History Of Our Fear Of Aging Philosophy Essay

History Of Our Fear Of Aging Philosophy Essay Abstract The fear of aging and death in America has grown into quite the headache. People today seem more concerned with their physical appearance and age than they are with their physical or mental health. Not only is this a factor, but the media, as well as the commercial sales industry, are taking advantage of this fear and using it to their advantage. This fear grips people for many reasons, but the 2 biggest are: 1.) they are afraid of the unknown, and 2.) they are afraid of being alone. Americas Fear of Aging Many people today are convinced that if they can just lift one more weight or just run one more mile, they will never get old. Even if they dont give in and end up getting cosmetic surgery or spend too much money on expensive anti-aging creams that dont work, there comes a day when its too much effort any longer to keep up the fantasy. What began with simply trying to look pretty has become a never-ending battle to be or to find the next fountain of youth in America. If someone has age spots, theres a cream that for that. If you have stretch marks or cellulite, theres a salve or lotion for that. Dark circles under your eyes? Theres a tonic for that as well. Give it time and Apple will develop an app for all your cosmetic woes! Fears and concerns about growing old are being addressed by those who are growing old. They arent content to sit idly by and let death come swooping in on them. Instead they have become more proactive in the fight against the clock (e.g. participating in more physical activities, sharpening their mental abilities via games, puzzles, being more socially interactive with others, etc.). Our Fear of Aging Americans today are in a constant push to keep up with trends. Buy this new car, try this kind of new weight loss shake, etc. Not only do they push you to buy their product, they also bombard you with reasons why their product is so much better than their Brand X competitor. The biggest culprits: The Cosmetic Industry. The message being broadcast by the cosmetic industry is if theres something you that you dont like, well fix it. Bayer (2004) said that from 1997 to 2001, cosmetic procedures increased 311% for women and 256% for men (p. 9). But why are we so afraid of being perceived as old? I have a rule that I can apply to practically anything in life: Everything is just a matter of perception. much like the dichotomy between good and evil. In a standard story or movie, the good guy perceives his actions as being in the good, but the bad guy also sees his actions to be in the good. And each perceives the others actions to be bad. But how they are perceived is determined not only by them, but by outside sources as well (e.g. the readers of the story, the viewers of the movie, etc.). In America, people are more concerned with the perceptions of others rather than of their own. But since when have we let the views of others govern our self-esteem? Growing old shouldnt be viewed as such a bad thing. In some cultures, being old is viewed in an opposite light. There are cultures in which aging is welcomed, as age signifies wisdom. This is usually accompanied by deep respect, honor, and reverence, which ensures that the elderly are well cared for by family members. This is the goal of people in these cultures; to live long enough to get to this place where they can be revered by the younger people for their knowledge and wisdom. In todays society, old people are laughed at and scoffed at by younger people. Old people have become a punch-line for numerous jokes and stereotypes. Rarely are they looked up to for their wisdom; they arent respected for what theyve done in their lives to be able to have the wisdom and knowledge that they do. Younger people laugh at them because they are afraid of getting old just like them, as well as being afraid of looking as old as them. But what drives this fear? The answer is simple: when we get old, we are afraid that we are more than likely going to end up being alone. As we age, our physical appearance drastically changes. Our hair loses its color, our skin loses elasticity which results in wrinkles, we get liver spots, and the list goes on. Its all centered around how we look, and most people think if they look old, no one will want to be with them. Maybe people are afraid of the inner physical changes that take place. As people age their bodies become more worn out, especially if they havent been very physically active or their diet hasnt been the best in the world. And what else accompanies all these aches and pains? Medications that have a dozen or more side-effects, numerous trips to the doctor for this and that ailment, which it-turn gets you MORE medications. Mark Twain once said Life would be infinitely happier if we could only be born at the age of eighty and gradually approach 18 (Drye, 2011.) In other words, we worry about losing our looks, our vitality, our strength, or our sexual energies. If what Mark Twain said were made into reality, we would instead be constantly looking forward to gaining these instead of losing them. The years between eighteen and twenty five are considered to be the best years of anyones life. During these years of early adulthood, humans are the strongest physically and sexually than they will be any other time in their life, and reliving those memories only reminds people of this joy (Berger, 2011.) Our Fear of Death Even worse than fearing growing old is fearing what is almost always associated with growing old: death. A theory by Dr. Sigmund Freud states that peoples fear of death was more of a disguise for some other hidden concern (Encyclopedia of Death and Dying, 2011.) Dr. Freud claimed that the unconscious cannot deal with the passing of time and the concept of life ended cannot register in our brain. With the mind being unable to register our own death, Dr. Freud theorized that everyone is convinced he or she is immortal (Encyclopedia of Death and Dying, 2011.)Â   But what about what happens when we die? Nobody truly knows what will happen or where we will end up, and this stirs peoples fear of the unknown. Will we end up in total annihilation (no afterlife, just non-existence), will we be reincarnated and if so what will we be, or will we go to heaven or hell? No one can really know until death happens to them, and by then its too late. People have always feared the unknown, which has been a severe detriment to humanity throughout history. This has also motivated them to look for answers to whatever it is that they dont know. In 1973, Ernest Beck theorized that the fear of death is real. Not only is the fear real, but it is so intense that the fear of death is the reason for all phobias that exist. Beck noted that people only function day to day because they are able to temporarily deny death. (Encyclopedia of Death and Dying, 2011.) Beck has a very good point, though, because practically all phobias involve death. Someone with Arachnophobia is more than likely afraid that a spider will bite them and theyll die. Someone with Hydrophobia may be afraid of dying from drowning. And someone with Kinemortophobia, even though they have probably watched way too many horror movies/ TV shows, is still afraid of dying at the mercy of a zombie attack. It all comes back to being afraid of death. But no matter which fear someone happens to fear the most, theres one thing that will always remain true: aging and death are inevitable. Theres nothing anyone can do to avoid them and theres nothing that can be done to stop or even slow the progression of either one. So you could ask yourself, If aging and death are going to happen whether I like it or not, should I be afraid all the time? Therapists usually tell people with major phobia issues that in order to conquer their fears, they must first face them. Facing this kind of fear would probably involve more understanding of the reality of the situation than anything else. Conclusion William Alexander Stiling once said Of all things that are feared, the last is death (Lockyer, 1969, p.209.) Aging and death are both facts of life, and theres nothing we can do about it. Changing your appearance in an attempt to look younger may help you hold on to your self-perception of youthfulness, but it wont have any effect on biological progression. The best therapy for this would be to just accept that aging and death will happen. Dont try to fight it; dont try to hide from it. Embrace the fact that theyre inevitable and prepare yourself mentally, spiritually, and physically.

