Discourse Community about Marketing Essay

Should people be able to pay to get to the head of the line in public facilities, such as airports? To drive alone in carpool lanes for a fee? Or to quit smoking or lose weight? Should having money determine who gets first access to emergency rooms or transplants for kidneys? Does everything in life have a price tag on it? This is a very provocative concept, as our society continues to modernize and advance, money seems to become the answer to all our problems. Money has helped our society thrive and get us to where we are today, but it’s now to the point where someone can buy themselves through life. Life is beyond our earnings and there needs to be a sense of morality when it comes to putting a price tag on particular things.

I watched a video of Michael Sandel, where he discussed his book, What Money Can’t Buy: The Moral Limits of Markets. He elaborated on what’s happened once we’ve shifted from having a market economy into a market society. A market society is where almost everything is up for sale, and eventually becomes a way of our everyday life, such as our family, personal relations, health, education, civic life, and/or politics. The first problem with more things being up for sale is there’s more hardship that is faced by the poor. If all inequality meant was the rich having a nice car or going on vacation inequality wouldn’t be as suffering, but putting a price tag on everything makes it more and more difficult to be poor. Money governs access in our world today such as the location you live, if you can send your kids to a good school or a not-very-good school, or even what political voice you’re capable of having (Sandel 2013). The more life is commodified, the how much money someone has will unequally let them thrive more than they would otherwise, while at the same time holding back the people without as much money (Sandel 2013). The second reason to worry about becoming a market society is the tendency to crowd out or erode non-market values that are worth caring about. One of the examples Sandel gave exploring this concept was the policies that enable people to buy and sell certain kinds of quotas. He talked about how during the Civil War there was an advertisement for money to take a person’s place after being drafted to fight. In terms of economic reasoning, both parties are better off. This transaction is worth it for the person hiring the substitute (for obvious reasons) and financially worth it for the person who agreed to serve in his place, but this is a pretty controversial topic on whether that’s morally right or wrong. Sandel went on to talk about how we can’t pay someone to go into jury duty for us, or we aren’t allowed to buy people’s votes from them; he proceeded to say that if when we think there’s a civic duty, naturally there will be hesitation in allowing people to sell off or hire other people to fulfill specific duties that have some other higher value at stake.

Sandel also discussed two implications for the way we do economics that need to be considered. Economists often assume markets as being inert; they don’t taint, touch, or change the goods, they exchange them. In regards to material goods like flat-screen TVs, this is true. Depending on whether there is a market relationship, if you sell a flat-screen TV or get it as a gift, it will work the same either way and the value of the TV won’t vary (Sandel 2013). The same isn’t true when we’re talking about health, education, environment, respect for the community, cultures of people, civic duties, etc., in cases like these subjecting social practices to market valuation and exchange may change their meaning and character of the goods (Sandel 2013). This may happen by crowding out market values, and norm attitudes worth caring about. Then to decide where markets belong and where they don’t, it’s not enough to engage in economics as if it were a value-neutral science in choice (Sandel 2013). Economics has presented itself since the early 20th century as a value-neutral science of choice, but market reasoning and market practices crowd out values, nonmarket goods, and norm attitudes (Sandel 2013). We have to question in any given instance where we would use a market mechanism, what are the goods at stake in the practice, and whether they are civic, cultural, environmental, or communal goods. Also, we have to ask will marketizing these goods drive them out or diminish/erode them? This is a big implication for economics, which has to reconnect with its origins in political and moral philosophy. Classic economists such as Adam Smith and Karl Marx understood economics as a subfield of moral and political philosophy (Sandel 2013). As the influence of markets increases in the spheres of our social life, that moral philosophy branch needs to be reconnected back to economics. Another consequence of marketizing goods that drive out certain attitudes and norms worth caring about is our public discourse has become empty of larger meaning. Politics have become narrowly mannered and technocratic with constant arguing on cable TV, talk radio, and the floor of Congress (Sandel 2013). Many people suspect this is because too many people believe too deeply in their moral conviction, Sandel thinks that it’s the opposite, the reason the public discourse is so impoverished is that it fails to engage with larger questions, like how to value goods the social goods embodied in the practices from health to education to environment to civic life, etc. We can’t just shy away from engaging directly in arguments about the meaning of goods in public life. The reason we are so commonly avoiding these issues is these are controversial judgments people disagree about and then we reach for a public discourse that’s empty of these big questions (Sandel 2013). The rise of market reasoning is a part of the appeal of market reasoning and it seems to offer a value-neutral way to make social choices that seems to spare the need to engage in the debate about the character of goods (Sandel 2013). This is a false promise because it’s led to the hollowing out and emptiness of public discourse. This could be an explanation of why citizens of democracies around the world are frustrated to reconnect with big questions regarding public discourse about economics (Sandel 2013). It’s the only way we will be able to decide in a democratic society where the market serves the public good and where they don’t belong. Engaging with big things that don’t involve technocratic or managerial talk is another way to elevate the terms of our public discourse (Sandel 2013). Everyone doesn’t have to agree that we have a morally more robust kind of public discourse, but to make this democracy better, we will have to cultivate habits of listening and learning from one another even when disagreements persist (Sandel 2013). We may develop a keener sense of the price we pay for drifting towards a society where everything is up for sale.

I believe there should be moral limits on the market. Shifting from a market economy into a market society hurts society. The poor will continue to fall further back, and the inequality gap will continue to grow when things beyond market goods have a price tag on them. There’s also a tendency to erode or crowd out nonmarket values that are worth caring about. Policies that enable people to buy and sell certain kinds of quotas are very controversial and these should be addressed and put a limit on. Economists need to reconnect with moral and political philosophy as classical economists did so. Markets aren’t inert when talking about non-market goods such as health, education, environment, cultures of people, civic duties, and respect for the community. We can’t subject these social practices to market valuation and exchange them because they change their meaning and the character of the good. There also needs to be a larger question on the meaning of our moral purpose which includes questions about how to value social goods from health, education, and environment to civic life. We need to address the big question about the character of goods and move away from a society where everything is for sale.

Essay on Moral of ‘The Lottery’

Today I will be looking at The Lottery and Married at First Sight. I am looking at a lack of morality. The lack of a moral compass is common in both The Lottery and Married at first. Morals are defined as the standard behavior and the principles of right and wrong.

So here is my thesis statement- In The Lottery and Married at First Sight we are invited to look at immoral acts throughout these stories and shows. Stoning a person in the 21st century is considered an unjustifiable act and participating in a reality show for money and fame could also be considered as undervaluing human relationships

The Lottery is a short story written by Shirley Jackson and was first published in 1948. The short story is described as ‘one of the most famous short stories in the history of American literature’. The lottery is the story of a village following a tradition that results in the sacrifice of one citizen each year by stoning. Morals and values are completely thrown away all in the hope of winning something. When you win the lottery you win death by stoning.

In The Lottery Jackson uses symbolism and irony to assert that human morality is very dependent on the expectations of society. The narrative starts just like any other narrative by Setting the scene. At the beginning of the short story she is setting up the layout for the Lottery and she informs us that “The children assembled first, of course,” This gives the audience an insight into the attitudes toward the lottery and how the lottery works. The attitudes that the children display can be seen as eager and excited, It can be seen here when it says “Bobby Martin had already stuffed his pockets full of stones,” Even if the villagers want to deny it, they are eager and excited to get the lottery started.

What is even worse about it is that it starts at a young age. This can be seen as morally wrong. In no place in the Western world is stoning someone to death morally right. Society, as reflected in The Lottery, is reinforcing the brutality of the world in their children’s psyche.

The community forgets many aspects that come with the lottery ritual. The violent ceremony has many superstitions which are associated with the lottery to increase crop yield. The community continues to take part in the violent immoral act. Ignorant people like Old Man Warner support the ritual and believe the community would turn into chaos if this was stopped, this shows a lack of morals by people in this community. Old man Warner is excited when he says ‘Seventy-seventh year I have been in the lottery,’ This is because it has been instilled in them since they were little, they have never known any different.

There are many examples in the story where irony is used to display the unpredictable nature of human behavior. In the beginning, everyone is gathered and showing signs of affection for each other and even some hesitancy, However, later, they become more than supportive of the ritual when Tessie Hutchinson becomes the set target of the violence and “[he] was in the front of the crowd,”. This is an ironic twist and further proves the villagers to be cruel and just another indicator that they lack morals.

Symbolism also plays a big role in how human morality is conveyed. The stones are the biggest symbol throughout the story and we are first introduced to them at the start and they keep reappearing throughout the story, making it a symbol. The stones are unadvanced weapons or tools. Even more so, they are given to children, and the children are eager to gather them as well, symbolizing the human instinct for violence.

