Classical proofs of God's existence Essay Example | Topics and Well Written Essays - 2000 words

Classical proofs of God's existence - Essay Example This essay shall aim at holding a detailed discussion on the existence of God, based on arguments by religious philosophers, philosophers and other classical arguments. The contributions of these bodies of knowledge and persons will be analyzed to assess their contribution to the validation of the existence of God. The essay shall also aim at evaluating whether the arguments can be defended afresh and if they can relate to the day to day living of the contemporary human beings. Though the concept remains controversial, the arguments and different interpretations all aim at proving or disapproving the existence of God. Aquinas’ proof on God’s existence On the basis of reason, God exists. A medieval discussion on the God’s existence cannot be completed without a discussion on the contribution of Aquinas on God’s existence. In the work of Velecky, one would argue that Aquinas was on a mission to discuss the relationship between faith and reason between Philos ophy and Christianity (71). Aquinas’ views have also been indicated to be of great impact on the perception of God and religion (Velecky, 69). Aquinas indicates that a lot of things in the universe are in motion (Velecky, 73).This motion makes the movement more supernatural than movements that can be caused by a normal human. In the work of Velecky, God is referred to as the first mover, who caused several movements of other bodies in the universe (73). This fact also explains that God is the major causative agent of the occurrence of activities in the universe. Since one thing is caused by another, then God is the causative agent of the occurrence of these movements; thus, He exists (Davies & Stump, 126). Thirdly, Aquinas proofs that God exists by arguing that God is a necessary being. According to Davies & Stump, all persons have their timespan at one time or another (126). This means that they fail to exist at one moment in their existence, but God does not fail to exist a ll the times. In an instance whereby God did not exist, then there will be no existence of supernatural events, but since He exists, humans fail, and their timespan is terminated, but He continues to exist and necessitate what humans require. Fourthly, medieval history that touches on existence of God relates to Aquinas’ arguments on the greatness of God. Davies & Stump indicate that God is the greatest of all the beings, since some things in the universe are far much greater than others (126). The degree of greatness varies from one person to another, thing to another, being to another amongst others. God is termed as the source of greatness; therefore, He is the greatest of them all (Davies & Stump, 126). Lastly, Aquinas also regards the world as having imaginary, superb and unimaginable structure. This relates to the world as having a smart designer, who is God (Davies & Stump, 126). Through this argument, Aquinas validates that God exists. From Aquinas’ arguments, therefore, God can be said to exist and control all activities and happenings in the universe, as well as the creator (Wayne, 143). Pascal’s arguments In terms of self interest, God can be indicated to be existent. Medieval history also credits the arguments by Pascal’s Wager argument on the existence of God. In the words of

Divorce & marriage Essay Example for Free

Divorce marriage Essay People from broken families are less likely to have successful marriages. This is because of the psychological implications such families bring into their life. According to available psychological evidence, divorce is a major cause of emotional stress and depression (Clarke-Stewart, Brentano, 2006). Depression as a psychological impairment has been evidently found to factor much in compromising the social life of the victim. Such individuals are marked with lack of hope for the future, a factor that only serves to negate their chances of engaging in successful marriage. Another commonly cited potential implication of divorce on children is that it can cause negative perception of a particular gender by the child. According to available statistical evidence, it is clear that due to the social and economic hardships experienced by children after the divorce of their parents, most tend to develop hatred against one gender of the community (Clarke-Stewart, Brentano, 2006). With such a mental setting, an individual finds it a major challenge to accept and appreciate that gender into a binding relationship. This has the direct implication that they are less likely to engage in successful marriages. Still, the sustainable building of character traits in a child is mainly by copying the character traits of the surrounding members of the community (Clarke-Stewart, Brentano, 2006). This means that their parents are the most influence society members in modeling the character of the child. However, prior to divorce or family breakdown, families are found to have constant conflicts and/or communication failure. Such imply that the character of violence is instilled in the mind of the child. Also, broken families fail to provide the efficient parental love required for modeling reliable social behavior of the child due to the lack of one parent character in the family. All these only negate the children understanding and appreciation of the underlying meaning of marriage. References Clarke-Stewart, A. , Brentano, C. (2006). Divorce: Causes and Consequences. New Haven: Yale University Press.

