Blade Runner And Fifth Element Cityscapes Film Studies Essay

Blade Runner And Fifth Element Cityscapes Film Studies Essay Blade runner greets the viewer with a fascinating opening scene where the camera hovers over a vast industrial mega polis called Hades. The year is 2020 and overpopulated Hades is trying to reinforce itself. The place is filled with corroded skyscrapers which shoot flame and gases into the environment creating a sense of hazy and polluted atmosphere. Also, in this shot and in subsequent shots flying cars, called spinners, are seen moving around the cityscape. The entire Hades cityscape was a forced perspective miniature set with larger miniature elements in the foreground which get smaller and smaller as we approach the horizon. Special photographic effects supervisor Douglas Trumbull and his crew constructed the whole set on a plywood table which was about 20 feet wide at the back and 5 feet wide in the front. The actual horizon on the screen is just 15 feet away from the camera. They designed the table according the focal length of the camera, which provided them the base in accor dance to field of view of the camera. This sort of careful planning enabled them to build the miniatures just inside the field of view without wasting valuable production time and money. Chief model maker Mark Stetson relied primarily on etched brass cutouts as elements to create buildings in the shot. But because these cutouts were two-dimensional, they had to stack a number of them together and stagger them across randomly to create depth in the whole shot. states that by using this technique Trumbull was soon posed with a problem: â€Å"But as we got into putting the thing together, we realized quickly that the etched metal stuff would have given away the trick if we’d use it too close to the foreground.† They overcame this by building foam cast models and put them in the foreground. Those models were highly detailed and separately mounted using C-Stands. They were positioned carefully so that the camera could fly right in between creating depth. Another hurdle was creating the atmospherics in the cityscape. Director Ridley Scott wanted smoke and haze in the distant background to add to the drama of the whole scene. Douglas Trumbull created this effect using studio fans and smoke detectors. He first contained the set using black cloth all around it and set up the smoke detectors to trigger the fans. So when they fed smoke into the contained set, fans powered up and pushed the smoke around creating a natural progression of smoke in the environment. Describing his perception of the Hades cityscape, Mark Stetson states: â€Å"I just had this scheme, I just wanted to do it as a series of silhouette and smoke. I wanted the smoke to really be the light and the light to light it up. Everything about that miniature had to be lights.† The way light was used in this shot to create volumetric effects and reflections played a major role making it look real and credible. About 20,000 fiber optic cables (about 7 miles long) were used to light the H ades cityscape. The light cables were threaded up from beneath the plexi glass, on which the brass etched cutouts were mounted. They also mixed and experimented with a lot of interactive lights like axial, blinking, etc which created variety and helped improve the overall aesthetics of the shot.

Observation of Participational Cinema in Action Essay

Observation of Participational Cinema in Action - Essay Example Dramatic films are generally shot from a third person 'voyeur' perspective, which allows the audience to observe the unfolding events from a distance. In order to accomplish this state of awareness and acceptance from scientific films, researchers spend a great deal of time with their subject population prior to shooting any footage at all. This is meant to encourage the indigenous community to ignore the filmmaker completely and to return to their normal everyday activities. However, this idealized approach - the 'invisibility' of the camera and it's director - raises new ethical, technical, and artistic issues. The foremost argument against this style of filming lies in defining between 'research' film and 'ethnographic' film: the parameter's of the first ideally contain an undisturbed recording of environmental behavior (which can be used to deduce or extrapolate information); the latter classification is designated by it's editing, which is chosen be the filmmaker to create a narrative. Thus, as MacDougall notes, the fallacy of the all observing camera eye is itself misleading, for the camera is ultimately directed by the filmmaker's choice and/or opportunity. The camera essentially decided what small section of reality is recorded. Along similar lines, the goal of a director's self-effacement from the project is a further removal from reality: many of the filmed communities are remote and isolated to pretend that the director's physical presence has absolutely no effect on the subjects (and a feedback effect on the project itself) is ludicrous. Along this principle, subjects reactions t o cameras depends on their level of familiarity with the media itself. Filming Live with the Herds (1972), MacDougall's silent film camera became accepted by the natives on the premise that he was shooting all of the time (and would therefore present an accurate overall account); when he brings out a still camera near the end of his