Jackson conveys a subtle theme of morality. Her spin on the concept of morality and humanity is a dark one, as she makes conclusions that people will do what is expected of them, so long as it does not cause them any harm. Jackson concludes that people are selfish and that society is cruel. The moral of the story is that even if something has been happening for a long time and has become a ritual doesn’t make it morally right.

Married at First Sight is a TV series on the Nine Network produced by Tara McWilliams and John Walsh. Married at First Sight is described as one of Australia’s most popular reality TV shows. This show matches 12 Australians to their perfect partner with the use of relationship experts and psychologists. The moral compass is hard to come by when watching Married at First Sight these days. Through the use of relationships and good vs evil, a lack of morality is conveyed.

Contestants are scientifically paired with their perfect partner in the hope of finding love but is this the long-term goal? For some people entering marriage at first sight, they are looking for fame, money, and a social media following. This can be viewed as a lack of morality by people who believe in long-term relationships. In the last episode of season 6, Jessika and Ines do whatever it takes to create fame for themselves. They act immorally to achieve their goal. Using these types of relationships the producers can create drama and bring in the ratings.

TV producers also use Good vs. evil to reach the audience and create a profile for their show. Producers use editing and alcohol to make contestants look like the people they want. This way means that contestants can be made to look like the bad guys even if they may not be. Editing also allows producers to make contestants say what they want them to say. Although they may not say it when the show is filmed editing words together enables them to put words in the contestant’s mouth. This can be seen as demanding and morally wrong an Contestants. They are also offered ludicrous amounts of alcohol in the hope they create a scene. Producers have a lack of morals and it’s all in the hope of getting ratings for their show.

TV producers have a lack of morality when it comes to duty of care. Claire Veral a contestant in the season two show spoke about how she went on the show with PTSD and Anxiety and the producers were not worried about her mental health at all. Using contestants who are not in a good headspace it increases the possibility of something happening which helps the show’s ratings. This is another show of the lack of morality from the producers. Dr Micheal Carr-Gregg said These shows aren’t interested in the human being and their psychology, they are interested in the ratings

Married At First Sight is meant to be a show to find love but instead is often just used to get a quick 5 minutes of fame. Many reality TV shows these days have become like this. Many people are just entering to get a following on social media and get some quick and easy fame. Jessika from Married at First Sight had a serious lack of morality. After entering to go on married at first sight she was pitched as the bad girl. Jesskia has no morals at all and leaves her man Mick to pursue a relationship with Dan. Dr Micheal Carr-Gregg described these shows have the ethics of a cash register. If Married at First Sight did not show a lack of morality, no one would watch. People watch Married at First Sight for the drama and the fights not for the relationships. Showing a lack of morality brings in the viewers.

In both these texts immorality is portrayed using themes and literary techniques. In The Lottery lack of morality is conveyed through symbolism and irony while in Married at First Sight a lack of morality is portrayed using good vs evil and relationships. Cinematic techniques like editing were also used by producers to show a lack of moral compass.

Essay on Laura Nash Ethical Dilemma Resolution Model

The sample solution of the Laura Nash method helped identify the aspects of the ethical dilemma and worked through an easier way to decide on a solution by analyzing all sides of the problem. Laura Nash created a 12-step outline that is to be used when confronted with, and for resolving ethical dilemmas. In the sample dilemma, you work for a web development company and you realize that you have been assigned a job to set up a website that explains how to produce crystal meth. You attempt to go to your boss to explain to him what the website is, but he shoots you down and demands that you get it done as soon as possible. You now have to decide if you are going to write the website to get through your probationary period and be able to start a family, even though there could be many consequences to performing this job.

In the first step, the Laura Nash Method has the decision-maker identify the problem, in the sample solution I agree with the analysis that if you do not create the website then someone else will, and that the problem was accurately defined. In step two I think analyzing all the different “sides of the fence” really helped me work through the dilemma and identify all of the people’s perspectives. In steps three through seven we have to; pinpoint how the situation arose: in the sample solution you just want to do your job and not cause problems, the second is to identify who they have loyalty to. In the sample, you have loyalty to yourself, your family, your corporation, and society, if your decision to create the website puts you in jail, or causes the company to go under then it’s best not to create it. In steps five and six, you clarify your intention in making the decision and compare the intention to the probable results. In step seven of the Laura Nash method, you have to consider who will be hurt by the decision or action that you take. The analysis of step seven was a big clarifier for me in working through the dilemma; not only could the company, your family, and your integrity be injured but the creation of this website could fatally injure someone who ends up buying the meth that was created by using the site, or you could be liable if the site is used to make and sell illegal drugs.

In steps eight through ten, Nash suggests that the decision-maker discusses the problem with the affected parties and that you considers if other people could offer input into the decision. In the dilemma we are given the employee tries to do step eight in the first place but is rebuffed by his boss, subsequently making the situation more difficult to resolve. In the next step, you should ask yourself if the position you are in now will be as valid in the future as it seems now. The decision-maker should next determine if they could discuss their decision without qualms with your family CEO, boss, board of directors, or with society as a whole; since the decision-maker would possibly have to face all of these parties after the decision is made. I feel that this question and the sample answer clarified what direction is best to take in this situation.

In the last two steps, you should consider the symbolic potential of your action, whether It’s understood or misunderstood, and consider if different conditions would change your expectations, and create an exception on where you stand. In the sample situation, I feel that the literal potentials of your action are more paramount than the symbolic ones, but I still agree with the analysis given for step eleven. For the sample solution the answer to the last question states that “Possibly, you would make an exception if you knew that this site was going to be used by law enforcement personnel to track the people who use the site to try to create a sting operation to catch the abusers” (). I had not previously thought of this circumstance and it made me want to go back to step eight and ask my boss, or go higher up the chain of command, and ask them who this website is being created for. My biggest obstacle in this dilemma was that I would potentially be breaking the law, but if this website were to be used by law enforcement I think my decision would be much easier to make.

Essay on Oedipus Prophecy

A man who blinded himself and ran off from his city, Oedipus, a man whose identification he no longer knew. He killed his father and married his mother, unknowingly stunning a prophecy. This is a story of a man written by way of the capability of the Greek Tragedian Sophocles and using the skill of way of Professor Elmer Rufo at the University of the Philippines Los Banos from September 14, 2006, to September 15, 2006.

The play starts offevolved with the imparting of what is taking area to Oedipus’ cherished city, Thebes. Oedipus consoled his people; Creon (Oedipus’ brother-in-law) knowledgeable them that the answer was discovering the assassin of the late king Laius, former king of Thebes. In investigating the murder, Oedipus talks about himself and the crime he has committed. Queen Locaste (Oedipus’ mom and later wife) killed herself in agony and Oedipus blinded himself, obtained away from Thebes, and lived in exile.

While inspecting or looking at Oedipus Rex, human beings may additionally be wondered, amazed, or extraordinarily puzzled. Oedipus Rex as written through the way of Sophocles is a challenging and hard-to-understood play. Sophocles can also additionally remain extended ago, write extended ago, and agree with in a precise way in contrast to us, however, his play has traversed time, surviving years, and withstood many criticisms. In the time of Sophocles, human beings in his unique vicinity relied on the gods to dominate them and they (the people) were fully toys played with the aid of way of using way of the gods, in other words, gods are ideal high-qual to man. The Oedipus Rex renowned the supremacy of the gods, via the capability of showing, that defiance to the divine may additionally bring afflictions; like in the case of King Laius and Queen Locaste, they desired to defy the divine prophecy, that their son would kill his father and marry his mother, through the way of commanding their servant to left the toddler to a mountain; Oedipus additionally desire to defy the divine through taking walks away from his considered mother and father so that the prophecy would perhaps moreover now no longer be fulfilled. The supremacy of the gods used to be set up in the success of the divine prophecy.

The thinking of the future used to be as quickly validated in Oedipus Rex; the future is irrevocable and cannot be changed. Wisdom in struggling used to be moreover shown, like when Oedipus exiled himself from Thebes due to the truth it was right for him and because used to be what he laid formerly than him. Humility used to be moreover demonstrated in the play; the lack of humility of Oedipus introduced him to his downfall. In Oedipus Rex, we see the conflict between free will and determinism. The story concluded that what is determined will constantly happen.

