Analysis of an Epic Poem Paradise Lost

Paradise Lost is an epic poem written in the 17th century by the English poet John Milton. Paradise Lost recapitulates the original tale of Genesis, from the conflict between the lord and Satan and the temptations in the Garden of Eden. Throughout the poem, Milton compares God and the devil to one another both having angles, yet Satan's have fallen into the darkness of Hell where they are recovering from their war against God. During this poem the poet will also include rebellious actions and punishments of Satan's. The first line of the poem Paradise Lost confirms that the poem's main focus will be Man's first disobedience, and that Milton aims to justify the ways of God to men. John Milton then goes to delineate Adam and Eve to a different extant of temptation, innocence, and distinct details of why and how. I claim that Milton describes a more sympathetic view of Christianity, by presenting the difference in God verses Satan, mans disobedience, and Milton's personalized simplification of Adam and Eve. Through out the poem you may find yourself feeling sympathy for the devil, pitying him, or even cheering for him. As for God in Paradise Lost he is not the kind, forgiving, nice guy he's made out to be in the book of Genesis. Paradise Lost begins with the argument witch contains a flash back of the war between God and Satan. In the poem Satan says, better to reign in hell, than serve in heav'n, this is Satan making his own situation sound like a proud choice rather than horrendous position (book 1, line 263.) Though out this poem Milton devises the reader to believe that Satan is content where he's at, but after makes multiple comments like the mind is its own place, and in itself can make a heav'n of hell, a hell of heav'n, leaving the reader distressing over Satan's situation (book 1, lines 254-255.) However its possible to find your self-routing for Satan and his confidence as he lacks self-knowledge of his own limitations, for he can not realize that he will never defeat God or his creations but only tamper with. Satan is confound when his united forces are defeated as he believes no worriers were as strong as his, not realizing god would repulse Satan's army.
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Analysis of Whether Milton was of the Devil’s Party or not

This essay aims to analyze whether Milton was of the devil's party or not. To support my argument, I will be mentioning different critics and their perspective on whether Milton should be considered of the devil's party or not. John Milton wrote the greatest epic poems when he wrote Paradise Lost. It is a poem written in an expensive, majestic verse with a serious tone and begins in ?medias res' as Homer's epic poems do. The book describes the creation of man and its fall while detailing characters and the plot beyond what the Bible has taught. Milton tries to write in the tradition and style of Homer's Iliad or Virgil's Aeneid. Milton's main focus is not the heroic men, but the struggle and tragedy of humanity. The story of the epic, Paradise Lost, has been taken from Genesis, in The Bible; it is a simple story of the fall of Adam and Eve from the grace of God due to their disobedience to him. In heaven, Lucifer, who becomes Satan after the fall from heaven, was unable to accept the supremacy of God, and lead the revolt against his divine authority. After a terrible war with God's angles, he was finally thrown into Hell, where Satan and the other fallen angles lay in burning lake. William Blake claims that Milton was of the devil's party without knowing it. Blake might have meant that I think, Milton has presented Satan as the real hero of the epic, Paradise Lost, unknowingly. According to the critics of the Romantic Age, Satan is the actual hero of the epic. Similarly, A.J.Waldock and other twentieth-century critics see Satan as sympathetic and admirable and God as distant and dictatorial. On the other hand, critics like C.S.Lewis in Preface to Paradise Lost, are of the view that Satan may be exceptionally well drawn but he is nonetheless egocentric and just simple evil. Satan is one of the most argumented, controversial and popular characters in the history of literature. The reason is a lack of clarity about Satan being the villain or the hero of Paradise Lost. Satan holds many traits which qualify him as the hero, whereas, there are also some characteristics which distinguish him as the villain of the epic. Edith Kaiter and Corina Sanduic, in their article, Milton's Satan: Hero or Anti-Hero?, state, Satan is both hero and villain, revolted against tyranny and tyrants, preacher of freedom and prisoner of his own egocentrism.(2) Milton has presented Satan as a heroic figure in his epic, Paradise Lost. Milton shows that Satan is the reflection of leadership and bravery because Satan, although in his worst state, still upholds his principles that enlist him in hell in the first place. Satan says, in Paradise Lost: All is not lost, the unconquerable will. And the study of revenge, immortal hate, And courage never to submit or yield And what else is not to be overcome? That glory never shall his wrath or might Extort from me. (Paradise Lost, Book 1. 106-11) The core of Satan's heroism in the epic is that he is in favor of his own beliefs, even though he would fight against all odds. Satan makes high-sounding speeches. Through these speeches, he makes himself the hero, whereas in my opinion, Satan's heroism is false because it is built on false aims, beliefs and unworthy plans to defeat the divine authority. However, without a doubt, it can be said that Milton has used his poetic and dramatic powers to the full while depicting Satan. A.J.Waldock quotes Mr. Lewis in his essay, Satan and the Technique of Degradation, as: Satan is already wilting under the doom of Non-sense”that his brain is already in process of decay. (79). The character of Satan is, no doubt, a powerful and a complex character throughout Book 1 of Paradise Lost. Milton has projected Satan, in some verses, as the hero of the epic and in some verses, he shows that Satan is a manipulative, trick-ish and a lying individual. Satan is seen vengeful because even though he has been punished and thrown to hell from heaven, he still remains firm in his objective that is his rebellion against God. Moreover, Satan is high in his ambition and therefore cannot bear to be a servant and must become a ruler. He says: To reign is worth ambition, though in hell Better to reign in hell, than serve in heaven (Paradise Lost, Book 1. 262-63) As John Carey, in The Cambridge Companion, observes, the term most suitable to express this ambivalence of character is ?depth'. Depth in a fictional character, Carey argues, depends on a degree of ignorance being sustained in the reader, the illusions, he continues, must be created that the character has levels from us, the observers. (133). Also, if we analyze Satan's speeches, we come to know that there are several evasions on his part and that he makes certain claims which are not backed up by evidence, since, the logic of the speech is insecure, naturally (Waldock 80). Satan is a lost soul to whom hope never comes that comes to all. Satan is not a uni-directional character but a multi-directional character. In fact, as readers, we do not have to express sympathy with Satan, whose aim is to misguide and deceive his followers through his grand speeches. Since Milton considered himself a devout Christian, it is difficult to accept that he would have consciously crafted the traditional embodiment of evil into a positive role model. From the opening of Book 1, it is clear that there is a conflict between God and Satan. Milton uses his Biblical knowledge and elements of epic poetry to invoke a sense of grandeur while describing Pandemonium, the capital of Hell, in Paradise Lost. Before man is even in the picture, Milton portrays the underlying conflict of which the man will eventually become a part of. After being banished from heaven, Satan and the other fallen angles find a temple that becomes a meeting place for them to discuss their intent of waging war against God and man. At Pandemonium, the high capital Of Satan and his peers: their summons called From every band and squared regiment (Paradise Lost. Book 1. 756-58) In carrying on the discussion, many critics think that Satan's pride is the replication of Milton's own. Accordingly, Waldock mentions Mr. Lewis that in Satan we see Milton's own pride, malice, folly, misery, and lust (85). In other words, it would not be wrong to say that Milton has put much of himself into the character of Satan. Critics are of the opinion that Book 1 of Paradise Lost, justifies the ways of Satan to men rather than to justify the ways of God to men. I agree to this because, throughout Book 1, we only see Satan making grand speeches and revolting against the divine authority. Douglas Bush, in his essay, Characters and Drama, claims that Milton have put his heart and soul in the projection of Satan. In connection to this, Milton creates a character who is someone we tend to appreciate and someone we want to see defeated as well. To say that Satan's character has layers, would not be wrong after-all. Satan in some of the verses of the epic, Paradise Lost, seems to be a bold and courageous leader with a clear vision of his mission, whereas in some of the verses Satan is the horrible co-existence and incessant intellectual activity with an incapacity to understand anything. To elaborate on this, we can look up to the contradictions in Satan's speeches as What matter where, if I be still the same And what I should be, all but less than he whom thunder hath made greater? Here at last We shall be free; the Almighty hath not built Here for his envy, will not drive us hence: Here we may reign secure, and in my choice To reign is worth ambition though in Hell Better to reign in hell than serve in heaven (Paradise Lost, Book 1.256-63) Whereas, as we go along the poem Satan says Awake, arise or be forever fallen. (Paradise Lost. Book 1.330) Both of the verses mentioned above, are the clear example of the contradiction in Satan's speeches. Conclusively, I think that Milton was of the devil's party because, throughout Paradise Lost, we see a character who keeps on to revolt against the divine authority, God. If Milton was not of the devil's party he might not have endowed Satan with such grand leadership qualities. I believe that the reason behind Milton endowing Satan with such qualities is that an opponent to God had to be of great dramatic stature. The use of glorious words by Milton to describe Satan is to show him only as a leader. I believe that almost the whole of the book 1 revolves around the character of Satan, so it might be natural for Milton to portray Satan as the hero of Paradise Lost. On the other hand, grandiloquence and chivalry are the two qualities that Milton appears to be repudiating in Paradise Lost. And the fact that Satan reveals these qualities indicate that Milton was not of the devil's party after all.
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How does Milton Depict Satan’s Leadership Qualities in Paradise Lost?

Strong leadership is often a key aspect for a group to work well together. In Paradise Lost, John Milton depicts Satan as a strong leader who is able to lead a loyal group of fallen angels through adversity. Milton depicts Satan as possessing key leadership qualities that allow him to lead the group powerfully, such as his ability to motivate others, his courage, and his confidence and loyalty to his group.

Satan's most important and obvious leadership quality in Paradise Lost is his ability to motivate others. This ability is shown multiple times throughout both books, but especially in book one, where the group is demotivated and defeated from losing the battle with God. After being cast down into Hell by God after the battle, Satan gives multiple motivational speeches. In his first speech, Satan says:

What though the field be lost?

All is not lost; the unconquerable Will,

And study of revenge, immortal hate,

And courage never to submit or yield:

And what is else not to be overcome?

That Glory never shall his wrath or might

Extort from me. To bow and sue for grace

With suppliant knee, and deifie his power

(Book 1, 105-112)

This passage is part of Satan's first motivational speech after being cast into Hell. This passage is important due to Satan encouraging the fallen angels to not lose spirit and to not give up. Satan refers to losing the ?field' of Heaven, yet the spirit of the fallen angels is not lost. He encourages the fallen angels that their will, courage, and effort is not lost, and that he is not prepared to give up. This is an important idea as a leader because a good leader doesn't give up on their team, and continues fighting. This passage makes it clear that the defeat hasn't stopped him from trying, and he encourages the others to not give up either. Milton displays this resilient and motivational quality in Satan to support that he is a good leader, and that he will fight for his team.

Two more key passages that highlight Satan's motivational qualities come in his third speech of the Book. These passages come after Satan's acceptance of losing Heaven and his shift to accepting Hell. In these passages, Satan says:

The mind is its own place, and in it self

Can make a Heav'n of Hell, a Hell of Heav'n.

(Book 1, 254-255)

Here we may reign secure, and in my choyce

To reign is worth ambition though in Hell:

Better to reign in Hell, then serve in Heav'n.

(Book 1, 261-263)

Both of these passages show a shift in mentality for Satan and how he is encouraging the others to accept Hell and the positive qualities that it holds. In the first passage, Satan is encouraging a mental shift to changing the focus onto the positive aspects of Hell, and how they can make the best of the situation. This is an important realization for a leader, because leadership can succeed when the best is made of a situation. The second quote follows the same idea, looking at the positive side of Hell. Satan shows his leadership with his desire to reign in Hell, stating that he would rather be a leader in Hell than a servant in Heaven. This passage makes Satan's desire to lead clear.

Another key aspect in Satan's leadership is his ?halftime speech' in which he encourages the other fallen angels to continue fighting and to not back down, along with offering the solution to have a meeting about the next steps. Milton portrays Satan as somewhat similar to a sports team captain with this speech, even with the wording he uses before Satan's speech. Milton writes:

He now prepar'd

To speak; whereat thir doubl'd Ranks they bend

From wing to wing, and half enclose him round

(Book 1, 615-617)

This introduction to Satan's motivational speech draws similarities to a team captain, even to the likeness of half enclose him round to a huddle. Team captains are the leaders of teams and motivate the team, which is the same role that Satan has taken on with the fallen angels.

Another important aspect of Satan's leadership is his courage. A strong leader must have courage to powerfully lead a team through adversity, and Satan is not lacking. The most obvious factor of Satan's courage is his leadership in the rebellion against God. God is known as all-mighty and all-powerful, and Satan still had the courage to lead his team in battle against him. In Book two, Satan also volunteers to make the voyage to Earth himself, and while Milton portrays the rest of the fallen angels as afraid to make the dangerous journey, he shows Satan as brave and taking the role of leadership to make the journey:

The perilous attempt; but all sat mute,

Pondering the danger with deep thoughts; and each

In others count'nance read his own dismay

Astonisht: none among the choice and prime

Of those Heav'n-warring Champions could be found

So hardie as to proffer or accept

Alone the dreadful voyage; till at last

Satan, whom now transcendent glory rais'd

bove his fellows, with Monarchal pride

(Book 2, 420-428)

This passage shows yet again how Satan is willing to take leadership for the fallen angels and even do things that the others may be afraid of. Satan is keen for these leadership opportunities and displays his courage by stepping up.

Another aspect of Satan's leadership that is important to investigate is his loyalty and compassion for the other fallen angels. His sympathy for the other fallen angels is clear, and their loyalty even makes him tear up. Milton shows Satan's emotion, both with sympathy that he has for the other fallen angels, and his gratefulness of their loyalty. Before one of Satan's motivational speeches, Milton writes:

Above them all th' Arch Angel: but his face

Deep scars of Thunder had intrencht, and care

Sat on his faded cheek, but under Browes

Of dauntless courage, and considerate Pride

Waiting revenge: cruel his eye, but cast

Signs of remorse and passion to behold

The fellows of his crime, the followers rather

(Far other once beheld in bliss) condemn'd

For ever now to have thir lot in pain

(Book 1, 600-608)

This passage overall shows Satan in a favorable light, but highlights his care and emotion that he maintains. This gives Satan more human-like qualities in which humans can relate to him closer and look at him in a more favorable light, which is part of Milton's attempt to not only make Satan a clear leader, but also make him appeal to the audience. His compassion and loyalty to the fallen make him a strong leader because he is able to fight for them and see from their perspective.

Overall, Milton shows Satan as a strong leader and a favorable character. With his motivational ability, courage, loyalty and compassion, Satan is depicted as a powerful leader. This also makes him appeal to the audience because he is leading a team of ?underdogs', which audiences generally support. All in all, Milton depicts Satan to possess multiple strong leadership qualities.

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About John Milton’s Paradise Lost in English Literature

John Milton's Paradise Lost is by far one of the great epics in English literature. Paradise lost was written in the 17th century and was written to model Vergil's and others epics written throughout history. Paradise Lost was written about the ultimate spiritual battle between good and evil, Milton's purpose in writing this great epic was to justify God's ways to humankind. He wanted people to know that God's always in control of everything, even when evil looks to be winning it's only because God allowed it to happen. I chose to write about Paradise Lost because it is based off of the story of creation out of Genesis, but Milton put his own twist on it. Milton chose to tell what heaven was like before man was created and after they were created. He showed the spiritual battle between God, Satan, and the other fallen angels, but he also showed the spiritual battle between man and Satan. Can the idea of Satan being a true hero be defended? I think that biblically Satan is not a hero by any definition, but he would be a tragic hero in Paradise Lost. Although Satan has some heroic qualities in Paradise Lost, Satan cannot be a true hero because he is the epitome of everything evil. All throughout the bible and history Satan is described as unclean, violent, and malicious. The dictionary defines Satan as a noun meaning- the chief evil spirit, tempter of mankind. (dictionary.com) In Revelation it says So the great dragon was thrown out-the ancient serpent, who is called the devil and Satan, the one who deceives the whole world.(Rev. 12:9) A similar line can also be found in Paradise Lost after Satan's disobedience to God he was Hurled headlong flaming from th'ethereal sky.(Book I, Line 45). Satan would be a tragic hero in Paradise Lost. Aristotle defines a tragic hero as a person who must evoke a sense of pity and fear in the audience. He is considered a man of misfortune that comes to him through error of judgment. (literarydevices.net) Satan has many characteristics of a tragic hero, some of which are hamartia, hubris, and nemesis to name a few. Hamartia is demonstrated when Satan is thrown from Heaven, he was Him the Almighty Power hurled headlong flaming from th'ethereal sky with hideous ruin and combustion down to bottomless perdition, there to dwell in adamantine chains and penal fire, who durst defy th' Omnipotent to arms.(Book I, line 45) Satan's pride and disobedience to God is what got him and the other fallen angels he manipulated kicked out of Heaven. Satan said numerous times in Book I of Paradise Lost Better to reign in Hell, than serve in Heaven. (Book I, Line 263) Other heroic qualities of Satan is the way he rally's his legion of demons and motivates them to continuously rebel and try to take over Heaven. Since the beginning Satan has plotted against everything good and God. Satan's his pride had him cast out from Heav'n with all his host of rebel angels, by whose aid aspiring to set himself in glory above his peers.' (Book I, Line 36-37) Satan points out multiple times he has no intentions of serving God and that he can make his own Heaven out of Hell. In book I Satan gathers his legions and directs his speech, comforts them with hope yet of regaining Heaven. (Norton pg. 801) However once Satan learns about God creating man and how man would be special to Him, Satan plotted to destroy them. Milton's purpose in writing Paradise Lost was to justify God's ways to man. In Paradise Lost, Milton showed what Satan intended for bad God turned and used for His good. Satan wanted to defile and destroy God's creation. John wanted readers to know there are two paths man can take, continue to go down the path of disobedience or to take the path of redemption. God knew man would sin because he gave them free will. And man there placed, with purpose to assay if him by force he can destroy, or, worse, by some false guile pervert, and shall pervert. (Book III, Line 90 -92) In book III Milton wrote about God sitting in Heaven with The Son discussing the effects of Eve's sin and how He could save men from eternal death. Behold me, then: me for him, life for life, I offer, on me let thine anger fall; account me Man: I for his sake will leave. (Book III, Lines 236238) Milton was not anti-government, but instead encouraged people's rights. In fact while Milton was traveling and he got word there was a possible civil war starting in England he immediately went back home. I thought it disgraceful while my fellow citizens fought for liberty at home, to be travelling for pleasure abroad. (Milton) After returning home Milton began writing a number of pamphlets where he supported ideals of the Puritan party and strongly opposed the corruptions of the church and state. After Charles I was executed Milton wrote another pamphlet Tenure of Kings and Magistrates. Milton was for electing government rulers and limiting their power through laws. It wasn't until the monarchy was restored that Milton's views on government were destroyed. Milton's view of the monarchy was an epidemic madness and general defection of a misguided and abused multitude. (Milton) Milton calls upon a Heavenly muse to tell his story. Sing Heav'nly Muse, that on the secret top of Oreb, or of Sinai, didst inspire. (Book I, line 5). Milton goes on to tell the muse he wants to create something that's never been told before, Things unattempted yet in prose or rhyme. (Book I, line 16). Milton also wants to learn from the muse (the Holy Ghost), he wants to be enlightened where he lacks knowledge and build on strengths, so he can accurately tell what happened. If God was not a character in Paradise Lost there wouldn't be a purpose in writing the book, paradise wouldn't exist. From a biblical standpoint God is the creator of everything, God created the Heavens and the Earth. (Genesis 1:1). So if God wasn't a character Satan wouldn't exist either since Satan is a fallen angel from Heaven. There would be no basis for Milton to even write Paradis Lost without God being a major character. Paradise Lost would be completely different because he wouldn't have to justify God's ways to man because man would not exist either. So God created man in His own image; in the image of God He created him; male and female He created them. (Genesis 1:27) John Milton is considered one of the greats in English literature, he's best known for his epic Paradise Lost. Milton was puritan who strongly believed the bibles authority, which is one of his reasoning's for opposing the monarchy. John went on to write poetry, but also wrote many pamphlets opposing the Church of England and the monarchy.
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About the Emancipation Proclamation