sojourn, his subjects automatically stuck photogenic poses (MacDougall, 1973) A Ghana director named Braun, discovered a similar effect while shooting footage in his childhood village during carnival time: when a girl noticed him shooting from a rooftop, she began to perform. She grew angry when the camera's attention no longer focused on her, leading Braun's narrative to hypothesize about the power relationship between the camera and its subjects (Pink). Cerezo, Martinez and Ranera, three anthropologists recording African workers in Spain, showed some of their footage to their subjects. Because they had access to television, the workers objected to their own images as being ugly and impoverished, which has resulted in the anthropological argument that visual footage cannot be taken without the express consent of the subjects (Pink). Yet MacDougall takes this argument one step further. In requesting permission to film a community while simultaneously denying them any information to the direction of the film of footage that has been shot, the director "withholds the openness" he requires from his subjects. While this may be rooted in the director's fear of influencing the community's behavior, it also denies him the input of the community information which may prove inaccessible any other way (MacDougall, 1973

Withholding and withdrawal of Medical treatment decisions from Case Study

Withholding and withdrawal of Medical treatment decisions from Children and neonates - Case Study Example Parents, doctors, the health care team have a common goal in ensuring good health and sustaining the life of children and neonates. Although advanced technology makes it possible to prolong life, prolonging life beyond a meaningful point in some neonatal and children's cases involves making difficult decisions on when and how life sustaining treatment is to be withheld or withdrawn. The Ethics Advisory Committee of the Royal College of Pediatrics and Child Health (EAC - RCPCH) has defined five categories in which the withholding or withdrawal of life sustaining medical treatment can be done.With holding or withdrawing does not even mean that the child will receive no care. Such a decision is followed by palliative care for the child. The withholding and withdrawing decisions is made by only experienced senior doctors. Clinical situations of these decisions include Non-resuscitation of a baby at birth with congenital abnormalities like anencephaly, making the child incompatible for su rvival; Non- resuscitation of a baby born with a gestational period of twenty three weeks or less making the baby neurologically impaired; withdrawal of ventilation from the baby with birth asphyxia leading to brain damage.The frequency of selective non treatment of extremely premature, critically or mal formed infants in Level III intensive care nursery (ICU) and the reasons documented by neonatologists for their decisions to withdraw or with hold life support has been well documented (Wall, 1997). They reviewed all the medical records of 165 infants who died at a level III (ICN) during 3 years. One hundred and eight infant deaths were found to be due to withdrawal of life support and thirteen deaths due to withhold of treatment. End of life decisions in new born with incurable diseases are difficult for pediatricians. In Netherlands, deliberate ending of life can be acceptable choice if a life full of severe and sustained suffering that cannot be relieved by any other means is expected of the child (Verhagen 2005). During a study for the period from January 1988 through December 1991, of 529 neonates admitted in Sophia Children's Hospital, Rotterdam, the Netherlands, 524 had been found dead of which 28 were due to the disease and 24 cases due to withdrawn or withheld treatment. In 15 of the 24, treatment was withdrawn due to severe congenital anomalies; in 9 of the 24, treatment was withdrawn because of serious complications. But in all the cases withdrawal was done unanimously after lengthy discussions between doctors, nurses and the parents (Hazebroek, 1993). Withdrawal of treatment in pediatric intensive care units accounts for between 43% and 72% of deaths in U.K (Mcmillan 2000). The Law:- All such professional decisions are done within the framework of law. The children Act (England and Wales 1989) safeguard the children's welfare. The Act also introduces the concept of parental responsibility. A number of judgments on withholding or withdrawing life sustaining treatment have proved that there is no obligation on part of the doctors to give treatment which is futile and burdensome and such a treatment could be treated as an assault. They have also given enough scope for the treatment goals to be changed in case of a dying child. These judgments have legalized the withdrawal of feeding and medical treatment In such cases in the best interests of the children. Withdrawal of life sustaining treatment in appropriate cases is not active killing, nor does it breach the article 2 of the European Convention on Human Rights. Decision Making: Initially the medical team must wait for enough information about the clinical status of the child. The decision making process involves all members of the Health Care Team and the parents. In practice, a decision to withdraw treatment is usually a matter of consensus. However such major decisions always require a second opinion, legal as well as clinical.