Holocaust Awareness…Contemporary Lessons Essay

Few events in recent history have had as dramatic an impact on history as the mass murder of Jews in concentration camps during World War II, the Holocaust. The Holocaust appears to be a well documented event (Hilberg, 1992), yet today there are those who feel it is just a myth. When he discovered the concentration camps, General and future President Dwight David Eisenhower knew that a future day would come when people would claim that the Holocaust never happened, so he took great pains to document and record the events on film so that the world would never forget. Even so, his efforts did not eliminate what he knew would happen. In spite of evidence to the contrary, today, there are many who claim that the Holocaust did not occur and that there is no evidence that it did. Yet the evidence suggests that is did happen and similar events such as the murder of more than 2 million people by the Khmer Rouge in Cambodia plus mass murders ethnic intolerance in Iraq, the Sudan, Rwanda and Yugoslavia continue to take place even now. During the early hours of September 1, 1939, Adolph Hitler invaded Poland bringing about the Second World War. Historically, this war began because of Hitler’s contempt regarding the way Germans were treated at the end of the First World War and other related issues. At the time World War II began, there was a world wide depression that helped bring Hitler rose to power in Germany and President Franklin Delano Roosevelt to power in the U. S. It is generally viewed that Hitler used the issue of Jewish economic domination in Germany both to push for war and as an excuse for the economic woes of Germany. (Bartov, 2000; Friedman, 1993). Ultimately, Hitler blamed the Jews for Germany’s economic problems and to begin exterminating them in concentration camps—mass genocide. (Gigliotti and Lang, 2005) on a scale that surpassed anything that had ever happened up to that time within so short a time span. Does engraining memories of past atrocities into the public psyche eliminate future atrocities? Political campaigns demonstrate that by slinging mud candidates provide name recognition for their opponent(s). In a similar vain, perhaps remembering the events of the Holocaust and similar events throughout history (and unfortunately, still occurring around the world today) will only drive home the fact that those events exist and are continuing. Do we really want to do that? We could be reinforcing the Holocaust in the minds of individuals who might not otherwise be aware that any such thing has ever happened or ever will. We have every reason to believe that Hitler knew of the mass extermination of the millions of Jews but ironically, there is no documented evidence in writing to confirm this idea. (Irving, 1977) Most German citizens during WWII also claimed ignorance of the Jewish extermination in progress at the time. â€Å"How could such a widespread extermination and mass murder have gone unnoticed† and â€Å"Where are the documents to show that Hitler was aware of it? † Today, nearly seventy years after the beginning of WWII and Jewish extermination, the question is still asked, â€Å"Did Hitler even know about the Jewish extermination process underway? † The fact that anyone even asks this question is, perhaps, the greatest evidence that we need to teach that it is a real part of human history. While it seems irrational to assume that Hitler actually had no knowledge of what was going on, it appears to be equally true that few if any documents exist to demonstrate his knowledge of what was going on (Irving, 1977) even though there certainly appears to be a great deal of documentation about the war and the Holocaust (Wolfe, 1990). We can only wonder why these contradictory situations exist. In his 1977 book Hitler’s War, one noted British historian, David Irving, outlines why he feels that stories of the mass killings of European Jews in Death Camps are merely British and American inventions, war-time propaganda perpetrated by the Allies. Irving presents several lines of argument to support his claims. For example, he points out that there is no archival evidence anywhere for the gassings, no wartime German documents that refer to the gassings of human beings and there is no clear evidence as to who gave the orders to gas people. He also claims that forensic tests of the laboratories, crematoria, gas chambers and Auschwitz fail to find any trace or significant residue of a cyanide compound. Irving dismisses eye witness accounts on the grounds that there are equal numbers of eye witness accounts of the gas chambers in Dachau even though there weren’t any gas chambers in Dachau and he believes that photographs documenting the Holocaust have been misrepresented. Why is it so vital that we remember the Holocaust? Arguments can be made both for and against that stance, but certainly, the history of the Holocaust should not be slighted or overlooked. The repeated efforts to try to wipe the memory of the Holocaust out of the human psyche as if it never occurred may be one of the strongest points in favor or remembering it. The intended purpose of â€Å"engraining† events from the Holocaust into the mind of today’s generation is to allow them to learn the lessons of horror from the past and avoid them—so that we won’t repeat them. Whether this is true or not, we more or less taking comfort in the belief, right or wrong, that if people see the horrors of those events, they will make every effort to avoid them, prevent them and take precautions against repeating them whenever they see the signs in the future. Perhaps the way to combat future human atrocities is to focus on the opposite rather than to memorialize them. What lessons can we learn from the Holocaust? First, the Holocaust demonstrates how large groups and numbers of people, even on the scale of nations, can subtly be influenced into â€Å"groupthink† (i. e. , where groups of people think and behave alike because others are thinking and behaving the same way) (Janis, 1972) and manipulated by a very few influential individuals. Second, the Holocaust demonstrates that all too often, man treats his fellow man inhumanely. â€Å"How do we avoid this in the future? † I fear that there is no global answer. Whenever such a situation begins in the future, only then can we address the issue. Another lesson we can learn is that anyone can be the victim, so everyone should recognize and acknowledge it whenever it happens. When we recognize it, we must act together to stop it, and that, unfortunately, is much easier said then done. Perhaps there is no satisfactory solution to preventing future atrocities like the Holocaust. In he end, perhaps all be can do is to try to recognize such events when we see them approaching and then to do everything we can to prevent them. References Bartov, Omar. The Holocaust. Origin, Implementation, Aftermath. New York, NY: Routledge, 2000. Friedman, Saul S. Holocaust Literature. A Handbook of Critical, Historical and Literary Writing. Westport, CT: Greenwood Press, 1993.Gigliotti, Simone and Berel Lang. The Holocaust. A Reader. Oxford: Blackwell Publishing, 2005. Hilberg, Raul. Perpetrators Victims Bystanders. The Jewish Catastrophe 1933-1945. New York, NY: Aaron Asher Books, 1992. Irving, David. Hitler’s War. New York, NY: Viking Press, 1977. Janis, Irving L. Victims of Groupthink. Boston: Houghton Mifflin Company, 1972. Levi, Neil and Michael Rothberg. The Holocaust. Theoretical Readings. New Brunswick. NJ: Rutgers University Press, 2003. Wolfe, Robert. Holocaust. The Documentary Evidence. Washington, DC: National Archives and Records Administration, 1990.

Essay about Technology Integration in Schools - 1012 Words

The following paper will summarize the book reviews suggested for this class. Through this paper two questions will be answered. Do you see an immediate opportunity for technology integration into these school settings? What may be some barriers to integration? These questions will be answered after all book reviews have been read and analyzed. The following paragraphs will go into depth over these two questions. The first book review was completed by Theresa Richardson, Department of Educational Studies, at Ball State University. Richardson reviewed the book Revolution of the Margins: The Impact of Competition on Urban School Systems by Frederick M. Hess. This book looked at the differences between two public voucher programs and a†¦show more content†¦Although technology is a large part of our educational system today, some individuals in the private school system may not be as open to introducing new technology to the school. The phrase, if it isnt broke dont fix it, come s to mind. Schools may be slow to implement technology if they know there is a chance that the constituencies may refuse to fund the school if the curriculum or style of teaching, in the classroom, changes. The next review was completed by Marilynn M. Quick, about the book Against School Reform (And in Praise of Great Teaching): Getting Beyond Endless Testing, Regimentation, and Reform in Our Schools. In this article Temes focuses on the three dos of keeping great teachers in their positions. The first do that is explained by Quick is, emphasizing the individual. Quick stated that, â€Å"although schools can be improved, they are doing better than they did in the past† (Temes, 2002). Temes was pushing for focus on great teachers and not necessarily improving the entire school or district. The next do is, keep it real, meaning great teachers focus on relating to their students by using honesty and showing them that you care. The last do was, make it new, which involved class room experimentation. This is where technology could be implemented best. Great teachers will focus on new ways to engage their students, and technology is one way that this can beShow MoreRelatedShould Schools Be Resistant? Technology Integration?1340 Words   |  6 PagesAccording to Collins and Halverson (2009), schools can be resistant to technology