remove the Bunsen burner from under the beaker and then remove the evaporating disk from the beaker and collect the solid by scrapping it off the dish with a spatula onto a weighing paper. 5. Stir the contents of the beaker with a glass rod. Return the evaporating disk to the beaker and apply the heat again. Continue heating and scraping off solid until no more solid collects. 6. Weigh all the naphthalene collected and record it on the Report sheet to the nearest .001g. 7. Allow the beaker to cool and then weigh the beaker with the contained solid. Record the weight of the naphthalene sublimed by subtracting the weight of the beaker with remaining solid after sublimation from the weight of beaker 1 with original mixture.C. Separation of the Water Insoluble solid state1. Add 25mL of distilled water to the solid in the beaker. Heat gen tly andstir continuously for 5 min. 2. Weigh a second clean, dry 150-mL beaker with 2 or 3 boiling stones to nearest .001g and record its mass onto the data sheet. 3. Assemble the apparatus for gravity filtration as shown in Figure 3.4 4. Fold a military man of filter paper according to the technique in Figure 3.5. 5. Wet the filter paper with water and adjust the paper so that it lies flat on the glass of the funnel. 6. Position beaker 2 under the funnel and pour the mixture through the filter, first decanting most of the liquid into beaker 2 and then transferring the wet solid into the funnel. Collect all the liquid in beaker 2. 7. Rinse beaker 1 with 5-10-mL of water, pour over the residue in the funnel and add the liquid to the filtrate. *Repeat this step once more. 8. Place beaker 2 on the wire gauze with an iron ring and ring stand and heat using the Bunsen burner. As the wad of liquid is reduced, sodium chloride will appear. When the liquid is fully evaporated, allow the be aker to cool down. 9. Weigh the beaker, stones, and the solid residue to the nearest .001g. Calculate the weight of the recovered NaCl by subtraction.D. Drying the Sea Sand1. Weigh a third dry 150-mL beaker and transfer the sand from the filter paper to beaker 3. 2. Place beaker 3 with the sea sand on the wire gauze with an iron ring and ring stand and heat the sand to dryness. When dried, the sand should be freely flowing. 3. Allow the sand to cool to fashion temperature.4. Weigh the beaker and the sand to the nearest .001g.5. Calculate the weight of the recovered sand by subtraction.Results and DiscussionsIn this lab certain separation techniques were used and learned. When measuring the different amounts of the three components of the mixture, all measurements were based on significant figures. Thus, each certain digit plus one uncertain digit was included in all measurements. First, the sublimation of naphthalene was done by heating the mixture. The original weight of the napht halene collected was .070g and after sublimation theweight of naphthalene was .095g. Next, extraction was observed in separation of the water insoluble solid. The NaCl was separated from the SiO2 because of the solubility of NaCl in water and the insolubility of SiO2 in water. Solubility is the ability of a substance to dissolve when in the presence of a certain solvent. The NaCl was state to dissolve leaving only the insoluble sea sand in the beaker with the water. Filtration was overly observed in this experiment when the piece of filter paper was wetted and used for gravity filtration. The NaCl dissolved in the water, and by decantation, the process of separating a liquid from a solid by gently pouring the liquid from the solid so as not to disturb the solid, the NaCl solution was separated from the SiO2. Heating can cause substances to evaporate, which represents a change in state, so the water was evaporated from the NaCl, which left commode the solid NaCl. The amount of NaCl in the experiment was thrifty to be 0.822g, but the original sample with the weight of the beaker included actually weighed 65.001g.Then, the remaining component of the mixture, SiO2, was measured to be .927g once it had dried out. Originally the weight of the beaker and SiO2 was 67.078g. The comparison between the measured plenty of the three different substances in the mixture and the actual masses of the components proved that the substances of mixtures are able to separated, yet still retain their chemical and physical properties. After the components of the original sample were successfully separated, their weights were added together. The measured total weight of the three separate components of the recovered solids was 1.844g. The percentage buffer and percentage of all the substances was found. The percent yield was found by dividing the mass of the recovered solids by the mass of the mixture, then multiplying the answer by 100. The percentage yield for this experiment w as 88.314%.The makeup of that 88.314% is divided between naphthalene at 4.550%, NaCl at 39.368%, and sea sand at 44.397%. Sources of actus reus Ideally, the total percentage should have been 100%, because substances are neither created nor destroyed during these physical separation methods but due to minor errors such as faulty measurements, could have caused this slight deviation from the actual total. One possible lab error that may have affected this outcome is that some amount of naphthalene may have been lost to the air, thus resulting in a lower calculated mass. or because there was not enough ice on top. It can also be possible that accurate weightingmeasurements of the mixtures were not taken.Sample CalculationsWeight of naphthalene after sublimation =(weight of beaker 1 and mixture) ( weight of beaker 1 and solid after