Why Should I Read? Essay -- Teaching Writing

Why Should I Read? â€Å"Reading a book is like re-writing it for yourself.... You bring to a novel, anything you read, all your experience of the world. You bring your history and you read it in your own terms.† Angela Carter (1940–1992), British author. Why read? Why should I read the book before it comes out in cinema? Why is settling down with a good book better then sitting on the couch watching The Simpson’s reruns? I have often pondered the merits of reading, but you don’t realise the advantages until you actually begin reading. Until I unlocked my first real book I couldn’t have dreamed of the wonders and marvels that it opens to you. It’s just that when you do read you discover how exquisite the delights of reading are. Books can transport you to different places, worlds, times, people, anywhere you can imagine without leaving your own room. Reading gives us someplace to go when we have to stay where we are. Picking up a book is like picking up a world that is waiting to be explored. Whether fiction or fact they can take you away with them, engulf you and make you apart of their environment. They can scare the wits out of you, make you cry, make you laugh, the more pages you read the harder it is to shut the book. Every book is a great adventure. Within the pages lie stories untold, places never ventured and new people to meet. No book is alike, no story the same. Reading is not strange. It seems that many people do not want to read or do not think it is necessary. They believe that people who read are â€Å"nerds†, â€Å"geeks†, or ‘bookworms’. This is not true. I read because it is something that passes the time peacefully and it alleviates ignorance. Reading for fun is normal; it improves a person’s imaginati... ...ge themselves with that. Novels are great space fillers in my suitcase whenever I go on holiday. There’s nothing like sitting on a beach with the sun blazing down on you reading the adventures of Moby Dick, although maybe Jaws wouldn’t be a good one if you intend on going swimming. Books can help pass time, at airports, on train journeys, on flights, when your grounded, anytime, anywhere you can pull out a book and become immersed in it. So bring a book wherever you go just in case you happen to get the urge to read. They’re portable, they’re handy, and they’re a whole world within a few pages and a cover. A book can take the reader places they only dreamed of, it increases vocabulary without the reader having knowledge of it, and they can teach a vast majority of subjects to alleviate ignorance. And remember a book is not just for Christmas, it’s for life.

Leadership Traits and Principles

The United States Marine Corps has been one of the most powerful military branches in the world for more than twenty-three decades. The most important things that have kept this organization as prestigious and powerful as it is are the famous leadership traits, leadership principles, corps values and the leaders that uphold those traits. Without these structures, this leadership hierarchy this â€Å"gun club† would not have lasted this long. The next thousand or so words will help explain those traits, principles and corps values that we hold so high. The first leadership principle that will be discussed is one that was first thought to me through Drill Instructors training us for PFT’s and CFT’s or whenever we would feel like giving up. That leadership principle is â€Å"know yourself and seek self improvements†. This principle was always an important one; it meant that there is always something you can do to make yourself better. It involves knowing your strength and weakness’ and working on making them better. Knowing ones strength and weakness is the basis of formulating a reliable, bullet proof strategy that will get you in and out of any situation. For example the recent evens that occurred have made me look deeper into this principle, into my character, into my ability to improve myself more on the maturity domain. The Second principle that is also important is â€Å"Set the example† this principle is one of the bases of stability and leadership. Setting the example is a hard thing to do at times, it involves doing the right thing when no ones looking and when everyone’s looking. Setting the example is an important principle to have, because to become a leader you need to have the respect of your peers, they have to know they can trust you to do the right thing at the right time. And by my actions I demonstrated a lack of understanding of this principle and it is something I have to work on very hard because now, most of my peers and none of my superior trust me to do the right thing. The third leadership principle we are going to talk about is â€Å"Make sound and Timely decisions†. Being able to make sound and timely decision may be the difference between life and death for you or the Marines under your leadership or even your peers or superiors. Being able to make those kind of decisions require maturity, the understanding of right and wrong and the ability to weight consequences and the risk. If