Essay on Social Effects of the French Revolution

Source A is highly valuable when discussing how economic factors helped lead to the French Revolution as it portrays the unfair distribution of money among the French population. The source is a cartoon created by Isaac Cruikshank, a British artist known for his use of social and political satire in his works. Cruikshank produced the source on 12th November 1788, shortly after payments from the treasury were suspended in France. This meant that France was in great financial difficulty and could not afford to pay back the many debts she owed. The source was published in London but was given a French title and has French text written on it. This suggests Cruikshank produced the cartoon with the intention of it being sold in France. The source is valuable when looking at the economic factors influencing the French Revolution because it shows characters representing the nobility and the clergy sneaking out a door with sacks of money over their shoulders. This makes the source valuable as both the clergy and the nobility took money from the kingdom but neither paid any direct taxes, whereas the rest of the population was burdened with a range of taxes they struggled to pay. The source also portrays King Louis XVI as rather large and almost bursting out of his clothes which suggests that Louis XVI lived very comfortably. This makes the source valuable as the King often spent his money extravagantly, as did his wife Marie-Antoinette, rather than using the kingdom’s money to pay for food or better housing for the people. The source also shows Louis XVI as saying, ‘The funds are no longer there.’ and the finance minister, Jacques Necker, replying ‘I left them there’. This suggests that France’s money was slipping away incredibly quickly but the government did not realise until it was too late. This makes the source valuable as from 1778 to 1783, the French supported the American Revolution by sending them money and supplies, draining the treasury. Shortly after, in 1786, there was a financial crisis. This was a result of France aiding the Revolution, as well as the government maintaining both their army and navy. Cruikshank produced the source on 12th November 1788, shortly after payments from the treasury were suspended in France.

Between 1689 and 1789, social factors had a big impact in causing the French Revolution. One social factor leading to the French Revolution was the death of Louis XIV on 1st September 1715. The King’s death led to a ‘Golden Age’ of culture as it allowed for the emergence of great playwrights such as Corneille; philosophers such as Pascal; and painters such as Claude. Another social factor leading to the French Revolution was the increase in literacy levels from around a fifth at the start of the century, to almost a third. This then led to an increase in the demand for literacy and reading materials and book production greatly increased. Although Louis XVI and the government doubled their efforts to increase censorship by blocking certain literary materials from being published, they were overall unable to control what the French population was reading. Furthermore, taxation was another social issue leading to the French Revolution. The entire French population believed they were over-taxed, even though the majority of taxes were paid by those who greatly struggled to pay them. For example, the 1st Estate paid no direct taxes but did take a tenth of the revenues of the kingdom’s land. This was due to the belief that the clergy’s service to society was interacting with God. The 2nd Estate didn’t pay direct taxes either as their service to society was fighting for the kingdom, however many of the nobility never fought for their country. In 1749, the parliament introduced a new levy of a twentieth on income from real estate. This levy was later doubled in 1756 and then tripled in 1760. The French population did not like taxation, so this new levy created more social unrest which helped bring about the French Revolution.

However, social factors were not the cause of the French Revolution. For example, the levy on income from real estate lapsed in 1763 when the Seven Years’ War ended, meaning the people were paying less tax.

Source B is useful when discussing how social factors influenced the French Revolution between 1689 and 1789 as it is taken from Jean-Jacques Rousseau’s book, The Social Contract which was published in 1762. Around this time it was harder for the French population to be controlled as there was an increase in literacy rates and education. This meant that people were more likely to be influenced by texts, such as the Social Contract, arguing against the authoritarian ways of the government. Although the Social Contract did become very influential in bringing about the French Revolution, it was initially met with outrage and censorship when it was first published. In this political essay, Rousseau argues that laws should only be binding if they are supported by the people, whom he refers to as the ‘sovereign’. Rousseau believed that only the sovereign should have the right to create laws, not the monarchs and that the general will of the people should be accepted by the minority. Rousseau was a French writer and philosopher who believed in the Enlightenment. In the 1740s, Rousseau founded an intellectual group named the ‘Philosophes’ alongside Denis Diderot, another writer who helped edit the Encyclopédie. Rousseau was very influential in causing the French Revolution as his work inspired the leaders of the French Revolution. His essay is useful when looking at the social factors influencing the French Revolution because he begins with the famous quote ‘Man is born free, and yet is everywhere in chains’. With this phrase, Rousseau said that people should be free, but are instead confined by the society they live in. This is useful because pre-revolutionary France was an absolute monarchy and there were very definitive boundaries between the different social classes. The nobility and the clergy only represented 3% of the population but had all the power, whereas the ordinary people had no power even though they represented 97% of the population. The source is useful because the rigid boundaries meant that it was very difficult to move up a class, however, in the 18th century, there was an expansion of the bourgeoise, showing that not everyone was confined to their class.

Between 1689 and 1789, the Enlightenment played a large role in bringing about the French Revolution. The Enlightenment was a philosophical movement that took place primarily in Europe throughout the 18th century. Around the 1710s intellectuals began to embrace the Enlightenment, also known as the ‘Age of Reason’, which involved the skepticism of religion and the rise of reason and science. The Enlightenment came about as a result of political inaction, a severely damaged economy, and unrest in society. For example, due to the political, public debate over how the Estates-General should be organized, Abbe Sieyès issued his pamphlet ‘What is the Third Estate?’.

Source C is highly valuable when looking at how social factors influenced the French Revolution because it shows the French population’s view of the Third Estate. It is a political essay taken from a pamphlet by Abbé Emmanuel Joseph Sieyès called ‘Qu’est-ce que le tiers état?’ (‘What is the Third Estate?’). It was published in January 1789 and said the Third Estate formed the majority of the nation and did the work of the nation, so was therefore entitled to political representation. Sieyès wrote this because in September 1788 the Paris parlement ruled that the Estates General must conduct voting by order rather than head. This meant that the Third Estate could be outvoted even though it was made up of 97% of the population. This makes the source useful because it reflects how the Third Estate was being undermined even though it represented the majority of the population. Government censorship was also relaxed at the time which allowed people to write extensively about the Estates General and their views on it. It also meant that people were free to discuss the politics of the different classes and for the first time since the beginning of the crisis in 1787 ‘the politics of social antagonism began to dominate public debate’. Sieyès pamphlet is also useful because it showed the grievances of ordinary people logically and rationally. Furthermore, this pamphlet was used to try and influence the common people into challenging the traditional view of the nation and the government. This can be seen through Sieyès’ use of three rhetorical questions with simple, concise answers. He then states ‘We shall see if these are the right answers’ and proceeds to provide the ‘supporting evidence’. Sieyès methodical approach was very influential and led to him gaining huge popularity and, soon after, his election to become a representative of the Third Estate. The ideas in the pamphlet also helped lead to the formation of the National Assembly and Sieyès himself persuaded delegates from the Third Estate to stand against King Louis XVI when he refused to recognize the National Assembly. The source is also valuable when explaining the causes of the French Revolution because Sieyès was interested in liberal political philosophy, for example, John Locke. Furthermore, he had a list of all the Enlightenment texts he wished to buy if he had enough money. This shows that the Enlightenment played a big part in Sieyès deciding to write his pamphlet which in turn helped lead to the Revolution.

However, the source is not useful because it gives a limited view of the population’s beliefs. For example, Sieyès was very much in favor of a new constitution and he used this pamphlet to assert his views and influence others into thinking his views were correct. This makes the source less valuable because other members of the Third Estate didn’t think that the Third Estate should draft a new constitution. For example on 20th June at Versailles one of the ‘foundational events’ of the French Revolution took place, the Tennis Court Oath. The Tennis Court Oath was where the members of the Third Estate pledged never to separate until a constitution was written. Joseph Martin-Dauch, a member of the Third Estate, didn’t vote in favor of the Tennis Court Oath as he said he could not faithfully execute any decisions that were not sanctioned by the king. This makes the source less valuable because it only shows one perspective.

The Enlightenment was also brought about by social change/unrest. More knowledge, literature, and reason meant that there was beginning to be a shift, challenging traditional social classes, and Albert Soboul referred to the Enlightenment as undermining ‘the ideological foundations of the established order’. This new way of thinking paved the way for the beginning of the French Revolution.

Another reason that the Enlightenment played a part in causing the French Revolution was the influence of Madame de Pompadour. On 14th September 1745 Madame de Pompadour made her formal entry before King Louis XV and she soon became influential at court. Pompadour was a great supporter of the philosophes of the Enlightenment and a ‘protector of most of the authors and the editor of the Encyclopédie’ (Nancy Mitford). The Encyclopédie was a series of volumes dedicated to philosophy and science. Between 1751 and 1765, seventeen volumes of the Encyclopédie were published. The Encyclopédie was widely influential in the progression of Enlightenment thinking and this meant the Enlightenment helped lead to the French Revolution.