sublimation) (68.239)-(68.144)= .095gPercentage yield= (grams of solid recovered/grams of initial sample) x 100 Percentage of naphthalene (1.844/2.088)x1 00= 88.314%ConclusionsThe main concept I learned that was being applied and studied in this lab was that mixtures can be separated into their components by physical means. The purpose of the lab is to become familiar with the methods of separating substances from one another using decantation, extraction, and sublimation techniques. Mixtures occur in ordinary life in materials that are not uniform in composition. It is a combination of two or more substances. Mixtures are characterized by the fact that each of the substances in the mixture retains its chemical integrity, and that mixtures are separable into these components by physical means. In this lab, the starting point was a mixture of naphthalene, NaCl (sodium chloride), and SiO2 (sand). In the lab, it was determined that naphthalene can be sublimed from the mixture without having an effect on the other substances. It was also realized that NaCl is water soluble, while SiO2 is not water soluble. Since the SiO2 is not water so luble, is would remain after the water with NaCl was decanted.

Assess Sociological Explanations of Changes in the Status of Childhood

tikehood is socially construted, this means it is only a human concept and the only reasonableness that pip-squeakhood exists is because union makes it that way. Over time childhood has changed as polar norms and values over each blow of life kick in been different and is still changing at present. Also in different places of the sphere there are different cultures and ethics so therefore their veiw of childhood will in any case be different. As Wagg (1992) states Childhood is socially constructed.It is, in other words, what members of crabbed societies, at particular time, and in particular places, say it is. There is no single universal childhood, experienced by all. So, childhood isnt natural and should be distinguished from mere biological immaturity. However childhood has not always been controlled like this as in pre-industrial times Aries (1960) contests that the idea of childhood did not exist Soon after being weaned, the child entered wider society on overmuch the same terms as an self-aggrandising.However childhood has changed over time and as it says in Item A The development of industrial society meant that childrens lifes were progressively confined, disciplined, and regulated by adults. In historical times law often made no annotation between children and adults and as Shorter (1975) make outs that high death rates encouraged indifference and neglect, especially towards infants. Childhood is much different at once as although neglect is still present, there are laws imposed to protect children, much(prenominal) as the 1989 Child Protection Act.The March Of show up view would agree that childhood is better now than it was cod to laws like this. According to sociologist Aries childhood gradually began to emerge from the 13th century onwards, as schools specialized more in teaching the young since the Compulsory Schooling Act 1880 was imposed tip children to become more educated as adults. This was thought to be the influence of the church as they started to catch out children as fragile creatures of god in need of protection. Childrens clothing in like manner began to change, as onwards there was no distinction between adults and children.However any(prenominal) sociologists have criticized Aries for arguing childhood did not exist in the past. Pollock (1983) for theoretical account argues that society in the middle ages simply had a different notion of childhood from forthwiths. The March Of Progress view argues that today children in western societies has been steadily up(p) and today it is better than it has ever been. Aries and Shorter both hold this view as they argue todays children are more valued, better cared for, protected, educated, enjoy better health, and have more rights than those of previous generations.Due to this more child centered society there are higher living standards and smaller family sizes which gives governments more coin to offer free health care. However The Confli ct View with sociologists such(prenominal) as the Marxists and Feminists dispute this. They argue that society is based on a conflict between different social groups, such as social classes or genders. This view would see inequalities among children, as they still remain unprotected and badly cared for.Gender and ethnic differences may also occur as for example boys are generally allowed more freedom than girls, and also from Brannens (1994) study of 16-16 year olds found that Asian parents were more likely than other parents to be inflexible towards their daughters. There are also many class inequalities between children as according to Woodroffe (1993) children of unskilled manual workers are over three times more likely to suffer from hyperactivity and four times more likely to experience conduct disorders than the children of professionals.There are also major inequalities of power between children and adults. March of Progress writers argue that adults use this power for the benefit and protection of children, for example by passing laws against child labor. However, critics such as Fi reliefone (1979) and Holt (1974) argue that this is an excuse for new devises of oppression and control. Neglect and abuse towards children still occurs in society today as it did in pre-industrial times. Adult control over children can take the extreme form of physical neglect, or physical, sexual, or emotional abuse.Some