I had the maturity level necessary to stop myself from putting those chevrons on in the first place I would not be in this situation. Decision are what defines your character to others, it is what shows them who you are and what kind of though process you have and ultimately how reliable you are. â€Å"Be technically and tactically proficient† First off it means to know your job. As a Marine you must demonstrate your ability to accomplish what was assigned to you, and the ability to accomplish what was assigned to you, and to do that you must be capable of answering questions and demonstrate competence in your job specialty. Respect is the reward of the marine who shows competence. Tactical and technical competence can be learned from books and from job training. Seek a well rounded military education by attending service schools; and seeking off duty education. Seek out and associate with capable leaders. Observe and study their actions. Broaden your knowledge through association with members of other branches of the military. Seek opportunities to apply knowledge through the exercise of command. Good leadership is acquired only through practice. Prepare yourself for the job of leader at the next high rank. You are not done training for war once you've earned the title Marine, you are just getting started. These are things to keep in mind when trying to be proficient. â€Å"Develop a sense of responsibility among your subordinates† Another way to show your Marines that you are interested In their welfare is to give them the opportunity for professional development. Assigning tasks and delegating the authority to accomplish tasks promotes mutual confidence and respect between the leader and subordinates. It also encourages the subordinates to exercise initiative and to give wholehearted cooperation in the accomplishment of unit tasks. When you properly delegate authority, you demonstrate faith in your Marines and increase their desire for greater responsibilities. If you fail to delegate authority, you indicate a lack of leadership, and your subordinates may take it to be a lack of trust in their abilities. To develop this principle you should operate through the chain of command. Provide clear, well thought directions. Tell your subordinates what to do, not how to do it. Hold them responsible for results, although overall responsibility remains yours. Delegate enough authority to them to enable them to accomplish the task. Give your Marines frequent opportunities to perform duties usually performed by the next higher ranks. Be quick to recognize your subordinates’ accomplishments when they demonstrate initiative and resourcefulness. Correct errors in judgment and initiative in a way which will encourage the Marine to try harder. Avoid public criticism or condemnation. Give advice and assistance freely when it is requested by your subordinates. Let your Marines know that you will accept honest errors without punishment in return. Assign your Marines to positions in accordance with demonstrated or potential ability. Be prompt and fair in backing subordinates. Until convinced otherwise, have faith in each subordinate. â€Å"Know your Marines and look out for their welfare. † This is one of the most important of the principles. You should know your Marines and how they react to different situations. This knowledge can save lives. A Marine who is nervous and lacks self confidence should never be put in a situation where an important, instant decision must be made. Knowledge of your Marines' personalities will enable you, as the leader, to decide how to best handle each Marine and determine when close supervision is needed. To put this principle into practice successfully you should put your Marines' welfare before your own correct grievances and remove discontent. See the members of your unit and let them see you so that every Marine may know you and feel that you know them. Be approachable Get to know and understand the Marines under your command. Let them see that you are determined that they be fully prepared for battle. Concern yourself with the living conditions of the members of your unit. Help your Marines get needed support from available personal services. Protect the health of your unit by active supervision of hygiene and sanitation. Determine what your unit's mental attitude is; keep in touch with their thoughts. Ensure fair and equal distribution of rewards. Encourage individual development. Provide sufficient recreational time and insist on participation. Share the hardships of your Marines so you can better understand their reactions â€Å"Keep your Marines informed. † Marines by nature are inquisitive. To promote efficiency and morale, a leader should inform the Marines in his unit of all happenings and give reasons why things are to be done. This, of course, is done when time and security permit. Informing your Marines of the situation makes them feel that they are a part of the team and not just a cog in a wheel. Informed Marines perform better and, if knowledgeable of the situation, can carry on without your personal supervision. The key