Free Essays on Welfare Mothers

In the article â€Å"Incarcerated Mothers† a lot of valid points and strong arguments are made. We learn in the beginning of the article that majority of the women in prison are mothers, and their needs are often neglected. Women’s healthcare needs and services are often ignored compared to male inmates. Majority of women mothers take care of themselves and abide by the rules simply to get out of prison as soon as possible so that they can see their children. Would it be a different case if we were discussing fatherhood? Yes, I think it would. For instance, incarcerated males receive many of the necessary services, such as, medical, dental, recreational, vocational, and educational services. However, does the male population of inmates deserve to have these benefits? I think that the men take advantage of these benefits. I do not think the main thing on their mind is getting out of prison to see their children. Many of them may not even know they have kids, they may be in jail for sexual abuse and therefore not care about their offspring. For instance, on page 262 the given quote is saying that men get in trouble for more harsh things, they try to escape, they don’t wear the proper clothes that they are supposed to, they get in fights with one another, and are rowdy compared to the women who abide by the rules and are quite so that they can go home and see their families. Clearly, if men are acting in such a manner then they are not concerned about acting properly in prison so that they can get out and get back to their families. Fathers in prison don’t necessarily have to prove themselves worthy of fatherhood, they don’t have to prove competency. Where as mothers have to prove this without expecting support for their mothering role. It is terrible to see that men don’t have to work as hard to get out to see their children. Both genders should have to equally prove themselves worthy of being a parent rather than t... Free Essays on Welfare Mothers Free Essays on Welfare Mothers In the article â€Å"Incarcerated Mothers† a lot of valid points and strong arguments are made. We learn in the beginning of the article that majority of the women in prison are mothers, and their needs are often neglected. Women’s healthcare needs and services are often ignored compared to male inmates. Majority of women mothers take care of themselves and abide by the rules simply to get out of prison as soon as possible so that they can see their children. Would it be a different case if we were discussing fatherhood? Yes, I think it would. For instance, incarcerated males receive many of the necessary services, such as, medical, dental, recreational, vocational, and educational services. However, does the male population of inmates deserve to have these benefits? I think that the men take advantage of these benefits. I do not think the main thing on their mind is getting out of prison to see their children. Many of them may not even know they have kids, they may be in jail for sexual abuse and therefore not care about their offspring. For instance, on page 262 the given quote is saying that men get in trouble for more harsh things, they try to escape, they don’t wear the proper clothes that they are supposed to, they get in fights with one another, and are rowdy compared to the women who abide by the rules and are quite so that they can go home and see their families. Clearly, if men are acting in such a manner then they are not concerned about acting properly in prison so that they can get out and get back to their families. Fathers in prison don’t necessarily have to prove themselves worthy of fatherhood, they don’t have to prove competency. Where as mothers have to prove this without expecting support for their mothering role. It is terrible to see that men don’t have to work as hard to get out to see their children. Both genders should have to equally prove themselves worthy of being a parent rather than t...

Common Examples of Uncountable Sets

Common Examples of Uncountable Sets Not all infinite sets are the same. One way to distinguish between these sets is by asking if the set is countably infinite or not. In this way, we say that infinite sets are either countable or uncountable. We will consider several examples of infinite sets and determine which of these are uncountable.​ Countably Infinite We begin by ruling out several examples of infinite sets. Many of the infinite sets that we would immediately think of are found to be countably infinite. This means that they can be put into a one-to-one correspondence with the natural numbers. The natural numbers, integers, and rational numbers are all countably infinite. Any union or intersection of countably infinite sets is also countable. The Cartesian product of any number of countable sets is countable. Any subset of a countable set is also countable. Uncountable The most common way that uncountable sets are introduced is in considering the interval (0, 1) of real numbers. From this fact, and the one-to-one function f( x ) bx a. it is a straightforward corollary to show that any interval (a, b) of real numbers is uncountably infinite. The entire set of real numbers is also uncountable. One way to show this is to use the one-to-one tangent function f ( x ) tan x. The domain of this function is the interval (-π/2, π/2), an uncountable set, and the range is the set of all real numbers. Other Uncountable Sets The operations of basic set theory can be used to produce more examples of uncountably infinite sets: If A is a subset of B and A is uncountable, then so is B. This provides a more straightforward proof that the entire set of real numbers is uncountable.If A is uncountable and B is any set, then the union A U B is also uncountable.If A is uncountable and B is any set, then the Cartesian product A x B is also uncountable.If A is infinite (even countably infinite) then the power set of A is uncountable. Two other examples, which are related to one another are somewhat surprising. Not every subset of the real numbers is uncountably infinite (indeed, the rational numbers form a countable subset of the reals that is also dense). Certain subsets are uncountably infinite. One of these uncountably infinite subsets involves certain types of decimal expansions. If we choose two numerals and form every possible decimal expansion with only these two digits, then the resulting infinite set is uncountable. Another set is more complicated to construct and is also uncountable. Start with the closed interval [0,1]. Remove the middle third of this set, resulting in [0, 1/3] U [2/3, 1]. Now remove the middle third of each of the remaining pieces of the set. So (1/9, 2/9) and (7/9, 8/9) is removed. We continue in this fashion. The set of points that remain after all of these intervals are removed is not an interval, however, it is uncountably infinite. This set is called the Cantor Set. There are infinitely many uncountable sets, but the above examples are some of the most commonly encountered sets.