The issuance of the Emancipation Proclamation was largely influenced by Abraham Lincoln's negative opinion of slavery, however he was also under pressure from his peers and the slave owners of the United States as well. The President expressed his dislike for the concept of slavery in documents and speeches more than thirty years before the actual issuance of the Emancipation Proclamation. President Lincoln openly displayed his opinion in a public speech in July of 1858, describing his hatred for the subject and that he believed that it would dissipate eventually. However, in a letter in August of 1862, he also expressed the point that his overall goal was not focused on slavery. He explained that the main priority in his presidency was to do what would save the Union. Lincoln eventually issued of the Preliminary Emancipation Proclamation in September of 1862, warning the Confederacy that he would declare slaves forever freed if it did not lay down arms by January 1st. While he intended to continue his previous plan to gradually abolish slavery, he felt a different method was necessary and freedom was announced for a nearly 4 million slaves on January 1st of 1863. There are many documents displaying President Lincoln's dislike for slavery, however pressure from his fellow Republicans seems to be a major factor in the issuance of the Emancipation Proclamation over all. In November of 1861, Lincoln proposed his plan to gain support of slave holders in ending slavery to political leaders in Delaware. Although Delaware slave owners refused his plan and the surrender of the 1,800 slaves in their state, he continued to promote this plan to the border states throughout 1862. While he expressed a dislike of slavery, in August of 1862, during a meeting with black American leaders he addressed slavery as the greatest wrong inflicted on any people however in the same conversation also stating that but for your race among us there could be not war. The reason for these opposing comments being that Lincoln himself hated slavery and as a Republican, his political party also believed that it should be removed and put it in the course of ultimate extinction. However, as the president, the constitution protected slavery in states where citizens wanted it. Lincoln was also concerned that he would lose support from border states as well as Northern Democrats who would have most likely opposed war for the Union if a move against slavery had been made. An event that began the road to issuance of the Emancipation Proclamation was when three slaves escaped to General Benjamin Butler's lines and were then grated freedom on the basis that they were declared to be contraband of war. Hundreds of of other slaves also escaped on this basis, by simply crossing Union lines where they would often find shelter and protection. In August of 1861, a confiscation act was passed which stated this contraband status on all slaves who had been used in direct support of the Confederate war effort.2 In March of the same year, a new article of war was passed forbidding army officers from returning these slaves to their owners. By 1862, Republicans were convinced that this war against slaveholders should become a war against slavery altogether, putting pressure on Lincoln to produce an emancipation policy. However, while this idea would coincide with his views, Lincoln felt a need to balance convictions against the danger of alienating a portion of the Union. By July of 1862, Lincoln decided a more serious measure was necessary in the form of a proclamation from himself freeing all slaves in states which were against the Union. On January 1st of 1863, a final form of this proclamation identified the states which were considered to be in rebellion. This document excluded the so-called border states of Maryland, Kentucky, and Missouri, where slavery existed side by side with Unionist sentiment. The proclamation could have been used as a military strategy in the war, however Secretary of State William Seward wanted him to delay issuance of the document because he believed that Union setbacks would make the proclamation less powerful. In respect of Seward's suggestion, Lincoln held the document back and waited for a Union victory. The plan Lincoln had was to convince slave holders to agree with the abolition of slavery. He had even taken a proposal to a group of black leaders which suggested that their presence was a main reason for this conflict, however those presented with this refused to consider emigration from their land of birth.1 The disintegrating slave trade in the South and the war being at a stalemate led more Northerners to agree with abolitionist beliefs.1 Previously, if Lincoln had made an immediate decision to issue the Emancipation Proclamation when he originally planned, he could have been at a disadvantage because the border states and Northern Democrats would turn against the war if the Republicans had moved for the abolition of slavery in 1861.2 However, if he did not act on slavery, there would be a risk of alienating the Republicans. Lincoln decided that the war needed a greater goal for which it was to be fought. While the Emancipation Proclamation served as a very important starting point for the abolition of slavery as a whole, however this did not happen with a stroke of his pen.1 Due to the fact that the four border states were not included in the the document, considering that they were not in rebellion against the Union, around 750,00 slaves remained. Even not including this still substantial amount of enslaved men, women and children, it was miniscule compared to the 3.1 million who were freed through this proclamation. Without the decision to issue this Proclamation, and the steps taken leading up to to the issuance of the proclamation, a Union victory might not have been possible. Lincoln paved the way for more advancements in terms of black suffrage with his decision to ultimately listen to the suggestions from the Republicans.
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Ludwig Van Beethoven and Niccolo Paganini

Ludwig Van Beethoven is probably the most famous of all composers, partly because his music represents the transition between the Classical and Romantic periods. He wrote music for piano, orchestra, and solo instruments. Beethoven was born in Bonn, Germany in 1770, but spent most of his life in Vienna, Austria. He was a teacher and composer. Beethoven lost his hearing around age 30. However, this tragedy did not stop him from composing. In fact, many of Beethoven's greatest works were written after he went deaf. To compose without being able to hear, Beethoven cut off the legs of his piano so he could feel the vibration of the notes through the floor. This way, he composed many impressive songs. One of Beethoven's most famous compositions is his Fifth Symphony. It is strikingly powerful with dramatic pauses and dynamics inspired from his anger of losing his hearing. It took four years to compose and was finished in 1808. In the key of C minor, the piece gives off an intense vibe that thrills audiences and makes it a popular song to play. The first movement of the symphony starts off with four famous electrifying notes that sound like blows of fate. The second movement is a lot calmer than the first, as it is andante. However, the second movement still has some grand moments. The third movement then goes back to the fierce energy from the first movement. And finally, the fourth movement, the finale, wraps up the symphony with grand explosiveness, perhaps signifying the defeat or acceptance of the fate (of his ears). Beethoven wrote 32 piano sonatas, five piano concertos, nine symphonies, string quartets, choral music, and an opera. Beethoven's works included Classical forms, but he gave them richness and feeling, like the music in the Romantic period. This was how he acted as the bridge between Classical and Romantic periods. Beethoven's first composition was written when he was only 12-years-old. It was a set of nine variations for piano on a March by Ernst Christoph Dressler in C minor. It was extremely difficult to play. Beethoven earned his living playing the viola in an orchestra. Beethoven was almost always ill. He suffered from deafness, jaundice, rheumatism, chronic hepatitis, and much more. Beethoven also had many responsibilities. After the death of his mother in 1787, Beethoven was forced to look after his younger brothers. Beethoven drank a lot of alcohol, because his father had been an alcoholic. This caused his liver to have cirrhosis, which was discovered after his death. Beethoven always fell in love with unattainable women so he never married. For example, he fell in love with a Countess named Julie. However, he could not marry her because he was considered a commoner. He wrote 15 passionate and unrequited love letters to her. After writing nine symphonies, Beethoven died and this made other composers afraid to write a ninth symphony. He passed away during a thunderstorm on the March 29, 1827 at the age of 56 in Vienna. Because he was not famous at his time, Beethoven's headstone only had a single word on it- Beethoven. Beethoven inspired composers to add more feeling into their music, consequently starting the romantic period. The romantic period included many prominent composers such as Rachmaninoff, Mendelssohn, Saint-Saens, and the great Paganini. Niccolo Paganini was a romantic composer who played the violin, viola, and guitar. He was born in Genoa, Italy. And just like me, his birthday was October 27, except he was born in 1782. Paganini was sometimes called the Devil's violinist due to his incredible talent. In fact, Paganini is considered by many to be the greatest violinist of all time. Niccolo Paganini was the third of six children. His parents were Antonio and Teresa Paganini. His father, Antonio, played the mandolin for income. Because of this, Paganini started learning mandolin at the age of five. At the age of seven, he switched to violin, his favorite instrument. Young Paganini's musical talents were quickly recognized, earning him many scholarships for violin lessons. As a child, Paganini first learned violin with local violinists such as Giovanni Servetto and Giacomo Costa, but his ability quickly surpassed theirs. So he studied under Ferdinando Paer and Gasparo Ghiretti, whom influenced his composition style. Paganini possessed many fine string instruments such as a violin made by the master luthier Giuseppe Guarneri. At first, the violin was lent to him by a wealthy businessman named Livron. However, Livron was so impressed by Paganini's playing that he refused to take the violin back. This particular violin came to be known as ll Cannone Guarnerius. Paganini also was a very impactful composer. He composed his own works to play in his concerts, all of which influenced the evolution of violin technique. Paganini's compositions were imaginative and as a result, the tone of the instrument was greatly expanded. For example, a lot of his songs imitated different instruments and animals. However, Paganini's works were criticized for lacking characteristics of true polyphonism. Polyphonism is the combination of a number of separate but harmonizing melodies. Yehudi Menuhin, an American-born 20th century violinist and conductor, suggested that this might have been a product of Paganini's reliance on the guitar as an aid in composition. But all in all, Paganini's style in consistent with other Italian composers such as Rossini and Paisiello, who were also influenced by the guitar. Paganini was also the inspiration for a number of composers like Liszt, Schumann, Brahms, Rachmaninoff and more. Paganini's playing included factors of agility and flexibility in the fingering and bowing. Paganini also was renowned for his use of harmonics and left hand pizzicato in his performances. Paganini had exceptionally long fingers and was capable of playing three octaves across four strings in a hand span, which is remarkable, even by today's standards. This seemingly abnormal ability, however, may have been a result of marfan syndrome. Marfan syndrome is a genetic disorder that affects the body's connective tissue. The marfan syndrome could have allowed him to spread his fingers farther apart or reach further. Paganini wrote 24 Caprices around 1817 while in the service of the Baciocchi court. His last one, Caprice No. 24 in A minor, is the final caprice. It consists of 11 variations and finale and is widely considered one of the most difficult pieces ever written for the solo violin. It includes many highly advanced techniques such as octaves, rapid shifting, extremely fast scales, arpeggios, minor scales in thirds and tenths, left hand pizzicato, high positions and quick string crossing. Beethoven, the conversion between Classical and Romantic periods, and Paganini, the Devil's violinist, both made huge impacts on the music world.
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Writing Assignment Mozart and Beethoven

There is no doubt that Mozart and Beethoven are brilliant, unique, great composers that had an important impact on the music history. Beethoven has a much more fiery personality. Whereas Mozart's music is clean and precise, Beethoven employs many surprises in his music. Many times, he will build up the music as if it's leading to something only to suddenly get softhis trademark use of subito piano. This is a common theme to his music and keeps the listener engaged in the music. In Beethoven's later sonatas he developed the form further as the technology of the piano improved. The development sections are massive and even in his earlier sonatas they would go much further than in a Mozart sonata. This is just one of many differences between these two iconic composers. Also, Mozart's sonatas and symphonies are full of operatic touches. If I had to summarize Mozart, I would use the word "crystalline." His music sounds to me like crystallized perfection. He was known to write quickly, made few mistakes as he wrote, and yet it all just works. Whether he was writing a fugue, an opera, or a string quartet, the result seems near perfection. I surmise that his mind worked out solutions to various problems well in advance of his committing the music to paper. All of it sparkles, even the darkest moments, because it's so well crafted and ingenious. However, if you study his scores, you don't get a sense of "I could do that." It's more like "how did he do this?" Similarly, if I had to summarize Beethoven, I would use the word "bold." This guy took risks, and not everything he tried worked. (see Wellington's Victory). I'm sure he thought as long and hard as Mozart, but he slaved over his ideas, jotting them down, revising them, and still there are things that are just downright awkward. He wanted to write operas, but realized (after endless revisions ofFidelio) it wasn't really his forte. Ah...but piano sonatas? He broke the mold with those, and with string quartets. And because Beethoven's thought processes can be traced (through his sketches and revisions), his music is more useful to study than Mozart's. When you study Beethoven's scores you realize it's possible to build huge structures from tiny ideas (like the 5th symphony, or his late quartets.) The pieces' personal impact on me: I would like to start by talking about Beethoven's symphony. It was a magnificent performance. My first impression about his one is that it is very powerful and more intense -unlike Mozart's one-. It even appears on the performers; they were very energetic and their movements were faster and they interact with the music that they are playing. I noticed sudden changes in the volume repeated more than one time which made it more powerful; also, that made me stay focused and pay more attention every time it happened. Moreover, the fact that Beethoven was almost completely deaf at the time he composed this piece made it very special and hard to believe. For Mozart's symphony, I really enjoyed it so much. I would say that this one is my favorite. It gave me pleasure and peace with its graceful and light sound. It is very beautiful, simple, and genuine. I was surprised that I listened the entire 41-minutes video without even realizing. It is very relaxing and comfortable. It sounds like something I would like to listen when I am studying or reading. I liked it more although it's a little bit slow comparing to Beethoven's. It just sounds absolutely fantastic to me.
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Beethoven Symphony No. in Concert

Before I draw attention to the different musical elements that made this masterpiece possible, I would like to provide some context on Ludwig Van Beethoven's No. 5 Symphony in C Minor. Beethoven was mentored by Mozart and Haydn, this played a crucial role in the structure of this piece. Beethoven began composing his fifth symphony in 1804, and was debuted with his sixth symphony. His fifth symphony was planned to be his first in a minor key. The first four notes of this symphony is and always will be one of the most remarkable details in his symphonies. In the fifth symphony the rhythm kept the movement moving, within this piece there would be a eruption followed by a unexpected silence. The fifth symphony is composed of four movements, opening sonata allegro, andante, scherzo, and the finale. The entire piece is very unpredictable, this can be explained through all the musical elements involved in this piece. In the first movement, he develops the movement with the opening da da da dum with will be the base rhythm throughout the symphony with different variation. The melody of the first movement is upbringing which is played by the clarinet and the strings. The horns introduce the second theme, but with the same rhythm in the first section of the movement. The dynamic is considered as a loud triumphant movement which is repeated throughout the symphony, this triumphant theme will simmer down during the second movement. Exposition is repeated, development section meshes both themes together, this brings in new harmony and keeping the audience on their feet. Extends the movement rhymically until it is reduced to one note. Woodwinds and strings show this, by its conversation through song. Solo Oboe then plays a cadenza holding G. This puts the symphony to a halt and silence, which represents the tone colour of the oboe. Oboe's role is to be the calm before the storm. This movement then comes to a conclusion. Throughout the first movement, you will hear the same motive three short notes and one long note. Second recapitulation is played by the bassoon, continues to show a theme of triumphant. Which is followed by the coda. Coda are usually brief, but Beethoven makes this an important part in the first movement. This coda leads the first movement to a end. The second movement begins with the violas and the cellos, in contrast the violin and woodwinds come to play to show a upbringing which is the extended meaning throughout this piece. An interlude introducing a second theme played by the clarinet and bassoon. This variation between instruments can describe the tone colour of this piece. Beethoven used instruments that contrast or compliment each other to create different variations, which helped introduce the theme of triumph. Beethoven consistently used many variations in his fifth symphony. The overall movement's beginning's dynamic is soft with fast notes. The faster the notes the melody picks up, then after bassoons and clarinet the cellos and basses start to play the variation in a forceful approach. Woodwinds began to play a part of the interlude, the flute, oboe, bassoon, and clarinet. The amazing part is that each instrument as a section for them to express. Variation was played by every instrument either in one section or a mesh of both. The pitch range, contrast, and speed all play in how variations are made. Near the end of the second movement woodwinds play softly then cello builds in to a strong ending which the entire orchestra plays a role in. The third movement was a based on a form called ABA form. This can be explained by the initial exposition, to the trio, and then to the exposition again. Trio would be played by contrasting instruments. Beethoven did this form but in a scherzo which had a faster pace. The movement begins with the cello and basses. The dynamic of the third movement is very soft which leaves a mysterious feeling in the air. This movement also has the original rhythm three short one long note. This rhythm is played by the horn in the this movement followed by the violins and violas. The trio begins with the cello and basses which is different from the original meaning of trio, because you would think it would be played by a contrasting instrument then the first section. Cello and basses has to have great quality and great pitch range. The violas and violins come in then woodwinds joins in. The fourth section becomes soft and faster, Beethoven used pizzicato (pluck strings). This creates a soft and short theme which is the opposite of heroic, which was the base theme of the entire symphony. The timpani then plays the melody, which is very interesting because Beethoven makes the timpani the melody. After this it will transition into the last movement. The last movement, now in C major, the heroic theme presents itself once more played by the trumpet and horns. The first then transitions to the addition to trombones and contrabassoon. Many would say this symphony was composed with the idea of coming to light. The C minor sounded more mysterious and low, when the C major brings a lighter mood. The theme of upbringing can be expressed by contrabassoon, trombone, piccolo, and horns. After this, Beethoven adds in slow, loud notes. Then, the same material is repeated or the scherzo until reduced to one note. This shows how much variation and transition Beethoven used in this piece. Beethoven then takes this note to extend the movement. Beethoven brings back all the melodies and rhythms back before the ending of the last movement. Beethoven structured this symphony by introducing the scherzo, then shows the development, and then he brings back the scherzo. At the very end, the coda is at a presto tempo that leads into a triumphant ending.
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Symphony No. Op. in F Major by Beethoven

In this piece that was provided by Professor Hopkins, it is a wonderful piece by Beethoven. Symphony No. 8 in F major, Op. 93 is from the classical period, that was composed in 1812. It is said to have been first performed in 1814. I read that in 1812 was when Beethoven was starting to become deaf, and he wanted to commemorate his achievements of being famous by writing as much music as he could. The instruments being used include flutes, oboes, clarinets, bassoons, horns, trumpets, timpani, and strings. The duration of this piece is about 26 minutes, but in the video that was provided by Professor Hopkins is a little under 30 minutes. The first movement of this piece is known as allegro vivace e con brio, and considered to be the tonality, a part of the harmony that focuses on a home key center. Beethoven wrote this in a sonata form, with a triple meter in a three-pulse grouping with one initial strong beat, and two following weak beats. It has a rubato feel to It, which is weird because it was not common in this period to use notes to create those subtle changes in the tempo. It also turned into crescendo, and even has parts of fortississimo (fff) which is extremely loud, both deal with the dynamics of the piece. Towards the end of the piece you can hear how the sound starts to gradually diminish and become quieter. The second movement of this piece is called allegretto scherzando and is considered to be having a rhythmic feel that is slower than the first movement. I can hear similarity of some of the pieces that I have heard from Joseph Haydn when paying close attention to the rhythm. Technically when looking at this piece it is considered to be adagio (slow), but when I listen to it, it seems to be a little faster than I guess he originally anticipated. In the beginning of this movement it almost sounds like the notes are not completely whole, rather they sound more like 16th notes. In this movement it becomes more of a slowing down of the song, that played by the entire orchestra rather than just a few instruments. The third movement is considered to be the most nostalgic one out of them all. It is called the tempo di menuetto. It is named that because it has a part that is similar to a minuet, which is a type of musical composition that is known for being the social dance. Instead of being exactly like the original type of minuet, it is slightly changed to create that individual style that Beethoven has. Like all other minuets, this symphony was also written in a ternary form, throughout this movement I can hear specifically horns and clarinets being played more often than compared to the rest of the song. The fourth movement is considered to be the one that has the most substance to it. It is known as the allegro vivace, and throughout this movement you can see that there is a faster tempo than what was previously played. There is also development, meaning that in the beginning of this movement is starts off in a different octave that is constantly changing over the course of this movement. This movement might also sound familiar because it is similar to the first movement, and even the second movement but slightly changed. Something that is needed to be mentioned is how this movement is known as the coda or tail of the piece. Meaning that the piece is coming to the end of it, and is part of a sonata form, which comes back to being the tonality of the piece by being presented as the home key center. One thing to mention is at the end of the piece the symphony ends with a long passage of a loud tonic harmony. I don't know if you wanted this part in the paper, but I want to add how this piece made me feel as I was listening to it, like the way you asked for our other writing assignment. When listening to this piece, it honestly gave me a feeling of being at peace. As the piece was progressing to the other movements it was getting difficult for me to be able to keep up with all the ups and downs that the instruments were creating. I felt like I was being told a dramatic story that had a lot of triumphs and downfalls. That is the best that I can explain it, like imagine watching the Titanic, it is how I would imagine them to be feeling as they are experiencing such a beautiful and traumatic event that has happened. That is how I felt as I was listening to this piece.
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Life of Edna in the Awakening

 In Kate Chopin's The Awakening, Edna, the protagonist, is unsatisfied with her current life and her marriage.  Throughout the novel we see Edna become more and more independent and fall for a young man named Robert.  Edna begins to spend her days away from her husband L©once and her three children, and she struggles with the limitations of married life. At the end of the novel, Edna goes out to swim and drowns in the ocean. The final scene leaves the question of whether Edna drowns or commits suicide. The ambiguity in the ending of The Awakening focuses the story on the circumstances of Edna's unhappiness, rather than opening the character and story up to judgement and suggesting the responsibility for Edna's unhappiness is mental illness, rather than her common but difficult life circumstances. Chopin's novel explores these difficulties and Edna's unhappiness as reasonable and leads to questions about the ways in which society views the position of women.