integration, because it is inclined to intterupt traditional classroom practices. The teaching profession is known for its traditional procedures and practices. At the height of the technology boom, the majority of classroom teachers originated from a very different generation. According to National Commission on Teaching and America’s Future (2011), over half of today’s teachers are â€Å"baby boomers†, 50 years of ageRead MoreIntegration of Modern Technology in Schools Essay1699 Words   |  7 PagesA type of modern technology should be provided to the students in the classrooms at school. The next few par agraphs will explain how modern technology, such as iPads and Mac computers, can help students in classrooms learn at their own pace and be able to keep better track of notes or assignments. It will explain how modern technology can help improve students’ scores on tests, mid-terms, and finals. In addition, it will explain why using LoudCloud systems into the curriculum is a high-quality choiceRead MoreComputer Integration Using The Iste s Essential Conditions For Successful Technology Integration809 Words   |  4 PagesIn my ITEC 7410 Technology Leadership Vision course, I created a Current Reality Report/SWOT Analysis. This report assesses the strengths, weaknesses, opportunities, and threats that my school currently faces regarding technology integration using the ISTE’s Essential Conditions for successful technology integration. As a result of completing this artifact, I believe that our three main areas of focus should be on increasing parental involvement, the number of proficient digital tools availableRead MoreAnnotated Bibliography Of A Computer Lab1010 Words   |  5 PagesMasuma Hossain Observe the use of technology in your school and answer the questions below. 1. Does the school have a computer lab? If so, which grades use it and how often do they use it? From my observation, P.S. 152 has a computer lab with 35 computers. The media library has 5 computers and 15 laptops. The school also has 8 laptop carts (Apple) filled with 15-20 laptops. All grades use both lab and library plus have access to laptops. The whole school grades K-5th (except Pre-K) use theRead MoreChromebook Research Paper1330 Words   |  6 PagesExample Topic The Paradise Valley Unified School District uses Chromebooks throughout all its schools K-12. The IT department has recently created Google Classrooms for all the teachers in the district to help with creating a more 21st century learning environment for students. However, the district is lacking in professional development around technology integration. This training TECHNOLOGY INTEGRATION OF GOOGLE CLASSROOM FOR EDUCATORS 8 will focus on using the most effectiveRead MoreImportance Of Technology : Technology Integration1187 Words   |  5 PagesImportance of Technology Integration It is supposed that educator incorporation of technology into workrooms for high-level learning will lead to enlarged scholar learning. Technology of higher-level use will improve every feature of scholars’ learning skills across curricular areas, so children will grow intelligently rather than develop lonely technology skills. Among 1999 and 2003, the US Department of Education’s â€Å"Preparing Tomorrow’s Teachers to Custom Technology† (PT3) financed over $750 millionRead MoreThe Impact Of Technology On Education And Revealed Reactions1666 Words   |  7 Pagesdetect the impact of technology on education and revealed reactions for both students and teachers of using technology in classroom. These researches has given us three results: 1) Some research has shown a dramatic difference between the schools in the past and now. 2) What Is Successful Technology Integration? 3) However, some of researches indicate to several difficulties and disadvantages that associated with using technology. What Is Successful Technology Integration? The education in theRead MoreThe Impact Of Technology On Education And Revealed Reactions1668 Words   |  7 Pagesdetect the impact of technology on education and revealed reactions for both students and teachers of using technology in classroom. These researches has given us three results: 1) Some research has shown a dramatic difference between the schools in the past and now. 2) What Is Successful Technology Integration? 3) However, some of researches indicate to several difficulties and disadvantages that associated with using technology. What Is Successful Technology Integration? The education in theRead MoreThe Belief And Attitude Toward New Technology978 Words   |  4 PagesIndividual difference among teachers 3.1 Belief and attitude toward new technology Previous research demonstrates that a teacher’s teaching philosophy, attitude toward new technology and teaching style will affect the effectiveness of technology integration in education (Demetriadis et al., 2003). Among potential influential factors, teachers’ attitude is one of the critical variables discriminating the successful technology integration and the unsuccessful one. With same teaching level, teachers holdingRead MoreEssay on My Technology Integration Vision922 Words   |  4 PagesThe coursework I have completed through the Distance Educational Technology Masters Program at the University of Alaska Southeast (UAS), has immersed me in educational technology research supported by collegial discussions. Through the supervised field-based activities from the UAS program and my ongoing professional activities, I have developed a shared vision for the comprehensive integration of technology. Technology integration has been my priority focus academically and pr ofessionally. As I

Essay Analysis of Anthem for Doomed Youth - 1506 Words

Wilfred Owen the son of Tom and Susan Owen was born on March 18, 1893, in Oswetry, England. He was educated at the Birkenhead institute and at Shrewbury Technical School. At the age of 17, Owen began to show an interest in arts, and poetry. He worked as a pupil teacher at the Wyle Cop School while he was preparing for his exam to attend the University of London. After he failed the entrance exam he worked as an English teacher in the Berlitz School in Bordeaux. Wilfred Owen was a famous British war poet in World War I. The horrible violence of war turned Owen into a poetic genius. In a two-year period during the war, Owen published only four of his poems, and grew from a negligible minor poet into a famous English-language poet. His†¦show more content†¦It highlights the huge and crazy sacrifice that the soldiers gave. This opening line is an example of how Owen asks the questions of the reader in order to make them think more about the poem. ‘Only the monstrous anger of guns.’ Is the answer to this question, describing what the soldiers received. Through personification the guns responsible for taking so much human life are made out to be evil. The image that is created is that there is massive destruction and a force of exploding shells. ‘Guns’ is a loud and rhythmic word, creating the impression that war is fierce, like a monster. ‘Only the stuttering rifles’ rapid rattle can patter out their hasty orisons,’ are two effective lines that imply that instead of prayers, the soldiers received the firing of bullet.’ Stuttering’ is onomatopoeia to add the sound into the image that is formed in the readers mind. It also implies that the sound was not fluent, Alliteration is used on the ‘r’ sounds to emphasise the sounds of destruction that were occurring. ‘No mockeries no prayers nor bells nor choirs,’ is the opening to the second quatrain and illustrates the horrific way in which these soldier departs from this world and they do not even receive basic objects that would be expected in a traditional ceremony. Instead, these soldiers who have dies fighting for their country received ‘The shrill demented choirs of wailing shells and bugles.’ ‘Shrill’ isShow MoreRelatedAnalysis of Anthem for Doomed Youth1382 Words   |  6 PagesAnalysis of â€Å"Anthem for Doomed Youth† Originally published in 1920, shortly after World War I, â€Å"Anthem for Doomed Youth† demonstrates the horror of the unjust deaths of young soldiers. â€Å"Anthem for Doomed Youth† is a poem about Owen’s distain towards the honourless way in which young soldiers pass on, and the impact their deaths have on the loved ones they leave behind. The following essay will show that in the anti-war poem, â€Å"Anthem for Doomed Youth†, Owen uses sensational descriptionRead MoreAnthem for Doomed Youth - Analysis1143 Words   |  5 PagesAnthem for Doomed Youth - Analysis The very title that Wilfred Owen chose for his war poem, Anthem for Doomed Youth is an apt representation of what he wanted the poem to encapsulate and the emotions he wanted to evoke in the readers. The word anthem and doomed youth is a stark juxtaposition when placed in the same sentence. An anthem is supposed to be something revered, something that represents the glory of a country and is bursting with national pride. However, when placed rightRead MoreAnalysis Of The Poem Anthem For Doomed Youth Essay2140 Words   |  9 Pagesmost successful text is one which challenges us to re-asses out thinking. â€Å"Anthem for doomed youth† According to Google dictionary, an anthem is, â€Å"a rousing or uplifting song,† whereas this poem is more like a dismal song about mourning the deaths of those lost at war. Owen’s description of adolescent male soldiers being doomed augments his interpretation of young soldiers being extremely at risk within combat. ‘Doomed’ is a word that carries the effect and imagery of these young men being sentRead MoreWilfred Owen Anthem for Doomed Youth Analysis1000 Words   |  4 PagesAnthem of the Doomed Youth by Wilfred Owen The poem I chose to study is Anthem of the doomed youth by Wilfred Owen. Wilfred Owen, the son of a railway worker, was born in Plas Wilmot, near Oswestry, on 18th March, 1893. Owens youthful illusion of the glory of fighting as a soldier was reflected in his words to his mother on his return to England shortly before volunteering for the army...I now do most intensely