Balance Score Card Essay Example | Topics and Well Written Essays - 750 words

Balance Score Card - Essay Example 10). Niven highlights the importance of the BSC in allowing ‘an organisation to translate its mission into concrete objectives that align all employees (2006, p. 93).’ The Balanced Scorecard is a document that integrates the vision, mission and objectives of the organisation and provides a dashboard view of the status of the many initiatives being taken towards organisational goals. The initiatives are drilled down from a larger purpose based on financial performance and customer appreciation. Initiatives that seem to go off-course, can be brought back on track with this approach. This method allows the organisation to steer the course and make immediate changes to plans in the face of unforeseen business circumstances. The dashboard view allows the organisation to foresee chosen methods that need to change and enables immediate action. On the other hand, an organisation may devise plans to provide flexible schemes to attract different customer types. The cost versus flexibility advantage is continuously tracked and the customer is enabled to take an immediate decision regarding this strategic initiative. Drury (2004) points out that this approach provides a snapshot of four perspectives: the financial perspective brings out past performance while the customer perspective involves looking inward to understand the customer’s view of the company. The internal process perspective forces an external view of the impact of adopted processes and the learning and growth perspective provides a view to the future and the organisational capability in harnessing and progressing internal intelligence (p. 1005). This approach also provides the business with measures to gauge past performance and likely future performance. Lead measures should provide a prediction of lagging measures (Niven, 2006, p. 144). The combined use of these measures helps the

Stakeholder management project Dissertation Example | Topics and Well Written Essays - 13000 words

Stakeholder management project - Dissertation Example ...30 Chapter 5: Discussion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...50 Chapter 6: Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....52 Reference List†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.54 Abstract The aim of this dissertation is to illustrate how different stakeholders influence an organization. This is with the intention of helping management in making effective decision regarding stakeholders so that they can reap the positive benefits of making good decisions in relation to stakeholders’ management. General Motors: A company which collapsed as a result of having poor stakeholder management is used as the cases study. The first chapter is an introduction of the content of the dissertation. It gives the significance of stakeholder management and how this affects an organization. It outlines the various stakeholders and how each influences the management decision. It furthers gives the historical development of the General Motors company. How it started, what made it succeed and how poor stakeholder management let to its eventual downfall. ... The fifth chapter is a discussion that outlines lessons learnt from each stakeholder interaction and explains how organization can capitalize on these lessons to manage their stakeholders in a better way. This involves the prediction of the outcomes of each interaction thereby making the right decision to avoid negative outcomes. Chapter six is the conclusion consisting of recommendation for further research on the topic of stakeholder management. It also gives a summary of new insight gained on the topic. Lastly we have the reference list on the last page. Chapter 1: Introduction and rationale Today, we are living in a highly dynamic and competitive business climate. Businesses which fail to adapt to the changing climate are at the risk of stagnating and being driven out of the industries. To stay on top of the game, organizations are using different strategies that keep them ahead of their competitors. One way that has been seen to be effective in achieving this has been the manage ment of stakeholders. There are different groups of stakeholders that influence the management decisions. How these different stakeholders are treated can affect an organization either positively or negatively( Muller, 2008: 32). The stakeholders are the people who have interest in an organization. These stakeholders include the shareholders employees, the competitors, suppliers, customers and the community in the region where a business is located. The shareholders have been recognized as the most important stakeholders in an organization. This means that the management should always give the shareholders interest priority in case they are in