Edna's death is left open-ended. Has Edna commited suicide or has she just swam out too far and drowned. The book does not make her seem ill which is why the ending is such a surprise to the reader. It is made known that Edna is unhappy, but the reader can not anticipate that she would commit suicide. The novel tries to portray her death as accidental saying, but it was too late; the shore was far behind her, and her strength was gone (Chopin 116). Edna's death seems almost as surprising to her as it does to the reader, yet Chopin makes her also particularly unhappy in this moment. There was no one thing in the world that she desired, Chopin writes before listing how Edna recognizes she will eventually no longer desire Robert, and that she sees her children as antagonists who had overcome her (115). This suggests Edna is unhappy, but then, immediately following, Chopin writes She was not thinking of these things when she walked down to the beach (115). The text notices her unhappiness, and then suggests that unhappiness is not important to Edna at that moment. The narrative makes us pay attention to something that Edna does not.

This difficulty of these elements in the ending were noted by critic George Spangler who argued that the ending's great fault is inconsistent characterization, which asks the reader to accept a different and diminished Edna from the one developed so impressively before (223 Spangler). Spangler observes that until this moment in the novel, strength and determination are what have defined Edna's character. Now, at the end, her character seems weak and not determined in any way. She is not even particularly determined to die. Nevertheless, Chopin has consciously given Edna this ending. It must have felt sensible to her.

Arguing that the ending is weak avoids confronting the larger questions of the novel: Why is Edna unhappy? And what is the cause of that unhappiness? If Edna is weak, she can be seen as ill. If she is too strong, then she can be argued to have enough power to change her life. Edna existed in a world where women who misbehaved or were overly emotional were judged to be sick, often to be suffering from hysteria. The story of The Awakening was written and takes place at the end of the Victorian era at the beginning of modern, Freudian psychology, which still considered that hysterical women are unable to live a mature relationship (Tasca et al 114). If Edna is seen as overly emotional, her plight might be dismissed. In fact, the text indicates that Edna was concerned about her place in society. Early on, in Chapter IV, Edna's isolation from other women is emphasized.  Chopin characterizes her as not a mother-woman and separates her from her peers noting, The mother-women seemed to prevail that summer at Grand Isle (Chopin 11). Chopin continues to depict her as an outcast expressing that Edna, though she had married a Creole, was not thoroughly at home in the society of Creoles; never before had she been thrown so intimately among them (12).

Edna is unhappy and trapped. She cannot leave for Robert. She cannot simply choose to be somewhere else. Even if she managed to behave in such a way, it would seem more out of character than her eventual suicide. If she behaves in a way that could be judged harshly by society, Edna might wind up not only alone, but in an asylum. In the mid nineteenth century, women outnumbered male patients in mental asylums. This did nothing to help the rights of women and the popular consensus at the time was that women were more prone to diseases of the mind, notes Elisabeht Rakel  in Women and Madness in the 19th Century . These apparent diseases of the mind were often used to diagnose insanity and commit women to asylums. As Katherine Pouba and Ashley Tianen concluded, The symptoms qualifying a woman's need for admittance during these times would be considered controversial in the present day (Pouba and Tianen 95).

In this time which Edna lived, there was still a common idea that you could have a mental illness called hysteria.  Because the majority of the people being diagnosed with hysteria were women, it was starting to seem as if it any women could just declare that she was going insane.  This is what led doctors to believe that  women admitted to Mendota Mental Asylum showed symptoms of insanity and next the doctors would examine their symptoms and later give a diagnosis that justified their insanity and stay at the hospital (98 Pouba).  Some examples of these diagnoses of insanity include insane by religious matters, insane by abortion, and insane by heredity.  This insanity that went on throughout The Awakening 's time period is not the way that Kate Chopin portrays Edna.  Upon researching about the topic it leaves the reader inclined to believe that there is a possibility that Kate Chopin is showing the realness of mental illness in women in the nineteenth century.  Although Edna may not be seen as being mentally ill, the other women consider her husband the greatest of them all, and it is hard to believe that Edna could be living such an unhappy life when it seems as if she has an abundance of freedom. 

The question that determines whether she is mentally ill or not is: Was her unhappiness fair?  The novel shows Edna having a hard time as a mother and a wife and being particularly unable to excel in these roles.   Edna can be seen at her worst when Robert leaves to work in Mexico.  The story shows Edna falling deeply in love with Robert, but she and the readers know that she will not be able to act on it because of her family and reputation.  When Robert moves to Mexico she is noticeably upset and was receiving no happiness from being with her family, friends, and even a new lover Arobin can not bring back her love for life.  Due to Edna being different from society, in ways such as not loving her children, not seeing her husband as the best of them all, and falling in love with Robert, she commits suicide to find freedom.  Edna becomes crushed by societal standards and she is not mentally ill or has hysteria, but rather just depressed and finding happiness in death.  Although many were considered mentally ill in this time period, it was fair for Edna to have this sorrow and commit suicide.  One of the reasons to live life is for future happiness, and when you are not experiencing any happiness nor see any coming in the future, thoughts of suicide flood through your brain.  These thoughts overcame Edna and she didn't see the consequences of suicide and the unhappiness she would bring upon others.  Edna was not mentally ill, just in an extreme state of sorrow that led to her believing suicide was the answer to freedom.

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Use of Different Settings in the Awakening

 In the novel The Awakening by Kate Chopin, the main character Edna Pontellier experiences being a woman who was brought down in society, preventing her from being herself. She realizes her awakening points happened whenever she was in the water at the beach. She was introduced as a passionate, rebellious woman. This is significant to Edna because she is determined to find her individuality as a woman. Edna's awakening explains her rationality to communicate the larger purpose of the novel and has self-motivation for freedom. Edna has her own thoughts and beliefs of what a woman's role should be and she tries to gain that independence as she strives for that goal throughout the novel. But, in her society, she is kept at a certain standard. Edna's awakening communicates to her search of fulfilling one's instinctive desires of a woman's individual rights. Because of her desire for independence during her love life, she is rebellious against a typical woman's behavior during that time. Edna's rationality communicates her larger meaning as a whole because she realizes how much she wants to be herself but can't do that in the society she lives in and she is learning how to handle and understand the feelings that she is going through. Edna makes tough decisions in her life like giving up her husband, having an affair, and leaving her husbands house to go to the Pigeon House.

        Edna's rationality communicates a larger meaning as she decides to make tough decisions like giving up her husband. She does this because she felt like she was in control of her freedom. She made decisions based on her logic of suffering that she went through. She notices that her husband doesn't really appreciate her hard work as a mother because he doesn't seem to acknowledge her as a wife. Leonce Pontellier is critical of Edna's parenting and accuses her of being a bad mother. She can't do anything about the way her husband treats her so she goes to the beach to listen to the sound of the sea to help escape her problems. Mr. Pontellier approaches his wife with her inattention, her habitual neglect of the children. If it was not a mother's place to look after children(Chopin 178), this shows that he brings her down and doesn't understand the role of a mother. Edna's experiences of motherhood show that it's difficult and her husband doesn't show any affection to her. This leads to the purpose of why she wants to be free because she goes swimming in the ocean to clear her mind, while experiencing the loss of love with her husband. The sea symbolizes Edna's awakening because there are no boundaries nor limits. Everything that she acts on has a purpose because she's thinking about freedom. Chopin uses imagery to indicate how angry Edna was about her marriage, taking off her wedding ring, flung it upon the carpet she stamped her heel upon it, striving to crush it(Chopin 252). She is feeling disappointed, frustrated, and hopeless about her husband and she attempts to break the glass. This goes back to her giving up on her husband and she doesn't know what do anymore. Edna slowly starts to drift apart from her husband.

Edna's rationality communicates to her decisions she has with having an affair. She starts to develop feelings for with Robert Lebrun. She's been having a secret love for Robert. When she's around Robert, she feels loved by him, but he refused to get in a relationship with Edna because she was married. However, Robert has feelings for her and is afraid to show her that love back and knows it's wrong to love her back. While Robert is in Mexico, he was very distant from her. Edna then leaned over and kissed him--a soft, cool, delicate kiss, whose voluptuous sting penetrated his whole being--then she moved away from him (Chopin 338). She kissed Robert and he makes Edna feel as if she was young again. Robert opens up a world she had never known through motherhood with passionate love. Edna can't stop thinking about Robert Lebrun. Edna states, ...the thought of him was like an obsession which how her love for him was unstoppable (Chopin 254). It shows that she tried forgetting about him but then she just ended of thinking about him more. This is significant to Edna Pontellier because Robert Lebrun was one of the awakening points in the novel that helped shape her character as she looks for her freedom. There was something special about the way Edna saw Robert's personality which drove straight to her heart. While Robert is far away, Edna starts to have a crush on Alcee Arobin. She falls for him and he awakens Edna in a passion which she had never known about, and he was easy to talk to. Arobin decided to leaned forward and kissed her, she clasped his head, holding his lips to hers. It was the first kiss of her life to which nature had really responded. It was a flaming torch  (Chopin 301). He kisses her and she regretted the kiss because it was truly not sensational, she didn't feel a connection. She realizes everything she has done is coming upon her because she has an overwhelming sensation of her individuality. She starts to think about her relationship with Leonce Pontellier and then her love for Robert. She chose to kiss the two boys because she had feelings for both of them and couldn't decide which one was her true love. She finally does admit her love for Robert, however, and that Arobin was just a crush she had while she and Robert were away from each other. Robert isn't the only one responsible for Edna's changed behavior, though. Arobin was also an impact because he was also an object that she was passionate about. Throughout the novel, we get to see the sacrifices Edna makes because she made every moment a significant one that helped her gain her freedom.

Lastly, Edna's rationality communicates to the larger meaning of her purpose as she decides to leave her husband's house to move into the Pigeon House. She leaves home for the Pigeon House and has her last supper before she leaves her ideal life of womanhood, societal conventions, and her old life entirely. It enlightens a new world where Edna goes to find her true fulfillment. When she does, she put herself in a higher moral standard because she is rebellious and manages to escape her caged life. She is no longer seen as one of Leonce's possessions and she chooses to be whoever she wants to be. Edna starts to see her childhood memories and how desperately she wants to leave her relationship with her husband. However, she knows he would never let that happen. Chapters twenty-nine and thirty focus a lot on Edna moving to the Pigeon House. This was her breaking point because she left everything she had behind and went to a new place to make her own decisions and to find herself as a person. This was truly important because everything she did before was under the control of her husband, but she starts to lose the love she had for him. Edna's rational behavior guides her throughout the novel because she wanted to be free and find her individuality. All her actions lead to her conclusion of going outside her boundaries to have no limits. Her experience of motherhood was also a struggle.

The Awakening of Edna's rationality communicates her larger meaning as a whole because she realizes how much she wants to discover herself but is prevented from doing so in her society. Edna makes decisions in her life like giving up her husband, having an affair, and leaving her husband's house to go to the Pigeon House. Her affair with the two boys was challenged because she had a love for both of them but she had to choose one. However, it still wasn't enough for her because he knew she was married. She couldn't take that pressure and swimming takes her away from her emotions lead her to never go back to the life she was in. Kate Chopin uses different settings in The Awakening point as Edna copes to find her freedom. Edna's awakening in the novel was social commentary about women's restrained roles in society.

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Moral Bounds

What are the moral bounds of sacrificing a child's life for the enhancement of all others? How does living in a land with a buried burden affect its citizens? Although these rhetorical questions are complex and difficult to answer, this problematic situation is present in many contexts in our society today. In this paper I will argue that the captive child should be free to live, not just survive in LeGuin's dystopian short story, The Ones Who Walk Away From Omelas. In order to support my claims, I will first dissect the main points of the story in order to introduce the ethical issue. I will then connect Aristotle's deontology roots to explain why the child should have never been sacrificed, and thus be set free immediately.

The utopian city of Omelas is introduced in the short story, The Ones Who Walk Away From Omelas written by, Ursula Le Guin. The aromatic, soothing description of Omelas pulls the reader in to easily picture the beautiful land and what joyus treasures it holds. ...a cheerful faint sweetness of the air (1). In the beginning, the reader is introduced to Omelas celebrating at a summer festival. The delicate and picturesque image of the city alludes the reader to believe it is a perfect place. However, Omelas is only beautiful on the surface. Whereas an innocent child lies captive below its land, barely surviving; an ugly price for the happiness of those at Omelas. ...there is a room. It has one locked door, and no window.

A little light seeps in dustily between cracks in the boards, secondhand from a cobwebbed window somewhere across the cellar (3). More and more citizens are gradually introduced to the buried horror that is Omelas. And despite their transparent reactions, they do nothing. The dilemma then becomes, is it the responsibility of the citizens to free this innocent child of the daily torture and horror it has experienced? Or, are they ethically correct to sacrifice one life to those of many?

To connect The Ones Who Walk Away From Omelas to an Aristotle perspective, one must understand deontology ethics. In moral physiology, deontology ethics is ethical theories that place special emphasis on the relationship between duty and the morality of human actions (https://www.britannica.com/topic/deontological-ethics). In other words, basically the grasp of deontology is the idea of do unto others as you would want done unto you. Aristotle was a very famous deontology philosopher. In Aristotle's Nicomachean Ethics, he emphasizes the role of habit in conduct. To state it more explicitly, Aristotle believes an actions count as virtuous.

In relation to The Ones Who Walk Away From Omelas based on Aristotle's beliefs, what would Aristotle do? It is not hard to know that Aristotle would believe freeing the child is morally and ethically the right thing to do because--actions count as virtuous. An utilitarianism ethic point of view would disagree with Aristotle. Utilitarians believe the best ethical choice is the one that will produce the greater good for the greatest amount of people. Furthermore, a deontology ethical standard is the best most moral decision in terms of the child.

In conclusion, Aristotle's deontology roots are the most ethical solution for the well-being of Omelas and the child. This is because, although it will impact all citizens of Omelas, it is ethically incorrect to let one suffer at the benefit of others. In other words, the citizens that agree with utilitarianism beliefs in this case are benefiting at the cost of an innocent child. Which overall, is unethical and wrong. Personally speaking, I take the deontology/Aristotle side being that I Thus, to answer the overlapping question; Aristotle would indeed free the innocent child even considering the fact that the lives of all Omelas citizens will be impacted.

Works Cited

  • Internet Encyclopedia of Philosophy, Internet Encyclopedia of Philosophy, www.iep.utm.edu/aris-eth/.
  • Utilitarianism. Ethics Unwrapped, ethicsunwrapped.utexas.edu/glossary/utilitarianism
  • Aristotle, and W. D. Ross. The Nicomachean Ethics. Oxford University Press, 1959.
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Hasidic Schools

In most Hasidic schools, including the ones I attended, Aristotle is taught to be synonymous with sin, and is depicted as the symbol of non-Jewish promiscuity and wickedness. Therefore, when I noticed that we would be exploring Aristotle this semester, I was both enthusiastic and anxious. Enthusiastic, because I would be learning the teachings of an individual who was vilified for most of my life, and anxious, because I was afraid my sub-conscious biases would corrupt my appreciation of his work. However, after analyzing Aristotle, I have realized that many Hasidic leaders malign him because of his values in the Nicomachean Ethics. These values promote contemplative thinking, which is a direct and dire threat to the core of Hasidic life.

I. What is virtue according to Aristotle?

The Nicomachean Ethics is fundamentally concerned with what human beings aim at, and Aristotle concludes that human beings aim for happiness. Happiness is teleological, making it the end that all action leads to. Happiness is the endpoint, and since it is sought for itself, we seek nothing beyond it. Everything else in our lives, including wealth, health, and love, are executed for the sake of happiness. Aristotle is the Mondrian of philosophy, and happiness is his abstract art. This has Aristotle exploring the three ways of lifepleasure, honor, and contemplation - to see which leads to happiness.

Now we must askhow do virtue and happiness correlate? Aristotle claims that human beings are unique in their search of activity of the soul in accordance with virtue (Aristotle 13). This activity of soul is happiness. He believes that virtue directs happiness. But Aristotle has made it clear that the practice of virtue in no way guarantees the happiness of the virtuous (244). Then what does guarantee happiness?
We must begin our answer by defining virtue. Virtues are characteristics defined by one's ability to choose in a reasonable and prudent manner. The goal of virtue is the mean of excess and deficiency in relation to passion, and this is relative, seeing as passions and their effects, are subjective (33-35). These virtues and vices are voluntary, for as Aristotle says, A human being is an origin of his actions (49).
Now that we've defined virtue, we can speak about the categories of virtue, namely Moral Virtue relating to the non-rational part of the soul and Intellectual Virtue relating to the rational part of the soul. Aristotle begins by focusing on the eleven moral virtues, and spends a hefty portion of the text dedicated to them.

The moral virtues speak to character, and they are the result of habit. Human beings are born with a clean slate. It is only through the choices we make and the actions we commit, that we are virtuous or evil, since Aristotle says, [] by doing just things we become just; moderate things, moderate; and courageous things, courageous (27). In outlining the moral virtues, Aristotle praises the mean (or middle ground) and believes that the downfall of virtue lies in human extremes, may they be excessive or deficient. Aristotle begins by outlining the virtues which create Greatness of Soul (the mean between the vain and small-souled.) The virtues which build up to Greatness of Soul are Courage, Moderation, Liberality, and Magnificence. If one is great-souled, they possess the supreme characteristics of each prior virtue. Aristotle sums up the moral virtues with Justice, which concerns equality, proportion, and reciprocity since [] justice, then, is complete virtue in justice, ever virtue is summed up (92). To connect Moral Virtue to happiness, Aristotle describes Friendship, since without human interaction no one would choose to live (163). Friendship is noble and we cannot have any other virtue without friendship, since we cannot be virtuous if there is no one to act virtuous towards.

Aristotle is also concerned with Intellectual Virtue. Intellectual virtues are a result of teaching, and involve wisdom, comprehension, and prudence. If we do not have reason, we cannot be virtuous, since action must accompany our understanding of the moral virtues (281). Aristotle claims that we can only have choice in our virtues if we have intellect, and since virtue is about choice, intellect is necessary. We find the truths of virtue through five meansart, science, prudence, wisdom, and intellect. It seems that Prudence, which is the ability to deliberate well, is of utmost significance, since virtues do not exist in the absence of Prudence. Prudence is the completion or necessary accompaniment of the moral virtues (282).

Through the exploration of the virtues, Aristotle ultimately decides that intellect and contemplation allow for happiness and the realization of telos. He says that if human beings wish to reach the immortality of the gods, they need to have contemplative and intellectual virtues, with moral virtues being secondary. This view is like the one held by Maimonides in his commentary on man's fall from Eden. In the Bible it states, Behold man has become like one of us, having the ability of knowing good and evil (Genesis 3:22). Maimonides claims that when Adam and Eve sinned, they fell from a superior state of knowledgeemet and sheker (truth and lies) to an inferior state of tov and ra (good and evil.) When humans had knowledge of emet and sheker, they possessed rational knowledge and Intellectual Virtue, which is quantifiable. Their sin caused them to fall to a state of Moral Virtue, which, just as Aristotle claims, is secondary to Intellectual Virtue.
II. Is his account of virtue complete and correct?

While Aristotle is a man ahead of his time, there are some flaws in Ethics that I find necessary to illuminate. His claim of contemplation leading to happiness, is convincing. However, his imperfections seem to arise on the fronts of self-contradiction, an emphasis on divinity, and progressivism (or a lack thereof.)

While exploring virtue in Nicomachean Ethics, Aristotle includes needless repetition and digression to outright self-contradiction (239). His writing style is anything but arbitrary, and his cyclic rhetoric allows for variety across political communities. Still, his lack of definitive claims makes his work stand on unsound ground. It causes his claims to lack completion. Even though the main audience for his teachings is not the masses, they must be catered to, to prevent Aristotle's philosophy from being lost in a puddle of confusion. He goes to and fro about various viewpoints, which all seem to be his own, yet he never truly settles on one. For instance, in Book One, he claims to despise pleasure, saying it is a life suitable only for fatted cattle. In Books Seven and Ten, he reorients those claims, saying that pleasure is a necessary accompaniment of the life of one who loves moral virtue (244). Additionally, Aristotle claims that friendship is vital for virtue, but then reasons that the contemplative life is ideal, because it is marked by the greatest self-sufficiency (297). By stating multiple views, virtue gets lost. If Aristotle stated his beliefs definitively, without contradicting himself, his arguments would be stronger, and would influence citizens on a greater scale.