want to fight. In the summer of 1917 Owen was badly concussed atRead MoreAnalysis Of Wilfred Owens Anthem For Doomed Youth911 Words   |  4 Pageshumanity sealed in its first global conflict, Wilfred Owen reveals the plight of soldiers to ‘warn’ those who remain oblivious of the ‘pity of war’. The poet delivers critique on the lack of empathy from authoritative institutions in his 1917 ‘Anthem for Doomed Youth’, educating the audience on information which had previously been withheld in its time. ‘Dulce et Decorum est’ enlightens further by expounding on the physical and mental trauma of his ‘generation’, questioning age old paradigms on warfareRead MoreEssay about Analysis of Anthem For Doomed Youth by Wilfred Owen937 Words   |  4 PagesAnalysis of Anthem For Doomed Youth by Wilfred Owen The first poem that I am to analyse is Anthem for Doomed Youth, written by Wilfred Owen. This poem is a sonnet. It has fourteen lines. In this poem, the first and fourth lines rhyme, as do the second and third. The first stanza is mainly about the battlefield, whereas the second stanza is more about the feelings of friends and family back at home. This poem starts off at a quick pace, and then slows down throughout Read MoreWilfred Owens Anthem for Doomed Youth Analysis Essay777 Words   |  4 PagesWilfred Owens Anthem for a Doomed Youth is exactly that, an anthem ( a solemn song) to commemorate the innocent youth, whose lives were taken to soon by war. By using the word anthem, he calls to mind the glory and honor of a national anthem, however; he goes on to explain that there is no honor or glory in death, pairing the words doomed and youth together creates so much sorrow as well, it provides a woeful impression as it foretells of young people having no hope. Written in sonnet form, it isRead MoreAnalysis Of Owen s Poem Anthem For Doomed Youth 831 Words   |  4 PagesIn Owen’s poem, â€Å"Anthem for Doomed Youth†, the speaker meditates on both the brevity and value of life. From the very beginning of the poem, it is evident that Owen (the author and speaker) has a negative view of the war, believing tha t the political powers that are using the soldiers do not value them either as people or as soldiers, either when they are living or as they die. As he reflects on how little effort is put forth to honor the death of the soldiers with funeral rites, he also pondersRead MoreAnalysis Of Poem Anthem For Doomed Youth By Wilfred Owen And Trench Duty927 Words   |  4 PagesThroughout history, wars have been an important factor affecting many people’s lives. The two sonnets â€Å"Anthem for Doomed Youth† by Wilfred Owen and â€Å"Trench Duty† by Siegfried Sassoon are two tales inspired by their experiences fighting in WW1 and all the horrors that war made them experience. Both poets use different sonnet structures, yet convey quite similar messages. In addition, these poets develop powerful images and metaphors, but in subtly different ways. Sassoon and Owen use structure, imageryRead MoreAnalysis Of Wilfred Owen s Anthem For Doomed Youth And Dulce Et Decorum Est 1224 Words   |  5 Pagesor wonderfully exciting and the most eloquent poems can leave anybody rewinding over the story of the poem for a time afterwards. Wilfred Owen was a poet who became well renowned after World War I where he unfortunately died in battle. Anthem for Doomed Youth (Anthem) and Dulce Et Decorum Est (Dulce) by Wilfred Owen both portray various themes including horrors of war, the futility of war and the pity and sadness of war. War is full of horrendous acts that every side of war commits, even if it is for

Theu.s. B. Du Bois - 1310 Words

Same Ideas, Different Results For more than a hundred years, important African-American leaders such as Booker T. Washington and W.E.B. Du Bois have been both acclaimed and cherished in our society’s history books for their individual efforts in the struggle for the civil and political advancement of African-Americans. These two seem to be the main advocates for the advancement of African-Americans in the United States of American after the Civil War, but both had a different approach to it. Although both remarkable advocates for African-Americans after the Civil War and have worked diligently for their accomplishments, it seems that W.E.B. Du Bois was accurate on his ideas of the advancement of African-American. Respected and beloved during his time for his notorious proposal of African Americans and Caucasian Americans on the idea of working together to a better future; civil rights activist Booker T. Washington came to be known as the voice of African-Americans after the ad dress at the Atlanta Exposition in 1895. In his address, under the pressure to say something that would unite the races, Washington encouraged Caucasian Americans to â€Å"cast down their buckets† and allow African-Americans to do the following: work in the lowest level jobs like agriculture and domestic services; to appreciate the privileges that was given and don’t allow to expect more; and earn the opportunity of acquiring civil and political rights (454). Therefore, giving up all hope of ever beingShow MoreRelatedTheu.s. B. Du Bois1443 Words   |  6 Pagesand sold them to the owners. There are a few people that discuss the differences and similarities between traders and owners: Howard Zinn is the main person that discusses this topic in his work A People’s History of the United States, but W.E.B. Du Bois also discusses it in his work, A Black Reconstruction. The owners and traders happened to be similar when it came to profit, but differed in class, occup ation, and how they treated the slaves. Slave traders and owners share a major goal, profitRead MoreTheu.s. B. Du Bois1428 Words   |  6 Pagesand sold them to the Owners. There are a few people that discuss the differences and similarities between Traders and Owners: Howard Zinn is the main person that discusses this topic in his work A People’s History of the United States, but W.E.B. Du Bois also discusses it in his work, A Black Reconstruction. The Owners and Traders happened to be similar when it came to profit, but differed in class, occupation, and how they treated the slaves. Slave Traders and Owners share a major goal, revenue

Importance of Military Rules and Regulations Free Essays

Why it is important to Obey Military Rules and Regulation Military discipline and effectiveness is built on the foundation of obedience to orders. Recruits are taught to obey, immediately and without question, orders from their superiors, right from day-one of boot camp. Which is why we work so well by following orders from the more experienced leaders who have been doing this for years. We will write a custom essay sample on Importance of Military Rules and Regulations or any similar topic only for you Order Now We have plenty of obedience in Charlie company and I feel it is one of the best units I have been in. It has made me want to persue a carreer in the military and I no rules and regulations is what is going to make me move up the ranks and make me a all around better soldier. I no I need to work on discapile sometimes and am doing corrective training right now to make me become a better sodier. So in my essay I have listed many chararistics which in the history and present day made what the army is today. I feel the army values have a big role in rules and regulations because if you follow the values you will not stray off in being disobedient. It’s very important to follow directions, or else the world would be in chaos. When some tells you that you must follow directions so that everything can go in an orderly fashion, it’s important do because they know what’s going to happen if you don’t. It’s important to follow directions because if you don’t something can go wrong, it’s important follow directions because if you don’t you’ll get in trouble, and it’s also important to follow directions because if you don’t you’ll be writing this essay too. It’s important to follow directions because if you don’t something can go wrong. If you decide to cross the street and someone tells you not to, their telling you for a reason, maybe so that you won’t get hit by a car or get shot at in a drive by shooting. It’s important follow directions because if you don’t you’ll get in trouble. If you decide to cross the street after they told you not to, you’ll suffer the consequences. In this case the consequences is getting hit by a car our getting shot in a drive by shooting. If you don’t suffer the consequences that way you’ll suffer another way. Finally, it’s important to follow directions because if you don’t you’ll be writing this essay too. If you didn’t suffer the consequences by getting shot at or getting ran over, you’ll suffer by writing this essay. By writing this essay you’ll be missing many important television shows. Even if you weren’t talking in class while taking the test, because you we’re the last one taking the test, you’ll have to write this essay too. In the end, it’s important to follow directions, because if you don’t something can go wrong. They’re telling you to listen to them for a reason, because they probably know more than you do. It’s important follow directions because if you don’t you’ll get in trouble. You might get hit by a car while crossing the street or get shot at in a drive by shooting. It’s also important to follow directions because if you don’t you’ll be writing this essay too. By writing an essay like this on, it will take up you’re time and you’ll miss a lot of your favorite television shows. SO FOLLOW DIRECTIONS. When one enlists in the United States Military, active duty or reserve, they take the following oath: I do solemnly swear (or affirm) that I will support and defend the Constitution of the United States against all enemies, foreign and domestic; that I will bear true faith and allegiance to the same; and that I will obey the orders of the President of the United States and the orders of the officers appointed over me, according to regulations and the Uniform Code of Military