Communication Styles †Analysis of a Special Interaction Essay Example for Free

Communication Styles – Analysis of a Special Interaction Essay The paper is an analysis of the special interaction between a Noble and a Reflective. The analysis is a process to see how communication styles affect the interaction, and how changing one’s style when communicating with another style can result in different outcomes. This paper illustrates how I adjusted my communication style to adapt my boyfriend’s communication style and how the result changed. The paper addresses the following: 1) A description of the interaction, 2) An analysis the interaction, and 3) Conclusion. see more:describe how to support different communication abilities and needs of an individual with dementia A description of the interaction The specific interaction I want to demonstrate is the interaction between my boyfriend, Tony, and me. Because we have different communication styles, we sometimes argue and get mad at each other. He is a straight forward person; he tells me right away what I am doing wrong. As a Noble, Tony is very decisive. He likes to be center of every discussion. In contrast, I have a Reflective style; I tend to be quiet. I love spending time alone; I think deeply and do not make decisions quickly. The interaction The following scenario is an illustration of our communication styles. The interaction took place late at night two weeks ago at the Home Depot store where Tony and I went to buy some fixtures for my room. We went inside the store; he grabbed the products he needed quickly, while I took my time looking around. I showed him the light I had chosen and he said, â€Å"It is not a night light. Let’s go over another row†. He held my hand and tried to move quickly to another row, but I pushed his hand away and stood in the same area. He went by himself and said, â€Å"We have to hurry up, or we can come back tomorrow†. I was very angry, but I did not say anything. Finally, I went to the cashier, and I saw him holding a pretty night light in his hand. The impact of different communication style Although he still helped me choose the night light, his behavior made me feel like he was rushing me and did not care about me. He thinks he knows what I want, and he should have asked me what kind of light I needed. If I chose the wrong one, he should have explained what kind of light I needed. He acted as if he needed to make the decision for me because I was taking too long. An analysis of the interaction Last week, Tony helped me repaint my room and we went to the Home Depot to purchase colors and painting tools. Tony was very unhappy because I took too long to decide the paints. He also complained why I did not plan ahead of time. In the meantime, I decided to speak out what I was thinking instead of being quiet and doing my own thing. I told Tony that he should have helped me on selecting the paints because the color I wanted was not available and the instruction of choosing and mixing colors in the store was confusing me. I described what kind of color I wished to use for my room and asked him for advice. I also talked to Tony directly that I tried to ignore his offended comments, but those unconscious words irritated me. Tony realized his unintentional attitudes made me upset and he said apologize to me. We both felt like we removed the communication style barrier between us after the frank conversation and we finished shopping and painting my room successfully. I will remind mys elf to use this method in our future conversations to prevent conflicts and arguments. Conclusion Learning the communication styles concept has helped me better understand the way people interact. Each person has a distinct style of communication which has both good and bad aspects. Any miscommunication can cause unexpected outcomes, but if I can adjust or control my communication style, I can predict the result of most interactions. Therefore, I recognize that learning and understanding other styles and applying what I have learned in real life will help to bring good results.

Thematic Comparison of Lovelace’s To Lucasta and Donne’s Song Essay

Thematic Comparison of Lovelace’s To Lucasta and Donne’s Song  Ã‚   Modern perceptions of love as expressed in literature-- with gender equality and the abandonment of expected role-playing-- did not arbitrarily become pervasive, but are the product of centuries of incremental progression. The seventeenth century in particular provided a foundation for this progression, as poets for the very first time began to question the dictated structure and male domination of the Elizabethan era. Two poems of the seventeenth century, the cavalier "To Lucasta on Going to the Wars" by Richard Lovelace and the metaphysical "Song" by John Donne, each focusing on the pain inflicted by different aspects of love, employ tactics emblematic of the century’s poetry to demonstrate love’s puzzling nature. Both ostensible attempts to comfort their audiences by universalizing and morally justifying love’s baneful realities, they eventually fail and leave their audiences with only exacerbated pain. "To Lucasta," Lovelace’s attempt to justify his de parture from his lover Lucasta for the British Civil War by subjugating his sensual love to honor, fails in its illogical and contradictory nature, and acknowledges the ability of love’s endurance to victimize man, while "Song," by trying to alleviate the pain of fleeting love, only underscores love’s inevitable elusiveness. Lovelace, one of the preeminent cavalier poets of the seventeenth century, attempts to use his particular situation with his lover Lucasta as well as an appeal to honor and patriotism to justify to all soldiers the departure of their lovers, but the poem’s inconsistencies obviate success. Throughout the poem, Lovelace’s mind, understanding the need to go to battle, remains at war with hi... ...love for his precious Lucasta, however, inconsistencies and wavering pervade his writing, and reveal his involuntary mockery of soldierly values and his unbreakable bond to Lucasta. As he must venture into battle, he becomes a victim of love’s enduring impregnability. Donne, in his "Song" attempts at first to comfort all men who have encountered the difficulties of romantic relations. With his strong, dominating voice, however, he obliterates the prospects of enduring love. Much the opposite of Lovelace, Donne delineates himself as a victim of love’s elusiveness. What the two poems have in common is their discomforting effect on their audiences resulting from their eventual resignation to their respective perceived realities. For Lovelace, this reality is a future of battle and a separation from all that matters; for Donne, it is a life void of enduring love.