Another fundamental issue I find with Nicomachean Ethics is Aristotle's focus on the divine. Everything in the Ethics is based off the assumption that the soul exists, and if it exists, that it is somewhat divine. However, I find it odd, that a philosopher as focused on reason as Aristotle, especially one who promotes Intellectual Virtue above all else, would use divinity and religion as a foundation of his philosophical premises. He says, Happiness is an activity in accord with virtue, and this would be the virtue belonging to what is best (223). What is best to Aristotle is intellect and contemplative thought. If the contemplative life is highly regarded by Aristotle, why does he not focus more on rationality? As much as I wish I could believe in the soul, I am always awoken to the fact that the soul has been conjured by a species too evolved for its own good. It is less than complete to have virtues built off divinity, because rationality challenges religiosity.

Ultimately, the biggest issue I take with Aristotle's account of virtue, is his flippancy regarding sexism and slavery. Yes, Aristotle was born in 384 BCE, a time when sexism and slavery were the status quo. However, I do not believe we can have a complete account of virtue if these progressive views are lacking. In relation to sexism, Aristotle states, The community of husband and wife appears to be aristocratic the man rules in accord with merit regarding the things over which a man ought all things suited to a woman, he hands over to her (179). This is just one example of Aristotle's discussion of male superiority, but his literature is littered with sentiments such as these. I do not expect Aristotle to be a raging Feminist who demands paid maternity leave, but I do expect a shred of common decency towards an entire sex.

What is even worse than his views on women, are his views on slavery. He says, [] neither is there friendship for a horse or an ox, nor for a slave insofar as he is a slave since a slave is an inanimate tool, and tool an inanimate slave (181). Aristotle's views on slavery are archaic. I find myself becoming immersed in Aristotle's thoughts and philosophies, until I chance upon a passage about slavery. I do not know if I can trust his account of virtue completely, when he speaks of people as cattle. I believe this lack of progressivism tarnishes his accounts of virtue. This is the age-old question of separating the art from the artist. Some can do so, but I cannot.

III. How did it change the way you think about living (if at all)?
When I was in Professor Holbreich's American Political Thought class my first year on campus, I was fresh out of the Hasidic community. I was afraid of philosophy and what it had to teach me, believing that an exploration of Henry David Thoreau and Ralph Waldo Emerson would cause too much internal strife regarding religion. However, the class opened my mind to countless philosophical possibilities. It allowed me to broaden my awareness and become less afraid of partaking in philosophical reasoning and debate. The way I live my life today, in part, has been changed by Thoreau's Walden. His values are part of my daily life.

Today, in Great Political Thinkers, I am comfortable with studying philosophies which challenge my worldview. Aristotle's Ethics has done that. While I am quite harsh to Aristotle in my reservations of his accounts on virtue, many aspects of his work have already changed the way I think about living. This is especially true in relation to his emphasis on the middle ground and the life of contemplation.
Aristotle's inclination towards a mean in defining the goal of virtue, strikes a chord with me. When outlining the moral virtues, Aristotle describes them as the mean between two extremes. Courage is the mean between fear and confidence and Liberality is the mean between prodigality and stinginess.

Only when you reach the middle ground, in accordance with the relative middle ground to you, can the moral virtues to be achieved. Aristotle believes that Such things [as the virtues] are naturally destroyed through deficiency and excess (28). I have always been attracted to extremes. When you grow up in many Hasidic circles, you are taught to view life in black and whiteyou are Hasidic, or you are a sinner; you are Hasidic, or you are a drug addict; you are Hasidic, or you are unhappy. Shades of gray do not exist. If you believe in living life in a shade of slate, iron, or pewter, you are lesser of a person. Much of Hasidic life thrives off extremes. It is these extremes which prevent congregants from leaving the Hasidic folds.

When someone decides to leave the Hasidic community, they must learn to view life in shades of gray, because they have been taught from birth to verge towards extreme thinking. They must learn to find the middle ground, because straying to extremes is hazardous for them. For so long I have lived life in either the black shadows of Hasidism or the blinding whiteness of the secular world. I have always yearned to find the mean, and never realized that others yearned for the same thing. Having Aristotle outline the blueprint for means, claiming it to be the goal of virtue, has truly assisted me in finding my middle ground. Running after excesses or deficiencies is hopeless. Only through finding a way to unite your beliefs into a healthy mean, can you find peace.

Suffice it to say, as evident above, I have always been contemplative. Thinking and reason have always seemed to me like values of the utmost importance. While I see the moral virtues as vital, as we cannot live in a community without them, I have always innately felt that I am only truly happy when I am learning. Intellect has always compelled me. If given the choice, I'd be in university forever. Yet I have always felt guilty. I have always believed that thinking of moral virtues as inferior to intellectual virtues somehow makes me insufficient as a functioning member of society.

I have always surrounded myself with thinkers and those who reason, for it is the only way I can make sense of the world. Knowing that Aristotle, a man considered one of the greatest philosophical minds to ever exist, holds intellect and contemplation in the highest regard, has allowed me to feel at peace with my contemplation. I've been contemplating more in recent weeks, and have not been holding back. Before, I was sure that my philosophizing would get me nowhere, but reading Aristotle has made me realize that my instinctive desire to learn, reason, and contemplate, is what the good life is about.

Bibliography

Aristotle. Nicomachean Ethics. Trans. Robert C. Bartlett and Susan D. Collins. Chicago and London: The University of Chicago Press, 2011.

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Aristotle Define Moral Virtue

How does Aristotle define moral virtue? Aristotle defines moral virtue as a deposition to behave in the right manner and by recommending its relation to happiness. Aristotle defines moral virtue into subcategories, but he defines virtues as being exemplified by courage, temperance, liberality, etc.; the key intellectual virtues are wisdom, which governs ethical behavior, and understanding, which is expressed in scientific endeavor and contemplation. These virtues can also be vices depending on action. Every virtue has a vice in which Aristotle defines as two extremes called the Golden Mean. He experiences these different virtues and vices in everyday life. Trying to be morally balanced is almost as being perfect in a sense, so he tends to be excessive or deficient.

Courage

Courage can be very difficult for him to find a balance and often find its more of a vice than a virtue at times. In examining specific virtues, such as courage, Aristotle defined them as a mean between two extremes. The vices consist of fearfulness and hastiness. One tends to run from a situation whereas the other tends rush into a situation. Courage is a mean about feelings of fear and confidence. (Aristotle, Nicomachean Ethics 3.6) Having courage can be a great moral to practice but also very dangerous. In example, take for instance a burning house. He sees the house burning and feel he's left with only two choices, either run away or go in to see if anyone needs help. If he runs away he just experienced fearfulness, but if he rushes in without calling for help then he just showed hastiness.

Temperance

Aristotle defines temperance as a mean concerned with pleasure whereas concerning less with pain. He then distinguished the pleasures of the soul from those of the body. Pleasures of the soul are associated with love of honor and of learning in which such pleasures are neither temperate or intemperate. Temperance, then, will be about bodily pleasures, but not even about all of these. (Aristotle, Nicomachean Ethics 3.10) Things such as food, drinks, and sex are good examples of temperance. He who eats and drinks too much until full is being excessive.

Liberality

Liberality can be defined as generosity. It seems, then, to be the mean about wealth; for the generous person is praised not in conditions of war, nor in those in which the temperate person is praised, nor in judicial verdicts, but in the giving and taking of wealth, and more especially in the giving. (Aristotle, Nicomachean Ethics 4.1) He who gives back and take when prompted practices liberality. Giving more than needed he's being prodigal, and on the other hand giving nothing is being stingy. These are the vices

Magnanimity

Magnanimity can be defined as prideful. The magnanimous person, then, seems to be the one who thinks himself worthy of great things and is really worthy of them. (Aristotle, Nicomachean Ethics 4.2) He who has worth but thinks less of himself is being timid. This vice is deficient. He who makes excessive claims about himself tend to come off as conceited or narcissistic.

Truthfulness

When one thinks about truthfulness he thinks of himself as an honest person to others but that's not all what it's about. Truthfulness can relate to magnanimity in a way and these are through its vices; boastfulness and understating. The boaster seems to claim qualities that win reputation, though he either lacks them altogether or has less than he claims. The self-deprecator, by contrast, seems to disavow or to belittle his actual qualities. (Aristotle, Nicomachean Ethics 4.7) Therefore, being straightforward and honest with himself about his qualities will give him balance.

Friendliness

Being friendly isn't about just showing others you call friends kindness. There's an even bigger meaning to it. It differs from friendship in not requiring any special feeling or any fondness for the people we meet. For this person takes each thing in the right way because that is his character, not because he is a friend or an enemy. (Aristotle, Nicomachean Ethics 4.5) He must be respectful to all, not just acquaintances. If someone is a stranger doesn't mean you behave in a different manner nor treat them differently. He must act without distinction.
Every day they experience these different virtues. Finding a balance between each one is the key to being and acting moral. They will find that some of these moral virtues go hand and hand not being able to perform one without performing the other.

Work Cited

  • Aristotle. Nicomachean Ethics.
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Tyson Attended the Bronx High School

For this assignment, I chose to use Neil deGrasse Tyson. I felt the best way to write a dictionary entry of this sort would be to present the four causes in reverse order (i.e. final, effective, formal, material). [1] Neil deGrasse Tyson is an astrophysicist, author, and science communicator/popularizer. Tyson is also the Frederick P. Rose Director of the Hayden Planetarium at the Rose Center for Earth and Space in New York City. Tyson has written several books for the general public, including Death by Black Hole and Other Cosmic Quandaries and The Pluto Files: The Rise and Fall of America's Favorite Planet. He also hosted the science series Nova ScienceNow (2006-2011) and Cosmos: A Spacetime Odyssey (2014).

Tyson attended the Bronx High School of Science from 1972-1976, where he was allowed to take astronomy courses offered by the Hayden Planetarium. There, Tyson met Dr. Mark Chartrand III, director of the planetarium at the time, who served as his first intellectual role model. After graduating, Tyson attended Harvard University, where he majored in physics and earned a B.A. in 1980. Tyson received an M.A. in astronomy from University of Texas at Austin in 1983, and a PhD in astrophysics from Columbia University in 1991. Tyson was born to human parents Cyril deGrasse Tyson and Sunchita Maria Tyson. As a human, he has an erect posture and bipedal locomotion. Tyson also possesses a brain that allows for abstract reasoning, problem solving, and sociability. Like his fellow humans, Tyson is capable of using tools and technologies to better understand the world.

As a human, Tyson is mostly made up of oxygen, carbon, hydrogen, and nitrogen, as well as other elements in smaller amounts. His body composition in terms of types of material primarily consists of fat, muscle, nervous tissue, hormones, bones, connective tissue, and bodily fluids (blood, urine, etc.). At the micro-level, he is made up of trillions of cells, which are the basic structures for all living organisms, providing structure for the body, taking in nutrients from food, and carrying out important functions. [2] The final cause segment provides a pretty nice brief introduction, but what follows gets stilted as the format of the four causes makes it difficult to add details that don't fit the mold. Moreover, the material and formal causes are self-evident in the final and effective causes (i.e. there are no non-human astrophysicists or authors).

One important thing that becomes clear in this assignment is that getting a good sense of who someone is depends on emphasizing their unique traits, not the ways in which they are the same as everybody else. [3]I think Aristotle's theory of four causes is useful, but more for inanimate objects. Living things (especially humans) are far too complicated to break down into these four fairly delineated causes. In the case of living organisms, we need to look at other ways of knowing outside of causal links.

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Student of Plato’s

Aristotle, as a student of Plato's' , does not come to agree with his teacher. He was forced to give reasons as to why he disagreed with Plato, and what his views on each subject were. But, he was so attracted to the work of Plato, that he insisted on having the corrected version of his overall work, pushing Plato's ideas further in what he thought was the right direction.
Aristotle, like Plato, was concerned with the amelioration of the soul. As both were also very tied to trying to distinguish the illusionist factor of what appears good to people, and what is really good in itself. There are many things in a life of a human that appear to be good and satisfy one's pleasure. But, Aristotle sought out to distinguish the fact that what appears to be good, isn't necessarily the highest good. This is what Aristotle calls the problem of appearance and reality.

Aristotle conveys his way in a very systematic point of view. He writes as scientific as you can get, with specific steps and reasons why for various classes of things. Aristotle is very analytical and focused on the synchronization of summaries that are specifically organized in a system of steps.

Within Aristotle's view of the forms, we see that he drastically differentiates himself from Plato. In Plato's forms, the relationship between the forms and particulars was a central issue, that was surrounded by everything else in relation to the relationship itself. This means that any issue or disagreement within the relationship between forms and particulars has effects on all the surrounding ideas. These of which Aristotle continues to critique as he seeks a more corrected version.

In his metaphysics, Aristotle begins with the idea of knowledge. The way he begins is by distinguishing and breaking up knowledge into two different types. One type is practical knowledge and the other type is theoretical. In the side of practical knowledge, the end goal is having an action of some sort. its purpose is to lead to the cause of something else and work as a conductor. In contrast, theoretical knowledge is a type of knowledge in search of the truth. It, itself has its own value. It does not lead, or assist in leading to a point. Aristotle makes the point that one's purpose is to know and think about this goal or truth.

One will have to examine it and speculate in order to achieve this goal. Now, in particular knowledge, Aristotle breaks that down to two different sub categories. One is experience and the other is art. When Aristotle talks about art, he means having the ideas and or knowledge of how to make something. For Aristotle, experience is the knowing of something. We can have much experience, but the value of experience may not be as high as art. The reason for this is that one may have a lot of experience, but can not do much with experience itself. On the other hand, art can come with many professions. Together, along with knowing the best and most efficient ways of getting things done, endless possibilities are able to happen. As a human, with both of these one is able to innovate and progress in life.

Aristotle differentiates between the particulars and what he calls "First wisdom". First wisdom is the science of science. To this one is intending to and is trying to find what causes things to happen as they do. What allows them to function the way that they do. Nonetheless, all sciences lead to the study of being, as in what it means to become.
A big part of Aristotle's metaphysics are his forms and the way he goes on to explain them. Within Aristotle's forms are mathematical objects. These mathematical objects cannot be separated from the material objects themselves. The reason for this is because the material objects have mathematical properties within their origin. So this leads to the fact that if mathematical objects cannot be separated from physical objects, then the form or forms, in no way can be separated from the matter itself. This means that forms are imminent. Meaning the forms don't just exist by themselves, but forms imminent within the things they inform.
If a form makes something the way it is, that means that the form has the essence or inner capacity to be the way it is. The way we describe this is that it has the potential to be something. For example, Aristotle describes an acorn that has the potential to become an oak tree. Any kind of natural process has the ability or potential to be actualized. All this together leads to the essence of a thing. The essence within something has the ability, potential, to be actualized in a natural process. "An organisms nature , its inner principle of change , gives us what it is to be that thing". The telos being the goal, is to be actualized. One wouldn't plant a flower seed in a garden, if the outcome would not be a flower.

In addition, Aristotle moves on to describe four different types of causes. The first is the efficient cause. The efficient cause for Aristotle is what we describe as a force with a sort of power to affect something and produce a type of consequence as a result. If one wants to account for a process, then one must take into account the material that was used. This what Aristotle calls the Material cause. This means that the nature of the substance being affected also has a cause. The material makes a difference in what one is able to do, and so does the thing or person performing the action. Adler makes this point in his writing as he states, "It is one of four indispensable factors-factors without which the production would not and could not occur"

For the third cause, Aristotle categorizes the form itself as a cause. The essential nature of the kind of thing being produced is a cause. Back to our example of the acorn, if it didn't have the formal cause then it wouldn't be able to become an oak tree. The fourth cause, is the final cause. This is the Telos, the goal, the final purpose. Lear explains why the final cause is so important by stating, " We need to cite form as final cause in order to make the whole range of developmental activities - form as potentiality - intelligible". Aristotle uses the example of reproduction, as a natural process in which we see these four causes at work. The material cause in this example is the mother's body. The father in relation to the mother and her body is the efficient cause. In turn, the formal cause is the nature of the process and what we know happens. The final cause is to have a child in the end. That would be the telos and final goal. For Aristotle, no matter what the process is, there is and will always be a final cause. Lear confirms this point by stating, "There are at least three ways in which forms are transmitted in the natural world: by sexual reproduction, by the creation of artefacts, and by teaching."

For Aristotle, nature is always in process. It is constantly in an effect of change, while time is at the very essence of that change. Because everything has an end or goal; in nature these things come to fulfill their ends or goals.

We know for Aristotle that being is the science of science. But, within the being Aristotle has categories of being. Not only do they include the different ways of describing what is, but the different ways things are. The first category is substance. Within the realm of a substance we deal with a substance and a predicate. Predicates describe the substance, and the substance is what is being described. The predicate itself has two different sides as well. There is an essential predicate and an accidental predicate. An essential predicate is what a thing has to have because of the type of thing it is. The accidental predicate is any other predicate. Anything else within describing a substance. This is the only substantial category out of the nine others ( ten total ).

The rest are merely accidental categories that are perceivable qualities of things.
Besides Aristotle's epistemology there have been at least three different kinds of theories of knowledge. First, Empiricism, an Empiricist would say that knowledge is nothing but gathering sense observations of the world and making generalizations about them. Their reason is whatever can be derived is the truth. Next, Rationalism, these rationalists believe that knowledge is naturally within the being at birth. As in you are born with this type of knowledge. Furthermore, the skeptics emerge, as they doubt everything and presume circular reasoning. But, for Aristotle, the mind adds onto and contributes to knowledge. Aristotle's mind contributes rules of thought and categories in order to perceive the world while distinguishing one's self. Lear makes this clear in his book when stating, "Man not only has the ability to perceive the world: he distinguishes himself from all other animals by his ability to understand it." This is true so that the thinking process in which the mind insinuates, correlates with the nature of reality in which one is surrounded by. Man has the ability to process and organize things in a way that they are structured, in order to get to the unchanging truth. To have the tools by which one can aim toward the final goal, the Telos.

As Aristotle describes the soul, he states that a person is both matter and soul together. The soul is the form or essence within a person. The soul for Aristotle is not in itself matter, but it is a form of the natural body, that has life potentially within it. It provides one with a set of abilities and capacities. Lear makes this observation in his book when stating , " Soul is substance, Aristotle says, in the sense of the essence -or 'what it is to be' -of the body. This is substance according to the logos . The essence or logos of something is , as we have seen, an order-an order which is intelligible." Aristotle continues to mention three different types of souls. He talks about the plant soul, the animal soul, and the human soul.

The plant soul is nutritive, which means they take in nutrition and grow from that nutrition. As the roots grow down and the stem rises a certain way in order to face the sun. It has an organizing principle within it that builds its own body. Behaving this way, a plant ensures its growth. "The capacity for nutrition, growth and reproduction is shared by all living things"Animal souls share the same characteristics as plant souls except for some key factors. An animal can engage in an activity that allows it to move around while a plant cannot. The soul is the activity as well as the principle that burdens the capacity to withstand this activity. During this activity, the animal does it in an orderly manner, in which there is a reason behind it.

An animal needs something to keep it alive and moving towards its intuition. This is what a plant does not have, desire and fear. An animal has a sensory of perception along with an evaluation of whether something is desirable or not. Lear comments on this in his book as he states, "animals distinguish themselves from plants by having sensation; in addition, some animals distinguish themselves from the rest by the ability to move" For a human, the soul has all that in which encompasses an animal soul, except what distinguishes a human is that one has the ability to perform reason. A human is able to perform rational decision making that an animal nor plant can do. Lear continues as his point stating, " and man distinguishes himself from other animals by his abilities to engage in practical and theoretical reasoning."This leads to Aristotle making his point that the desire to know in our souls comes from the pure delight that we get out of performing such activities. "Aristotle thinks that the sheer delight we take in the active exercise of our sense faculties is evidence for there being a desire to know in our souls"

Furthermore, as Aristotle presumes to describe God, he calls God the eternal unmoved mover that is unchanging. To prove this fact, Aristotle states, " There is a mover which moves without being moved, being eternal, substance and actuality."The unmoved mover is not an efficient cause, and does not exert a power or anything within that realm. The unmoved mover is just a pure being that has no unactualized potential capacity.

There is no change possible because the unmoved mover is pure actuality to begin with. It is the good, in which the entire cosmos is moved by. God is the one and only final cause. Lear makes this point clear in his book as he states, " God is the final cause: the order depends on him. The order of this well-ordered world must bear some relation to God if he is to be responsible for it." God is of no material for Aristotle as Adler mentions in his book, "To be an unmoved and eternal mover of a universe everlastingly in motion, the prime mover must be immutable. But to be immutable, in Aristotle's view, it must also be immaterial."