may say due to figures from charities such as Child Line rising there is a dark side to family life, where children are victims. This shows in some cases the berth of children hasnt changed over time. Childhood has changed more in other ways such as parents have more control over childrens space as there is increasingly close management over children in public spaces such as shopping centres, especially in times when they should be in school.However in contrast to this Katz (1993) describes how rural Sudanese children roam freely both within the vi llage and several kilometers outside it. This shows that changes can still occur but not in some places of the world. Adults in todays society also can control childrens daily routines, for example when they get up, go to bed, have breakfast, etc. Whereas in historical times this wouldnt have been an issue. Adults do enormous control over childrens bodies including how they sit, walk, and run, what they wear, hairstyles etc. hereas in some non-industrial cultures this may not be an issue, and therefore giving children more freedom. Some sociologists such as Postman (1994) argue that childhood is disappearing at a dazzling speed as he says by giving children the same rights as adults, the disappearance of childrens traditional unsupervised games, the growing similarity of adults and childrens clothing and even committing adult crimes lies in the rise and fall of print culture and its replacement by television culture.This is evident as unlike the printed word, television does not re quire special skills to access it, and therefore make it available to everyone, including children and this also shows in Item A as it says childhood and adulthood is once again becoming blear-eyed. Unlike Postman, Opie (1993) argues that childhood is not disappearing, based on a lifetime of research she argues there is sloshed evidence of the continued existence of a separate childrens culture over many years.Child liberationists argue that modern western childhood is oppressive and children today are subject to adult authority. Western notions are also being globalised, as international humanitarianism and welfare agencies have exported and imposed on the rest of the world. In this view childhood is not disappearing, but spreading throughout the world. Overall, there has been many changes in childhood and childrens status over the years, and is different in all parts of the world due to ethics and culture. Many sociologists have different viewpoints about childhood as a life sta ge.

Problem with Evil Existence of God

Today the news is fill with coverage on various natural catastrophes and other related causalities that mint face daily. Anyone kindle visit into their lives or even their neighbors and see the presence of misfortune that surrounds our worldly concern. This problem has brought up the write up of theologys dwellence in religious philosophical discussions. For centuries, gentlemany withdraw tried to dismiss the existence of divinity fudge on the basis of the existence of malevolent. Lets consider where perfection has been placed in peoples lives throughout our history.For the Greeks and Romans gods were thought to personify wisdom, war, and other actions that human existencenesss took (Spitzer 5). As knowledge incubated to gird god was thought to live in heaven, beyond the realm of the planets. He was gestated to give up created life thousands of old age ago. Soon as human knowledge progressed even further weve learned about the Big Bang, DNA, and development (Spitz er 14). It depends that the more(prenominal) humans know, the further back graven image gets pushed. Often, it appears as if humans use divinity fudge as a placeholder for the un cognize, that as we learn more, he gets redefined.Philosophers question whether or not at that place shadow be a wholly pricy divinity that would create such(prenominal)(prenominal)(prenominal) a world where hatred exists. This pursuit is known as the problem of cruel. According to the problem of evil, the extent of evils in the world seems to conflict with the existence of an all-knowing, omnibenevolent, and omnipotent matinee idol. Theodicy is a study where theists be able to get unneurotic and make their causes disclosing information on the compatibility amongst God and evil. This seems to be one of the most perplexing problems theists have to face.In todays world, there ar many differing opinions as to whether a God exists or not. This obviously has been an issue of great controversy because many people worship different gods or no god at whole. I will define theodicy discuss the conflict between an omniscient God and the existence of evil, and cor reply on free will and how it plays into natural and moral evil. Theodicy is the branch of theology that defends Gods levelheadedness and justice in the face of the existence of evil (dictionary. com). Theodicy is a term hat comes from the Greek words theos meaning God and dike meaning righteous. The basic form of theodicy involves these assumptions that God is all full and powerful therefore he is all knowing and that the universe was made by God and does it exist in a dependant upon(p) relationship to God. Also the assumption of the existence of evil and why. (Mackie 150) This suggests that if God is all good and powerful he would choose to eliminate such evils. In the fictitious character of God world all good but not all powerful he whitethorn be unable to intervene in the evils of this world.Or if God was just all powerful and not all good one must scratch he has a malicious side to him to seize all this evil. Assuming that God is all these