Managing Activities to Achieve Results Essay

Structure of an organisation is the way the people and different departments are set out. XXX School’s structure is shown in Appendix 1. It’s is widely split into Thai and foreign areas with different departments that interact daily to fulfil its processes and functions. There is evidence to suggest it uses the matrix model. For example XXXX the Head of English Kindergarten department is also responsible for undertaking the project of improving the schools website. Mullins (2005:a) notes culture as ‘the collection of traditions, values, policies, beliefs, and attitudes that constitute a pervasive context for everything we do and think in an organisation’. Due to the being both foreign native speakers and Thai teachers present in the school, a divide in beliefs, values, policies, traditions and processes is present. The two ‘sides’ maybe well undertake tasks in a different way, however there is one belief that is clearly paramount throughout the school. The most important belief is the service and relationship provided to the customer (customer being the student and their parents) is everyone’s number one priority. Whether you are a native English or Thai teacher the attitude fed down from the top is the strong value and belief that the student’s education is most important. Processes are the series of links that define  the function. Within every organisation functions have to be performed. Fig 1. Examples of functions carried out at Varee School Fig 2. The processes involved in planning a lesson. Planning a lesson involves relatively few departments and people. It’s mainly an individual task that is easy to complete and can be repeated easily, something that is important to keep the business efficient. Certain processes that involve more people and more departments are not so efficient. Most obvious problem being the Thai/foreigner cultural difference. There are problems with language barriers, different attitudes and beliefs. For example, Thai people don’t like to ‘loose face’ or cause somebody to ‘loose face’. This can cause problems as often they would rather mislead people than be honest and accept they can’t do something. Business process transformation and TQM would be able to improve the interrelationships between the different process and functions and this is talked about later in the report. Taken from the latest school magazine, published December 09 it states the mission statement as: ‘In order to maintain high standards of educational development, the school follows and emphasises three main goals which are to maintain a progressive curriculum, a proficient management and a highly productive teaching staff. XXX School strongly believes that if these goals are carried out, our students will gain various skills which are crucial in life such as intellect, communication skills in foreign languages, technology and moral development. Our students will mature into good citizens physically and mentally. Over all they will develop social skills enabling to and learn harmoniously in society. ‘ Within this mission statement three main goals are given, lead to its overall objective: * to maintain a progressive curriculum * a proficient management * a highly productive teaching staff. The overall objective being: * to maintain high standards of educational development The mission statement along with the aims and objectives have meant that a structure designed for the most effective teaching possible has been developed as well as providing the customer (the student and their parents) with the a path of education they wish to take. They can study their subjects in 80% Thai or can study on the English programme where they will be studying mostly in English. Along it could be suggested the mission statement is a little long, there can be no doubting that it has created a sense of direction and the main belief that is comes down through the management in the school to all the staff. Evidence of this is seen in not only my personal objectives but many other teachers’ also. XXXX, Head of Mattayom for foreign staff states in the school magazine â€Å"Our goals are simple; to give every student the best education available; to foster creative thinking and a global outlook; and to instil a love of learning in every student. (Teachers at Varee love teaching and genuinely care about their students.† In addition XXXXX, Mattayom Teacher in the native English teaching department says â€Å"My goal is to give the children the confidence and tools required to expand their English abilities so that they can interact in an increasingly global English Community†. The school is of course a business and there for wants to make a profit. By carrying out these aims and objectives the school is providing the customer with great service, meaning the school will continue to grow thanks to an enhanced reputation. If the school continues to grow, with good business management to, the school will continue to make a profit. How does the school carry out its functions to meet its objectives? A curriculum for example is crucial to providing quality teaching and obviously quality teaching is the school’s main objective. According to my seniors, Fig 3. , shows the  communication process they will follow in updating a curriculum. One of three people can decide that change in curriculum is required; The Head Mistress, Director of foreign staff, Head of Department. Reasons for a change can be due to results, government changes, private tests changes, or parent’s requests. In this example we will assume that the Head Mistress has requested the change. Fig 3. Communication process XXXXX School will follow when updating a curriculum Happy with the curriculum? No Happy with the curriculum? YES Finished curriculum Happy with the curriculum? No Happy with the curriculum? NO Happy with the curriculum? YES YES Happy with the curriculum? YES Finalised and continuously monitored Head of Department (Will make the improvements) Curriculum is provisionally taught Director of foreign teachers Head Mistress The methodology used in this process is carried out by four levels of the organisation. It’s very much based around completing the task and then checking, discussing and improving if possible. Once the Head Mistress is happy it is provisionally taught and again checked. Again, if any improvements can be made they are, if not its taught and continuously monitored. With every process there is an output. The schools main and ultimate output to the customer is the education of the student. The Head of departments work has to be referred back to higher authority to be checked and this means the quality is checked before being moved onto the next  stage. By continuously carrying out processes, such as improving the curriculum, the standard of education, the final output, will be strong. As with any businesses, weaknesses and improvements can always be found and that’s why it’s important for the curriculum and other such areas to be continuously developed and improved using all areas of the organisational structure. Bibliography Mullins, L.J, 2005a. Management and Organisational Behaviour. 7th ed. Harlow: Pearson Education Limited. Varee school Magazine Mullins, L.J, 2005b. Management and Organisational Behaviour. 7th ed. Harlow: Pearson Education Limited. Hall,D, Jones, R, Raffo,C, Anderton, A, 2008:a. Business Studies. 4th ed. Harlow : Pearson Education Limited