To actualize the actuality of God being an unmoved mover, Aristotle makes his claim that it does nothing but think on its own thinking. Aristotle makes this claim by stating, " Therefore it must be itself that Mind thinks ( since it is the most excellent of things) and its thinking is a thinking of thinking." The reason for this claim is because if the unmoved mover ponders about other influences coming in from outsiders, then he is exposed to being moved by them as well. Therefore, for Aristotle, he ponders on the thoughts of his own thoughtful excellence.
Encompassing all of Aristotle, his main ideal was finding happiness in his contemplative life.

This quote in which Lear embodies in his book really grasps the reader, "If happiness is activity in accordance with virtue, it is reasonable that it should be in accordance with the highest virtue; and this will be that of the best thing in us". Happiness is the tip of the ladder, and the more one grows in wisdom, the higher they will climb, all in search of eternal happiness.

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Virtues According to Nicomachean Ethics

In his Nicomachean Ethics, Aristotle aims to answer the questions of what makes a human good, what happiness is, and how we as humans may use our goodness, if we possess it, to achieve the end of happiness in our lives. For Aristotle, the question of how to be happy is the question of how to live well as a human being, and living well is inseparable from attaining the virtue or virtues that make possible the best activity. In Nicomachean Ethics, Aristotle attempts to explain how we can achieve the end of happiness and what the best life to live to attain this end is, and in the process, provides us with the moral virtues he claims will guide us to that end.

These eleven virtues are courage, moderation, liberality, magnificence, greatness of soul, ambition, gentleness, friendliness, truthfulness, wittiness, and justice. These moral virtues were identified by Aristotle as the virtues one must possess in order to live a happy life by an unusual method of analysis on the part of Aristotle, which leads to discrepancies in the definitions of the individual virtues themselves and ultimately, complicates the morally virtuous path one must follow in order to live as Aristotle's understanding of a good human being and subsequently achieve a live of happiness. The discrepancies between Aristotle's definition of the first listed moral virtue, courage, and his later definition of a courageous act illustrate the flaws in Aristotle's understanding of virtue as situational, and suggest that perhaps we must revisit the essential question of philosophers of his time-- how do we better define virtue so that we may lead virtuous lives to live as good humans and utilize those virtues as guides to the greatest end: happiness.

We see Aristotle's situationally specific understanding of nature through his initial definition of the moral virtue of courage in Book III, Chapter XI of Nicomachean Ethics. Aristotle defines courage as moderation or observance of the mean with respect to feelings of fear and confidence [54]. In this case, the mean of courage does not mean one must be the correct amount of courageous, rather it mandates that in order to be a courageous person, one must be courageous under certain conditions.

Aristotle explains a man is not to be called cowardly for fearing outrage to his children or his wife, or for dreading envy and things of that kind, nor courageous for being unmoved by the prospect of a whipping [55.22], rather the term courageous will be applied to him who fearlessly faces an honourable death [55.33] and the circumstances which especially call out courage are those in which prowess may be displayed, or in which death is noble [56.4].

Situations in which one must be courageous are, by definition of courage, situations in which one is subjected to pain, suffering, and death and are not at all pleasant. However, Aristotle asserts that the beautiful and pleasant is the end of moral virtue. Virtuous human beings are guided by their moral virtues to carry out actions and make choices that lead them to an end that is good, thus making them good human beings. Noble, often used as a synonym for beautiful in Nicomachean Ethics, is the end those who die with courage achieve. While the pain one endures facing illness, war, and death is unbearable, it is temporary, but the noble end for which that suffering endured is forever and is the greatest pleasure. The courageous person is not one who chooses to be courageous for the pain and suffering of the circumstance but instead is one who looks past the pain and the end of pleasure and chooses the noble end.

To be courageous, choosing the noble end must be a conscientious choice, as achieving nobility requires us to decide with rational intention to carry out the acts that will lead us to a noble end. Aristotle discusses this in Nicomachean Ethics when he writes about the appearance of courageousness of professional soldiers. Though professional soldiers appear brave because of their knowledge of battle and expertise in warfighting, Aristotle states professional soldiers become cowards when the danger outstrips them and they are lacking in numbers and preparations [59.16]. In the case of professional soldiers, knowledge masquerades as courage. According to Aristotle's definition of courage, soldiers are not courageous because they face peril not as a rational choice to meet the noble end, but because their profession is associated with conditions in which death is sometimes unavoidable.

Aristotle further stresses the importance of one choosing the noble end, writing of sailors and passengers the courageous man despairs of his preservation and is disgusted with this sort of death, whereas sailors are of good hope, given their experience. But at the same time too, the courageous act like men in circumstances where prowess in battle is possible or dying is noble; but in the sorts of destruction mentioned, by contrast, neither such prowess nor nobility is possible. [55.33-56.7] The impossibility of nobility in circumstances of destruction when prowess is also not possible can be attributed to the lack of rational decision-making power by those in peril. We may perceive those in peril of sudden death out of their control, such as an accident at sea in Aristotle's example, as brave when they face danger and death calmly, but their demise will not lead to an end of nobility because they did not choose that end for themselves.

While the previously discussed definition of courage focused on courage in situations of violence, immeasurable pain, illness, and war, Aristotle also provides a definition of a courageous act in the context of friendship and self-love. He writes, it is quite true to say of a good man that he does many things for the sake of his friends and of his country and will it need be, even die for them. [202.20] One would assume a good man is willing to die for his friends because of the love and duty he feels for his friend, but Aristotle's explanation of the good man's motivations diverge from that assumption greatly. Chapter 8 of Book IX of the Nicomachean Ethics's primary focus is the mean of self love and what differentiates a bad man from a good man in terms of their love of self and love of others. Aristotle states at the beginning of the passage that the decent person acts on account of what is noble; and the better person he is, the more he acts on account of what is noble and for the sake of a friend, while disregarding himself [200.33].

Dying for one's friend is considered a courageous act because the good man must act on account of what is noble, a proviso of Aristotle's earlier definition of courage in Book 3, Chapter 6. To die for one's friend, one must face the pain and suffering of certain death for the noble end, seemingly so that his friend may have the gift of a longer life. However, as Aristotle is considering this courageous act whilst analyzing self-love, the good man is not so much dying for his friend as he is dying for his own advantage. Aristotle affirms that good men will do everything in their power to live the noblest life possible and a self-loving good man will strive to secure the greatest goods, as virtue is the greatest good of all.

Thus, when one dies for his friend he is securing the greatest good for himself: a noble end. Though his friend may live and accumulate wealth and honors throughout the rest of his life, the good man who has died for his friend achieves greater nobility, for is it nobler for him thus to become the cause of his friend's actions than to perform those actions himself. [202.34]
The original definition of courage in Book 3, Chapter 6 and the definition of the courageous act of dying for one's friend provided in Book IX, Chapter 8 demonstrate what makes Aristotle's understanding of virtue unique from those of other moral philosophers-- his emphasis on context, intention, and character.

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Thomas Lavenziano

Thomas Lavenziano Professor Eugene Kelly ICPH 304 - W01 Aristotle on the Golden Mean One of Aristotle's most well known works is the Nicomachean Ethics, written around the year 340 BC and was most likely named after his father or his son. Within this work Aristotle theorizes about the nature of the good life. He also delves into what it means for something to be good and attempts to define what happiness really is. One of the core concepts that he uses to define goodness is what he calls the Golden Mean. Aristotle describes ethical virtue to be our tendency to have appropriate feelings based on our personal habits, disposition, and the circumstances we find ourselves in. He also describes what he calls defective tendencies, when our reactions and feelings are inappropriate given the circumstance. Aristotle was a student of Plato, who described virtue as a kind of knowledge. By Aristotle presenting this conflicting view he essentially rejects Plato’s thesis in favor of his own.

When broken down individually, he describes each ethical virtue to be what he calls a condition intermediate, better known as a golden mean. A golden mean can be defined as a point in between two opposing extremes, one being extreme excess and the other being extreme deficiency. All ethical virtues are one of these golden means, lying between two vices of opposing extremity. An example of a golden mean or virtue can be found by looking first at the vices. The vice of cowardice and the vice of rashness are perfectly opposed, they are exactly opposite extremes. Between these vices though we can find the virtue of courage. The virtue of courage requires an individual to balanced. Caution can easily be taken too far to the point of cowardice, and bravery can be taken too far to the point of rashness and carelessness. There needs to be a balance, without it a virtue may easily become a vice.

Aristotle stresses that finding and reaching a golden mean is not so simple as simply finding the perfect middle point between the two extremes, but rather that the circumstances of the situation, individual, and disposition all must be taken into account. One must observe and truly consider the whole of the situation before they can hope to obtain that ethical virtue found as the golden mean. Other attributes that Aristotle claims to determine ethical virtue is both the intent and frequency of an action. Virtue is not determined by a single instance, but rather through willful and direct habitual actions. A single act of courage does not prove that a man has the virtue of courage, rather all it proves is that he is capable of performing as such. If the individual consistently acts according to the golden mean in all relevant situations according to circumstance and with deliberate intent then it may be said that he has that ethical virtue. A further requirement of ethical virtue is that the action itself must be voluntary.

Only voluntary actions can be considered to be virtuous, and the definition of voluntarily can be affected by the situation at hand. The situation itself must arise from external forces. Actions or decisions reached out of fear are not considered wholly voluntary, neither are those actions stemming from ignorance which may have varying degrees of voluntariness. Intent is the deciding factor; if an individual makes a decision while ignorant but is the same decision that he would have still made had he been informed than the action can be considered voluntary, and potentially be a virtue. Intent is not an opinion or desire, it is a deliberate choice based upon logic and reason and is limited to the scope of power with which an individual holds.

You cannot intend to do something if you do not hold the requisite power with which to do so. Aristotle describes happiness to be the achievement of ethical virtue, which is achieved through balance and proper levels of passion and temperament which is where the golden mean can be found. Therefore, we may find happiness and live a truly good life through the pursuit of the golden mean within each situation that is presented to us. The man that is said to live a good life is one that lives a life of virtue and balance.   

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Lung Cancer: the Silent Killer

Lung Cancer is the uncontrolled growth of abnormal cells in one or both lungs. (lungcancer.org) Normally, it is caused by the use of tobacco. People have promoted the Say No to Smoking campaign for years. These campaigns would warn smokers about the dangers of smoking and remind people that smoking leads to lung cancer. While the dangers of smoking are very real and life-threatening, a rising concern is the increasing number of lung cancer patients who have never smoked. For every action, there is a reaction, and for every cause, there is an effect. When a person chooses to smoke, it causes life-threatening effect for themselves as well as others. But what about people who do not choose to smoke and are left with these effects? The number of deaths from lung cancer are growing rapidly due to secondhand smoke, harsh air pollution, and problems in the EGFR gene which in turn, means bad stigma for lung cancer patients, non-smokers fighting a battle they never asked for, and a higher number of women being diagnosed.

The first very real problem is secondhand smoke. Secondhand smoke can also be called environmental tobacco smoke or ETS. Compared to someone who actually smokes, secondhand smoke is taken very lightly. In reality, secondhand smoke can cause just as much damage as smoking a cigarette can. When someone inhales secondhand smoke, they inhale the same chemicals that the smoker does. Naomi Elster explains some recent statistics correlated to secondhand smoke in the following:

Meanwhile, the proportion of lung cancer patients who never have smoked is going up.

One US study reported that 17% of people diagnosed with the most common form of lung cancer in 2011-2013 had never smoked, compared to 8.9% of people diagnosed in 1990-1995. In the UK, researchers reported that the proportion of non-smokers undergoing surgery for lung cancer jumped from 13% to 28% from 2008 to 2014. And in Taiwan, the proportion of never-smoker patients increased from 31% in 1999-2002 to 48% in 2008-2011 (Elster).

There are two forms of secondhand smoke, mainstream and side stream. Mainstream smoke is when someone exhales smoke directly. Sidestream smoke is smoke given off from the burning end of a form of tobacco like cigarettes, cigar, or a pipe. Even accidentally inhaling this smoke, has its own effects. When someone unintentionally inhales this smoke, it is called involuntary smoking or passive smoking. While adults can attempt to avoid this secondhand smoke, children do not typically know any better than to breathe in the air around them. This secondhand smoke can cause weakened immune systems and asthma in developing children. The problem with secondhand smoke patients is that they are seen just like any other lung cancer patient. Majority of people have bad attitudes towards lung cancer patients. Besides bad attitudes from on-lookers, lung cancer patients are more likely to receive poorer treatment from caregivers. Lung cancer patients as a whole, receive bad stigma because lung cancer is assumed to come from smoking. Bad stigma is when something is associated as negative. In this situation, people automatically assume the worst when it comes to lung cancer. This stigma can lead to depression in patients which, in turn, lowers the chance of survival. Most people don't pity these patients and use the line they did it to themselves which in this case, is far from the truth. Because of this stigma, lung cancer receives less awareness and funding that could be used for research. Since second-hand smoke stems from people who smoke, these smokers are ultimately the reason for the growing number of deaths in second-hand smoke patients.

Another underlying factor is the harsh air pollution that people breathe in every day. While this is the less threatening than second-hand smoke, it is more common. In 2010, 223,000 people died from lung cancer that resulted from breathing in these carcinogens in the air. In the United States, it is more common for men to work in factories and environments with these harsh conditions rather than women. This air pollution can be of more danger in industrial or agricultural jobs, or even cooking or heating inside homes. Many workplaces leave their employees exposed to chemicals such as radon, asbestos, and even the chemicals found in diesel exhaust. Vehicular pollution is the most common. This harsh air pollution can be naturally made or man-made. Examples of man-made would be car fumes or the smoke from burning fuels such as coal. Air pollution can be divided into two categories, indoor and outdoor. Out of the two, outdoor air pollution was more responsible for lung cancer cases than indoor. The problem with harsh air pollution is that it is not always avoidable. No one can stay inside forever, so at some point they have to breathe in the air around them, especially if they work in these conditions. An effect of all of these things is that people end up having to fight a battle against lung cancer they never asked for. These people not only have to deal with lung cancer but also with all the side effects and treatments from it when they have never even smoked. The United States could lower the number of lung cancer cases caused by harsh air pollution if they would first take charge of the way people operate in the environment each day.

Why non-smoking women are more likely to develop lung cancer than non-smoking men is the new question that is raised. Even though more men smoke cigarettes than women, women are still responsible for almost half of recent lung cancer cases. And while the rate of men dying to cancer has decreased since 1990, the rate of women's deaths has increased. New research has discovered flukes in the EGFR gene. Though the gene itself does not actually cause lung cancer, it makes women more receptible to lung cancer. EGFR stands for epidermal growth factor receptor and is a protein targeted in lung cancer. These mutated genes can be inherited or stimulated by the amount of tobacco a person is exposed to. Small cell lung cancer is one of the most common in women, as well as one of the most aggressive. It generally shows up without many signs or symptoms. Adenocarcinoma is the most common. It usually moves very quickly to other parts of the body. Both of these cancers are associated with the EGFR and are very aggressive. Consequently, there are multiple other genes being studied because of their connection to lung cancer in women. The central theme within all of these genes is the amount of estrogen exposure a woman has. Research has shown that in the lab, estrogen encourages the growth of tumor cells and that treatments that block estrogen can help suppress cancer cell growth. (Galan) More research is still taking place with trial drugs to try and learn more about this awful cancer and how to prevent it from targeting women more specifically.

Lung Cancer is not fair. It picks and chooses its victims without showing mercy, but people can't wallow in pity over it. For the number of lung cancer cases to decrease, people need to take action. When secondhand smoke, harsh air pollution and genetic cases like the EGFR gene receive more concern than just a warning about lung cancer, things could start moving in the right directions. These factors are all causes as to why the number of non-smoking lung cancer patients are increasing. The effects are lethal, and these patients are not even the ones picking up the cigarette. If there were consequences for smoking, secondhand smoke would be reduced. If measures were taken for the amount of air pollution that is put out daily, harsh air pollution would decrease. And if more attention was brought to the genetic end of lung cancer, more research would be done to find out how to stop it. Lung Cancer is a very real and growing problem all over the world, but more specifically, America. It is going to take much more than just a warning about smoking to reduce its number of victims.

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First Common Genetic Clue to Lung Cancer

It is a well known fact that cigarettes can cause lung cancer. Even though this fact is well known, some people smoke daily for their whole lives, and never get the disease. Because of this, there was a search for an explanation. Three studies have found a marker in the same region of DNA that seems to increase the chance of lung cancer. Researchers have not decided whether that gene directly causes lung cancer, or if the gene makes it easier for people to get addicted to tobacco. This research is part of a wave of studies that scan the entire genome of hundreds or thousands of people for 300,000 or more DNA markers, and then check whether some markers turn up more often in people with disease than in healthy people.

I chose this topic because I know people who smoked for many years like a chimney, and have never had any lasting effects of cigarettes. Two of these people are my grandpas, and I would like to know if this marker increases or decreases the potential for lung cancer. Also, I would like to know if this marker on a chromosome can be passed down, or if it occurs due to other factors. I know I may sound like a nerd, but I am interested in the human genome and how it correlates to genetic traits.

There was a study done in Reykjavik, Iceland by the researchers at DeCode Genetics, who were hunting for variants in lung cancer, where they scanned the DNA of eleven thousand Icelandic smokers. What the researchers found was a marker on the fifteenth chromosome that is associated with lung cancer, and can cause arteries to narrow. However, the DeCode team has reported that the marker was found most frequently in people who smoke more than thirty cigarettes a day. This suggests that the marker raises the disease risk by making the smoker smoke more frequently.

There is a disparity in this, because there are two other research teams who came to a completely different conclusion. In a paper called Nature, Paul Brennan, who is a part of the International Agency for Research on Cancer in Lyon, France, made a comparison of two thousand Europeans who had lung cancer to an equally sized group of healthy people “non-smokers. Paul Brennan's team also found a DNA marker in the same area on chromosome fifteen. They found that the maker only affected cancer risk, and that it had nothing to do with smoking behavior. Another study concluded the same thing. The smaller study was published in Nature Genetics by a team that the M. D. Anderson Cancer Center in Houston, Texas. In all three of the studies done on the marker, the risk of lung cancer increased. The risk of lung cancer goes from a thirty percent chance with one marker, to between a seventy or eighty percent chance of cancer in people who have two copies of the marker.

The marker sits in a region that consists of three genes that are responsible for the coding of subunits of the nicotinic acetylcholine receptor. The nicotinic acetylcholine receptor is a protein that is on the cell surface that nicotine molecules latch onto, triggering cell change. There are receptors that have a mechanism that could be directly involved in tumor formation. Brennan stated that lab studies have shown that stimulating cancer cells with nicotine or any of its metabolites can spur them to form tumors. If this is the case, the receptors could be a new target for lung cancer drugs, says Brennan.

In addition to this, if the marker actually is involved in nicotine dependency, this finding is going to be very important in the whole field of substance abuse, says Nora Volkov. Nora Volkov is a director of the United States National Institute on Drug Abuse, located in Bethesda, Maryland. The nicotine receptors are active in a part of the brain that is associated with depression. These receptors are not those classically associated with nicotine dependence, Volkov said. They could point researchers to new treatments for tobacco addiction.

The simplest way to summarize the studies is that in chronic smokers, a marker can be added to the fifteenth chromosome because of nicotine molecules attaching to the nicotine acetylcholine receptor. These Nicotine Acetylcholine Receptors trigger cell change, and could be directly involved in tumor formation. The science surrounding a marker on the fifteenth chromosome is still very much inconclusive, but every day we are getting closer and closer to solving the human genome.

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The Lungs and Lung Cancer

The lungs are a pair of cone-shaped organs which help with air intake and located in the inner workings of the human body. The lungs consume oxygen and release carbon dioxide when exhaling. Cancer is a disease in which cells in the body grow at a turbulent rate. Lung cancer is the leading cause of cancer death and the second most diagnosed cancer in both male and females in the U.S. After increasing for decades, lung cancer rates are decreasing nationally, as fewer people smoke cigarettes. Cigarette smoking is the main source of lung disease. Cigarette smoking is linked to about 80-90% of lung cancer deaths in the U.S. Lung cancer additionally can be caused by using different types of tobacco, breathing secondhand smoke, being presented to substances, for example, and having a family history of lung malignancy. Lung cancers usually are separated into two main types called small cell and non-small cell. These two types of lung cancers grow at a divergent rate they also are resolved in a varying of ways. Lung malignant growths often begins in the cells covering the bronchi and parts of the lungs.