There were several factors contributing to the French Revolution between 1689 and 1789 including the Enlightenment, economic issues, and social unrest. Overall, however, the main cause for the Revolution was political factors as each factor originates from the actions of the French government. For example, social unrest arose from the political inaction of the government and the resentment the people felt toward their rulers, which also helped lead to the Enlightenment, a philosophical movement encouraging people to challenge traditional ways of thinking.

Forgiveness as a Theme in Literature and Movies Essay

Forgiveness and loss an important themes in everyone’s life. It helps people to endure a challenge of hardship or to overcome a fear that they must be able to face in the future. For instance, Don Hall and Chris Williams’s film produced in 2014, Big Hero 6, conveys how important forgiveness and loss are throughout out the film. As a young robotics prodigy, Hiro forms a superhero team to fight against an evil villain named Professor Callaghan. “Loss” is an important theme. The main character Hiro, loses his brother in a fire. “Forgiveness is another significant theme as the main character Hiro must grow as a person and save the city until he forgives Professor Callaghan for being the reason why his brother Tadashi. Therefore forgiveness and loss are illustrated throughout the film with many different film techniques and many unique features to give the audience a better understanding of the hardship that Hiro and his friends must face to explore the themes and engage the audience.

The theme of “forgiveness” is portrayed throughout the movie Big Hero 6. Forgiveness is explored. For example when Hiro confronts Professor Callaghan that “Abagel will not come back” Professor Callaghan thinks about letting Krei go. The medium shot conveys the position of the character, Krei in the background being held captive by Professor Callaghan. We also see Professor Callaghan’s facial expressions, thinking about whether to let him go or not, making the audience feel sympatric over Krei as he is being held captive. Moreover another example of “forgiveness” is when Hiro realizes that Professor Callaghan’s daughter is still alive hyper-sleeping. Hiro decides to save her or not. As Hiro is about to go into the portal Krei tries to stop Hiro from going in as it is too dangerous for Hiro. Hiro replies “She’s still alive, I have to save her.” This medium shot portrays Hiro’s facial expression as puzzled and very shocked. It also shows us how he has put himself in big danger, and will continue to do so in the future to save Professor Callaghan’s daughter, explaining to the audience how Hiro shows a get abundance of forgiveness. Furthermore, after moments of thinking decides to save her with Baymax’s help. The long shot used highlights the determination of Hiro and Baymax to save Abigail. What Hiro is doing conveys extreme forgiveness as he is willing to risk his life to save Abigail, the daughter of Professor Callaghan, who is the reason why his brother Tadashi is dead in the first place, explain how “forgiveness is conveyed throughout the film.

The theme “loss” is a significant theme throughout the film and engages the audience in many different ways, through a variety of film techniques and features. Many characters in the film Big Hero 6 experience loss. Specifically, the main character Hiro has experienced abundant loss in his life and must endure this hardship, battling against the grief to get on with his life. Hiro’s first experience of loss is when his brother Tadashi is killed in a fire at the University. A wide angle shot angle and eye level shot illustrate Hiro running towards the building to help his brother Tadashi before it explodes. This explains to the audience Tadashi has been killed in the film. The non-diegetic sounds of very intense and suspenseful background music, convey how something terrible has happened, making the audience pity Hiro. Moreover, another example used to explore the theme of “loss” is when crowds of people mourn the death of Tadashi with their black umbrellas as it is also raining. The close-up shot and the non-diegetic noise of depressing music portray that people are saddened over the horrible incident of Tadashi’s death, making the audience feel sad for the crowd over the bad incident. Furthermore, loss is highlighted when Hiro is by himself sitting on top of the stairs, not wanting to go down to mourn with his family and friends, because of Tadashi’s death. The high-angle panning shot and non-diegetic sounds of piano keys play a saddened background noise, filled with dull colors. Portrays how Hiro has been affected by his brother’s recent death, as Hiro feels down and sad about himself with the fact that Tadashi is not there anymore, making the Audience feel gloomy towards Hiro as he must endure this hardship to move on with his life, explaining how the film includes the important theme of loss in Big Hero 6.

Therefore film techniques and features are used in many interesting ways to engage the audience, The theme of “forgiveness” and “loss” helps Hiro overcome the hardship of the death of his brother Tadashi, making Hiro much stronger and braver as a person. This conveys how “forgiveness” and “loss” is involved in the film “Big Hero 6”

Essay on Rousseau French Revolution

Human beings have proven to be the most peculiar creatures when it comes to establishing a strong and resistant civil state that will benefit all those within a particular society. For centuries different individuals have attempted to identify the origins of human instincts’. Certain individuals have inclusively taken the time to compose works of their own explaining their point of view and what they consider society should look like shortly. Furthermore, such individuals, now addressed as philosophers have allowed for their work to be critiqued by the public despite the majority of them going against conventional ways of life. This demonstrates the philosophers’ extreme belief in their work and the distinct ideologies they have exposed. Philosophers such as John Locke, Thomas Hobbes, Mary Wollstonecraft, and Jean-Jacques Rousseau have expressed the conflicts they viewed within their society at distinct times in history within transformational works of their own. These specific philosophers have pinpointed how they believe individuals of society interact with each other as well as issues of profound importance to them, illustrated within society, while simultaneously providing a viable solution for such issues. John Locke and Thomas Hobbes specifically shared a conservative point of view within their works Two Treatises of Government and The Leviathan, as they believed humans were bad-natured. These two thinkers focused their writings on discussing the solution they proposed for fixing societal problems and forming a civil state possessing the people’s rights and thus having significant power over them. Mary Wollstonecraft and Jean-Jacques Rousseau on the other hand, shared a progressive point of view within their work, A Vindication of the Rights of Women, Discourse on the Origin of Inequality, and The Social Contract. Wollstonecraft and Rousseau balanced their works by seeking to describe the origins of societal problems and address potential solutions for the future. With that said conservative and progressive thinkers share certain formatting ideas for their work but uphold extremely distinct ideologies within them.

Conservative ideologies are exceedingly distinct from progressive ideologies across themes such as human nature, freedom, and the governmental structure of society. John Locke as a conservative believed that “the most basic law of nature was the preservation of mankind” which entailed protecting life, liberty, and property, and that the government’s main purpose was to protect the human rights he established.[footnoteRef:0] Locke had a more optimistic view of humans than Hobbes did, he believed human nature was much more reasonable and from reason derived the common sense of self-preservation. Nonetheless, his idea for addressing societal issues entailed being able to control the people by having them enter a commonwealth after giving their consent with the promise of protecting their God-given rights. His concept of freedom was that all men are free to act as they wish in their life, liberty, and possessions up until entering the commonwealth which can even monitor their possessions. Locke resembles conservative ideals since he includes his beliefs in an enduring moral order for society as does the majority of conservatives. However, Locke’s most conservative ideal includes his personal religious beliefs which were evident within his work as he believed atheism should not have been tolerated at the time. He “was convinced that the entire content of the Bible was in agreement with human reason” and that “the denial of God’s existence would undermine the social order and lead to chaos.”[footnoteRef:1] He also expresses his beliefs of divided power within the commonwealth since too much power can lead to having an absolute ruler and Locke illustrated he was against an absolute monarchy. Thomas Hobbes on the other hand, although conservative as well favored an absolute monarchy to rule all others. Hobbes viewed the nature of beings as a quest of seeking desire after desire and therefore thought that there was no greater good in life. Hobbes saw no distinction between the state of war and the state of nature and believed people’s nature was one in which everyone was against each other. He therefore defined it as “solitary, poor, nasty, brutish, and short” and explained that the people needed to make a commonwealth to leave this state.[footnoteRef:2] Hobbes’ conservative ideals are evident as he expresses his desire to have individuals surrender their rights to The Leviathan and establish moral obligations for political and civil society to flourish. A key distinction between Hobbes and Locke however, was the absolute power Hobbes wanted and Locke went against; specifically, because both individuals are considered conservatives and it is important to understand that not all conservatives see eye to eye when it comes to establishing a civil state for the population. [0: ] [1: ] [2: ]