Justice. Officers, upon commission, swear to the following: I do solemnly swear that I will support and defend the Constitution of the United States against all enemies, foreign and domestic; that I will bear true faith and allegiance to the same; that I take this obligation freely, without any mental reservation or purpose of evasion; and that I will well and faithfully discharge the duties of the office on which I am about to enter. Military members who fail to obey the lawful orders of their superiors risk serious consequences. Article 90 of the Uniform Code of Military Justice (UCMJ) makes it a crime for a military member to WILLFULLY disobey a superior commissioned officer. Article 91 makes it a crime to WILLFULLY disobey a superior Noncommissioned or Warrant Officer. Article 92 makes it a crime to disobey any lawful order (the disobedience does not have to be â€Å"willful† under this article). In fact, under Article 90, during times of war, a military member who willfully disobeys a superior commissioned officer can be sentenced to death. The importance of rules and regulations in the military are there so a soldier knows how to act and behave while in the military. We have rules and regulations to instill upon a soldier how to properly conduct him/herself while in the military uniform. We are put on a higher pedestal than civilians at all times. We are to behave in a different manner than anybody. We are to at all times conduct ourselves in ways that most people would not understand. The rules and regulations are put out so that we know what we can and cannot do at all times. We are to behave at all times in a professional manner and dress properly. The Army is a uniformed service where discipline is judged, in part, by the manner in which a soldier wears a prescribed uniform, as well as by the individual’s personal appearance. Therefore, a neat and well-groomed appearance by all soldiers is fundamental to the Army and contributes to building the pride and esprit essential to an effective military force. A vital ingredient of the Army’s strength and military effectiveness is the pride and self-discipline that American soldiers bring to their Service through a conservative military image. So we are to uphold an image that makes us stand out and look professional at all times. On duty and off duty. Our hair is to be groomed and be in a well kept manner also. Males hair is to be kept short and not touching the ears or touching the collar. The hair on top of the head must be neatly groomed. The length and bulk of the hair may not be excessive or present a ragged, unkempt, or extreme appearance. The hair must present a tapered appearance. A tapered appearance is one where the outline of the soldier’s hair conforms to the shape of the head, curving inward to the natural termination point at the base of the neck. When the hair is combed, it will not fall over the ears or eyebrows, or touch the collar, except for the closely cut hair at the back of the neck. Males will keep sideburns neatly trimmed. Sideburns may not be flared; the base of the sideburn will be a clean shaven, horizontal line. Sideburns will not extend below the lowest part of the exterior ear opening. all clothing will have a proper fit and always be in a serviceable manner at all times. We will maintain a high standard of dress and appearance. Uniforms will fit properly; trousers, pants, or skirts should not fit tightly; and personnel must keep uniforms clean and serviceable and press them as necessary. Soldiers must project a military image that leaves no doubt that they live by a common military standard and are responsible to military order and discipline. Soldiers will ensure that articles carried in pockets do not protrude from the pocket or present a bulky appearance. The trousers are to have a proper fit and not to look baggy. This uniform is designed to fit loosely; alterations to make the uniform fit tightly are not authorized. A tight fit reduces the airflow needed for ventilation and cooling. The coat is worn outside the trousers. Soldiers will not wear a belt with this uniform. Soldiers will wear the trousers bloused, using the draw cords or blousing rubbers, if the trousers are not tucked into the boots. Personnel will not wrap the trouser legs around the leg tightly enough to present a straight appearance. Soldiers will not blouse the boots so that the trouser leg extends down to the ankle area. When bloused, the trousers should not extend below the third eyelet from the top of the boot. So that is an example of how a soldier is to look at all times. We are to maintain a proper appearance at all times. This goes to show how the military works. If we did not have rules and regulations, we would not have a proper working military. We have rules and regulations for a reason, they are there so a soldier knows how to act and dress at all times. Also we are to conduct ourselves in a different way when we are at war too. There is a such thing as rules of engagement. It states that we are not engage upon enemies unless engaged upon first. It has to be the same amount of force as the enemy has used. If they shoot, we are allowed to return fire. But, if they throw rocks and other objects then all we are allowed to do is yell at them. If we did not have that rule we would be using force that is not necessary. We would shoot or kill people that that does not deserve to be shot or killed. If that was the case we would be a Hitlerism nation. We would not care how we won a war or who we had to kill to get to that point. We have rules and regulations on how to keep clean in the field. That’s one regulation you do not want to disobey. It says that if you do not take care of yourself, your living area, or your food, you can get very sick. Your water can start to grow bacteria and different kinds of fungus. Not to mention that if you do no wash your self good enough, you can get some crazy infections. I am surprised that there is not a regulation on how to breath properly on a daily basis. But I would not be either. The regulations are put out there so every one knows what the military life is supposed to like. We have to abide by them at all times day in day out. To me the rules and regulations are to be enforced so that no body is messing up and always in the right. Plus, if there is some thing that you get questioned on, then you can pull up the ar670-1. Like here is a story for you; I had a lt. colonel tell me that I was out of regulations to wear a thumb ring. I told that it was authorized to wear because according to ar670-1 paragraph 14 sub B it states that your authorized to wear two rings. One on each hand, and a wedding set (a bridal set) counts as one. But it does not state that you can or cannot have a ring on your thumb. And also my First sergeant told me that we were not allowed to wear a bracelet. Well I looked it up and come to find out that you are not authorized to wear a bracelet unless it is an identifying bracelet. So I found a loop hole, I made a bracelet with a dog tag on it. Now I was in regulation. Then there is a hair color regulation too. It says that you are not authorized to color your hair unless it is a natural color. Your not allowed to have weird colors like pink or bright red. This one girl got an article 15 for having three different colors in her hair and for destruction to government property. If that is the case then we should not be allowed to have tattoos, because your putting permanent markings on your body. And, also females should not be able to get piercings, because they are causing permanent damage to there bodies. But that is the way the military works. We have to follow the regulations regardless if we agree with them or not. Good leadership promotes professionalism—a relation of standards, involving quality of life, service, discipline and total commitment to our Army and the United States of America. This really sucks because they know that I’m not going to be able to get ten thousand words on one subject. Now if it was like three or more I am sure that it would not be to hard. Seems like pretty good motivation to obey any order you’re given, right? Nope. These articles require the obedience of LAWFUL orders. An order which is unlawful not only does not need to be obeyed, but obeying such an order can result in criminal prosecution of the one who obeys it. Military courts have long held that military members are accountable for their actions even while following orders — if the order was illegal. â€Å"I was only following orders,† has been unsuccessfully used as a legal defense in hundreds of cases (probably most notably by Nazi leaders at the Nuremberg tribunals following World War II). The defense didn’t work for them, nor has it worked in hundreds of cases since. The first recorded case of a United States Military officer using the â€Å"I was only following orders† defense dates back to 1799. During the War with France, Congress passed a law making it permissible to seize ships bound to any French Port. However, when President John Adams wrote the order to authorize the U. S. Navy to do so, he wrote that Navy ships were authorized to seize any vessel bound for a French port, or traveling from a French port. Pursuant to the President’s instructions, a U. S. Navy captain seized a Danish Ship (the Flying Fish), which was en route from a French Port. The owners of the ship sued the Navy captain in U. S. maritime court for trespass. They won, and the United States Supreme Court upheld the decision. The U. S. Supreme Court held that Navy commanders â€Å"act at their own peril† when obeying presidential orders when such orders are illegal. The Vietnam War presented the United States military courts with more cases of the â€Å"I was only following orders† defense than any previous conflict. The decisions during these cases reaffirmed that following manifestly illegal orders is not a viable defense from criminal prosecution. In United States v. Keenan, the accused (Keenan) was found guilty of murder after he obeyed in order to shoot