Non-small cell lung cancer is a disease in which cancer cells form in the tissues of the lung. Smoking is the main factor for non-small cell lung cancer. There are multiple types of non-small cell lung cancer. The cancer cells of each type grow and spread in different ways. Squamous cell carcinoma is Malignancy that starts in squamous cells, which are level cells that resemble angle scales. This can be called epidermoid carcinoma. Large cell carcinoma is Growth that may start in a few kinds of extensive cells. Adenocarcinoma is growth that begins in the cells that line the alveoli and make bodily fluids. Symptoms of non-small cells cancer can vary from Wheezing, chest pain, appetite loss, coughing up blood etc. Small cell lung cancer is a disease in which a tumor forms in the tissues of the lung and can spread throughout the body, this is also known as being combative due to its rapid growth pace.

There are two main types of this cancer. The two types are Small cell carcinoma and Combined small cell carcinoma. Many victims of small cell cancer have perished due to the treatments not killing the abnormal cells well. There are many treatments for lung cancer. A few of the treatments that are used are Surgery: During surgery your surgeon works to remove the lung cancer and a margin of healthy tissue. If you undergo surgery, your surgeon may also remove lymph nodes from your chest to check them for presence of a disease. Advanced surgical techniques such as making very little incisions and video-assisted thoracoscopic surgery may help reduce the amount of time you need to spend in the hospital after lung cancer surgery and may help you recover or return to your daily-life sooner.

Research shows that people who go under the process of making small incisions treatment for lung cancer surgery at hospitals who perform many of these operations every year most likely to experience less pain and fewer mishaps. Chemosurgery: Which is the process of using drugs to kill cancer cells. A combination of drugs usually is given in multiple doses of treatments over a substantial time which can range from weeks or months, usually with breaks to help the patient recover quicker. Chemotherapy may also be used before surgery to shrink problematic cells and make them easier to abolish. Chemotherapy can be used to relive any signs of pain and future symptoms. The prognosis for people with lung cancer is usually for instance, 56 percent, or somewhat more than half, of individuals who are determined to have beginning period lung cancer live for somewhere around five years after finding out the news.

Usually the five-year survival rate for people determined to have late-stage lung cancer that has spread to different territories of the body is 5 percent. The average age people usually get diagnosed with lung cancer is 70 with about 70% of all the cases range from 65-85. There isn't a way to prevent lung cancer but there are many ways to reduce the chances of receiving cancer especially lung cancer. Stay away from unhealthy agents such as secondhand smoking, test your home for radon, avoid cancer-causing agents at work, eat an eating regimen brimming with products of the soil and exercise daily.

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The Armenian Genocide and its Effects

The twentieth and twenty first centuries witnessed some of the most brutal losses of life in the form of mass killings, genocides, and wars. The number of events that would be classified as genocides or institutionally sanctioned mass murders is estimated at twelve. Other sources may list more or less of these events as some countries and people deny the act of genocide entirely. These centuries also saw significant loss of life due to war, including but not limited to the First and Second World Wars, the Korean wars and the Vietnam war. Though all is not bleak for after World War II, genocide and major mass killings have been on a downward trend (Roser and Nagdy). The point of discussion of this paper will be the Armenian genocide, one of the deadlier genocides of the time and a horrible tragedy brought up by political and religious tension released during the First World War.

        Merriam-Webster states the definition of genocide as The deliberate and systematic              destruction of a racial, political, or cultural group. This seems to be the general consensus as it  is very similar to the United Nations' definition of genocide. With this in mind it should be   relatively simple to define what an action of genocide is. Whilst understanding what a genocide   may be, it is an even more difficult task of understanding why anyone would be driven to commit such an act against humanity. Individual killers in these groups believe that killing itself is wrong but it is a worse wrong to not kill. That subtle difference may be the key element in what separates the mentality of them and us. (Waller) In the case of the Holocaust it was the Nazis and for the Armenian Genocide it was the Young Turks. This group mentality can be used to explain many catastrophic events throughout history including religious divides, wars and genocide. This may be one of the leading factors in genocide as explained in the same article stated above ...the first set of Nuremberg trials. 21 men were tried and both IQ and personality tests were administered in attempts to try and prove these perpetrators had a Nazi personality (or some part of their personality that made them commit such atrocities). Scores from both tests came back and showed nothing out of the ordinary (Waller). With this information now known a discussion on what truly happened in the Armenian genocide may be had.

             At the start of the twentieth century in Eastern Europe and Anatolia there was one major nation known as the Ottoman Empire. Before this time, Armenians had a state of their own in which the state religion was Christianity. After the Armenian state was dissolved and absorbed by other countries the Armenian people constantly moved due to border changes and immigration. Eventually they landed under the control of the Ottoman. The empire was primarily Muslim, and as a minority in the population Christian Armenians were taxed more than Muslims, had few political rights, and few legal rights. Even under these harsh conditions the Armenians still thrived and tended to be more educated and richer than other Turks, which lead to resentment of the Armenians (History.com Editors). This resentment continued to grow, as Armenians began to push for more rights, until the Young Turks took power. The nationalistic Young Turks wanted most of all was to Turkify the empire. According to this way of thinking, non-Turksand especially Christian non-Turkswere a grave threat to the new state (Ottoman Empire) (History.com Editors). Then after their defeat in the First Balkan War the Ottomans blamed the defeat on the treachery of Christians, mainly the Balkan Christians. This resulted in to even more hate towards Christians and with the mass immigration of Muslims into Anatolia resulting conflict between the two cultures and peoples broke out. This hatred continued to culminate until the start of the First World War. In 1915 the Ottoman army devised a plan to strike through the Caucasus into Russia. However their plan failed resulting in the worst Ottoman defeat of the war. This lead to the Young Turks blaming the Armenians for the defeat and because of this Armenian soldiers were transferred into labor camps. This then started the horrible campaign of mass killings (Suny).

            Once the Armenian soldiers had been disarmed and put into labor camps they started to be killed while in the camps by guards and other Turks. While this was happening mass raids started in Armenian towns against civilians. The most afflicted towns were those near the Russian border as they were the main enemy for the Ottoman Empire. Armenian resistance, when it occurred, provided the authorities with a pretext for employing harsher measures. In April 1915 Armenians in Van barricaded themselves in the city's Armenian neighborhood and fought back against Ottoman troops (Suny). This gave further justification to the crimes that were committed against the Armenian people and other non-Turks. Soon many Armenians were deported towards the front lines due to the government saying they were a threat to national security. These areas they had been sent to soon began to turn into the concentration camps that they would suffer in for the majority of the war (Suny). While many were kept in the Armenian camps, some were hunted and murdered by killing squads or butcher battalions. As for the children they were taken, converted to Islam, and then sent off to live with Turkish families to stay with them. These children would most likely never see their parents again. By the end of the genocide, which ended around April of 1922, it is estimated that over two million Armenians and other lesser races were systematically killed off by the Ottoman government and by the end of this genocide there was an estimated amount of only 388,000 Armenians left (History.com Editors).

            Today many countries recognize the Armenian genocide as a true genocide perpetrated by the Young Turks. But to this day the government of Turkey, the Ottoman empire's successor, still denies these claims. The Armenian Genocide, referred to as the ?Armenian matter' in textbooks, is described as a lie perpetrated in order to meet these goals and is defined as the biggest threat to Turkish national security. Another threat to national security is missionaries and their activities.(qtd. Bulut). Here is one excuse given saying that they were a threat to national security. This is hard to prove as Armenians made up a part of the Ottoman army at the time and only once the mass killings began did they begin to rebel. Another excuse is that it was an action made in the context of war and that, again stated above, was a national security issue. While this genocide is still a major issue in the world it seems unlikely that a true apology will be given by Turkey (Suny). This major loss of life today is thought to be the first genocide of the twentieth century and was a precursor to what humans were possible of doing when they were filled with such hate. It is an important reminder that we must not forget or deny what happened to the Armenian people and other non-Turks. This genocide was a major loss of life and a tragedy that would impact the Earth forever.

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Why is it Important to Know about Genocide

Throughout history there have always been people who look, think, or act differently than the majority of others. When people feel threatened by the group of people who are different than them they become hateful and associate them as being others who do not deserve to be held up to the same standard as everyone else because they are different. The most well known example of this is anti-semitism that led to the killing of millions of Jewish people in our history. We like to think that things have changed since then and that we have learned from history, but this type of hate and genocide still happens to certain groups of people today. There are a few examples of current mistreatment of certain groups of people, but after research The Rohingya people of Myanmar really stood out. They are the perfect example of the genocide and mistreatment that is still happening even in 2018. In this essay we will look into the history of anti-semitism which lead to the mass killing of millions of Jews and how it relates to the genocide of the Rohingya people that has happened more recently.

Anti-Semitism has been an issue for a very long time. Looking throughout Jewish history there have always been people who have been against them. The popularity of anti-semitism really started to happen when the Jews would not convert to Christianity like everyone else was doing during the middle ages. Because of this the Christians believed that the Jews were evil, worshiped the devil, and were overall just up to no good. Anti-semites began spreading rumors that the Jews would kidnap children and use their blood for satanic rituals known as blood libels. When these lies were spread everyone believed that they were true and developed hate for the Jewish community, even though none of it was true. From there things just got more difficult for the Jewish people. From the 19th century to the early 1900's, Jews were no longer seen as people who deserved rights and were treated terribly. They were no longer allowed to own homes or land, they were limited to where they could work, and had all of their basic rights taken away from them. Around this time is when pogroms, which involved killing and the destruction of the Jewish communities, was occuring as well. This forced them out of where they were living and into terrible living conditions instead. Anti-semites blamed the Jews for every single problem that they had faced even though they had nothing to do with it. At this time anti-semitism had become a worldwide issue and no countries wanted to take in Jewish refugees. After World War II is when anti-semitism was at its worst and the Holocaust had begun. The Nazis had enough of the Jews at this point and put even more restrictions on Jews and eventually believed that they were just too much of a problem so they needed to all be killed. This lead to concentration camps opening across Europe that tortured and killed millions of Jews. Although anti-semitism is not as common today as it was in the past, and there are no longer mass killings of the Jews, there are still those who have hatred towards the Jewish community. Now that we have went over the history of anti-semitism a bit, we move on to a current example of othering a group of people.

The Rohingya people of Myanmar are those that follow Islam and are Muslims that were mostly located in Burma or the Rakhine State. They were able to live peacefully with the rest of the people in Myanmar until 1978 when the government was switching from a military ran government into a democracy. The Myanmar military, known as the Tatamadaw, feared of losing all of their power and wanted to fight back (Bi). Because the military craved power they needed to attack the weakest people of Myanmar which included: the Rohingya, Kokang, and Kachin people. However, the Tatamadaw did not have much success with getting rid of the Kokang or Kachin people because they had the support of other countries that the military did not want to upset. The Kachins are Christians so the Tatamadaw didn't want to mess with them and get hate from the western world and both the Kokang and Kachins share a border with China, so China supported them to avoid conflict moving into their side of the border (Bi). That leaves the Rohingya people. The Rohingya are muslim, they don't share a border with China, and didn't have the support of other countries like the Kokang and Kachins do. They became the perfect targets for the Tatamadaw to go after. In 1978, General Ne Win's socialist military dictatorship launched the first large-scale campaign against the Rohingya in Rakhine State with the intent first of expelling them en masse from Western Burma and subsequently legalizing the systematic erasure of Rohingya group identity and legitimizing their physical destruction.(Zarni). The military did not like people that were different so they decided to spread lies about them to get the rest of the country on board with getting rid of this group of people because they are just too different. The military started pogroms which destroyed the Rohingya homes and communities and started murdering them, which is still happening. Rohingya started to escape and became refugees in their neighboring country, Bangladesh (Einbinder). The Rohingya people are not from Bangladesh so the people there were upset and did not like that the Rohingya were now living in their country, because of this they are forced to live in terrible refugee camps and are still terribly mistreated today.

When we look back on the history of the mistreatment of Jews and the genocide that they faced, it is very similar to what has, and is still happening to the Rohingya people. According to Gregory H. Stanton, there are 10 stages of genocide that happen, so we will look into how some of these stages relate to both the Jewish and Rohingya people. The first stage is classification. At first, both Jews and the Rohingya were accepted or did not have any issues with the other people in their countries. It wasn't until changes started happening, mostly with religion, and neither group was willing to convert. This is when people started seeing them as different or others. The Jews and the Rohingya are very religious people. Jews were first seen as others when they would not convert to Christianity like most were doing at the time. Religion was very important to them and they would rather be treated differently than switching to a religion they didn't believe in. The Rohingya people also would not convert to Christianity or other religions because they are proud muslims. Rohingyas are very religious, that's one thing I can tell you.after so much destruction of houses and homes, being kicked out of the country, of poverty, no education, no living standards, no hospitals, no school, nothingI still can proudly say, not a single Rohingya has actually converted to Christianity or Hinduism. That is how strong we are. (Wong).

This shows that they believe so much in their religion that they would rather be mistreated and killed rather than convert. This now leads us into the second stage, symbolization. This step was used as a way to further separate and show how different a group of people is from everyone else. The Jews were forced to carry around IDs to show that they were Jewish and also have to wear a Star of David at all times. They also had to deal with many untrue stereotypes. It seems that the Rohingya people did not have as much symbols as the Jews had, but other people in the country did refer to them as racist terms, such as Bengalis (Zarni). The third step is discrimination. This is when a group of people no longer deserves having the same rights as everyone else and makes them a weaker target. Both groups of people had laws made against them and even lost their citizenships. The Rohingya people no longer have citizenship in Myanmar and are now the largest stateless population (United Nations). The fourth step is dehumanization. Dehumanization was a big issue for the Jewish community. They were always being compared to animals in the media to make them seem like these people were not human and didn't deserve to be treated as such. That takes us into the next step, organization. For the mass killing of people you need to execute a plan to accomplish that. The pogroms that occurred to both the Jews and Rohingya are a great example. Anti-semites would ruin everything the Jews had and would kill them because they wanted them gone. The same thing has happened to the Rohingya. The State and the predominantly Buddhist society have collaborated with the intent to deindigenize, illegalize, dehumanize, and destroy a people whose ancestral home is in Myanmar. The evidence of the intent to destroy the Rohingya people over the past thirty-five years through assaults on their identity, killings during multiple pogroms, physical and mental harm, deliberate infliction of conditions of life designed to bring about the group's destruction, and measures to prevent births, lead the authors to conclude that Myanmar's Rohingya are the victims of genocide carried out jointly by the central political state and anti-Muslim ultra-nationalists among the Buddhist Rakhine peoples. (Zarni).

Eventually it became completely legal to torture and kill both groups of people. A big step is number nine, which is extermination. The Nazis were able to start the Holocaust which was the mass killing and genocide of the Jewish people. The Jews that the Nazis could find were sent to concentration camps, which were terrible living conditions and were eventually killed in large numbers. The Rohingya had the same fate. If they were able to escape into Bangladesh they are now living in terrible conditions and treated terribly from the people of Myanmar, and also the people in Bangladesh because they did not want them there. If they couldn't escape those people were then killed. They survived what the United Nations and the United States have called ethnic cleansing. Now, the nearly 700,000 Rohingya people who have fled the military-led violence in Myanmar to neighboring Bangladesh face an uncertain future. In Myanmar, the government continues to deny the mass killings, and is building what human rights groups describe as prisons for Rohingya who return. (Einbinder). This now leads us into the final step, denial. This is a step that will almost always happen after a genocide has occurred. It happened after the Holocaust and it is happening now to the Rohingya people.

In conclusion, it is important to be aware of the othering that is happening around us. This terrible separation that so many people like to do between them others continues to lead to genocide. As humans we need to accept and acknowledge the differences of the people around us in a positive way. We also need to all be aware of the steps of genocide so that it can be prevented in the future.

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Genocide: a Large Part of History

Genocide. A word that is defined as the deliberate killing of a large group of people, especially those included in a specific ethnic group or nation. It is a word that has developed into one of the most memorable, yet dangerous words within society. Many remember the causes and effects of genocides, especially the ones that have left a mark on society. Two of the most famous and breath-taking genocides were the Holocaust and the Darfur Genocide. Countless amounts of people lost their lives between these two genocides alone, and they will never be forgotten by anyone.

        The Holocaust came about after Germany's Nazi Party came to power and began to implement a highly organized strategy of persecution, murder, and genocide. This strategy is what some people know as the Final Solution but is most commonly known as the Holocaust. Hitler and the rest of his Nazis targeted mostly Jews during this time, and aimed to put them in ghettos, concentration camps, and death camps. Their focus? To kill as many people as they possibly could. The camps and ghettos that these Jews were placed into were close to unbearable. Prisoners were given very small amounts of food to live off of, and they were forced to do labor. The living conditions were very poor, and the camps were crowded with hundreds of thousands of people. The result of the Holocaust is something nobody will ever forget. Leaving 10-17 million people dead, the Holocaust went down as one of the most damaging events in the history of the world.

        Although the amount of deaths that resulted from the Darfur Genocide aren't nearly as many as that of the Holocaust, it still has gone down as one of the most painful events in society. The Darfur Genocide began around 2003, when there was a mass slaughter and rape of Darfuri men, women, and children in Western Sudan. The genocide has resulted in the death of over 480,000 people. With the events of this genocide still taking place, it is hard to say whether or not a stop will be put to it. People in Sudan, Africa wake up every day not knowing whether or not that day will be their last.

        The Holocaust and the Darfur Genocide are two of the most well-known genocides in history. Both have left a mark on society and have showed us just how dark times can get. Both of these genocides resulted in the death of many people. Also, throughout both of these genocides, the victims had no way to defend themselves. On the contrary, the Holocaust was more focused towards ethnic groups and races, whereas the Darfur Genocide was more focused on the people as a whole. Also, the Holocaust resulted in a lot more deaths than the Darfur Genocide did, but both of them were just as deadly as the other.

        All in all, genocides have, and always will be, a large part of history and society. They have shown us that nobody in this world is safe, and that if power gets into the wrong hands, bad things can happen. Two of the biggest genocides were the Holocaust and the Darfur Genocide. Combined, both of these genocides resulted in millions of deaths. It is hard to say which one will go down as the deadliest genocide in history. But, it is very clear that both of them will have a lasting impact on how society will be viewed and shaped in the future.

 

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The Genocide of Native Americans

 At the time of Spanish colonization in the late 1700s, California was home to more than 300,000 Native Americans. There were more than 200 tribes. But, after the Mexican-American war in 1848, the state of California became a property of the US, gold was discovered near Sutter's Mill in 1848 and created a new era for California. The era of a wild race for riches. A man named Sam Brannan, who was an American oligarch and a founder of California Star newspaper, was running on the streets of San Francisco, shouting Gold! Gold! Gold! Gold from the American river!. He spread the rumors about the gold, that spread around the US at a lightning speed. Almost three-quarters of the male population in the US left their towns and headed to California to get their piece of the pie. The California Gold Rush is one of the most exciting events in the history of the US, starting from the stories of men making millions of dollars, to the stories of losing everything. Before the Gold Rush, San Francisco was a small town of few hundred people, but closer to 1850s its economy was booming due to gold. However, there is an important aspect involved in between the lines of gold digging. Even though gold was found and was one of the ways to prosperity and power for the white settlers who arrived in California in 1849, it was a disaster for peaceful Native Americans.

In this paper, the author will be talking about the genocide of Native American people, but first the author will describe Native Americans, how they lived, survived, what food they ate and mainly their lifestyle. Next, the author will talk about the roots of the genocide and why it happened. Thirdly, the author will talk about the fascinating story of the man named Ishi, who was one of the survived Native Americans. Lastly, the author will conclude with the points presented and the importance of the Native American genocide.

Native Americans who lived in California were mainly from the Central Valley area, between the Pacific Coast and the Sierra Nevada. They lived a Stone Age lifestyle, meaning they used only stone tools and weapons. Their lifestyle was dictated by the natural raw materials that were available in California. Overall, the region of California was always attractive due to its variety of microenvironments, such as seacoasts, tidewaters, redwood forests, valleys, deserts, and mountains. This explains why California was one of the most densely populated culture areas of Northern America. Native Americans also had over 100 different tribes across California and spoke up to 80 different languages, such as Shasta, Miwok, Mohave, Pomo and etc. One of the largest tribes was named Miwok. They mostly lived along the foothills of the Sierras and up into the mountains. The Miwok tribe had small groups of villages, called tribelets. Each tribelet had a leader, who inherited his position from his father. In tribes that lived in the mountains, they had shelters made of layers of bark slabs leaning against each other in a cone type of form. And in the foothills, they had shelters covered with bundles of grass or animals' fur. In the center of the house, they had a fireplace and an oven. For Miwoks who lived in the foothills deer's meat was the source of food, and for mountain regions, antelopes and elks were most hunted. As for clothing, they used deer's skin that would wrap women as a dress and men around their hips. For the money, they used clamshell disks, and usually, people wore them on their necks as a way to show their wealth. By now, a reader should have a grasp of the lifestyle peaceful indigenous people had.