to giving out information is to be sure that the Marines have enough information to do their job intelligently and to inspire their initiative, enthusiasm, loyalty, and convictions. Techniques in applying this principle are to whenever possible; explain why tasks must be done and how you intend to do them. Assure yourself, by frequent inspections that immediate subordinates are passing on necessary information. Be alert to detect the spread of rumors. Stop rumors by replacing them with the truth. Build morale and esprit de corps by publicizing information concerning successes of your unit. Keep your unit informed about current legislation and Regulations affecting their pay, promotion, privileges, and other benefits. Ensure the task is understood, supervised, and accomplished. † This principle is necessary in the exercise of command. Before you can expect your Marines to perform, they must know first what is expected of them. You must communicate your instructions in a clear, concise manner. Talk at a level that your Marines are sure to understand, but not at a level so low that would insult their intelligence. Before your Marines start a task, allow them a chance to ask questions or seek advice. Supervision is essential. Without supervision you cannot know if the assigned task is being properly accomplished. Over supervision is viewed by subordinates as harassment and effectively stops their initiative. Allow subordinates to use their own techniques, and then periodically check their progress. The most important part of this principle is the accomplishment of the mission. All the leadership, supervision, and guidance in the world are wasted if the end result is not the successful accomplishment of the mission. In order to develop this principle you should ensure that the need for an order exists before issuing the order. Use the established chain of command. Through study and practice, issue clear, concise, and positive orders. Encourage subordinates to ask questions concerning any point in your orders or directives they do not understand. Question your Marines to determine if there is any doubt or misunderstanding in regard to the task to be accomplished. Supervise the execution of your orders. Make sure your Marines have the resources needed to accomplish the mission. Vary your supervisory routine and the points which you emphasize during inspections. â€Å"Train your Marines as a team. Every waking hour Marines should be trained and schooled, challenged and tested, corrected and encouraged with perfection and teamwork as a goal. When not at war, Marines are judged in 15-26peacetime roles: perfection in drill, dress, bearing and demeanor; shooting; self-improvement; and most importantly, performance. No excuse can be made for the failure of leaders to train their Marines to the highest state of physical condition and to instruct them to be the very best in the profession of arms. Train with a purpose and emphasize the essential element of teamwork. The sharing of hardships, dangers, and hard work strengthens a unit and reduces problems, it develops teamwork, improves morale and esprit and molds a feeling of unbounded loyalty and this is the basis for what makes men fight in combat; it is the foundation for bravery, for advancing under fire. Troops don't complain of tough training; they seek it and brag about it. Teamwork is the key to successful operations. Teamwork is essential from the smallest unit to the entire Marine Corps. As a Marine officer, you must insist on teamwork from your Marines. Train, play, and operate as a team. Be sure that each Marine knows his/her position and responsibilities within the team framework. When team spirit is in evidence, the most difficult tasks become much easier to accomplish. Teamwork is a two-way street. Individual Marines give their best, and in return the team provides the Marine with security, recognition, and a sense of accomplishment. â€Å"Employ your command in accordance with its capabilities. † Successful completion of a task depends upon how well you know your unit's capabilities. If the task assigned is one that your unit has not been trained to do, failure is very likely to result. Failures lower your unit's morale and self esteem. You wouldn't send a cook section to â€Å"PM† a vehicle nor would you send three Marines to do the job of ten. Seek out challenging tasks for your unit, but be sure that your unit is prepared for and has the ability to successfully complete the mission. â€Å"Seek responsibility and take responsibility for your actions. † For professional development, you must actively seek out challenging assignments. You must use initiative and sound judgment when trying to accomplish jobs that are not required by your grade. Seeking responsibilities also means that you take responsibility for your actions. You are responsible for all your unit does or fails to do. Regardless of the actions of your subordinates, the responsibility for decisions and their application falls on you. You must issue all orders in your name. Stick by your convictions and do what you think is right, but accept