Ideal Society in the Eyes of Locke and Swift Essay

Ideal Society in the Eyes of Locke and Swift - Essay Example It also states that, essentially, the natural state of mankind is anarchic. Anarchy exists anywhere and everywhere, whereever no legitimate government is found. In Chapter 4 ("Of Slavery") Locke justifies slavery, very much like More's Utopia, where slaves are allowed upto a maximum of two per household and they are allowed freedom based on their good behaviour. Thus the concept of an ideal society is comparatively varied in all the works analysed and ironically contain shortcomings that challenge the inherent ideological bias of their authors and the ages to which they belong. Locke's Second Treatise gives the vision of a free community, where all individuals are equal, and most importantly, possessed of natural rights. The notion of property is linked to this concept too. He maintains that men will inevitably want to acquire goods and will come into inevitable conflict. Locke's etymological explanation of "property," lies in his dervation of its meaning that is life, liberty and estate, including one's self. Thus he proposes that a natural law of morality should come to govern them before they enter into a social arena. Here the irony is underlined since Locke realizes that the natural rights must be compromised so as to enter into a social structure. ... But the tricky business is with abiding by these very standards of behavior. The civil society is formed for the rights of the property, and Locke asserts that there is a non-political interest within its members for the state's function is protection and keeping intact the property that belongs to one. If the purpose of government is the protection of property, the latter must exist independently of the former. Thus society must allow this property to become a private property. The people entrust this body of standards or laws with the members of the protectors or the State. But if there is an abuse of power and this body of government ceases to act in the way the people expect, or do not represent the people's ideals, and instead just represent either their selfish needs or some other ideal, there is the possibility of a revolt or rebel. Locke suggests that not only should they rebel but overthrow that government and thereby replace it with people who will represent them better. Taken into fact that Locke was justifying his opposition to Charles II, all these concern seem fitting to his cause of an iconoclasm that he expected out of the people when the government ceases to be the mouthpiece of the people it seeks to protect. Locke's Second Treatise justifies the revolution of King William so as to explain the circumstances, under which the people of the state have ultimate right to raise concern and seek rebellion and replace one government with a better o ne. The idea of an unlimited property and that of a corrupt government are addressed in terms of Governmental intervention; since if the government comes to possess people's property then it

Ancient Religion Essay Example | Topics and Well Written Essays - 250 words - 2

Ancient Religion - Essay Example er could center on a single deity as the entity of his own worship and reverence, without assuming that his own deity was unique The Mesopotamians believed that the afterlife was a dreadful experience, where the dead eats dust and wore feathers as clothing, weeping in the realms of the Netherworld and Ereshkigal. They believed that everything was cyclic, and probably considered life and death as such as well.  The Greeks too believed in a life after death. A special place of bliss, the Elysian Fields, was reserved for the heroes. The souls damned for being evil were sent to everlasting punishment, in the underworld. The soul that was good, was sent to the dominion of the Blessed. The Greek god Hades is identified in Greek mythology as the king of the underworld. The Romans had a comparable belief system about the life after death, with Hades becoming identified as Pluto.  The Egyptians had a very optimistic view of the afterlife.Burying the dead was of religious concern in Egypt, The Egyptians believed that the vital life-force was composed of several psychical elements, of which the most important was the ka. The ka, a duplicate of the body, accompanied the body throughout life and, after death, departed from the body to take its place in the kingdom of the dead. The ka, however, could not exist without the body; every effort had to be made, therefore, to preserve the corpse.  Many religions practiced in modern times too believe in life after death.An afterlife concept that is found among Hindus and Buddhists is reincarnation, as developing humans’ life after life in the physical world that is, acquiring a superior grade of consciousness by means of successive reincarnations. This chain is conceived to lead toward an eventual liberation or ‘nirvana’.  