Furthermore, progressive ideologies differ greatly from conservative ideologies within the themes of human nature, freedom, and the governmental structure of society since progressives uphold more liberal views. Jean-Jacques Rousseau as a progressive established that people naturally lacked reason and were therefore naturally innocent without duties. He strongly influenced the French Revolution, as progressives advocated for radical change and Rousseau spoke about the inequalities of having a single ruler as well as the need for a social contract. This contract would be governed by the general will and the people while surrendering their rights would simultaneously be gaining the right to govern others by assisting in making laws. Rousseau’s main problem presented was social institutions as they were the ones corrupting “the pure individual.”[footnoteRef:3] The ideas he expresses within his work prove to be increasingly progressive as he expresses his belief in the goodness of people stating that men by nature are naturally as good as any other. As well as his depiction of religion since he announces religion is simply an instrument used by politics making it political. Therefore, he does not express his personal religious beliefs within his work as have numerous conservatives. Rousseau defines the concept of liberty as the defining characteristic of the human being and the source of moral action.[footnoteRef:4] This differs greatly from the conservative standpoint since Hobbes believed one person should govern all others and Rousseau went against tyranny and wanted to see drastic change within society. Wollstonecraft, another progressive thinker, considered individual differences between men and women rather than the nature of human beings. Her work focused primarily on liberating women from stereotypical duties and enhancing education for all children. Wollstonecraft believed all individuals should have the right to freedom and that gender roles should not exist but rather men and women live in a harmonious marriage with mutual respect and friendship.[footnoteRef:5] These two progressive thinkers make significantly evident distinctions between progressive and conservative ideologies. Including revolutionary thoughts that would change society’s customs, convention, and continuity which conservatives strongly defend. [3: ] [4: ] [5: ]

Nonetheless, despite the numerous distinctions between progressive and conservative thinkers one of them depicts a more accurate representation of the individual and society than the other. Progressivism demonstrates to have a better understanding of the individual and inclusion of all types of diverse groups expressed through thinkers’ works and the ideologies upheld. Progressivism, for instance, is consistently fighting for change to find a better, fairer, and more equal society while conservatism is content with maintaining the traditional way of doing things. Therefore, progressivism is actively engaged in the public’s needs and seeks to provide them with a better and more inclusive country while steadily pursuing opportunities to reform. Additionally, progressives have always had an intolerable attitude toward injustices as they are willing to abandon the status quo to have a country where there is tolerance and justice. Therefore, progressivism represents the individual significantly better than conservatism as it takes into account a person’s specific circumstances and considers how it can assist them specifically while unknowingly assisting a larger scope of people which benefits society as a whole. Furthermore, progressives aim to expose societal issues, address them, and find a fair solution to them despite such solutions going against the status quo. Consequently, both the individual and society are adequately represented in the progressive’s fight for justice.

In essence, both conservatives and progressives address issues in society and present solutions for them but both have exceptionally different manners of going about solving such issues. Conservatives analyze their current civil state and attempt to make small changes within it to address societal issues while progressives demand instant reforms on behalf of such issues. Nonetheless, it is essential to depict the differences between both ideologies to make a critical decision regarding which conveys the people and its society the best, in this case, progressivism.

Bibliography

    1. Costly, Andrew. “Natural Rights – Constitutional Rights Foundation.” Natural Rights – Constitutional Rights Foundation. Accessed December 9, 2019. https://www.crf-usa.org/foundations-of-our-constitution/natural-rights.html.
    2. Hobbes, Thomas. Leviathan; Or, The Matter, Form, and Power of a Commonwealth, Ecclesiastical, and Civil. United Kingdom: George Routledge and Sons, 1886.
    3. Kirk, Russell. “Ten Conservative Principles.” The Russell Kirk Center, November 5, 2018. https://kirkcenter.org/conservatism/ten-conservative-principles/.
    4. Locke, John., Filmer, Robert. Two Treatises on Civil Government. United Kingdom: G. Routledge and Sons, Limited, 1887
    5. Rousseau, Jean-Jacques. A Discourse Upon the Origin and Foundation of the Inequality Among Mankind. United Kingdom: R. and J. Dodsley, 1761.
    6. Wollstonecraft, Mary. A Vindication of the Rights of Woman: With Strictures on Political and Moral Subjects. Ireland: J. Stockdale, 1793.

Essay on Why Is Frederick Douglass a Hero

    • As a historical source, what does Douglass’ Narrative reveal about the lives, culture, and psychological struggles of American slaves?

In Douglass’ Narrative, he describes several different moments where he was a first-hand witness to the brutal nature and acts of masters towards their slaves. He tells several stories of real people who experienced real torture and mistreatment, such as the boy who was walking down the road, approached by a man and asked “Does your owner treat you well?”, although the boy told the truth (which is what any sane person would want of someone), he was sold to the Georgia trade to teach him a lesson about authority. Douglass’ entire narrative, although from his point of view and telling his accounts of abuse, mistreatment, and unmeasurable acts of violence, uses this as an outlet to tell the stories of many people he met throughout his life. During the time of slavery, it wasn’t frequent that a slave had enough knowledge to be able to keep accounts of their mistreatment to share what had happened to them, many slave owners were told that if their slaves were to be educated and know the way of the world, know the alphabet and be able to think for themselves there was a higher chance of them leaving the plantation and creating a life for their outside. As human beings strive to be successful and to create a life for ourselves that we can prosper and grow to live, slaves weren’t given this very basic human right.

    • In what ways is Douglass’s Narrative a work of abolitionist propaganda?
    • In what ways is it a historical source on the nature and arguments of the abolition movement in antebellum America?

Frederick Douglass took diary entries during his life as a slave during antebellum America allowing for people now to hear from a slave’s point of view how aggressive and inhumane the slave trade was. This piece works as a piece of abolitionist propaganda in the way that propaganda is any piece that supports the central views of an argument and this piece of writing not only shows the true nature of slavery, proving the inhumanity, but it also allows for Douglass to inject his thoughts and ideas and answers to many questions that were being asked at that time such as ho the slave trade worked and ho other slave owners treated their slaves in comparison to those systems he may have in place. All of these key elements to the piece create a “rally” piece for those against the slave trade, it makes you feel sick and itch for change. All the stories Douglass told, especially one of the boys who never had the chance to meet his master but ran into him on the road, spoke ill of him, and then was separated from his family and sent to Georgia as a punishment- this story in specific made me feel frustrated for a few reasons, not only does this master, in particular, have so many slaves that they don’t teach know who he says a lot about the amount of time the masters gave the slaves, but it also is just so egotistical of the master.

    • Critically discuss the following themes in Douglass’ Narrative: home, power, violence, friendship, mind, manhood. Point to specific examples in the text to support your points.

Home- home is an overall theme in the narrative since slaves never really had a sense of home. A lot of them lost family members, were separated at birth, never knew their family due to unfortunate but unknown circumstances, or were forcibly moved around by their masters from plantation to plantation leaving them to fill in the blanks themselves not only about what happened to their family members but also what their family line was like. Many slave children didn’t know the first thing about their parents or siblings, Douglass is one of these children- he writes;

“Never having enjoyed, to any considerable extent, her soothing presence, her tender, and watchful care, I received the tidings of her death with the much the same emotions I should have probably felt at the death of a stranger” How does Douglass portray slaveholders?

    • Compare and contrast each slaveholder.

Power- Power is a popular theme among the narrative as well- people who were white had a large power hold on those who were of color for many reasons outside of the slave trade, if you were a free black man you couldn’t purchase property, vote, be employed (some jobs were available but they were often dirty jobs and for low incomes). People of color had no power over their own lives in comparison to those who were born white. Slaves would often lie to protect themselves from bodily harm or the fear of being sold to a different plantation and separated from family or friends. Douglass had been separated from his mother at a young age but throughout his life saw many more children and people separated from their families and those they love.

“The frequency of this has had the effect to establish among the slaves the maxim, that a still tongue makes a wise head. They suppress the truth rather than take the consequences of telling it, and in so doing prove themselves a part of the human family.”

Violence- the theme of violence has a lot of similar characteristics to the theme of power. I feel like those who abused their power also created violence for those around them.

Friendship- friendship was also a widely used theme throughout the narrative, although slaves often lacked family relationships they created strong friendship relationships within their plantations. When slaves became free, as Douglass explained, it was really hard for them to leave their friends behind. In comparison to when Douglass (and others) had to leave their families, they didn’t know as much about their blood relatives as they did about the relatives they made along the way. Their friendships are what got them through the day, the laughs memories, and support they shared were that of blood, even if it wasn’t true blood.

“It is impossible for me to describe my feelings as the time of my contemplated start drew near. I had several warmhearted friends in Baltimore,–friends that I loved almost as I did my life,–and the thought of being separated from them forever was painful beyond expression. It is my opinion that thousands would escape from slavery, who now remain, but for the strong cords of affection that bind them to their friends. The thought of leaving my friends was decidedly the most painful thought with which I had to contend.”