Now, let's dive deep into the roots of the genocide that Native Americans had to face. Different historians have different views on the depopulation of the Natives, such as the situation of Spanish colonization in mid 1500' when they took Natives and made them as slaves, to dig for gold and labor. They also raped indigenous women and kept them in chains. But their goal was not to kill Indian people, but bring them to submission, so Spanish people could have control over them and use their labor. Although some of them died due to slavery, many of them died from malnutrition and starvation. Another view of the destruction of the Native population was due to the disease named malaria, that was brought to California in the 1830s by Europeans. Malaria is a disease caused by parasites and Natives were not immune to it, which led to deaths. However, a disease cannot be really considered as genocide nor Spanish colonization period since they were not directly killing Indian people, but on the other hand, they were using them for their own interest, such as labor or gold. The genocidal period can be considered when the American missionaries and settlers came and started to reframe the whole Indian land towards their own interest. Once new settlers arrived, they started to forcefully remove Indians from the land. Especially violence was at its peak, when an American individual, named James Marshall discovered gold in the Sutter's Mill, located along the American River. Even though James Marshall wanted to stay quiet about it, an individual named Sam Brannan, described above, spread the rumors at a fast tempo. But by 1850, the easy gold was gone, and white people had to search deeper and deeper, however, they started to encounter Natives that were on their way to prosperity. Hence, the massive violence act was readily realized during the Gold Rush period from 1848-1855.

In 1848, the total population of Native Americans was around 150,000 people. However, after the Gold Rush, by the 1860s, their population was around 30,000. The direct killing was a major aspect of such exponential depopulation. Starting from the 1850s when California officially became a state, for the state and the government it was imperative to make room and get land for new white settlers, who were coming to California for gold on lands of Native Americans. The quote from the Daily Atlanta California in 1849, reflecting the killing of the Natives stated, Whites are becoming impressed with the belief that it will be absolutely necessary to exterminate the savages before they can labor much longer in the mines with security. This news motivated white settlers even more, and, hence, the government used the moment to create a so-called Indian problem that spread around California at a fast tempo. This problem was considered as a threat to the land's authority. Later, after government established the Indian problem, they passed a law that allowed white settlers to enslave Indian people. In the article by Erin Blakemore it was stated that the law allowed white people to arrest Natives for minor crimes like alcohol. The enslavement law that was passed, was just the start of the genocide. Later another news came into effect from Peter Hardenman Burnett, who was the government of the state, and he said that Natives are lazy, savage and dangerous. In 1850's, Burnett also stated this, That a war of extermination will continue to be waged between the races until the Indian race becomes extinct, while we cannot anticipate this result but with painful regret, the inevitable destiny of the race is beyond the power or wisdom of man to avert. This is one of the main differences between the Spanish colonization period and European, if in those periods Natives were just enslaved and were ill due to diseases brought from abroad, then in this case, actual killing and a war between two sides has started. After Burnett's words, the conflict was not just pushed to get even more serious, but he opened all the roads and holes for white settlers. He also supported the movement by sponsoring local militias with guns and arms, who were given a task of killing native people. Also, Burnett supported volunteers who supported the movement by incentivizing with 50 cents per scalp and 5 dollars per head. Large genocide was a conclusion to the law that was proposed. A reader by now can conclude how violent and arrogant the actions of new settlers were over the land and gold. During the Gold Rush alone, an estimate of 120,000 Natives was killed out of 150,000. And according to the historian Benjamin Madley, per 1,600 people, around $1.7 million was spent to arm the militias and volunteers. As a result, this genocide of Native Americans led to an establishment of the prosperity for new settlers and the growth of the state of California.

         In 1911, after the genocide has settled down, one interesting person appeared from the woods of Oroville. No one knew his name and didn't know his own name, but new settlers were sure that he was one of the survived Natives. After letting him talk where he came from, he asked people to call him Ishi which means Man on the language of Yahi, which is the name of his tribe. From there, two kind gentlemen from the University of California, Berkeley, started building the puzzle which later formed a full story of his survival of the genocide. After taking him to Berkley to fully form his story, they found that he didn't know many of the traditions since he was born in his tribe's final years and, hence, most of the traditions were lost or couldn't be used at the time of the genocide. However, they found that Ishi and his family were hiding from the white people for 40 years, but slowly, one by one was either killed or died due to different diseases. But once, when they stopped and started a small village on a cliff overlooking Deer Creek, new settlers quickly found where they lived and killed everyone, but luckily Ishi and his mother had time to hide. In a short time, his mother also died, he was left all alone. He was trying to survive as much as he could, but his starvation brought him to the Oroville. From this story, a reader can conclude, how severe were the times of genocide and how much blood was spilled. Due to Ishi's low immune system he often was ill and in 1916, he faced tuberculosis and died not long after. His friends, the two professors, tried to bury him in his traditional way, however, it was too late to prevent an autopsy. But they did their best and cremated his body as tradition dictated.

To conclude, this part of the history of the US has always been underestimated since some historians believe it was not a genocide since Natives population has decreased also in periods of Spanish colonization and European diseases. However, as said above, Spanish people and Europeans did not provide volunteers with money for scalps or heads of Natives and did not establish any laws regarding the Indian Problem and, did not provide their militias or armies with arms with one mission, to kill Indian people that will be on the way of new settlers. The period of Gold Rush was one of the most violent and bloody periods for Native Americans as described above, but that period made California more attractive and led to mass migration of people from other states and provided a bright future for the state of California.

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Women and Genocide in Rwanda

The small east African country of Rwanda is most commonly known for being the setting of one of the most brutal and efficient genocides in modern history. Traditional narratives of the Rwandan genocide, like those of most genocides and events of mass violence, depict the participants within the scope of their expected roles: men as perpetrators and women as victims. While it is true that males have much higher rates of genocidal participation (Brehm, Uggen, and Gasanabo, 2016),  females contribute to the violence more than it is acknowledged. In Rwanda, Hutu females participated in the genocide, both directly through killings, and indirectly through spreading propaganda, encouraging violence, and giving the identities and locations of Tutsis to be killed. Even at the highest level of culpability, females have been prosecuted as instrumental to the killing and torture of thousands of civilians. Data from the court proceedings and witness testimony confirms that a significant number of women take part in genocidal acts alongside men and that their participation needs to be acknowledged in order to fully tell the story of the Rwandan genocide.

On April 6, 1994, a plane carrying the president of Rwanda was shot down in the capital city of Kigali, this action became the culminating event after decades of ethnic tensions and marked the start of a three month long genocide in which an estimated 800,000 to 1,000,000 minority Tutsis and moderate Hutus were killed across the country. The tensions between the Hutus and Tutsis dates back to the Belgian colonization in the late 1800s; the Belgians highlighted the miniscule differences between the ethnicities to establish a ruling group, this led to them declaring the Tutsis to be more European and, thus, superior to the majority Hutus. Over the next century, even after Rwanda's independence in 1962, the tensions between the ethnic groups heightened. Throughout the late 1900s, as the Hutus gained political control, the Rwandan Patriotic Front (RPF), a Tutsi backed militant group based in Uganda, moved into Rwanda and a civil war broke out in 1990. During the civil war, anti-Tutsi sentiment increased among the Hutu population. After the president's assassination, Hutu extremists seized the opportunity and began the swift and systematic killings of  the Tutsis (Prunier, 1995).

        While all genocides are horrific testaments to what humans are capable of, the Rwandan genocide took this a step further. Before the genocide, the population of the small East African country was roughly seven million. One hundred days later, approximately one million had been killed. The efficiency of the genocide can be attributed to the large level of civilian participation in the violence. Although state actors orchestrated the genocide, the state relied on civilians to accomplish its goal (Brehm, 2017, pg. 9). Public officials urged civilians to contribute to the eradication of the Tutsi, which, when paired with radio broadcasts spreading propaganda and hate speech, motivated Hutus across the country to take part in the violence.

        The United Nations Security Council established the International Criminal Tribunal for Rwanda (ICTR) in 1995 to establish an international tribunal for the sole purpose of prosecuting persons responsible for genocide and other serious violations of international humanitarian law (UN Security Council, 1994, pg. 2).  This tribunal indicted 93 individuals who they believed to be the most culpable for orchestrating the genocide; 62 of those indicted were sentenced, including Pauline Nyiramasuhuko, who became the first woman to be convicted of genocide and rape as a crime against humanity in an international court (Drumbl, 2013, pg. 562). Mrs. Nyiramasuhuko was the Minister of Family and Women's Development in Butare, a city in southern Rwanda, when the genocide began. She was accused of using her position to encourage the killings and ordering Hutu forces to rape Tutsi women. She used her position not only to order violence, but also to gain the trust of those fleeing the violence. Accounts tell of Mrs. Nyiramasuhuko telling Tutsi families that the Red Cross was providing sanctuary in a stadium, but when the families arrived they were ambushed by the Interahamwe, tortured and killed (Wood, 2004, pg. 274).

Throughout the trial, Mrs. Nyiramasuhuko maintained her innocence. She insisted that her authority was overestimated, that the men, including her own son who was also indicted by the ICTR, did not commit the violence because of her influence. In her most famous line of defense, Mrs. Nyiramasuhuko insisted she was incapable of violence and  could not even kill a chicken (Gentry and Sjoberg, 2015, pg. 80). In contrast to her authoritative demeanor during the genocide, in court she played the role of a powerless woman, and maintained that she was merely a mother and incapable of contributing to any violence. Despite her claims, she was found to be instrumental in inciting the violence and perpetuating the genocide in Butare and was sentenced by the ICTR on June 24th, 2011 to life in prison.

        The ICTR only prosecuted those who they considered to have committed the most serious of genocidal crimes and crimes against humanity; the rest were expected to be tried by the National Courts. Because of the staggering number of defendants and the fact that the majority of prosecutors and judges within the country had fled or been killed during the genocide (Gacaca Report Summary, 2012), the courts could not handle the prosecutions. As a solution to this, the Rwandan government established over 120,000 gacaca courts across the country, a traditional model of restorative justice that was used to handle community disputes informally on a local level. The principals of gacaca were forgiveness and healing within the community. The great majority of defendants were tried through these courts.

        In the local courts, 8.8% of cases involved female defendants. While this percentage seems relatively small, 1,678,881 trials were held through gacaca courts, therefore, at least 147,148 women were charged as participants in some capacity (Gertz, Brehm, and Brown, 2018, pg. 138). The gacaca courts distinguished three categories of involvement: Category 1 was for those who instigated and organized the violence and those who committed rape and sexual torture; Category 2 was for those who killed, injured with intent to kill, tortured, and desecrated corpses; and Category 3 was for property crimes. The third category was the most broad and the majority of defendants were tried as Category 3 offenders, as it covered anyone who looted, sold or obtained property of those killed, anyone who received the stolen property, and even those who benefitted indirectly from the illegal distribution in some way (Ingelaere, 2016).

        Of the 361,590 defendants found guilty of category 2 offenses, 5.5% (approximately 19,887) were women (Brehm, Uggen, and Gasanabo, 2014, pg. 340). Although many of them admitted to their participation, they often cited that they were forced by men to partake in the violence. The threat of harm from the Interahamwe was the most common defense, the women stated that the militia would threaten them and their children if they did not expose the whereabouts of Tutsis (Hogg, 2010, pg. 83-84). Despite the plausibleness of this claim in many cases, the defendants were not always forced to participate and, rather, chose to seek out involvement in the genocide. The accounts of female violence, though often marginalized due to the proportionality to male's,  are present in the testimonies of those who witnessed the genocide firsthand. In a Human Rights Watch report, an UNAMIR officer is quoted saying: ?I had seen war before but I had never seen a women carrying a baby on her back kill another woman carrying a baby on her back' (des Forges, 1999, pg. 197).  With the pervasiveness of the anti-Tutsi sentiment and the large scale acceptance of the killings, it is improbable to believe that women, who constituted 51% of Rwanda's population in 1994, were insusceptible to voluntary participation.

While women represented 5.5% of both category 1 and 2 defendants, they made up a larger percentage of category 3 defendants at 10.8% (Brehm, Uggen, and Gasanabo, 2016, pg. 731). While there were many women who directly perpetuated genocide through violence, gacaca data shows that women were more likely to be involved in crimes that were peripheral to the killings. Typical charges included taking jewelry and clothing off the bodies, looting the homes of those being killed, and taking victims' assets, such as animals and land. During the gacaca, many females were accused of encouraging the violence, being cheerleaders who were singing songs while the men raped and killed the Tutsis (Smeulers, 2015, pg. 211).

Scholars have suggested that females were more likely to participate in the genocide in ways where the level of involvement fit in with their prescribed social role as mother, wife, and homemaker. Regardless of any natural (or unnatural) predisposition to perpetrate violence, women were presented with fewer opportunities to do so (Gertz, Brehm, Brown, 2018, pg. 140). In Rwanda, women were esteemed for their role as mothers. The traditional culture emphasized the life giving powers of women and elevated them within that role (Herndell and Randell, 2013, pg. 76). In the context of the genocide, they continued the motherly persona. When encouraging the violence and calling for the massacre of the Tutsis, women emphasized the rebirth of the Hutu nation. Female support for the genocide has often been categorized within the context of maternal nationalism (Gentry and Sjoberg, 2015, pg. 76).  They also continued to fill their role as homemaker during the chaos, taking the property of their murdered neighbors to make better homes and provide for their family.

Gacaca did not just allow for women to be prosecuted within their community, but also gave women opportunities to fill roles within the legal proceedings as judges, claimants, and witnesses. Gacaca relied on members of the community to handle the proceedings, because no formal education or level of professionalism was required of the judges. It allowed everyone in the community to be involved in the process, regardless of their status. It must be recognized that gacaca has empowered many groups in society who have often been marginalized in national life, especially women and youth, who have played central roles as gacaca judges and as participants in the general assembly (Clark, 2011, pg. 153). Women brought forth cases, questioned defendants, and determined sentences. This level of involvement was unprecedented, especially in the rural and traditional communities. When discussing gacaca, scholars concede that it was a significant sources of female empowerment in post-genocide Rwanda.

        While women exerted their influence by contributing to the gacaca proceedings, they also expanded their visibility in society as victims of the genocide, especially sexual violence. The use of rape and sexual torture was pervasive during the massacres, with an estimated 250,000 to 500,000 women and girls raped (Baines, 2003, pg. 489). In 2008, the Rwandan government decentralized cases of rape and allowed for them to be held in gacaca. Prior to this, those cases were reserved for the National Courts (Ingelare, 2016, pg. 65). As gacaca began prosecuting sexual violence, the number of women participating as witnesses and claimants increased. Although the gacaca courts have been criticized for failing to protect the victims' identities in cases of rape and subjecting them to the social repercussions (Brouneus, 2008), many victims felt empowered by their ability to have their victimization acknowledged and their attacker held accountable. After testifying, a victim told interviewers, Testifying in gacaca was empowering my heart. I was able to tell people what I went through. It made me feel pleased and stronger. Although it was traumatizing within me, later on it made me feel stronger (Brouwer and Ruvebana, 2013, pg. 960).

Since the genocide, women have continued to broaden their roles within society. Women became more visible in the public sphere through their involvement in the prosecutions of the perpetrators and in gacaca, as well as their involvement in creating institutions and organizations to help victims of the genocide and restore their communities. Contrastingly, the female perpetrators and their prosecutions also contributed to the legitimization of female leaders. By holding women accountable for inciting and participating in genocide, the Rwandan government and the local communities upheld that women had personal agency and influence within society. This helped to further remove women from the margins of societal influences and establish their presence in multiple roles, rather than just the traditional ones of mother, wife, and housekeeper.

Some scholars also note that post genocide Rwanda provided more opportunities for women due to the large percentage of men that were killed during the genocide and those imprisoned in the aftermath. Given the demographic imbalance after the genocide, women and even girls stepped up to take on roles as heads of household, community leaders and financial providers, addressing the needs of devastated families and communities (Herndon and Randell, 2013, pg. 74). Women became the significant majority of free people within Rwanda, and as the country began to rebuild, positions that had previously been largely held by men were now open to women. Currently, Rwanda has the distinction of having the most women in political office in the world, with 61% of the parliamentary seats held by women.

In the aftermath of the genocide in 1994, Rwanda has astounded the global community by its ability to rebuild the country, from the infrastructure and government, to the social fabric. The use of restorative justice is often cited as being a contributor to the unprecedented success that Rwanda has experienced in the past two decades following the mass violence. As scholars continue to study the genocide and the societal context it occurred in, the complexity of mass violence is reaffirmed. As genocide does not have one cause nor one perpetrator, it cannot be explained monolithically. By oversimplifying individual roles and motivations, the factors are not clearly understood. Women cannot be marginalized as simply the victims of violence, and their involvement needs to be acknowledged on every level alongside men's. Within the global community, genocide and its causes must be understood. By identifying the indicators within a society, global peacekeeping efforts can detect, and, optimistically, prevent genocides in the future.

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Titanic Sank

"Deeply regret advise you TITANIC sank this morning after collision with iceberg, resulting in serious loss of life. Full particulars later."
-J. Bruce Ismay, Director of the White Star Line
The Titanic was a luxury cruise liner with a disastrous fate. It set sail on the 10th of April, 1912. No one could have predicted the unimaginable. It was a great tragedy, but some good was able to come of it. The Titanic influenced many generations for the better, despite the terrible losses.

Thousands of years ago, man grew curious of the new lands they could posses, but there was only one way to travel to these new lands; by ship over rough waters. It first started with the Vikings sailing the Atlantic in open boats. The risks were, of course, great. The invention of covered ships in the later centuries was an improvement, but they were still at the mercy of wind and waves. Traveling by ship was very dangerous. The passengers suffered weeks of seasickness, disease, and even death because of the unsanitary and cramped conditions. As more and more immigrants wanted to make the journey across the Atlantic in the late 1800's, steamships and ocean liners were created to meet the demand.

To transport the wealthy members of first class, more luxurious boats were built. The new steamships boasted better service and faster speeds then had ever been seen before. The journey for less affluent immigrants making their way to America was not as glamorous. A report in 1911 by Anna Herkner from the Immigration Commission said, Immigrants lie in their berths for most of the voyage, in a stupor caused by the foul air. The food often repels them. It is almost impossible to keep personally clean. When the Titanic was first announced to be built, the conditions were advertised to be the best of its kind, even for third class passengers.

The RMS Titanic was from a new class of ocean liner. It was called a floating palace at sea and it claimed to have the amenities of a five-star hotel. The ship boasted nine decks that held a crew of 899 and 1,300 passengers. On the one-week voyage, a staggering amount of food, chefs and tableware were needed to satisfy the enormous amount of passengers onboard. There were 127,000 pieces of silverware, along with 60 chefs and assistants. Also on board were 40 tons of potatoes, 36,000 oranges and 16,000 lemons. There were 840 staterooms in all, 416 in First Class, 162 in Second Class and 262 in Third Class.

Powering the Titanic was no small feat. 29 triple-furnace coal-fired boilers gave the giant steamship the power to move with 162 coal burning furnaces on board. There was 6,611 tons of coal stored in the ship's bunkers. Approximately 825 tons of coal were used per day. The ship was so gargantuan that Charles Lightoller, the Titanic's second officer, said, You could actually walk miles along the decks and passages covering different ground all the time. I was thoroughly familiar with pretty well every type of ship afloat but it took me 14 days before I could, with confidence, find my way from one part of the ship to another.

Building the Titanic would prove to be a major challenge. The White Star Line, the owners of the Titanic, hired the Harland & Wolff shipping yard in Belfast, Ireland to house the project. The Titanic was so intricate, and gigantic, that it took three years and 15,000 men to complete it. Thomas Andrews, the chief designer, oversaw the men as they built 26 house-sized boilers. Twenty horses were needed just to haul the gigantic anchor. 3 million rivets were used to keep each of the pieces in place, around a third of which had to be hammered in by hand. The work was rigorous, but the outcome was what some called a floating palace and the epitome of naval architecture. Titanic was fitted with a grand staircase, elegant cabinets, fans to ensure fresh air, elevators, restaurants that offered fine dining, and the best telegraphing system of the time.