Americas Executive Document 9066 Assignment Example | Topics and Well Written Essays - 750 words

Americas Executive Document 9066 - Assignment Example In a few months, over 110,000 (over 65 percent) were relocated to the internment camps, which were constructed and dispersed in Arizona, California and other states in the western side. There was a special provision for those who were half cast; the American women married to Japanese men had an option to go to the internment camps with their husbands (Harrison). Question 3 The executive order 9066 was unconstitutional and violated several rights due to American citizens. Their right to religion was adversely violated. The practice of Buddhism was prohibited in the internment camps, and there was no placement of Buddhist clergies in the separate camps. The Shinto religion was restricted and Christianity proclaimed and encouraged in the internment camps. Their freedom of speech and press was also contravened with the banning of Japanese speaking in public and the prohibition of reading newspapers in the camp. The formal language they were expected to speak was English only in public me etings. Breaching their right to assemble, they abolished to do groupings or congregations. Their freedom to petition was not guaranteed, they were, therefore, unable to seek redress. They faced unreasonable seizures and searches. Their right to the indictment was also contravened. Many other rights and freedoms were abridged. Question 2 A multiplicity of issues led to the federal government’s intervention into civil rights. ... The exact time span for this movement is debatable but it is common knowledge that key events occurred between the 1950s and 1960s. In 1954, there was a ruling in the Supreme Court against racial segregation amongst students in publicly owned schools. Question 3 The year 1957 saw Arkansas’ governor in a bid to stop nine African American students from joining a high school. The sitting president that time ordered federal officials to enforce the court order. The black’s right to vote was protected by the civil rights act of 1957. The year 1960 saw President J. F. Kennedy intervening to ensure the safety of a group of citizens. These citizens were casualties of the segregation in interstate train and bus stations. Question 4 About ten percent of Mexican nationals live and work in the United States. Immigration policy has been an issue in Congress for a long time. One of the policies was to strengthen migration and border security control. This policy was aimed at deterrin g and preventing the levels of illegal migrations into the United States. Devised in 1995 and published in 2005, its implementation has been strategic and stepwise. It has included fencing, surveillance and strategically positioned personnel. Another policy was on changing the LPR and non-immigrant visa systems. There was also a policy to legalize certain unauthorized aliens. Many of these options would establish new mechanisms or pathways, with Mexicans being among the largest group of beneficiaries of most such proposals.  Ã‚  

Ancient Religion Essay Example | Topics and Well Written Essays - 250 words - 2

Ancient Religion - Essay Example er could center on a single deity as the entity of his own worship and reverence, without assuming that his own deity was unique The Mesopotamians believed that the afterlife was a dreadful experience, where the dead eats dust and wore feathers as clothing, weeping in the realms of the Netherworld and Ereshkigal. They believed that everything was cyclic, and probably considered life and death as such as well.  The Greeks too believed in a life after death. A special place of bliss, the Elysian Fields, was reserved for the heroes. The souls damned for being evil were sent to everlasting punishment, in the underworld. The soul that was good, was sent to the dominion of the Blessed. The Greek god Hades is identified in Greek mythology as the king of the underworld. The Romans had a comparable belief system about the life after death, with Hades becoming identified as Pluto.  The Egyptians had a very optimistic view of the afterlife.Burying the dead was of religious concern in Egypt, The Egyptians believed that the vital life-force was composed of several psychical elements, of which the most important was the ka. The ka, a duplicate of the body, accompanied the body throughout life and, after death, departed from the body to take its place in the kingdom of the dead. The ka, however, could not exist without the body; every effort had to be made, therefore, to preserve the corpse.  Many religions practiced in modern times too believe in life after death.An afterlife concept that is found among Hindus and Buddhists is reincarnation, as developing humans’ life after life in the physical world that is, acquiring a superior grade of consciousness by means of successive reincarnations. This chain is conceived to lead toward an eventual liberation or ‘nirvana’.  