The Feminist Sentencing Law

The Feminist Sentencing Law Feminist Sentencing Law Outline and evaluate feminist critiques of sentencing policy A feminist discourse of criminology is a relatively recent development and is seemingly much needed in field which is dominated primarily by men, both in terms of law professionals and offenders. For this reason, it will first be necessary to outline briefly the general principles behind sentencing policy before progressing to a consideration of feminist critiques. This will first examine the critical standpoint taken towards women as offenders, viewing sentencing policy in the light of liberal feminism, ‘difference’ standpoints and finally in respect of postmodernist views. This will lead on to a brief discussion of critiques of sentencing policy in crimes in which women are victims rather than offenders, and an examination of the way in which this can be seen to endorse patriarchal structures in society. As a result of this, the essay will conclude that feminist critiques of sentencing have an important role to play in raising awareness of the dominance of male perspectives in criminology. The law is objective in the sense that there is no discrepancy in the definition of crime dependent on the sex of the perpetrator. There is, however, the possibility that gender has a bearing society’s perception of crime, which may in turn influence the sentencing procedure. Ashworth (2002) identifies the introduction of mandatory and minimum sentencing in the Crime (Sentences) Act 1997 as a significant restriction on judges’ discretion. However, judges still exercise a significant amount of discretionary power in determining the nature and length of sentences. This allows the full range of contributing factors to be taken into account, but also introduces the possibility of the sentence being affected by factors with no bearing on the deed in question. Sentencing may also be motivated by a number of different concerns. This variety of justifications for choosing a particular type of punishment over another is relevant to a discussion of feminist theory, as again it is subject to interpretation and discretion. In addition, some critics claim that certain approaches are particularly appropriate or inappropriate to women, or that there are significant differences in the way in which these theories are applied to the different sexes. A consideration of feminist critiques of sentencing policy must then take into account the motivation for respective sentences imposed on men and women as well as the nature and length of the sentences themselves in order to evaluate the validity of such perspectives. Gelsthorpe and Morris (1992) point out that although criminology is male-oriented, it does not deal with men and masculinity, but rather ‘deals with men without acknowledging this and hence creates theories about criminals without a conceptualisation of gender.’ (p.3-4). Bryson (1999) attributes this to the under-representation of women in the judiciary, highlighting it as a decisive factor in confirming the marginalisation of women’s experiences. The legal system is indeed dominated by male professionals, for example only 22% of police officers and 9% of high court judges are female (The Fawcett Society, 2007), confirming the likelihood of the law being treated in correspondence with dominant male interests. Some feminists would further Bryson’s position (Bryson, 1999) and argue that the law itself is based on a gendered process of moral reasoning and thus protects men in society. This is supported by Gilligan’s ideas juxtaposition of an ethic of responsibility (which determines women’s moral thinking) with the male ethic of rights (Gilligan, 1982 cited in Bryson, 1999). Feminist perspectives, therefore, play an important role in highlighting the extent to which male perspectives dominate models of sentencing and introducing the possibility of an alternative, female experience. Gelsthorpe draws attention to the absence of one, single homogenous feminist view, highlighting instead the existence of ‘differences and tensions’ (2002:511). All feminist approaches, however, find common ground in arguing against the traditional perception of courts showing a greater degree of leniency towards women than towards men. This is confirmed by statistical analysis, highlighting the fact that only a small percentage of known offenders are female (19% in 2002) and the lesser magnitude of crimes committed by women. Shoplifting is the most commonly occurring crime among women, followed by drug offences, theft and fraud (www.crimeinfo.org.uk). This, however, contrasts the fact that between 1995 and 2005, the imprisonment rate for women in England and Wales increased by 175% (compared to an increase of only 85% for men) (www.crimeinfo.org.uk). This alone suggests a greater readiness to sentence female offenders to imprisonment for less serious crimes. This is confirmed by the number of female offenders who have no previous convictions and who are sent to prison (over a third of the whole female prison population), which is more than double the proportion of men who are sent to prison for a first offence (www.crimeinfo.org.uk). This adds weight to feminist critiques of sentencing policy and stands in direct contradiction to the chivalrous viewpoint, whereby women are perceived to be treated more leniently because men do not consider them capable of being motivated by criminality and thus are reluct ant to treat them harshly. Feminist critiques oppose this idea of chivalry and introduce the concept of double deviance: not only are women deviant in the sense that the have committed a crime, but they have contravened society’s expectations of ‘normal’ feminine behaviour and are thus doubly stigmatised (Heidensohn, 1992). Therefore as well as being punished for their crimes, women are sanctioned for deviating from their perceived feminine role. Thus women have been historically portrayed in relation to ‘stereotypes based on their supposed biological and psychological nature.’ (Gelsthorpe, 2002:517). A liberal feminist perspective would attempt to combat this by demanding equal treatment for men and women and insisting that the same structural analyses of class, state control and policisation of deviance which came to be applied to male crime is extended to women (Gelsthorpe, 2005). The liberalist view of equality demands the insertion of women into such theories, and their equal treatment within the system, but the limitations of such a position quickly become clear. Smart dismisses such a liberal perspective as having ‘done so little to emancipate women’ (2003:76) and it is evident that while it causes women to be acknowledged within the field of criminology, it does little to challenge stereotypes of female behaviour. A simple demand for equality of treatment fails to acknowledge the fact that theories of women’s crime may demand a starting point distinct from that of male deviance (Gelsthorpe, 2002). Equality does not necessarily mean the same treatment for all, but could be applied to the need to consider theoretical perspectives in the same way, whilst acknowledging the fact that male and female notions of crime are rooted in different systems of behaviour. Naffine identifies this shortcoming in reinforcing the way which liberal feminism, although calling for a consideration of a female discourse of criminology, tends to leave the male dominated theories intact and does not demand that these be reconsidered in the light of feminist critiques (1997:36) This acknowledgement of difference is consistent with ‘difference’ theories of feminism, which call for a broader conceptualisation of the context of gender and power relations in order to consider female criminality. This approach goes beyond demanding that women be treated equally, arguing that it is inappropriate to apply certain forms of male criminology to women, and as such women should be treated differently within the criminal justice system. It focuses on how women’s ‘experiences’ are distinct from men’s, and the implications of this for sentencing policy. One widely-held belief of this theoretical standpoint is that the difference between male and female experience renders prison inappropriate for women, as it subjects them to further oppression on the basis of gender roles already present in society, and as such, alternative sentences should be prioritised. A variety of reasons are given by way of justification for this. Smart (1976) argues that the role which women are expected to adopt in prison reinforces the gendered perception of them in society, with tasks such as cooking, cleaning and sewing taking priority over the kind of vocational training which might benefit them to find employment on their release. This is compounded by the fact that women’s sentences are typically shorter than men’s. Statistics highlight that many more women are reminded in custody pending trial than men, and that less than half of these are actually sentenced to serving any time in prison. (www.crimeinfo.org.uk). Furthermore sentences tend to be shorter, for example nearly two-thirds (63%) of women sentenced to custody in 2005 were given a sentence of six months or less (The Fawcett Society, 2007). Proportionally then, more women tend to be imprisoned for shorter periods, long enough to disrupt their home life, but not long enough to allow them to develop strategies to readjust to life on the outside. Smart (1976) suggests that the reinforcement of dominant and patriarchal gender norms in prisons is based on the fact that a woman who is stereotypically passive and caring is not a criminal woman, and this is, therefore, another consequence, perhaps, of the double deviance view of female offenders. The claim for different treatment of men and women also endorses the societal status quo in its basis on women’s traditional role within the family. Statistics abound as to the number of women with child dependents taken into custody and the negative impact separation. Smart (1976) identifies this familial function as one of the reasons for which prison is an inappropriate sanction for female offenders, and attributes the increased hardships which women experience in prison as due, in part, to their greater need for family life and the consequences of enforced separation from their children (p.140). To subscribe to such a view, however, neglects the possibility of men as primary caregivers for their children and creates a gendered perception of family life in which the role of the woman is perceived to be superior to that of the man. This reinforces stereotypical views of women and also risks advocating a two-tier perception of the female criminal justice system, in which women who are also mothers are given greater worth than those who are not. Psychological differences between women and men are also highlighted as a reason for varying prison experience of the two genders. The Fawcett society cites statistics on the prevalence of self harm, suicide attempts and other mental health issues in women prisoners as compared to men. Gelsthorpe (2002) attributes this to the systems of control which operate within prisons, locating the problem in the way in which women are treated in custody than the unsuitability of prison sentences for women per se. To highlight mental health issues as a reason for which women should not be imprisoned is in a sense to endorse a stereotype of women as weak and fragile and thus condone the very perceptions which feminists seek to destroy. Difference perspectives then create a paradox in that the argument for a different approach to women also endorses a structurally stereotyped view. Postmodern approaches move beyond this to acknowledge commonalities in male and female experiences of sentencing, and emphasise the importance of power structures extending beyond the division of men and women. Gelsthorpe (2002) rejects the idea of innate differences between men and women, believing instead that