Three Varieties of Knowledge- a Critque

Donald Davidson- Three Varieties of Knowledge Submitted By: Nathan Copeland- 500349268 Submitted to: Prof. Checkland PHL550 April 15, 2013 In Donald Davidsons Three Varieties of Knowledge, he sets out to more or less prove that â€Å"A community of minds is the basis of knowledge; it provides the measure of all things. † (Davidson, 218). This is done by first categorizing knowledge into three distinct categories. There is knowledge of ones own mind, knowledge of another’s mind, and knowledge of the shared physical world around us. He argues that no one could exist without the others.According to Davidson, knowledge of ones own mind differs from the other two types of knowledge in the sense that one knows the contents of their own mind without any study or evidence in most cases. On the other hand, the minds of others and the physical world may only be interpreted through the senses, at least initially. He also notes that certain aspects of our physical world can be inte rpreted almost instantaneously, our example being distinguishing colours, while many aspects of another’s mind contents are done through physical observation of actions and words, which we then reconcile with our own knowledge to make inferences.This makes the latter two types of knowledge open to a degree of uncertainty that is rarely experienced in matters of your own mind. He also acknowledges the asymmetry that is apparent between coming about knowledge of our own minds and knowledge of other minds. They are both minds, yet we come to understand our own in a very unique way. He criticizes the solution that the actions and behavior or others is sufficient for inferring certain mental states to others, but those same actions and behaviours carried out by our selves are irrelevant when we attempt to describe ourselves.An issue being- If both types of knowledge come about so differently, how can we believe that others mental states are comparable to our own. He sets out to pa int a picture that includes all three types of knowledge, and shows how they are related in hopes of solving these issues. Davidson claims that â€Å"what we could not do is get along without a way of expressing, and thus communicating, our thoughts about the natural world† (Davidson, pg. 208). He also proposes that in order for a creature to have a belief, they must also posses the idea of objective truths.He then draws on Wittgenstien to say that â€Å"the source of the concept of objective truth is interpersonal communication† (Davidson, pg. 209). This is based on the assumption that thought cannot exist without language. Davidson argues that without the distinction between objective truth and what one thinks to be the case, there is no thought at all, and since there cannot be objective truth without the confirmation on the correct use of words through communicating, there cannot be thought without communicating, in his example language.It is argued that in order f or communication to work, the speaker and interpreter must share an understanding of what is meant by what is being said. Davidson then uses an example of how one would go about learning a new language to illustrate how we come about having an understanding of the words we use. In this case, we assign words and sentences we know in our native tongue to the utterances and actions made by a foreign speaker. With trial and error we come to understand what is meant by these utterances and how they relate to ‘reality’.This process of connecting ones own thoughts with the thoughts of another through some aspect of the external world is regarded by Davidson as triangulation. â€Å"it takes two points of view to give a location to the cause of a thought, and thus define its content† (Davidson, pg. 213). He believes this to be the only way that one can know another’s mind or the external world, making the two mutually dependent. He points out that there is the limi tation of perception at play here, with no way to look in from outside the standard to see if its write, but we may consult a third and forth party and so on to lessen the chance of an error being made. Davidson, pg. 217) Davidson then goes on to say that â€Å"knowledge of the propositional contents of our own minds is not possible without the other forms of knowledge, since there is no propositional thought without communication† (Davidson, pg. 213). Furthermore, knowledge of others cannot be inferred unless we have knowledge of ourselves, as the process of coming to know another’s mind is done by matching evidence from others behaviour to our knowledge of our own, thus showing that knowledge of our own minds and others is also mutually dependent.He acknowledges that there