and kill an elderly Vietnamese citizen. The Court of Military Appeals held that â€Å"the justification for acts done pursuant to orders does not exist if the order was of such a nature that a man of ordinary sense and understanding would know it to be illegal. † (Interestingly, the soldier who gave Keenan the order, Corporal Luczko, was acquitted by reason of insanity). Probably the most famous case of the â€Å"I was only following orders† defense was the court-martial (and conviction for premeditated murder) of First Lieutenant William Calley for his part in the My Lai Massacre on March 16, 1968. The military court rejected Calley’s argument of obeying the order of his superiors. On March 29, 1971, Calley was sentenced to life in prison. However, the public outcry in the United States following this very publicized and controversial trial was such that President Nixon granted him clemency. Calley wound up spending 3 1/2 years under house arrest at Fort Benning Georgia, where a federal judge ultimately ordered his release. In 2004, the military began court-martials of several military members deployed to Iraq for mistreating prisoners and detainees. Several members claimed that they were only following the orders of military intelligence officials. Unfortunately (for them), that defense won’t fly. The mistreatment of prisoners is a crime under both international law, and the Uniform Code of Military Justice (see Article 93 — Cruelty and Maltreatment). It’s clear, under military law, that military members can be held accountable for crimes committed under the guise of â€Å"obeying orders,† and there is no requirement to obey orders which are unlawful. However, here’s the rub: A military member disobeys such orders at his/her own peril. Ultimately, it’s not whether or not the military member thinks the order is illegal or unlawful, it’s whether military superiors (and courts) think the order was illegal or unlawful. Take the case of Michael New. In 1995, Spec-4 Michael New was serving with the 1/15 Battalion of the 3rd infantry Division of the U. S. Army at Schweinfurt, Germany. When assigned as part of a multi-national peacekeeping mission about to be deployed to Macedonia, Spec-4 New and the other soldiers in his unit were ordered to wear United Nations (U. N. ) Helmets and arm bands. New refused the order, contending that it was an illegal order. New’s superiors disagreed. Ultimately, so did the court-martial panel. New was found guilty of disobeying a lawful order and sentenced to a bad conduct discharge. The Army Court of Criminal Appeals upheld the conviction, as did the Court of Appeals of the Armed Forces. What about an order to participate in a dangerous mission? Can the military legally order one to go on a â€Å"suicide mission? † You bet they can. In October 2004, the Army announced that they it were investigating up to 19 members of a platoon from the 343rd Quartermaster Company based in Rock Hill, South Carolina, for refusing to transport supplies in a dangerous area of Iraq. According to family members, some of the troops thought the mission was â€Å"too dangerous† because their vehicles were unarmored (or had little armor), and the route they were scheduled to take is one of the most dangerous in Iraq. According to reports, these members simply failed to show up for the pre-departure briefing for the mission. Can they be punished for this? They certainly can. An order to perform a dangerous mission is lawful, because it’s not an order to commit a crime. Under current law, and the Manual for Courts-Martial, â€Å"An order requiring the performance of a military duty r act may be inferred to be lawful and it is disobeyed at the peril of the subordinate. This inference does not apply to a patently illegal order, such as one that directs the commission of a crime. † In fact, if it can be shown that one or more of the soldiers influenced others to disobey, they may find the crime of Mutiny, under Article 94 added to the list of charges. Mutiny carries the death penalty, even in â€Å"peace time. † , to obey, or not to obey? It depends on the order. Military members disobey orders at their own risk. They also obey orders at their own risk. An order to commit a crime is unlawful. An order to perform a military duty, no matter how dangerous is lawful, as long as it doesn’t involve commission of a crime. Military Discipline is a state of order and obedience existing within a command. It involves the ready subordination of the will of the individual for the good of the group. Military discipline is an extension and specialized application of the discipline demands habitual but reasoned obedience that preserves initiative and functions unfalteringly even in the absence of the commander. Discipline is created within a command by instilling a sense of confidence and responsibility in each individual. Discipline demands correct performance of duty. The need for discipline is best inculcated in individual by appealing to his sense of reason. In the few instances where appeal to reason fail, the use of punishment is effective in causing a recalcitrant individual to conform and perhaps appreciate the need for discipline. Condemnation and earned praise from senior to his subordinate, either individually or collectively, for tasks well done serve to strengthen the disciplinary bonds which bind together the smooth functioning team. Max Anders says, â€Å"Only the disciplined ever get really good at anything. Everything in life requires some sort of discipline. Whether it is hitting a baseball, climbing a mountain, playing a musical instrument, making good grades or brushing your teeth it all comes down to a matter of discipline. â€Å"The core of a soldier is moral discipline. It is intertwined with the discipline of physical and mental achievem.. The Army is an old institution. In th is country it dates back to the Washington’s time in 1775—76 when the Revolutionary War took place to proclaim our freedom from the British. One particular thing which Washington’s Army had in common with our modern Army today is discipline. This is very important in order to keep our forces organized. A well—disciplined army will always come out the victor in battle. Take a look at Musolini’s army in Italy in the last War. When the going got tough, their troops got disorganized, failed to obey orders, and finally decided it was time to surrender. And so it happened with Hitler’s Third Reich. His troops got disorganized from the lack of proper discipline and as the proverb goes, â€Å"United We Stand, Divided We Fall†. The Third Reich fell. Our American Army is a well—organized fighting force and always will be, with the proper kind of discipline which we have now. The officers in charge of each Army, Corps, Division, Regiment, down to the Platoon and Squad are all experienced, level—headed men and women, whose job it is to keep the men and women under them disciplined as well as informed as to what is going on and thereby gaining the men’s and women’s cooperation. From the five—star General down to the â€Å"lowly† Private, it is his duty to see that whatever his job is, it will be done properly. With such a fighting force, how can we lose? Remember, â€Å"United We Stand, Divided We Fall†. We SHALL NOT Fall. It is so that you know what you are allowed to do and not to do, and to maintain control. It is the same in life, they call that the law. To me I joined the military because I was ture to the oath Bear true faith and allegiance to the U. S. Constitution, the Army, your unit and other Soldiers. Bearing true faith and allegiance is a matter of believing in and devoting yourself to something or someone. A loyal Soldier is one who supports the leadership and stands up for fellow Soldiers. By wearing the uniform of the U. S. Army you are expressing your loyalty. And by doing your share, you show your loyalty to your unit. Face fear, danger or adversity (physical or moral). Personal courage has long been associated with our Army. With physical courage, it is a matter of enduring physical duress and at times risking personal safety. Facing moral fear or adversity may be a long, slow process of continuing forward on the right path, especially if taking those actions is not popular with others. You can build your personal courage by daily standing up for and acting upon the things that you know are honorable that a potential Soldier should understand the basics about service before they enlist. if it appeals to you! What it Means to be a Soldier Serving in the Army is a life-changing experience—and a serious commitment. So it stands to reason The Army is an elite group of warriors who dedicate a portion of their time to serving their nation. Each state has its own Guard, as required by the Constitution; in fact, it is the only branch of the military whose What is existence is actually required by the Constitution. Review all of our info about the National Guard and see Nation The first and foremost responsibility will be protecting and defending American interests. This may mean deployment out of state or overseas. If they’re called up, they’ll be ready. Community Nearly 400 years ago, the Guard mobilized for the first time to help neighbors in times of need. This is still our main role: helping the community during natural disasters and civil emergencies. Qualifications Physical fitness, age, education, height and weight are the primary factors that determine whether a would-be member can join the Guard. Visit our Standards page for more information. Where Do They Serve? Usually, a Soldier serves where they live. There’s a National Guard in all 50 American states, as well as in the four territories, so typically, they’ll live at home and drill once a month at the nearest armory. If mobilized by the federal government, they may serve out of state or overseas. Three to six years is typical but length of service depends on the enlistment option they chose at the time of enlistment. College, career and other personal commitments are also factors, but I plan to make a