these differences are socially constructed. Wider considerations of the circumstances of crime are necessary, but these should focus on other forms of structural oppression in society. In accordance with this, Naffine (1997) denies the possibility of criminal women and claims that just as there is no homogenous explanation for why men commit crime, theories must look beyond gender to ideas of diversity and socio-economic status in attempting to explain criminal behaviour in both men and women (p.53). Gelsthorpe (2002) too supports this view in claiming that the question should be less about crime in relation to men and women, but the political process of criminology and the consideration of why certain acts have come to be defined as criminal, while others remain legal. These perspectives, therefore, situate feminist critiques in the wider context of a society in which gender is one of many factors giving rise to oppression and in which diverse structural forces operate across each other to shape perceptions and reactions to criminal deeds. This is reflected in general support for retributive justice, in which sentences are motivated by consideration of compensation for the victim and therefore often involve community focussed sentences. While this seems more fitting to the rehabilitative function which has been seen to be lacking in the imprisonment of women, feminist critics also raise concerns about the appropriateness of this approach to crimes where women have been victimised or oppressed. By the very fact that it takes place within a society and system heavily dominated by male concerns, such an approach can be seen to reinforce structures of oppression in terms of violent crimes against women. This essay could not be complete without acknowledging the body of feminist literature which argues for the oppression of women in society by the very fact that men are not sentenced severely enough for crimes which they commit against women. This approach draws attention to the inadequacy of laws themselves, coupled with a lack of enforcement and triviality of sentences imposed by ‘a largely ageing, male judiciary’ (Edwards, 1992:146). This then echoes Bryson’s point that the dominance of men in the legal profession means that sentencing can never truly reflect women’s interests. Feminist critiques appear clearer and more unified here than in terms of the sentencing of female offenders. Naffine argues that the sexual relations of men to women implied within the common understanding of rape reflect a culturally dominant male view (1997:104), thus women’s interests are not reflected in bringing perpetrators to justice. Chambers and Millar (1992) examine the process of rape trials and the way in which cross-examination typically tries to imply some amount of blame on the part of the woman for not resisting more strongly, thus perhaps having an effect on the sentencing procedure and encouraging less severe sentences. The very nature of rape as a private crime, often with no witnesses and only the word of the victim against that of the defendant means that conviction and sentencing are problematic at best, but this should not be used as justification for dismissing feminist critiques of sentencing, which make a valid point about the dominance of male perspectives and attitudes within the judiciary system. It is evident, therefore, that feminist critiques have filled a gap in terms of female perspectives in criminology, and they are significant for this very reason. It has emerged in the course of the discussion however, that it is more the way in which sentences endorse the societal status quo than the sentences themselves which seem to be inappropriate, although feminists are justified in highlighting the worrying trend towards the imprisonment of women. It is not, enough, however to insert women into pre-existing theories which deal with men: the prevalence of male attitudes in the criminal justice system means that oppressive attitudes need to be reviewed, not just in the light of women, but in the consideration of other oppressed minorities in society, in order to ensure a system which really is fair to all. References Ashworth, A. (2002) Sentencing, in M. Maguire et al. (eds.) The Oxford Handbook of Criminology. Oxford: Oxford University Press, pp.1105-1135 Bryson, V. (1999) Feminist Debates: Issues of theory and political practice. Basingstoke: Macmillan Chambers, G Millar, A (1992) Proving Sexual Assault: Prosecuting the offender or persecuting the victim? in P. Carlen and A. Worral (eds.) Gender, Crime and Justice. Milton Keynes; Philadelphia: Open University Press, pp.58-80 Crime Info (2007) Women, Gender and Crime [online] accessible at http://www.crimeinfo.org.uk /servlet/factsheetservlet?command=viewfactsheetfactsheetid=110category=factsheets [accessed 27th November 2007] Edwards, S. (1992) Violence against women: Feminism and the law in L. Gelsthorpe A. Morris (eds.) Feminist perspectives in criminology. Milton Keynes; Philadelphia: Open University Press, pp.145-159 Fawcett Society (2007) Women and the criminal justice system: The facts [online] accessible at http://www.fawcettsociety.org.uk/index.asp?PageID=30. [accessed 27th November 2007] Gelsthorpe, L. (2002) Feminism and Criminology, in M. Maguire et al. (eds.) The Oxford Handbook of Criminology. Oxford: Oxford University Press, pp.511-533 Gelsthorpe, L. Morris, A. (1992) Introduction: Transforming and transgressing criminology, in L. Gelsthorpe A. Morris (eds.) Feminist perspectives in criminology. Milton Keynes; Philadelphia: Open University Press, pp.1-6 Heidensohn, F. (1992) Women and Crime: Questions for Criminology, in P. Carlen and A. Worral (eds.) Gender, Crime and Justice. Milton Keynes; Philadelphia: Open University Press, pp.16-27 Naffine, N. (1997) Feminism and Criminology. Cambridge: Polity Press Smart, C. (1976) Women, Crime and Criminology: A Feminist Critique. London: Routledge Smart, C (2003) Feminism and the Power of Law. London; New York: Routledge