are a great deal of possible ways that we could assign our native language to the language and behavior of another to come about an understanding. He relates this to the measurement of weight in th e sense that no matter what system you use for measurement; kilograms, pounds ounces, etc. , the invariable factor, in this case the actual weight of the object, is the fact of the matter, not the arbitrary units of measure. His point is that there will likely always be indeterminacy in our translations, but we will often get the general idea.He also believes that there are no strict laws that connect mental states with physical ones, stating that such laws can exist â€Å"only when concepts connected by the laws are based on criteria of the same sort† (Davidson, pg. 215). This all leads to the fact that we will never be able to agree on how sentences and thoughts should be structured to describe other sentences or thoughts, as the very process of discussing how we would do this is ultimately done with the very thoughts were discussing, leaving it perpetually open to interpretation.As such â€Å"A community of minds is the basis of knowledge; it is the measure of all things. It makes no sense to question the adequacy of this measure, or to seek a more ultimate standard. † (Davidson, pg. 218). Analysis I agree with the general idea of what Davidson is saying, with a few exceptions. I would agree that ‘advanced’ knowledge can only come about with the all three types of evidence, but I also believe that basic knowledge can be acquired by just a person and the observable world. Suppose I live in a world with no other living creatures.I have no formal language. If I walk across a bed of sharp rocks, my nervous system will say â€Å"ouch†, and it wont take long to figure out that sharp rocks hurt my feet. I am aware of this with no need to confirm with another. I am also in contention with the idea that â€Å"language is essential to thought† (Davidson, pg. 209). My dog ‘thinks’ its going for a walk every time I put my boots on. I suppose that may be considered language, or some may argue that my dogs actions hav e no thought, but it seems to me that to make such a claim demands more evidence.I also had an issue with the claim that â€Å"enough in the framework and fabric of our beliefs must be true to give content to the rest† (Davidson, pg. 214). Although I agree that ‘enough’ of our beliefs are true, I don’t see this as a necessary condition. What if everything we think is wrong, or we’re a brain in a vat. The claim is overly definitive for my liking. Going back to my ‘only creature’ idea, I find the statement â€Å"there is no propositional thought without communication† (Davidson, pg. 213). Perhaps on this lonely planet I have a rock, which I am in love with.I may possess the thought, as primitive as it may be, that I love this rock. We don’t communicate, but the thought remains. This may be argued as a feeling, not a thought, but I’m not sure I know the difference. Finally, I have another idea that is in opposition to Davidsons claims, although I’m not sure if I believe it myself. He seems to think there are three distinct categories of knowledge, with knowledge of ones self coming mostly from inside, and knowledge of the world and others minds coming indirectly.My idea is this; all of the thoughts, behaviors, desires etc. , of any living creature is merely a manifestation of very complex processes happening in our brains. Our brains are chemicals and axons and neurons and much more that we are not 100% about. I’m proposing that theoretically, if we can observe the brain all the way down to each and every atom, we could see how your brain looks for any given idea, memory, feeling, and document the physical state relating to each and every instance.The only difference between the three states is how we go about knowing them, and with this theory we could even come to know our own minds without having to think internally about how we feel, but by merely observing our brains. Tying thi s back to my ‘alone in the world’ scenario, if I had the capability to observe my own brains inner workings while feeling the mental manifestations of such neurological reactions, I could correlate the pictures with feelings the ame way we correlate others words with objects in the world. If I became well enough versed at this, I could then look at the brain of someone else whom I’ve never seen, and come to know their mind as well. This theory is in contradiction with Davidson’s statement that there are no strict laws that connect mental states to physical ones, but even he acknowledges that this topic â€Å"has understandably been found inconclusive by critics† (Davidson, pg. 216), myself included.