things two powerful and good if the universe doesnt exist in a contingent relationship to God then he has little to do with the evil. With this being said still leaves the question why does evil exist? The basic approaches to theodicy can be said to take three forms discursive/deductive, evidentiary/inductive, and existential. The logical problem of evil is a deductive one.If God is said to be all good, all powerful, and all knowing why should evil exist. Is it rational to believe in the existence of God? This is Mackies look of the problem God exists, is all good, all knowing, and all powerful. Such a being has no limits to its ability. A good being will eer eliminate all the evil that it can. Evil exists, so God must not (Theodicy Overview). You can agree with the first two statements, but one might grapple the third statement by making t he point that a good being will always eliminate all the evil that it can unless it has good modestness to free that evil.Therefore, a modified displacement of Mackies argument looks like this If God exists, then there is no evil, unless there is a reason that would justify Him in permitting it. Evil exists. There is no reason that would justify God to permit evil. So, God does not exist (Theodicy Overview). The intention easy this argument is to show that God is justified in permitting evil. The evidential problem of evil admits that God and the existence of evil argon logically compatible, the concept of good and faulty ar known to go together. Considering the amount or various kinds of evil in the world solve as vidence against the existence of God. This approach argues that because of the large amounts of evil in the world and the existence of unjustified evil the belief in God is not plausible.We assume that God would refuse to allow such evils to exist that fail in app earance to have any good enjoyment. Here be examples of these objections. It seems that God could have eliminated more evil in the world and still accomplished the divine purposes (Matson 145). Is such a God who does things this way worthy of worship, and therefore, plausible (Matson 145)? With little evidence its hard to prove or negate if something exists. Dealing with a being such as God we may not always be able to understand his conclude for allowing such evils and will not always see his greater purpose for his divine moral teachings. The existential approach often referred to as the religious approach to the problem of evil is the concept of why the suffering is happening to a certain individual and why at this clip or place in this individuals life. Theodicy is now seen as practical more concern with providing answers for those who suffer in specific circumstances.It is often that the existential approach turns from asking why God would allow such evils to happen to i nstead how one can go to God in depend for him to servicing relieve them of their problems and find ways to make suffering and evil more tolerable. The focus is on how believers should respond to God during their tribulations for example turning to faith, testimony, and worship. This is an overview on theodicy and introduces some of the main concepts that sets its foundation. in a flash the conflict between an omniscient God and the existence of evil seems to get very complicated.God is referred to be omnipotent, omniscient, and omnibenevolent simultaneously. If God is omnipotent this fashion he has power over anything and everything. If God is omniscient this means he is aw be of all things that go by and if he is omnibenevolent this means he is wholly good. It would seem rational to believe that an omnibenevolent God would be of nature to relieve suffering wherever it is happening (Swinburne 67). An omniscient God would know when people are suffering, how they are suffering, and how that suffering may be relieved. An omnipotent God has the power to alleviate those who are suffering from their sufferings.So why does God allow evil to exist? Maybe God allows evil to exist because it is needed for some greater good. For example, when a parent gives a child bad tasting medicine or has the child undergo painful surgery. From the childs perspective they would feel as if they were being penalize for something or enduring a form of evil. When this isnt the case at all the parent is sole(prenominal) looking out for the childs best interest (Swinburne 100). The child shows ignorance of the parents reasoning for forcing him/her to undergo the temporary pain and so the child finds this treatment unjust when in actuality it isnt.Perhaps we can use the metaphor of the childs perception of his parents action to God and our perception of his creation of evil. For we cannot deny that some good the childs mind cannot even conceive may justify the parents in permittin g the child to suffer. And by analogy, wont the same be true of God in relation to us as his children (Theodicy Overview)? This can conclude that we are sometimes unable to see the bigger picture of Gods purpose when it comes to human suffering. God may be teaching us the secrets behind the moral code. Like what is just and in just.We are being taught moral responsibilities and moral traits to help us reach a greater good that God perchance has in store for our lives. almost still argue that this isnt the case at all. There are still many evils that dont necessarily seem to produce any good or help in the counter-balance between good and evil. One incident that comes to mind is the Holocaust. It was a horrific flow of time in our history where genocide occurred. It is hard to believe that an all-powerful and all-knowing God would befit powerless