Demetrius, A Superbly Unique and Difficult Character Essays -- essays

In William Shakespeare’s A Midsummer Night’s Dream, Demetrius is a character who’s personal characteristics are difficult to recognize except for his relation to the one whom he loves, or more principally, the one who is in love with him. His annoyance of Helena illustrates the first symbols of his unique characteristics; before being charmed in Act II, he even threatens Helena with bodily harm, coming off not as the affable lover he truly means to be. It is simple to understand his ungracious character, however, by how easily he was distracted from Helena by Hermia at the beginning of the play. It seems that he could, in fact, be a generous and loving man if he truthfully desired to be, but he is weak, and would rather be put in his place by others. In the end, still under the spell of fairy magic and therefore not seeing with true eyes, he is blankly laughing at the acted â€Å"lovers† in the play-within-the-play. Since Demetrius only has two lines throughout the entire first act, it shows that he cannot stand up for himself; similarly, this lack of dialogue shows his lack of self-confidence and the representation of himself: â€Å"Relent, sweet Hermia, and, Lysander, yield Thy crazed title to my certain right.† (I.i.93-94) He believes that because he has the approval of Hermia’s father Egeus, that she should surrender immediately to him and he only states that Lysander is going against his privilege. This is because Demetrius cannot win over and get Hermia to fall in love with ...