carreer out of the military so rules and regulations are very important to me, There is a long and noble history of the United States Army serving at home and abroad to ensure the safety and freedom of their fellow citizens. They have combated natural disasters, supported Army troops and, when called upon, borne arms against their nation’s enemies. Proud Soldier Since 1636, the army has brought glory and honor upon itself and its soldiers through quiet and selfless service. Do you think you have what it takes to be a member of this select group? In the army you become a Soldier. What does it mean to be a Soldier? It’s being a part of noble tradition of service extending back almost 400 years. It means you become a member of the best trained, best equipped, and most respected military force in history. It means you will make a difference and follow commands of others. Following Orders The importance of following orders cannot be emphasized enough. In the military world this is key to mission success. When a competent authority issues an order, it is issued with the understanding that subordinates will carry out that order, effectively and efficiently. When or where that order is issued does not make a difference on the importance of that order. The orders issued in garrison are just as important as the ones being issued in a combat zone. It is important that the order be understood and done when told to, to avoid further problems. Military discipline and effectiveness is built on the foundation of obedience to orders. Recruits are taught to obey, immediately and without question, orders from their superiors, right from day one of boot camp. Military members who fail to obey the lawful orders of their superiors risk serious consequences. Article 90 of the Uniform Code of Military Justice (UCMJ) makes it a crime for a military member to willfully disobey a superior commissioned officer. Article 91 makes it a crime to willfully disobey a superior Noncommissioned or Warrant Officer. Article 92 makes it a crime to disobey any lawful order (the disobedience does not have to be â€Å"willful† under this article). In fact, under Article 90, during times of war, a military member who willfully disobeys a superior commissioned officer can be sentenced to death. These articles require the obedience of lawful orders. An order which is unlawful not only does not need to be obeyed, but obeying such an order can result in criminal prosecution of the one who obeys it. Military courts have long held that military members are accountable for their actions even while following orders, even if the order was illegal. Orders can have a variety of purposes, most of which builds discipline. Whether a Marine is told to clean the head or to bring in gear, the orders given are to instill good character in the Marines. When it comes down to it, there are orders issued for almost everything in the military. Since this practice is so frequent, Marines have learned to make it part of their instinct to follow orders when given. It is written in the promotion warrants that subordinates will render obedience to orders given from superiors, so it is difficult to say that Marines are not reminded of it. Following orders can apply to almost everything you do in life. Everyone follows orders, even the Commandant. So if a four star General has to follow orders, its automatic that everyone below him must do the same. Even before you join the military following orders is part of life. In school the teachers give orders to students, it may not be the same as the military but they are orders. Listening to your parents when they told you to do something was following orders. Sometimes it is hard to cope with the orders that are given, but the judgment of those issuing orders needs to be trusted. I think following direct orders is important because for starters nothing would ever get done because everyone would gaf everyone else off and it might not sound that bad but if you were to put the scenario into a combat situation marines would die all because someone didn’t follow a direct order, for instance if you were told to hold a position with your marines and you moved anyway’s you could cost everyone their lives and loose a war. To obey someone means to comply with or fulfill the commands, restrictions, wishes, or instructions of that specific person. We are taught as children to obey our higher-ups. Starting from our parents, teachers, managers, police officers and so on. So how does this relate to the military? Well, when a person enlists in the United States Military, they take the following oath; â€Å"I do solemnly swear that I will support and defend the Constitution of the United States against all enemies, foreign and domestic; that I will bear true faith and allegiance to the same; and that I will obey the orders of the President of the United States and the orders of the officers appointed over me, according to regulations and the Uniform Code of Military Justice. Right there you are making a promise to the United States Military. Before you even put on the uniform, you promise you’ll obey the orders of the President and the orders of the officers appointed over you. Military discipline and effectiveness is built on the foundation of obedience to orders. Brand new privates are taught to obey, immediately and without question, orders from their superiors, right f rom the start. Almost any devil can tell you that obedience was drilled into their heads at one point or another. For example, no talking on the phone while walking, don’t put your hands in your pockets, and stand a parade rest. Those are just the simple orders you are made to obey in the military. Greater orders mean bigger consequences. Military members who fail to obey the lawful orders of their superiors risk serious consequences. I know that knowing the rules and regulations is what is going to make me move up the rank and make me a all around better marine. I need to work on discipline sometimes and am going to correct my unacceptable behavior . So in my essay I have listed many characteristics and examples of how following orders is important. I feel the Marine Corps values have a big role in rules and regulations because if you follow the values you will not have as difficult a time in the corps It’s very important to follow directions, or else the world would be in chaos. When someone tells you that you must follow directions so that everything can go in an orderly fashion, it’s important to do so because they know what’s going to happen if you don’t. It’s important to follow directions because if you don’t something can go wrong, it’s important follow directions because if you don’t you’ll get in trouble, and it’s also important to follow directions because if you don’t you’ll be writing this essay too. If you decide to cross the street and someone tells you not to, their telling you for a reason, maybe so that you won’t get hit by a car or get shot at in a drive by shooting. It’s important follow directions because if you don’t you’ll get in trouble. Thank you very much for taking time to read my essay on following orders. How to cite Importance of Military Rules and Regulations, Essay examples

Karl Marx (1871 words) Essay Example For Students

Karl Marx (1871 words) Essay Karl MarxHuman relationships have always been dynamic. Change and adaptability have gonehand in hand with the passage of time for human society. Systems have beendeveloped to regulate, direct and control the resources of this society. Thesystems are referred to as governments and the resources as the populace orinhabitants and forces of production. A government must be dynamic in its naturereflecting the change in society. At times these systems have resisted thenecessity to adapt with its components (Society) creating a deficit between thesystem and those it regulates. As the deficits develop, they cause instability,and could lead to revolution.1 Theories have been developed to explain thesystemic phenomenon Karl Marx was the greatest thinker and philosopher of histime. His view revolutionized the way in which people think. He created anopportunity for the lower class to rise above the aristocrats and failed due tothe creation of the middle class. Despite this failure, he was still a greatpolitical leader and set the basis of Communism in Russia. His life contributedto the way people think today, and because of him people are more open tosuggestion and are quicker to create ideas on political issues. Karl HeinrichMarx was born May 5th, 1818 in Trier. Although he had three other siblings, allsisters, he was the favorite child to his Father, Heinrich. His mother, a DutchJewess named Henrietta Pressburg, had no interest in Karls intellectual sideduring his life. His father was a Jewish lawyer, and before his death in 1838,converted his family to Christianity to preserve his job with the Prussianstate. When Heinrichs mother died, he no longer felt he had an obligation tohis religion, thus helping him in the decision in turning to Christianity. Karls childhood was a happy and care-free one. His parents had a goodrelationship and it help set Karl in the right direction. His ?splendidnatural gifts awakened in his father the hope that they would one day be usedin the service of humanity, whilst his mother declared him everything would gowell. (The story of his life, Mehring, page 2). In High school Karl stood outamong the crowd. When asked to write a report on How to choose aprofession he took a different approach. He took the angle in which mostinterested him, by saying that there was no way to choose a profession, butbecause of circumstances one is placed in an occupation. A person with aaristocratic background is more likely to have a higher role in society asapposed to someone from a much poorer background. While at Bonn at the age ofeighteen he got engaged to Jenny von Westphalen, daughter of the upperclassmenLudwig von Westphalen. She was the childhood friend of Marxs oldest sister,Sophie. The engagement was a secret one , meaning they got engaged without askingpermission of Jennys parents. Heinrich Marx was uneasy about this but beforelong the consent was given. Karls school life other than his marks is unknown. He never spoke of his friends as a youth, and no one has ever came to speak ofhim through his life. He left high school in August of 1835 to go on to theUniversity of Bonn in the fall of the same year to study law. His father wantedhim to be a lawyer much like himself but when Karls reckless university lifewas getting in the way after a year Heinrich transferred him to Berlin. Also, hedid not go to most lectures, and showed little interest in what was to belearned. Karls reckless ways were not tolerated at Berlin, a more conservativecollege without the mischievous ways of the other universities. While at Berlin,Marx became part of the group known as the Yong Hegelians. The group wasorganized in part due to the philosophy teacher Hegel that taught from 1818 tohis death. The teachings of Hegel shaped the way the school thought towards mostthings. Those who studied Hegel and his ideals were known as the YoungHegelians. Hegel spoke of the development and evolution of the mind and ofideas . Although Karl was younger than most in the group, he was recognized forhis intellectual ability and became the focus of the group. While at BerlinHe came to believe that all the various sciences and philosophies werepart of one overarching, which, when completed, which would give a true andtotal picture of the universe and man. (Communist Manifesto, Marx (FrancisB. Randal), page 15) Marx was an atheist, and believed that science andphilosophy would prove everything. Thus he had no belief in a god of any type. .u24e9c081850d67fffa92d5423e0ca860 , .u24e9c081850d67fffa92d5423e0ca860 .postImageUrl , .u24e9c081850d67fffa92d5423e0ca860 .centered-text-area { min-height: 80px; position: relative; } .u24e9c081850d67fffa92d5423e0ca860 , .u24e9c081850d67fffa92d5423e0ca860:hover , .u24e9c081850d67fffa92d5423e0ca860:visited , .u24e9c081850d67fffa92d5423e0ca860:active { border:0!important; } .u24e9c081850d67fffa92d5423e0ca860 .clearfix:after { content: ""; display: table; clear: both; } .u24e9c081850d67fffa92d5423e0ca860 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u24e9c081850d67fffa92d5423e0ca860:active , .u24e9c081850d67fffa92d5423e0ca860:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u24e9c081850d67fffa92d5423e0ca860 .centered-text-area { width: 100%; position: relative ; } .u24e9c081850d67fffa92d5423e0ca860 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u24e9c081850d67fffa92d5423e0ca860 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u24e9c081850d67fffa92d5423e0ca860 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u24e9c081850d67fffa92d5423e0ca860:hover .ctaButton { background-color: #34495E!important; } .u24e9c081850d67fffa92d5423e0ca860 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u24e9c081850d67fffa92d5423e0ca860 .u24e9c081850d67fffa92d5423e0ca860-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u24e9c081850d67fffa92d5423e0ca860:after { content: ""; display: block; clear: both; } READ: My Testimony EssayMarx believed that Hegel must have been an atheist as well because of his strongbelief in the mind. Marxs doctoral thesis was competed in 1841. It carried thetitle The Difference Between the Philosophies of Nature of Democrtius andEpicurus.(The Making of Marxs Critical Theory, Oakley, page 11) It had todo with the Greek philosopher Epicurus and how his beliefs related to Marxs ofthat day. This thesis was an early indication of the thinking behind Karl Marx. Much of his later work and ideas are evident in this essay. He passed his thesisinto the University of Jena because Bonn and Berlin required an oral part to thethesis. The quickness was also a matter in this. He passed it in early April,and got his degree in history and philosophy in April 15, 1841. After graduationhe was unable to find work. This caused him to take a job with the Germannewspaper Rheinische Zeitung in early 1842. By the end of the year, Marx madeeditor- in-chief. A few months after that in 1843 because of his radicalwritings, and his social views, Marx was forced to step down as editor, and soonafter that the paper closed altogether. He married Jenny von Westphalen, andwith a member of the Young Hegelians, Arnold Ruge went to Paris to publish aradical journal on his beliefs. It was evident in his works that he was arevolutionary that advocated criticism of everything in existence. This wasespecially anticipated by the proletariat. The proletariat were the workingclas s of the day. They were the poor and made up the majority of people. Marxwent on to believe that the proletariat would rise up against the bourgeoisie. Then in 1844 Marx met a man that would change his life forever.When going toEngland after doing military service, he meet Marx in Cologne in the offices ofthe Rheinische Zeitung. Both of them had gone through the German philosophicschool and whilst abroad they came to the same conclusions but while Marxarrived at an understanding of the struggles and the demands of the age basis ofthe French Revolution, Engles did so on the basis of English industry. (TheStory of His life, Mehring, page 93) Friedrich Engles was born in 1820 in theRhine Province of the Kingdom of Prussia. Like Marx he was brought up with theGerman philosophies of Hegel, and like Marx, Engles began to follow the works ofHegel. These parallels between Marx and Engles formed a relationship that wouldlast for the rest of each others lives. They both contributed to each othersworks, and co-wrote many things. The similarity in background between the twoalso meant a similarity in ideas. The both believed in the struggle of t heproletariat and that it would rise up against the bourgeoisie. Marx isconsiderate to be the greater of the two philosophies. The one contrast was theway in which one solved problems. Marx would use historical research to solve aproblem, as apposed Engles who used his imagination and pure mind to come abouta solution. These differences in culture and similarities in beliefscomplemented each other well. This outlook on society and the class war wasingenious. It was their greatest work together, the communist manifesto, whichachieved them their most popularity among the proletariat, and created the mostproblems with the government for the two. Communist Manifesto or Manifest derKommunistischen Partel was a book written by Marx with collaboration from Engles. Basically meaning that Marx wrote it but he discussed the issues in themanifesto with Engles. It documents the objectives and principals of theCommunist League, an organization of arand intellectuals. It was published inLondon in 1848, shortly before the revolution in Paris. The manifesto is dividedinto four parts, and the beginning of the entire document reads A specteris haunting Europe. The first part outlines his ideas on history and aprediction on what is yet to come. He predicts a confrontation between theproletariat and the bourgeoisie, the working class and the higher class. Becauseof the main logic behind capitalism the bourgeoisie will seek more power andmore wealth. With them doing this, the living conditions of the proletariat willdecrease. Numbers of proletariat will increase as well as their politicalawareness, and will revolt against the bourgeoisie and will eventually win. Inthe second part Marx discusses the importance of Communism, and if privateproperty is abolishe d, class distinctions will be as well. The second part alsostresses the importance of the necessity of the proletariat and bourgeoisiebeing common and the level of class being the same. The third part critiquesother social ideas of the modern day. The final and fourth part discussed thedifferences between his political issues as apposed to those of the otheroppositonal parties. This part ends in bold capital letters WORKINGMEN OFALL COUNTRIES, UNITE! The days of November 1850 fall almost exactly in themiddle of Marxs life and they represent, not only externally, an importantturning point in his lifes work. Marx himself was keenly aware of this andEngles perhaps even more so. (The Story of his life, Mehring, page 208) Livingin political exile his life changed. His ideas were no longer followed like theyonce were. His isolation from the general public provided a new light in hislife. Then, in 1855, his only son died. His son showed much potential, and wasthe life of the family. When h e died, Jenny became very sick with anxiety, andMarx himself became very depressed. He wrote to Engles The house seemsempty and deserted since the boy died. He was its life and soul. It isimpossible to describe how much we miss him all of the time. I have suffered allsorts of misfortunes but now I know what real misfortune is. (The Storyof his Life, Mehring, page 247) After the Communist League disbanded in 1852Marx tried to create another organization much like it. Then, in 1862 the FirstInternational was established in London. Marx was the leader. He made theinaugural speech and governed the work of the governing body of theInternational. When the International declined, Marx recommended moving it tothe United States. The ending of the International in 1878 took much out ofMarx, and made him withdraw from his work; much like the ending of the CommunistLeague had done. This time, it was for good. The last ten years of his life isknown as a slow death. This is because the last eight years manymedical problems affected his life. In the autumn of 1873 he was inflected byapoplexy which effected his brain which made him incapable of work and anydesire to write. After weeks of treatment in Manchester, he recovered fully. Hecontrolled the demise of his health. Instead of relaxing in his old age he wentback to work on his own studies. His late nights and early mornings decreasedhis health in the last few years of his life. In January of 1883, after thedeath of his daughter Jenny, he suffered from Bronchitis and made it almostimpossible to swallow.