Mind- the theme of one’s mind was widely shared throughout this narrative in ways that were both literal and figurative. In the literal sense, Douglass and others like him were manipulated and forced into a life that was unnatural for any human. We thrive off of individualism and being able to build our own lives and wealth, that basic right was taken from African Americans to be able to serve the white man.

Manhood- Douglass was forced at a young age to become a man and serve those who were older than him in tasks that were cut out for someone much bigger than he was. He was taken from his mom and forced into slavery for as far as he can remember, he had to forget everything that he was taken from including his mother and the people growing up around him. That would be a traumatizing experience at any age, to be ripped from your home and taken where you are unfamiliar.

“The slaveholders have been known to send in spies among their slaves, to ascertain their views and feelings regarding their condition.”< proves manipulation tactics

Each of these things individually covers a different aspect and corner of a person’s life showing that slavery wasn’t just about doing unpaid work or being taken somewhere you don’t know. This was a brutal, violent, malicious time in America and the worst part about it is, it’s still not over. Douglass wanted people to see the pure chaos in the slave trade and the way that people were treated and manipulated, to show people (even if the ones at the time this was going on didn’t agree) that this was wrong and something very dirty to begin a country with.

    • How does Douglass portray slaveholders? Compare and contrast each slaveholder.

“Mr. Austin Gore, a man possessing, in an eminent degree, all those traits of character indispensable to what is called a first-rate overseer.” Douglas here implies that only those with a poor sense of judgment could consider Gore a good man and those with empathy and a heart would see him otherwise. He then moves to the city of Baltimore- good and kind his ‘mistress’ is when he first arrives in Baltimore we see a dramatic change that takes place with her – ‘her angelic face gave place to that of a demon.’ slavery does not just destroy the slaves but also the slaveholders. He may want to appeal to readers that they should not just strive to end slavery for the slaves but also for themselves. When Mr. Auld instructs his wife not to teach Douglass because ‘it would forever unfit him to be a slave.” and make him ‘discontented and unhappy’ we see how slaveowners tried desperately to keep slaves uneducated and imprisoned. Mr. Auld does teach Douglass the most valuable lesson which is education is ‘the pathway to freedom’. The most important thing that Douglass covers throughout this narrative is that even though white slave owners might be kind to their slaves, they allow slavery to continue to flourish when they continue to keep their slaves “ignorant” or uneducated. The only way for the men who were captured to break free and make a new life for themselves would be for them to learn the way of the world and learn a trade they would be able to make money in allowing them to move off the plantation and start a job on their own- and be paid for it.

    • What enduring meanings or principles in this book make it relevant today?

America as a whole is still incredibly racist. This past summer (2020), the Black Lives Matter Movement picked up a lot of wind and speed after multiple brutal killings of people of color with no legal standing or with little proof of a crime; deadly force is not often used in these situations but offers such as Jonathan Mattingly, Brett Hankison, and Myles Cosgrove of the Louisville Metro Police Department went against their training and applied this lethal tactic. Many Americans, myself included, took several actions to draw media and public attention to this issue. People of Color in today’s society still face multiple different forms of racism and segregation, especially in the southern states. There’s a huge pay gap, and problems with home buying, property-owning, and medical coverage. Women of color are 2-3 times more likely to die during childbirth than any other race. Although slavery is very very very rare, other forms of racism have surfaced over the years still allowing for several forms of racism to be present in today’s society.

    • What is the meaning of the full title of the narrative?

The reason behind the title “The Life of Frederick Douglass”, was not only a literal meaning of his story and what happened to him, but what he is speaking of is the only life he knew. It wasn’t just a part of it or a few years of turmoil he faced. This life he had was all he could remember, it took his parents from him, removed him from his home, and forced him into dangerous labor and tiring working fields.

    • What does Douglass have to say about the consequences of slavery for Americans, black and white, North and South?

Douglass mentions that many slave owners were staunch Christians, who practiced slavery, which made them despicable hypocrites. The slave trade deeply separated the United States at the very beginning of its growth as a country, putting a forever sour taste in the mouth of the North, and the South, slavery flourished. Any persons who were forced into the slave trade were severely battered and beaten during their life as a slave, many children were taken from families, the actions of the white owners gave them a god complex, and each person who attempted to escape or save slaves were met with punishments more violent and despicable than the “crime”. This time in America was centered around violence and abuse of power, no one was educated enough or selfless enough to step back and reassess the social standards. This allowed for a tremendous amount of freedom for the whites to control any and everything.

    • Is Douglass’s book more a work of imaginative literature or history? Discuss

His book is work history. To begin with, not only is the narrative titled “The Life of Frederick Douglass by Fredrick Douglass” allowing for the reader to, assume that it is a biography or account of someone’s life but that it was a life that was of the person who wrote it. Douglass provided readers with exact accounts of his life as a slave as they were happening through journaling and keeping somewhat of a calendar but in the past, recording each slave owner, people he met, the land he was living on, the food they were given, and more. This entire narrative as a whole is a snapshot of Douglass’ life from beginning to end, at least what he knows of it.

    • Should Douglass be viewed as a hero? Explain

Frederick Douglass is a hero. In the 1800s he was a former slave who became one of the American anti-slavery leaders and a strong supporter of women’s rights. During his work for Hugh Auld in the Plantation house Fredrick, on January 1, 1836, he proclaimed that he would be free by the end of the year. Auld’s wife taught Fredrick how to read he said, “that reading was his pathway to freedom.” Once he escaped he wasn’t a free man, when he escaped he went to go work for an abolitionist named William Lloyd Garrison. A few years later after he escaped slavery he married a free black woman named Anna Murray and had four kids. In 1882 his wife Anna died and 2 years later he married a white woman named Helen Pitts. Douglass worked his whole life to be a more educated and independent person to allow for him one day to go out on his own and create his own life, and even though Douglass was given this right at some point during his life, not every slave was given this opportunity and thousands died within captivity. Douglass risked his life to keep this journal of his life and share snippets of what life was like for so many people, from the point of view of someone from the other end of the argument, opposite to what we usually hear.

Essay on Why Is Gun Violence a Social Justice Issue

In recent years, gun violence has become an extremely prominent issue at the forefront of many policy discussions. The United States Congress and the American public are divided on the debate between gun control and gun rights (Wu). 36,252 persons in the U.S. died as a result of firearms in 2012. This number represents nearly 17% of injury-related deaths documented that year. Additionally, a recent study showed that U.S. gun homicide rates were 25 times higher than peer nations (Galambos). The National Rifle Association claims that guns play a role in helping reduce crime rates. If this were true, among all industrialized nations, the U.S. would have the lowest homicide — and by a wide margin (Donohue). Each year, more than 33,000 deaths, an average of 93 deaths a day, occur as a result of firearm-related violence (Hill-Evans). While devastating, these statistics continue to undermine the extent this violence has on victims. For the tens of thousands of people killed per year, more than two times as many people suffer nonfatal gunshot wounds (Hills-Evans). The injuries that do not lead to death oftentimes result in mental health problems, like posttraumatic stress disorder, and long-term physical disabilities (Hills-Evans). Because Congress refuses to take action when addressing gun violence as a political issue, I propose we change the discourse of the matter to a health issue instead.

“Who could have imagined that Columbine, CO, USA (15 died) in 1999 would fail to be an anomaly, and initiate a series of shootings at such schools as Red Lake High School, MN, USA (10 died), Virginia Tech, VA, USA (33 died), Chardon High School, OH, USA (3 died), and Amish School, Lancaster, PA, USA (6 died)” (Rubens and Shehadeh). The government was and is not doing enough to combat the problem, so civilians themselves worked to raise awareness. A student-led movement that assisted in planning massive marches around the globe, succeeding in the horrifying school shootings in Parkland, Florida on Valentine’s Day 2018 (Rahamim). Back in 2013, President Obama issued an executive order for the Centers for Disease Control and Prevention (CDC) to resume research in ‘the causes of gun violence and how to prevent it’ in the wake of the Sandy Hook Elementary School shooting in Newtown, Connecticut (Galambos). Despite the extensive public outcry following recent mass shootings, such as the school shooting at Marjory Stoneman Douglas High School in Parkland, Florida, or the Orlando nightclub massacre, Congress still does not act on calls to reverse the freeze CDC implemented on funding (Galambos).