Case Study Essay Example | Topics and Well Written Essays - 3000 words - 2

Case Study - Essay Example The function of in-house system developers as mediators of organizational change is emphasized, with focus on their political and management techniques in implementing change. Conventional human-computer interaction (HCI) has focused on looking for means in which to devise a more functional and serviceable interfaces. This pursuit has been inclined to concentrate on the advancement of cognitive models of end user conduct in interaction with computers so as to identify design guidelines (Nadler, 1997). With the observations of Suchman (1987 as cited in Tidd, Bessant & Pavitt, 2001) of established action, collaborative design programs, and sociological descriptions of contextual computer use, this pursuit has departed from the laboratory and aimed to assume a more wide-ranging perspective of the users’ world as a means of updating design. It is thus far fairly known that organizations should be aware of the working activities of users exhaustively and contextually to devise technology that can be successfully integrated in work processes, a point of view now developed by the concern in building up groupware (Tidd et al., 2001). This case study focuses on a custom and internal development application in which common products are altered by an in-house information technology (IT) development group to appropriate the needs of the organization. Grudin (1991 as cited in Kamoche, 2002) argued that, provided with the complexity of direct user session, they could be a more suitable user group with whom developers of products can communicate. Moreover, Suchman (1994 as cited in Tidd et al., 2001) maintained that merely through the effort of internal implementers is it plausible to successfully implant innovative organizational systems into the frameworks of the organization. The in-house development group could be described rather generally as those staff members who have quite a few duties for devising prerequisites for the system, selecting well-suited

Certain responsibilities Essay Example for Free

Certain responsibilities Essay In school, as in life, everyone has certain responsibilities. The Principal is responsible for overseeing the efficient running of the school. The teachers are responsible for seeing that school rules are obeyed, that their lesson plans are well written and lessons prepared. Teachers are also responsible for seeing that each of their students learn the material that is presented. Students are responsible for many things as well. All students are responsible for making sure they are ready to learn. This includes having the necessary equipment to do the job of learning. Each student is responsible for having a all their school materials with them at all times. When a student shows up to class unprepared it makes learning very difficult. Unprepared students also make learning hard for people around them as they disturb others trying to find a pen or borrow a book. Students who come to class unprepared miss important information. While they are looking for a book, or a pen or their homework; knowledge is passing them by. Being unprepared is a sign of immaturity. Students who come to class without a pen are demonstrating that they are not ready and they are irresponsible. They rely on others to take care of their needs. This is unfair to others who have their own lives to take care of. If you don’t want to be treated like a child, you must begin taking responsibility for yourself. This starts with being a responsible student. It’s time for you to step up and take care of your own responsibilities.

Race in Othello and Titus Andronicus Essay -- comparison compare contr

Race in Othello and Titus Andronicus      Ã‚  Ã‚  Ã‚   Within both Titus Andronicus and Othello both by William Shakespeare the reader is introduced to the concept of a black man within a white society. Stigmas and stereotypes are attached to the black characters of Aaron and Othello. Although each black character has a similar stigma, the characters are very different from one another. Aaron is portrayed as evil, conniving and malevolent, while Othello has none of these traits. Othello's fault lies in the fact that he is very gullible and easily led. Aaron within Titus Andronicus is a character that is both bound and not bound to his colour. Though his actions can be "blamed" on his colour, there are two paths to follow in this thinking. First Aaron's actions within the play can be blamed on the fact that he is black and as he is black, he is naturally a bad person as black people are stereotypically people prone to causing trouble and have black souls which match their outward appearance. This answer would have been acceptable within Shakespeare's times, however it seems that it doesn't fit with Othello as the villain in that play is a white man, who's soul is nothing but pure evil. If one were going by the terms of colour dictates your soul, that would have made Iago a good man, and he definitely wasn't a good man. The other way in which one could take Aaron's misbehavior, which seems to be the more logical one is that his actions though are a result of his skin tone are not an inbred condition. His actions, deeds and thoughts are not dictated through his skin colour, but because of the ostracism and the hate he has felt through his life due to his skin colour he now has built up a resistance to the hate. By throwing hate ba... ...what similar. Though both characters have similar stigmas attached to them they are very different from one another. The reaction to Aaron can be justified as he actually is an evil person and causes nothing but trouble. In the case of Othello, the reactions of the other characters are simply a projection of the stereotypes associated with the black man. Works Cited McLauchlan, Juliet. Shakespeare - Othello. London: Camelot Press Ltd. 1971 Wain, John. Shakespeare's Othello - A Casebook. London: MacMillan Press. 1994 Shakespeare, William. "The Tragedy of Othello the Moor of Venice" The Norton Shakespeare. Ed. Stanley Wells & |Gary Taylor. New York/London, W.W. Norton Company,1997. 2100-2174 Shakespeare, William. "Titus Andronicus"   The Norton Shakespeare. Ed. Stanley Wells & |Gary Taylor. New York/London, W.W. Norton Company,1997. 371-434