Redemption Through Suffering in Crime and Punishment

Redemption Through Suffering in Crime and Punishment Free Online Research Papers In Dostoevsky’s Note Form Underground, the underground man states that Free will means having the freedom to make choices that may damage the individual and cause suffering, but suffering is the sole cause of consciousness (Lantz 74). The Dostoevskian Character, if he achieves salvation at all, always does so by working through his crime to the repentance which lies beyond it. He never achieves salvation first and avoids committing the crime. Specific individual crime and therefore specific individual suffering is an unavoidable step toward salvation (Cox 36) . In Dostoevesky’s novel Crime and Punishment Raskolnikov is no exception to the Dostoevskian character. He too only finds salvation after committing his individual crime by working through his spiritual suffering, which leads to confession and ultimately his salvation through the acceptance of his guilt. It is by the grace of Porifry’s timing and through Sonia’s sharing of his burden and unconditional love that Raskolnikov is redeemed both intellectually and emotionally and finally, â€Å"life steps back into the place of theory†. In trying to understand Raskolnikovs erratic behavior and revolt against God in Dostoevsky’s novel Crime and Punishment, one can look to his name for a clue. Raskolnikov comes from the Russian root Raskol translated â€Å"Schism† or â€Å"Split†. Many critics believe Dostoevsky names his characters very purposefully to give insight to the reader and Raskolnikov is no exception. Dualism is the key to understanding Raskolnikov’s character, a young man searching to define himself. He experiences an emotional-intellectual split in his person (Bloom 66). His genuine feelings of compassion for the impoverished and troubled citizens of St. Petersburg oppose his â€Å"Napoleonic† theory, intellectual arrogance and contempt for those same suffering citizens. He often takes steps to alleviate those who are suffering, and afterwards feels disgust with himself for betraying his own intellectual principles. Before Raskolnikov commits the murder of an old pawnbroker he again faces this emotional-intellectual conflict. Although he believes that one is able to â€Å"step over a corpse or wade through blood†¦ for the sake of his idea†, he is horrified at the thought of what he plans to do (Dostoevsky 261). He holds to a theory that anything is permissible for the extraordinary man who dares to make his own laws and the rest of society is made up of inferior, ordinary men who Raskolnikov says â€Å"serve only to reproduce†¦ men who have a gift to utter a new word† (Dostoevsky 261). The murder of an old pawnbroker is therefore a test to rid himself of his inner conflict and determine if he is a great man who stands above the miserable masses or if he is in fact one of them. He tells Sonia, â€Å"Listen: When I went to the old woman’s that time I only went to test myself† (Dostoevsky 410). Directly after he commits the murder, Raskolnilov again faces his inner conflict. His heart gives him a desire to confess his crime because he is burdened with enormous guilt, despite his utilitarian reasoning that led him to commit the murder. While he is still in the old woman’s room he wishes to give himself up, â€Å"not from fear, but from simple horror and loathing of what he had done† (Dostoevsky 83). Raskolnikov continues to faces great spiritual suffering throughout the majority of the book. At first his reason seems to fail him. For a moment he even believes that all his clothes are covered with blood and that he could not see it because his reason was clouded (Dostoevsky 93). The next minute he develops a fever and falls into a deep sleep for two days. When he awakes, he goes on a walk to discard of any blood stained evidence but for some reason is drawn to the pawnbrokers home, wishing to â€Å"fall on his knees, and confess everything†¦Ã¢â‚¬  (Dostoevsky 97). Throughout the novel Raskolnikov is conscious of his inner turmoil but chooses to keep his intellectual life split off from the rest of his being. Not only is it split, his intellectual life is overextended to the point that it eclipses the natural desire of his heart to confess, causing great spiritual suffering (Leone 62). Dostoevsky writes: â€Å"that eclipse of reason and failure of will power attacked a man like a disease† (Leone 74). The spiritual suffering that Raskolnikov continues to face eventually purifies and redeems his mind because this suffering humbles him. This leads Raskolnikov to finally submit to the voice of his conscience and so diminish his intellectual arrogance that tried to place itself beyond the moral law (Lantz 422). Porfiry, the detective investigating the murder, is Raskolnikov’s intellectual redeemer because he provokes Raskolnikov to question his theory of extraordinary men. Porfiry holds a great diologue with Raskolnikov where he continually questions every aspect of an article Raskolikov has written and published on his Napoleon theory (Dostoevsky 261). He also explains to Raskolnikov that suffering for a crime is the only means to redemption. He