While the government has taken steps toward making gun ownership increasingly difficult for the population, the decisions made in the Supreme Court with cases regarding gun violence take the conservative approach. For example, the District of Columbia’s city council passed the Firearms Control Regulations Act in 1975 which banned individual gun ownership in the District of Columbia (DC). District of Columbia residents could have handguns but exceptions were made for police officers and security guards. The individual needed a license to have a firearm, which was to be disassembled, unloaded, or fitted with a trigger lock, at home. However, this act was repealed as a result of the District of Columbia vs Heller case in 2008. They ruled that citizens had the individual right to bear arms for self-defense (Long). Antonin Scalia wrote for the five-justice majority. His argument to take the originalist approach to the issue was that he found no evidence in legislative history showing that the Founding Fathers intended to limit gun ownership solely for militia purposes. Furthermore, after Scalia’s death, Obama announced executive action to strengthen gun laws (Long), but even then Congress did not take action. Something in common with these relevant cases and laws is the language they use when arguing against gun control. They constantly mention that it was a given right to American citizens, and therefore should be kept instead of seeing the horrible outcomes that are occurring as a result of it. The government passing acts like the Firearms Control Regulations Act appear to serve the sole purpose of gaining approval from the people instead of inducing change.

The government must make obtaining a gun more difficult than it currently is, taking into account how easily a mentally ill individual can get one. A way this can be accomplished is with more in-depth background checks. Under present law, “Health Insurance Portability and Accountability Act (HIPAA) only permits covered entities (e.g., state mental health agencies) to disclose such information to the NICS in limited circumstances: when the entity is a ‘hybrid’ entity under HIPAA (and the Privacy Rule does not apply to these functions) or when state law otherwise requires disclosure, and thus disclosure is permitted under HIPAA’s ‘required by law’ category (‘HHS Issues Final Rule”). Currently, the federal government has no law requiring state agencies to report information to the National Instant Criminal Background Check System (NICS)” (‘HHS Issues Final Rule’).

Back in 2016, Obama said, “We’ve created a system in which dangerous people are allowed to play by a different set of rules.” According to the 2015 Bureau of Alcohol, Tobacco, Firearms, and Explosives Report (ATF), there are over 55,000 licensed gun dealers in the United States. This includes sporting goods stores, small privately-owned gun shops, and big chain stores (Fieldstadt). Additionally, the ATF claims there are over 8,000 pawn shops licensed to sell guns. It is a federal law that both pawn shops and licensed gun dealers administer background checks when selling guns. However, according to the Law Center to Prevent Gun Violence, sellers who are not licensed are not required to perform background checks and not all people who buy guns go the traditional route of going into a gun store. The Brady Campaign to Prevent Gun Violence released that 40 percent of guns sold in the U.S. are still sold with “no questions asked.”

Although the issue may arise between how far background checks can go until it is invasive of one’s privacy, we must still remember the factor this places in the health of the public. To have those who are mentally ill hold weapons like guns with the potential of ruining or even ending innocent lives goes against protecting American citizens.

The current discourse when an instance of gun violence occurs ranges from mentioning the American citizen’s second amendment rights given to them by the founding fathers or taking to social media to offer their condolences. The phrase “thoughts and prayers” is floating around Twitter endlessly as one shooting happens after another. Users post some variation of this phrase to show they are acknowledging what happened. Even though it is good that the public is becoming more aware of these violent instances, it does not encourage change nearly as much as taking action collectively to the government would. Their perspective is limited because of the lack of research available on the shootings. With federally funded research and Congress allowing the research to contain the proper language to accurately portray the statistics and harmful impacts of gun violence, the public would be able to see the strong correlation between the number of mass shootings and weak gun laws. Having this research would make people take these occurrences more seriously and fight for action instead of sitting behind their phones and posting their condolences without all the information. For those who are against gun control, the language they use consistently revolves around “rights.” They entirely miss that this right, which was made to protect citizens, is doing the opposite.

Society desperately needs peer-reviewed and evidence-based research to address even basic questions about firearm violence registration and licensing of guns to perpetrators of gun violence. In the 1990s, CDC-funded research showed that having a gun in the home was associated with increased risks of homicide and suicide. In response, the National Rifle Association lobbied Congress to end this line of research. In 1996, Congressman Jay Dickey of Arkansas included language in an appropriations bill stating that no CDC funds for injury prevention and control “may be used to advocate or promote gun control” (Hills-Evans). In 1993, an article published in the New England Journal of Medicine reported the findings of a study funded by the CDC (Kellermann et al., 1993). In an analytic review of 1,860 homicides, Kellerman and colleagues found that the presence of a gun in the home was a strong and independent risk factor for homicide, controlling for illicit drug use, prior arrests, and domestic violence (see also Kellermann, Somes, Rivara, Lee, & Banton, 1998). The researchers concluded that, rather than being an effective means of protection, guns instead posed a substantial threat to household members (Galambos). These pronouncements from a federally-funded agency prompted the National Rifle Association (NRA) to support the development of language in Congress’s 1996 Omnibus Consolidated Appropriations Act (Jamieson, 2013). This act mandated a prohibition on any funding by the National Institutes of Health (NIH) that might pose a “restriction on any legal consumer product, including its sales or marketing, including but not limited to the advocacy or promotion of gun control” (Hills-Evans). The Consolidated Appropriations Act of 2012 used similarly restrictive language about funding from the National Institutes of Health (NIH). While not outlawing gun violence research explicitly, this language had the intended effect: since 1996, federal funding for research dedicated to gun violence has plummeted (Hills-Evans).

However, there have been reports of impactful analyses despite the unavailability of federal support. For instance, research looking at the relationship between gun ownership and firearm homicide rates in the U.S. using publicly available databases essentially replicated findings from the 1990s that demonstrated increased rates of firearm homicide increased rates of gun ownership (Galambos). Additionally, the American Academy of Pediatrics supports the funding of research on surveillance of firearm injuries, evaluation of healthcare screening and intervention, and identifying and disseminating violence prevention resources (Rubens and Shehadeh). According to research conducted by the Los Angeles Times, at least 59% of the 185 public mass shootings that took place in the United States from 1900 through 2017 were carried out by people who had either been diagnosed with a mental disorder or demonstrated signs of serious mental illness before the attack (Duwe and Rocque). Mother Jones found a similarly high rate of potential mental health problems among perpetrators of mass shootings — 61% — when the magazine examined 62 cases in 2012 (Duwe and Rocque). With more than half of past shooters displaying these signs, it seems illogical to not allow background checks to place restrictions on those who suffer similar illnesses from owning a gun.

Since our attempts at getting aid from the government in support of gun control have not been successful, changing the discourse of the topic from a political issue to a health issue instead would help both sides see a perspective outside of gun ownership as a right given by the Second Amendment. A way this could be done is to work in close alliance with social workers. These people work as close analogs to potential mass shooters. However, in terms of clinical preparation of social workers for addressing youth violence, reports from the most recently available studies suggest that very few social workers (5%) received violence prevention training in their graduate programs, yet many express a desire for such training (Galambos).

Although it is uncommon for the public to hear from social workers themselves when instances of violence occur from guns, they still hold opinions on the issue. A social justice brief about gun violence was released in 2017 which on the whole promotes gun violence prevention laws, regulations, and policies (Arp et al., 2017). On their website, the National Association of Social Workers (NASW) has also praised specific actions, such as the executive actions President Barack Obama announced in January of 2016 (NASW, 2016a), and issued statements following mass shootings, such as the nightclub massacre in Orlando in June of 2016 (NASW, 2016b). Beyond these supportive statements regarding laws, regulations, and policies, the NASW has not yet elaborated clear and detailed guidelines on policy, practice, and research toward preventing and controlling gun violence (Galambos). I believe that social workers should place more emphasis on developing policies for their patients who show signs of similar mental illnesses held by previous shooters. For example, they could implement a guideline where when a patient shows a high percentage of similar symptoms held by previous shooters, it is added to their record so if they ever choose to try to purchase a gun it would be more difficult. To combat the backlash that this guideline would invade the privacy of the individual, we can start by placing some sort of symbol indicating the potential they have to use a firearm for mass violence instead of displaying the specific symptoms the patient is undergoing.

Research that directly impacts the micro practice role of social workers is particularly needed given the fact that social workers provide more direct mental health services to individuals than any other mental health professional (Galambos). Unfortunately, such research on preventing gun violence has lagged in social work (Galambos). A systematic review found that there has been very little evidence-based knowledge produced by the field since 1980, and concluded that this is a “neglected social work research agenda” (Galambos). Another review of clinician attitudes, screening practices, and firearm injury reduction interventions in the US found that the current literature in this area is not particularly high quality, and recommended more large-scale and adequately funded research. They do not have enough money to do proper research to academically prove claims. I suggest that NASW claims the provided federal funds for research under the health category to use for the safety of the public. When conceived as a health issue it is harder for the NRA to ban the use of the funds.