Should Mobile Phones Be Allowed in Schools

Children should be allowed to use their mobile phones in class because they can serve as ‘learning aids', a study claims today. Academics are calling on schools to rethink bans on phone handsets after trials suggested that functions such as calculators, stopwatches and email can be ‘educational'. However, the call is certain to infuriate many teachers and parents, who will be concerned that pupils will be unable to resist the temptation to put the devices to less productive uses, such as cyber-bullying or cheating in tests.During a nine-month experiment involving classes aged 14 to 16, pupils either used their own mobiles in lessons or the new generation of ‘ smartphones' which allow internet connection. They were used to create short films, set homework reminders, record a teacher reading a poem and time experiments with the phones' stopwatches. The smartphones also allowed pupils to access revision websites, log into the school email system, or transfer electronic files between school and home.The study by researchers at Nottingham University involved 331 pupils in schools in Cambridgeshire, West Berkshire and Nottingham. ‘At the start of the study, even pupils were often surprised at the thought that mobile phones could be used for learning,' Dr Elizabeth Hartnell-Young will tell the annual conference of the British Educational Research Association in Edinburgh later today. ‘After their hands-on experience, almost all pupils said they had enjoyed the project and felt more motivated. One teacher told researchers that students like mobiles and they know how to use them. ‘Using this technology gives them more freedom to express themselves without needing to be constantly supervised,' the teacher said. However, the report admits that some teachers think greater use of mobile phones in schools could prove problematic. Increased temptation to steal phones belonging to the school was one worry. ‘I thought, well, four of the se smartphones†¦ Should Mobile Phones Be Allowed in Schools Mobile phones are extremely helpful after school when you’re travelling home. Your parent/ guardian can contact you regarding family matters and also after school if you have to walk your parent can phone you to make sure you’re secure. Likewise Mobile phones also provide safety and protection in times of need. If for example you are in danger of some sort you can phone someone quickly and inconspicuously. In addition if the child goes missing the police can track the mobile and parents can check in on the Childs location.Also mobiles can help if there is an emergency; your parents can phone you direct instead of phoning the office which would take longer. This would be more effective because your parent can tell you exactly what’s going on instead of having a message passed to you. If for example your Gran was ill in hospital your mum or dad etc. could phone or text you updates through out the day. Mobiles also brings families together –They don’t seem to have much time to spend together anymore due to overtime and after-school activities, having the ability to communicate with any one of your family member helps bringing families together.Similarly if you forget something important like homework or your lunch you can contact your parent /guardian and they can drop it off. This would help when you have an important essay, for example, due but you forgot it at home. This would help make sure that all your homework is on time and would help teachers when they have to mark homework. Likewise if you are unwell in school, you can phone your parent to let them know. This would be helpful because your parent would be able to pick you up or can tell you what to do.Moreover mobile phones could save money because they could be used as calculators and can be used to record/ write notes. This would save a lot of money on paper which would make the school more eco friendly and money could be used on other equipment instead of just calcula tors which can be found on all phones, although teachers would have to supervise and trust pupils not to stray from the task. Another benefit would be that pupils can record important dates in their phone to help with important deadlines and exams.A final reason is that mobiles could be used for a wide range of educational purposes, including creating short movies, setting homework reminders, recording a teacher reading a poem and timing science experiments. Mobiles which can connect to the internet, also allowed pupils to access revision websites, log into the school email system, or transfer electronic files between school and home. Experts have claimed that using a mobile gains children’s confidence because the technology is familiar to them.

How Was Impressionism in Music Like Impressionism in Art Essay

Throughout history, art and music have developed in parallel with each other. The impressionist movement is no exception. Impressionism in art began in France near the end of the 19th century. Impressionist painters did not seek to show reality in the classical sense of a picture-perfect image; instead, they emphasized light and color to give an overall â€Å"impression† of their subjects. Much in the same way, impressionism in music aims to create descriptive impressions, not necessarily to draw clear pictures. The music is not designed to explicitly describe anything, but rather to create a mood or atmosphere. This is done through almost every aspect of music: melody, harmony, color, rhythm, and form. Melodies tend to be short in nature, often repeated in different contexts to give different moods. In terms of color, notes are often drawn from scale systems other than the traditional major and minor. These include pentatonic, whole-tone, or other exotic scales (for example, Debussy, a major figure of impressionism, was influenced by Asian music). The use (or misuse, as some critics might say) of harmony was a major part of impressionism. Impressionists did not use chords in the traditional way. For nearly the entire history of Western music, chords had been used to build and relieve tension, thus giving the music a sense of direction. Now to provide an example of impressionism, we have â€Å"L’à ®sle Joyeuse† (â€Å"The Island of Joy†) by Claude Debussy. This is actually a musical interpretation of the painting â€Å"The Embarkation for Cythera† by Jean-Antoine Watteau. Both the painting and the piece tell the story of a journey to the mythical island of Cythera, an ideal place of love and beauty. The opening trills suggest the excited anticipation of the travelers; a middle section depicts them floating over the water; their arrival is heralded by jubilant trumpeting; and their ecstatic joy in realizing their destination provides a climactic finish. The chords in this piece sometimes serve no harmonic purpose in the traditional sense; these chords set the joyful â€Å"color† and mood of the piece, and are no longer exclusively used to build and release tension. Sometimes the melody isn’t very clear, but rather implied†¦ we only get an impression of it. Impressionism marked the first major steps into the Debussy and Maurice Ravel. An especially noteworthy aspect of impressionism was the weakening of the concept of tonality. Even though impressionist music was still tonal in nature, the â€Å"non-functional† chords paved the way for the later likes of Schoenberg, and others to do away with  tonality altogether.