explains, â€Å"suffering, Rodion Romanovich, is a great thing†¦ there is an idea in suffering† (Dostoevsky 348). Not only does Porfiry challenge Raskolnikov’s theory, he also gives him time for his spiritual suffering to lead him to confession and ultimately salvation. If Porfiry were to have arrested Raskolnikov immediately, it would have ruined Raskolnikov’s intellectual redemption through suffering and self-realization. Because of the grace of Porfiry’s timing, Raskolnikov confessed and therefore came to the realization of the error of his â€Å"Napoleon† theory. Raskolnikov attempts to explain, rationalize and justify his crime to Sonia, a prostitute who he has fallen in love with but can not understand why. He rejects each attempt as soon as he offers it. As he attempts to explain his theory, he realizes how incomplete it was. This realization is seen in the fact that as soon as he offers a reason, he then rejects it with the words: â€Å"No, No, that wasn’t it† (Dostoevsky 412). It would have been of no advantage to arrest Raskolnikov unless it was for simple punishment, before he acknowledged the error of his own ways. In this case, salvation would have been impossible because Raskolnikov would never have accepted his own guilt (Terras 71). Awareness of one’s own guilt means that external punishment can finally be accepted as a means of expiation. Therefore when Raskolnikov becomes ware of the error of his theory, he goes to see Sonia in preparation for his later confession. Dostoevsky’s theory that â€Å"suffering leads to salvation† and that through suffering man’s sins are purified are now brought into the foreground (Lantz 422). Raskolnikov is ready to confess and accept his punishment but he fears that the burden will be too heavy for him to bear alone. He goes to Sonia to ask if she will follow him to exile in Siberia and share his burden. He says to her, â€Å"Because I couldn’t bear my burden I have come to throw it on another† (Dostoevsky 411). Sonia readily accepts Raskolnikov’s burden because of her unconditional love and compassion for him. When he tells her of the murder she kisses and hugs him and tells him â€Å"I will follow you, I will follow you everywhere†¦ Together, together! I will follow you to Siberia† (Dostoevsky 407). Earlier in the novel, Porfiry Petrovitch had asked Raskolnikov if he believed in the raising of Lazarus from the dead. Now, Raskonikov asks Sonya to read him that same story. Therefore, Dostoevsky’s two redemptive figures, Porfiry and Sonya, are connected through the same biblical story. Raskolnikov, like Lazarus, died one type of death, isolation from society and great spiritual torment, as a result of the crime. Through Christ, Lazarus was raised from the dead; now through Sonya help, Raskolnikov hopes to be regenerated to life. Therefore, both stories are of people who were separated from the living and through some incredible miracle were restored to the living. The story is one of suffering, of great suffering that was alleviated by the miracle of restoring life. Therefore, if Sonya can restore Raskolnikov to life, his suffering will be alleviated (Leone 80). In asking Sonya to join him, he breaks out of his isolation, or death, caused by the crime. Sonya’s advice to Raskolnikov is to suffer and expiate his sin, â€Å"to go at once, this very minute, stand at the cross-roads† and confess, because confession of sin is the beginning of redemption (Dostoevsky 415). She wishes for him to accept suffering and achieve atonement through it. She gives him her cross and tells him to put it on when he has gone to meet his suffering and confessed to Porfiry. She then tells him to come to her, She will put on a cross and they will pray together, a symbol of her taking up his cross, his burden, and sharing in his suffering. Because of the suffering he accepted, Raskolnikov no longer faces an intellectual-emotional split, or tries to oppress his emotions with ration. A crime can serve as the catalyst toward provoking suffering and eventually leading to rebirth and this is what happened for Raskolnikov. He needed to suffer in order to be regenerated. On the last page of the epilogue, Dostoevsky writes that Raskolnikov could â€Å"not have analyzed anything consciously; he was simply feeling. Life had stepped into the place of theory and something quite different would work itself out in his mind†. Suffering is a kind of purgatory that can cleanse the soul. Dostoevsky wrote in his 1873 Writer’s Diary that â€Å"the principal and most basic spiritual need for people is the need for suffering† (Lantz 423). Work Cited Bloom, Harold Edt. Fyodor Dostoevsky’s Crime and Punishment Bloom’s Notes. Chelsea House Publishers: USA, 1996. Cox, Gary. Tyrant and Victim in Dostoevsky. Slavic Publishers: Columbus, OH, 1984. Dostoevsky, Fyodor. Crime and Punishment. Bantam Books: New York, 2003. Leone, Bruno Edt. Readings on Fyodor Dostoyevsky. Greenhaven Press: San Diego, 1998. Terras, Victor. Reading Dostoevsky. The University of Wisconsin Press: Madison, Wisconsin,1998. Lantz, Kenneth. The Dostoevsky Encyclopedia. Greenwood Press: London, 2004. 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