It is important to look at this issue from the perspective of social workers. In their perspective, the focus is on the mental health of the past and potential shooters as well as the health of the public. In regards to mental health, Rubens and Shehadeh state that violence occurred more frequently with individuals with a history of being socially ostracized, exhibiting poor anger management, a fascination with violence, and possessing a strong attraction and easy access to guns. From the public health perspective, the issue of gun violence could be evaluated based on the theoretical framework of the Social Ecological Model (SEM) by the Centers for Disease Control and Prevention (CDC). The SEM uses four levels of influence to describe a framework that identifies factors that either place a person at risk for or guard them against being subjected to or causing a health problem such as violence (Rubens and Shehadeh). Because public mass shootings happen in places like movie theaters, concerts, malls, and places of worship, we are all always wondering if it could happen to us (Wintemute). More people fear being the victim of gun violence than ever before – the Kaiser Family Foundation discovered that of 1,200 individuals surveyed, 42 percent said they were somewhat or very worried about being impacted by gun violence. This number is higher than those afraid of losing their jobs or being the victim of a terrorist attack (Wintemute).

One of the first steps for public health professionals is to work toward supporting, participating in, and even spearheading research efforts correlating with gun violence. These can include studying the health and safety risks through epidemiology or researching the impact on local communities from a community health worker role (Wintemute). Health educators, in particular, can play a vital role in stemming gun violence in their own and other communities. This is especially true in lower-income and high-crime areas where gun incidents take place on a more frequent and visible basis. Community health workers are in a unique position wherein they can educate individuals about the risks of gun violence, while also emphasizing storage and other safe practices (Wintemute). Because much of the gun violence spotlight revolves around mass shootings, public health professionals shouldn’t be afraid to speak about incidents and help educate the community. One survivor of the Las Vegas shooting noted that having a plan ahead of time made all the difference – Nick Perez, a security professional attending the concert with his girlfriend, examined the venue’s layout before the event so that he knew where entrances and exits were located. In addition to education, health professionals can support other’s research and prevention efforts in their local communities, placing a public health point of view and lending unique expertise to an important issue (Wintemute).

Gun violence is complex and deeply rooted in our culture, which is why we must take a public health approach to ensure our families and communities are safe (Wintemute). Despite the widespread nature of this issue, there is a serious lack of funding when it comes to supporting research and prevention efforts, contributing to overall inequity within public health (Wintemute). Social workers are in an excellent position to encourage gun safety with some of the most at-risk populations (Galambos). For this reason, scientific research should be conducted within their field itself because of the proximity they have to past and potential mass shooters. Unfortunately, the lack of federal funds to support research has stymied efforts to contextualize gun violence (Galambos). Because Congress refuses to allow funds to go into any research that would or could potentially show signs of support for gun control, we must change the discourse. By making health the domain of this discussion, the discourse is likely to move away from rights and commodities and more towards keeping a close eye on the mental health of gun buyers and ensuring that public health is taken as a priority.

Essay on Definition of Reaping in ‘The Hunger Games’

The Hunger Games is a dystopian fictional novel by Suzanne Collins. The novel depicts an unequal world within which Panem and the citizens are troubled by the oppressive Capitol regime. The power of authority overcomes any others. Inequality is heavily present throughout the novel, both, in and out of the games. The Capitol holds influence and power over the other districts and is thus dominating in Panem. The main distinction in the novel is wealth- wealthier classes compared to poorer ones. Collins presents us with an unfair reaping system which is how tributes for the Hunger Games are selected. Inequality is also presented through the tributes- some tributes come trained for the games and thus have an advantage over others. Other disadvantages are also in terms of appearances and jobs. Regardless of the circumstances, Collins always highlights prejudice in situations. Effie says, “May the odds be ever in your favor”, but in Panem, wealth decides your odds.

The tesserae system is extremely unfair. The tesserae system helps decide who participates in the Hunger Games- a fight to the death. The tributes are chosen at a reaping which is held in the square. The reaping is also an opportunity for the Capitol to ‘keep tabs on the population’. Hypothetically, the system is fair, as everybody has an equal chance to be chosen for the games or so it is said. The poorer people in District 12 use tesserae- which are portions of meals and oils, to have their name entered in the reaping more times. It is their only chance at surviving. Richer households do not require tesserae and as a result, have their name entered less times. Gale has to face similar injustice during the reaping. When talking to Madge, he gets furious about how unjust and

corrupt the system is, as he had ‘six entries at the age of twelve’, whereas Madge was fortunate enough to be born into a wealthy family which means she does not require tesserae to survive. Even though the system is unfair and nobody can control how it works, ‘It’s just the way it is’ and the system cannot be changed- the injustice will always remain within Panem. The ‘reaping system is unfair’ in the age selection process too. ‘You become eligible for the reaping the day you turn twelve’- kids are qualified to participate in the Hunger Games rather than adults- who have a higher chance at winning. The Capitol only chooses kids to participate in the deadly games because they want Panem to feel powerless against them and understand how they are still in their clutch. Therefore, regardless of how the reaping system is displayed as random, the reality is that the poorer are more likely to be chosen and so are kids rather than adults because the reaping is only eligible for kids from 12-18… this shows the Capitol’s power and that kids die hopelessly for the sole purpose of entertainment but also injustice and sacrifice by having to follow rules and give up your life against your will.

The accolades from the wealthier regions have a benefit over those from other, more unfortunate areas. Also, the wealthy who do become accolades will, in general, have a further favorable position since they have been ‘trained their whole lives’ for the games and later, volunteer to attempt to win them. Even though ‘it’s technically against the rules to train tributes before they reach the Capitol’ regardless, ‘it happens every year’. These trained tributes are referred to as ‘Career Tributes’ or ‘Careers’, ‘as like as not, the winner will be one of them’. They are ‘the exceptions [are the kids] from wealthier districts, the volunteers’. They come from Districts ‘1, 2, and 4’ and ‘traditionally have

this look about them’. They are stronger, and better prepared for the tribulations of the Hunger Games, there are ‘boys who are three times [my] size’ and ‘girls who know twenty different ways to kill you with a knife’. They have a considerably greater advantage than the poor tributes who were selected accidentally. They are consequently more likely to survive. It is an honor for Career Tributes to participate in the Hunger Games, while for the tributes from the poorer districts, it is essentially a death sentence. Thus, regardless of the rules or the circumstances- the wealthier always have an upper hand over the poor, this is a display of bias because it proves that some districts are in no position to win the games whereas other, richer districts are built for this.

In Panem, wealth is vigorously engaged within the hands of the affluent, outstandingly those living in

the Capitol and a portion of the richer districts, like Districts 1,2, and 3, and thus it brings about a gigantic disparity between their lives, creating a detachment and differentiation between the rich and the poor in the novel. This disparity uncovers itself in changed manners all through the novel, anyway among the eminent are food, occupations, and appearances. Inside the helpless regions, a few of the occupants need more to eat. Katniss notes that ‘dying of starvation is a common cause’ in District 12, moreover, she needs to hunt wrongfully inside the forested areas to take care of and uphold her family. Disparity likewise appeared in occupations in District 12 ‘men and women with

hunched shoulders, and swollen knuckles, many of whom have long since stopped trying to scrub the coal dust out of their broken nails and lines on their sunken faces’ work all day and show exertion in their activity however are scarcely granted, also, their diseases are left unbothered and they don’t tidy themselves up. While ‘they do surgery in the Capitol, to make people look younger and thinner’ because appearance is what’s concentrated on in the Capitol. In District 12, ‘looking old is something of an achievement since so many people die early’ chiefly due to working in the mines. This builds up the establishment of contrast between the rich and the destitute in Panem, with the center concentrated on the wealthier and no help given to the helpless which brings about making an unmistakable distinction in social classes.

Throughout The Hunger Games, inequality is consistently displayed. Likewise, Collins highlights the difference in ages, and how the reaping system is unfair by leaning an advantage towards the wealthier- the chances are never even. Suzanne Collins also shows us how money can cheat the law, rules, and the system- the Career Tributes are at an advantage due to their trained background, and the rules are exempted for them. Correspondingly, there is inequality between the classes which leads to an imbalance in jobs, food, and appearances. Citizens of the Capitol live a luxurious life whereas people of District 12 live in austerity. In conclusion, in Panem, wealth decides your fate.