in preventing the nightmare in Auschwitz.Also if God is omnibenevolent we would ponder on the question how can he let something so mal ice take place on innocent lives? Is it reasonable to believe that all evils can be explained to where they occur to result in a greater good and that we are somehow unable to always make sense of why such and such thing are happening? It is possible that a massacre shooting at a school resulting in the devastation of many young lives may serve to promote a greater good, but it doesnt seem likely. Now there is a distinction between the good parent and the good God.In such cases where a child is undergoing pain which they are incapable of understanding the parent is there to reassure them of their bash and give them useful insight on better understanding their situation and what it is their going through. There are numerous people who go through prolonged suffering who are consciously unaware of Gods presence. Going back to the incidents that occurred in Auschwitz it is unlikely that the majority of prisoners felt Gods mania and reassurance. They most likely felt abandoned and un- loved.Many would have to question where was God during this time and what fibre of parent does this make him. It appears that God acted like a negligent parent with a cold heart. With that being said we can make the assumption that God doesnt exist or the good-parent analogy fails. This argument that God allows evil to exist to show us the greater good seems to be implausible collectable to the particular that such horrendous evils fail to show the greater good they are meant to produce. There are two basic forms of evil which are natural and moral.Natural evil is when the world experiences suffering caused by disease, earthquakes, floods, crashes, and so on. Moral evil is when someone chooses to act ill-mannered based on human will. Now natural evil cant be prevented and is easily misunderstood to why God allows such natural disasters to occur. Where moral evil is based upon each individual and their code of ethics, how they differentiate right from wrong. Some argue that God pu nishes people based on their actions because we have the ability to choose whats good and whats bad.This is where the free-will defense can cover moral evil, but it fails to cover natural evil. It is believed that God created man to possess free-will allowing him the freedom of choice. With the freedom of choice there becomes conflict when you have to make the decision between right and wrong. The fact that we have been taught to know what is right should benefit us when it comes to making the better decision, but that isnt always the case. Due to the various temptations we have in our gild many of us continue to fall short of the moral code. If God has made men such that in their free choices they sometimes prefer what is good and sometimes what is evil, why could he not have made men such that they always freely choose the good (Mackie 164)? It is easy to assume that such a being as God would want his creation to be wholly good like him, but this isnt the case at all. Some argue that if God was to have created us to always freely choose good we wouldnt be entirely entitled to freedom. If we were being forced to choose one way or the other we wouldnt be choosing freely.Without the ability to choose what is wrong we would no longer have to deal about greed, lust, violence, and other evils because they would no longer be a choice of ours. We would be free from temptations and plainly have innocent inclinations, and so could not exemplify the moral value of resisting and overcoming temptations to do wrong (Mackie 165). In conclusion, I do believe in the rationality behind the existence of God. Just because there is a problem with evil and a disagreement to why God would allow such evils to exist I feel there is a greater purpose behind Gods plan.The evils that are apparent in our society today teaches us the value of ethical motive and the importance in having them. We are able to step alfresco ourselves and our heart goes out to those we see suffering fro m deprivation all around the world. The idea of God being omniscient, omnipotent, omnibenevolent while there is an existence of evil seems to be problematic unless you can believe in the fact that it is possible we are incapable of comprehending all it is God is trying to teach us. For God to be opposed to remove the devastation in this world there would have to be good reasoning behind all of this.To believe in God you are exercising your ability to have faith in a higher power. You are choosing to believe in something that has yet to be proven into existence. Faith is known to be very important to God and it is through the trials and tribulations you turn your faith towards God in search of comfort and understanding. I do believe that during the hard times God waits for us to turn to him and aver in him that he has the ability to mitigate all our problems. It is necessary to experience or witness evils in the world because it is a way for us to build our faith and come into a cl oser affiliation with God.By God creating us having free-will this allows us to choose from what is good and what is evil. We are able to establish morals and learn the virtues of life. The great thing about this is that these lessons only come if we choose to learn them. It is our choice what we allow to dictate our lives. I believe if we are ever going to be able to see or comprehend what Gods divine purpose is for allowing such evils to exist we need to become more like him. Abiding by the laws of God is an option , a choice that he has left up to us.