First class passengers were among the wealthiest and most important people of the time. They included famous businessmen and millionaires like John Jacob Astor IV and Benjamin Guggenheim, railway magnate Charles M. Hays, the Countess of Rothes, an eminent journalists named W. T. Stead and noted couturiere, Lady Duff Gordon. The first class conditions on board were arguably better than had ever been seen before. Amenities included veranda cafes, a large smoking room, restaurants, a dining saloon and a reading and writing room. While dining, the first class passengers were treated to gourmet meals and a live orchestra. The more spry passengers could play shuffleboard, use the gym, play squash on the designated courts, and use the onboard swimming pool, the first of its kind. First class had 39 private suites located on the higher levels of the ship. Each suite included two large bedrooms, two walk-in closets and a private bathroom. They even had a large living room for guests! The suites cost up to 870 which is equal to 79,000 today.

Second class passengers were mostly tourists, made up of professions such as teachers and clergy. Many chauffeurs and nannies for the first class also traveled in second class. The second class conditions were definitely not as luxurious as the first class, but they still were very respectable. The rooms designated to second class were located in the middle of the ship and mostly consisted of cabins with bunk-beds. Each cabin had either two or four beds. There was room for around 550 passengers total.

They did not have private washrooms, but they were treated to sinks and mirrors in each room and the bed linens were changed everyday. The facilities for second class included an outdoor promenade, a smoking room, a library and a dining room. Afternoon tea and coffee was also served to all second class passengers in the library. The dining room could seat 2,400 people at one time and a pianist was provided to entertain the guests.

The third class passengers were not travelling on the Titanic for luxury, they traveled in search of the freedom and opportunity provided by America. Third class, or steerage, was mainly immigrants that came from a variety of places. They came from Ireland, England, Scandinavia, some Jewish migrants from Eastern Europe and even some from Lebanon. The third class conditions were certainly not as cushy as the other classes, but it was still a higher level of luxury than many of the passengers had ever seen.

They enjoyed a general room to socialize in and there was even a piano for the passengers to entertain themselves with. There was also a smoke room and a dining room. The dining room could seat up to 473 people at a time, so they had to eat in shifts. The meals were very basic, but they were appreciated. At the time, most ships required steerage passengers to provide their own food which was supposed to last the entire journey. The cabins were pretty cramped throughout the journey. Cabins fit up to 10 people each and over 1000 passengers had to share only 2 bathrooms, but for those escaping the poverty and persecution of their homelands, the conditions were more than amazing.

Some of those immigrants that were escaping poverty were a small group of fourteen Irish immigrants from a little village called Addergoole. They were affectionately nicknamed the Addergoole 14. Annie Kate Kelly, Delia McDermott, Annie McGowan, Catherine Bourke, John Bourke, Mary Bourke, Mary Canavan, Pat Canavan, Bridget Donohue, Nora Fleming, James Flynn, Catherine McGowan, Delia Mahon and Mary Mangan were the names of the fourteen. They traveled in two main groups. Annie McGowan was related to Catherine McGowan. Catherine McGowan had immigrated to Chicago twenty-two years earlier and had made the journey back to Addergoole to take her niece, Annie, back with her. Her's was a story of success in America.

While she was home, she told the village tales of her successful business and all the opportunities she had in Chicago. It encouraged the fourteen to travel with her. Annie Kate Kelly, Nora Fleming, Bridget Donohue and Delia McDermott already had plans to travel to America, but going with Catherine, to them, meant safety and security. Catherine Bourke was a close friend of Catherine McGowan. She and her husband John had only been married a year and had been childhood sweethearts. They realized that the only way they could live the life they wanted with each other was to go to America. Mary Bourke, upon hearing the news of her brother emigrating, decided to travel with them. Mary Mangan also lived in America, but had traveled back to tell her parents of her engagement. Pat Canavan, his sister, Mary Canavan and his friend, James Flynn all decided to travel in search of a better life. They were the largest group all to leave from one place, which made the loss of the town so great. Only three of the original Addergoole 14 would survive.

Ireland was a very hard place to live at the time. It was a poverty stricken country. Every family was poor and worked around the clock to just to make ends meet. Because life was so tough, villages were very close knit and relied on each other to survive. Because nutrition was so bad, people only lived to about forty or fifty. Because of the awful conditions and the low prospects of work, emigration was common and was looked at as almost a right of passage. People left Ireland as early as fourteen. If they had the means to go, they would. The price of a ticket in third class on the Titanic was just over seven pounds sterling.

It would take over three years for an average Irish family to afford this price. Those who were lucky enough to make it to America sent money home to provide a way for the next generation to come.
The week the fourteen were set to make their journey, fourteen wakes were held in their honor. The were not real wakes, but what they called American wakes. When immigrants were leaving for America, their families would throw one final party for them. They would sing, dance and say their goodbyes. For most but a lucky few, this was the last time they would see their village, friends and family. They were bittersweet affairs.

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Socrates the Great Father of Philosophy

Once Socrates, the great father of philosophy, said To know, is to know that you know nothing. That is the meaning of true knowledge. In other words what Socrates is trying to tell us is that humans don't know anything and it is ok. We weren't made to know everything because life does not work like this. Socrates thought virtue is most important, that people should live for the truth only, and way to virtue is knowledge. He was a great teacher, humanist, and a good citizen but he also was arrogant and self centered character. He thought people how to think outside the box and live their lives how they want to live, not how they were told to live. People don't started to question their actions because of him. And when they did not like the result they hated Socrates for it. He was a great humanist person with great thoughts. He introduced to people to philosophy and world that they could not think existed and for that what did people do? Killed him. He gave a lot of good lectures and unlike sophist he never charged money for the wisdom he was spreading. He was also arrogant because to find out if he was the greatest philosopher he questioned other philosophers and politics and insulted them right to their face saying that they are not smart. He said they are not smart because other philosophers and politics said they are smart and they know everything. He basically cornered them with his questions and verbally trapped them. He made people feel stupid and that made people to hate him more. In the triel he said an Oracle of Delphi, prophetesses woman said that he was wise. And she knows all that because God Apollo told her that. He also had a daemon a guiding spirit which accompanied him everywhere and the spirit only said what not to do, not what to do. People hated Socrates because he was indeed wiser, smarter and better than them. The claim attributed to him by Plato that "an unexamined life is not worth living" (Apology, 38b) seems historically accurate, in that it is clear he inspired his followers to think for themselves instead of following the dictates of society and the accepted superstitions concerning the gods and how one should behave. Socrates cared nothing for class distinctions or "proper behavior" and who spoke as easily with women, servants, and slaves as with those of the higher classes. In ancient Athens, individual behavior was maintained by a concept known as "Eusebia" which is often translated into English as "piety" but more closely resembles "duty" or "loyalty to a course". In refusing to conform to the social properties proscribed by Eusebia, Socrates angered many of the more important men of the city who could, rightly, accuse him of breaking the law by violating these customs. He did not bring his wife and children to the trial because he thought that was a way of asking for mercy and petty. So overall Socrates is great teacher, humanist, and good citizen but also he is an arrogant and self centered character.
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Socrates Biography and Life

Over the past 1000 years, humans have progressed in the field of philosophy and have began to establish an understanding of life and how or why it is the way it is. This all started with a Greek Philosopher, Socrates (470 BC-399 BC). Although the subject of Philosophy has been challenged on its importance, many of the ideas proposed in this subject by Socrates has been used to help out people and better comprehend themselves, and this is why he is so popular today. He has influenced people through the questions he has suggested and how to answer them, and also by his background and how it tied into the life that he made for himself and those of the modern day. Socrates was born to a father who was a stonemason and a mother, who was a midwife, and due that they weren't high in the social class, he had received basic Greek education and possibly followed in his father's footsteps as a stonemason. Moving on in life, he began his life as a Philosopher and a teacher; with this career it is conclusive as to why he was in poverty but it is rumored that he was paid for his profession as a teacher. With this type of life, Socrates is more of a relatable idol and this brings an understanding to his ideas and allows people to question things based off of the environments around them and how they work. As a poorer individual at this time period, one would value education and try to better understand the surrounding world, as opposed to those who were richer or followed in the footsteps of the rich. Many people during this time period looked at him as a senseless man didn't agree with what he spoke about, and this is something that also clasps the attention of modern day people. One of Socrates' biggest philosophical beliefs is that humans are driven by their want for happiness. This idea means that through knowledge, humans will be more capable of making choices for their happiness. Alongside this idea, he questioned life and the knowledge of self and how far that could go; this played part in the discussion of his thoughts on weakness of will. Today, a popular question is do people believe they have free-will over their life; this often circles back to Socrates and his teachings on humans knowledge on themselves. Many people are uncertain of what they want in life and how they will get it but through imposing this question, a window of curiosity was opened to help produce a solution to the confusion we all have today with our lives and how they will turn out; whether we do or do not have the power to control these situations is still debated throughout many Philosophy, Psychology, or even other classes or places. Today, we have many experts to guide us into the teachings of Socrates to better follow what his thoughts were. It is unknown what exactly his teachings were, because nothing was ever recorded by Socrates himself, but through the words of his students. The Socratic Method is very popular in western philosophy and brings the idea that something is correct until it can be proven incorrect. This has helped many teachers develop a way for students to interact with one another within the classroom while teaching one another as well. With this method, you are given a question and you must provide a claim and evidence to support your claim, like a spoken essay. Although, this is simply voicing your thoughts, it still has regulations, which makes it even more effective. Again, many people considered Socrates to be a man who is crazy, but his curiosity has sparked a sufficient way for teachers to educate their students and understand them; this also gives people an understanding of Socrates purposes. In conclusion, you may note that Socrates was relatable, imposed questions that will benefit people through understanding themselves, and also by developing a method to introduce a successful way to advance education. From the time that Socrates has imposed his beliefs, he has started numerous ways to challenge the human mindset and this has brought him fame, especially in the western world.
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Allegory of the Cave and the Internet

On the internet you can find many things, and if it is used correctly, many of them can expand our knowledge. In the Allegory of the Cave, when talking about the Sun, it represents the absolute truth. This may be about the possibility of an Internet of the mind, a worldwide network of connected brains in which they could download and exchange emotions. This has been happening for a long time through music, movies or any good play. Any of us empathizes with the protagonist of some story, and shares their emotions and makes us feel part of that story too. Which leads us to what the value of the Internet. For humans, the Internet is analogous to the Sun that Plato describes. It enlightens us, yet it is limited to our collective human perceptions in regards to knowledge. However, the idea of ‹‹an Internet of the mind would go much further. Not only would it be about empathizing with the emotions of the other, but we would feel them, live their same emotions. Imagine that with a simple download we could for example, feel the emotions experienced by a person who practices extreme sports, or what soccer players feel when they score a goal in a World Cup, or even the emotions that every single person lives day to day, such as our partner after a difficult day. We would not empathize from our point of view or way of understanding, but we would be in the emotional place of the other, really feeling the emotions of that person. However, we must be aware of the consequences or repercussions this may have on our lives. Most of us would not think twice before committing an act to cause pain to another person, since it is in our nature to attack when we feel offended or in danger. It is not the same to think or imagine the damage that our actions can cause,than to feel the damage they cause in our own skin. When we do not feel the harm that we do to others, we fall into a false philosophy of saying, no matter what happens to others while I am well, or continue to earn money, or having power. There is a lot of loose psychopaths unable to empathize with anything except that which produces sadistic pleasure and that seems to enjoy only the pain of others. The power to have such an Internet would bring many benefits to human beings. The main one: that would make us really human. Perfect empathy would diminish the dysfunctions of some emotions. We would feel fear only when it was really important for our survival. Not only would we share the joy of others, we would also feel it as they feel it. By means of a simple download we could not only accompany the members of an expedition to the space, but also we would feel their emotions. But unfortunately if we had this type of internet, our world would change and the way in which we socialized also and this would generate more questions, such as: What would it mean for a person to stop feeling individually to do it collectively? How would it affect us? Continuously experiencing what others feel would possibly make human beings more fragile (emotionally). We would go from the unique thought to the unique emotion. Everyone feeling the same. All with the possibility of experiencing the same things. If the globalization in which we live is a reality with simply a normal Internet, what kind of globalization would generate a shared and unique emotional network?The sun's counterpart in the Material World is the internet. Plato while famous for Allegory of the Cave he is also known for explaining the Theory of Forms. Plato explains that the Theory of Forms are divided into two worlds: the World of Ideas and the World of Shadows. The World of Ideas, also known as the World of Being, is an entire world filled with the perfect or idealities that the World of Shadows tries to manifest physically. The World of Shadows, also known as the World of Becoming, is a flawed world where the physical manifestations of ideas reside in. The Theory of Forms are like blueprints; blueprints seem good on paper, but the actual invention in question, will have flaws. Like a blueprint, the Sun is good on paper, but the Internet like an invention, is flawed. The Internet is artificial since it resides in the World of Shadows, and it can never be a true Sun like the one in the World of Ideas. There are many different types of forms, whether it is the form of friendship or the form of how to build something, so it is built to achieve its true goal. An example of a form, would be a human's existence. Plato has said that in the World of Being, human souls are filled with the essence of knowledge. When we learn as humans in the World of Becoming, it is only a mere recollection of what we know is true in our souls. He believes focusing on the ideal version of something is one of the most useful and effective thought exercises. It is better if you focus on what something should be like in its perfect form, so you can achieve the same results of perfection. Plato became an enthusiastic and talented student of Socrates and wrote famous dialogues featuring his teacher verbally grappling with opponents. Our wrestler believed in the pre-existence and immortality of the soul, holding that life is nothing more than the imprisonment of the soul in a body. In addition to the physical world, there is a heavenly realm of greater reality consisting in Forms, Ideals, or Ideas (such as Equality, Justice, Humanity, and so on). The internet is the Sun of the digital world. It connects people from all over the world and helps the humans to communicate and share ideas. But with so much users, the amount of false information is almost even to the true information. Everyone with computer access has been told not to believe everything on the internet at least once in their lifetime. Yet still many use the internet as their source of information which could be misleading such as the shadows in the cave. The chained prisoners never got to see the sun so they had no idea that it was even a real thing. The only truth they had in their life was the shadows of bypassers emitting on the cave wall. When one of the prisoners were freed and returned to his fellow comrades to share his new knowledge of the outside world, they all became enraged and believed nothing he said. They were stuck in their ways and that is similar to many people online. Not many like being told they are wrong and become defensive. Having different opinions is what makes everyone's minds unique and everyone different. The sun in the Allegory of the Cave is the source of truth. It gives life to most and the internet is similar to that because today in the modern world, the internet is the backbone to our digital lives. Without the internet, there would be no Facebook, Instagram or any social media sites. Social media is a regular part of the lives of many. Using social media such as Facebook and Twitter permits users to construct identities with untraditional media. This use of social media has no precedent and is therefore not always handled with propriety or prudence by users. Social media's profiles are a great example of Sir Francis Bacon' idols of the cave. According to David Simpson from the Internet Encyclopedia of Philosophy, the Idols of the Cave are the idols of the individual man. For everyone (besides the errors common to human nature in general) has a cave or den of his own, which refracts and discolors the light of reality. Bacon proposed that the individual may construct an entire system, with reference to a few observations and ideas. Social networking profiles offer users flexible space to perform their identities through various fields of personal information and status updates. These allow users to type oneself into being and disperse one's identity across multiple social networking platforms, along with allowing others to construct another's identity by uploading text, videos, pictures, and links about the other, ultimately helping each profile to represent our own cave of ideas and understanding. The Allegory of the Cave mentions a prisoner escaping from the cave after being freed from the chains that had bound them. The prisoner escaping symbolizes that the user had relinquished themselves of ignorance and close-mindedness. As he becomes used to his new surroundings, he realizes that his former view of reality was wrong (Trumpeter, 2012). This symbolism can translate to a daily and average user of the Internet. An example of this would be seeing the viewpoints and explanations of those that frequent an Internet Forum. Forums are filled with people that have some extent of craft knowledge, practical wisdom, and scientific knowledge. Learning to see the viewpoints of others allows for open-mindedness, which is the goal of Plato's Allegory of the Cave. The escapee once realizing what he or she has learned, goes back to the cave to tell the other prisoners what they have learned. However, they do not believe him and threaten to kill him if he tries to set them free (Trumpeter, 2012). This statement is an allusion to the ignorance of man. Depending on the forum user, they may come from a heavily religious background and may find science to be blasphemous, or a narcissistic intellectual may find someone's solution to be inferior to theirs. Plato's Allegory of the Cave presents the concepts of nature, reality, and knowledge in the form of a dialogue. Symbolism and inner meaning have the central role in understanding the context of Plato's allegory. The matter is that Plato discussed significant philosophical problems through the symbolic implicatures and hidden context of the narrative. Therefore, the sun is the central symbol in Allegory of the Cave and has the essential meaning being the incarnation of the entire truth and reality. It is noteworthy to mention that allegory implies the story that has a symbolic background as far as events or characters have the inner meaning or allusions to several concepts. Besides, allegory has a moral, religious, or political context aimed to symbolize a hidden sense of ordinary things (Wilkens, 2006). As for Allegory of the Cave, the function of the allegory is to reveal the insights into the philosophical problems through the narrative (Wilkens, 2006). Speaking about the plot of the allegory, Plato described people imprisoned in the cave during the whole life. The only thing that the prisoners could see were the shadows on the wall as far as they were not able to turn head having necks and legs fixed. The shadows were the entire reality for the prisoners regarding the fact that they had not an opportunity to see true forms and shapes of objects projected on the wall. Suddenly, one of the prisoners became free and left the cave and see the sunlight that transformed the whole vision of the world. Sun enabled a man to see the real world and real forms of the objects. After the enlightenment, former prisoner decided to come back to the cave for telling the truth to other prisoners. Nevertheless, nobody believed a man; the prisoners ignored the truth and treated him like a mad person. Therefore, the sun has a symbolic meaning in Allegory of the Cave. It is possible to interpret the Sun as the source of truth, knowledge, and the entire reality. According to Plato, the sun allows people to see the real sense of everything as far as the sunlight enabled a man to contemplate him as he is (Plato & Jowett, 2017). Hence, the sun is literally the personification of knowledge that implies the accurate perception of the world. The understanding of the symbolism is based on the antithesis of ignorance represented by shadows to the intelligence related to the sunlight. Therefore, such a contradiction helped the prisoner to learn the truth. Consequently, the significance of the sun in Allegory of the Cave is in the primary role as the tool that enlightens the person and indicates the way to knowledge and truth. Allegory still applies to our world today. We are held down by media, government, technologies, and most importantly by internet. There is always someone above us in all walks of life. When we are children, we are almost driven by our parent's choices and opinions. We are not allowed to think or apply logics of our own until we become adults. When we are adults, we are subjected to an unending world of internet, where information, (right, or wrong) keeps on loading on our minds and this information overload limits our capacity of thinking and reasoning. Moreover, we are so burdened by our responsibilities that we are ready to sacrifice our thinking power to the mentalities of our employers or bosses to chase money. In Allegory of the Cave, Plato explains that people are unconscious to the truth and when one finally sees the truth, others would not believe this thing. People are living in an environment where they believe what they see rather than understanding or finding the truth behind it. Although the allegory has been written a long time back, but still applies to the modern world. However, in recent time there are more ways or options to reach the truth, but the confusion grows as to number of options grows. In the case of religion also, people keep on adding new segments, new gods, new rituals and bind them to their societies. The coming generations are bond to follow that and they are deprived of their real life. Each day in 21st century, we are presented with numerous images through various forms of media. With so many images present, it becomes a daunting task to find out which one is right. We as prisoners are chained to gadgets, which are bound to believe whatever is presented to us in the form of gadgets. Using social media such as Facebook, Twitter and others to portray a certain identity can help one fit a certain image or portrayal of a group. If an individual relies only on such portrayals, however, they risk to lose their true identity by not presenting their true selves through social media. We are all prisoners of our own individual caves, which is what Plato was trying to avoid through Allegory of the Cave. It describes our perceptions when it comes to our pursuit of knowledge. Allegory of the Cave is analogous to the Internet; it is our Sun and enlightens its users. As humans, our experiences no longer constitute who we are it is now only what we say about ourselves and what others want to be said about us that makes up our new, social-media infested identities.
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Allegory of the cave and the internet. (2019, Nov 27). Retrieved November 3, 2025 , from
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