justified and constructive criticism. Never remove or demote a subordinate for a failure that is the result of your own mistake. The leadership principles are proven guidelines, which if followed, will substantially enhance your ability to be an effective leader. Keep in mind that your ability to implement these principles will influence your opportunity to accomplish the mission, to earn the respect of your fellow Marines, juniors and seniors, and to make you an effective leader. Make these principles work for you. There are fourteen leadership traits that a Marine must have. They are Bearing, courage, decisiveness, dependability, endurance, enthusiasm, initiative, integrity, judgment, justice, knowledge, loyalty, tact and unselfishness. Bearing is the ability to create a favorable impression in carriage, appearance, and personal conduct at all times. The ability to look, act, and speak like a leader whether or not these manifestations indicate one's true feeling. Courage is a mental quality that recognizes fear of danger or criticism, but enables a Marine to proceed in the face of it with calmness and firmness. It is also Knowing and standing for what is right, even in the face of popular disfavor. Decisiveness is the ability to make decisions promptly and to announce them in a clear, forceful manner. The quality of character which guides a person to accumulate all available facts in a circumstance, weigh the facts, choose and announce an alternative which seems best. Dependability is the certainty of proper performance of duty. It is a quality which permits a senior to assign a task to a junior with the understanding that it will be accomplished with minimum supervision. Endurance is the mental and physical stamina measured by the ability to withstand pain, fatigue, stress, and hardship. Enthusiasm the display of sincere interest and exuberance in the performance of duty. Initiative is taking action in the absence of orders, being a self starter. Integrity is the Uprightness of character and soundness of moral principles. The quality of truthfulness and honesty. A Marine's word is his bond. Judgment is the ability to weigh facts and possible courses of action in order to make sound decisions. Justice is giving reward and punishment according to the merits of the case in question. Knowledge is the Understanding of a science or an art. The range of one's information. Loyalty is the quality of faithfulness to country, the Corps, and unit, and to one's seniors, subordinates, and peers. Tact is the ability to deal with others without creating hostility. Unselfishness is Avoidance of providing for one's own comfort and personal advancement at the expense of others. In September, President Obama awarded the Medal of Honor, the nation's most prestigious military award, to Sgt. Dakota Meyer, the marine who saved 36 of his comrades during an ambush in Afghanistan. Meyer was born June 26, 1988 in Columbia, Kentucky where he grew up and attended school. In 2006, after graduation from Green County High School, he enlisted in the Marine Corps at a recruiting station in Louisville, Kentucky and was sent to recruit training at Marine Corps Recruit Depot Parris Island. After completing training to be a United States Marine he deployed to Fallujah, Iraq, in 2007 as a Scout Sniper with 3rd Battalion 3rd Marines. He gained national attention for his actions in Afghanistan during his second deployment in Kumar province with Embedded Training Team 2-8. On September 8, 2009, near the village of Ganjgal, Meyer learned that three U. S. Marines and a U. S. Navy corpsman were missing after being ambushed by a group of insurgents. He charged into an area known to be inhabited by insurgents and under enemy fire. Meyer eventually found all four dead and stripped of their weapons, body armor, and radios. With the help of some friendly Afghan soldiers, he moved the bodies to a safer area where they could be extracted. During his search, Meyer â€Å"personally evacuated 12 friendly wounded, and provided cover for another 24 Marines and soldiers to escape likely death at the hands of a numerically superior and determined foe. † On November 6, 2010, the Commandant of the Marine Corps General James Amos told reporters during a visit to Camp Pendleton, California, that a living Marine had been nominated for the Medal of Honor. Two days later, Marine Corps Times, an independent newspaper covering U. S. Marine operations, reported that the unnamed individual was Meyer, citing anonymous sources. CNN confirmed the story independently two days later. On June 9, 2011, the Marine Corps announced that two other Marines on Meyer's team in Ganjgal would receive the Navy Cross, the second-highest award for valor a Marine can receive. Capt. Ademola D. Fabayo and Staff Sgt. Juan J. Rodriguez-Chavez were recognized for their roles in retrieving the Marines and corpsman. When President Barrack Obama's staff called Meyer to set up a time for the President to inform him that his case for the Medal of Honor had been approved, Meyer was working at his construction job and asked if they could please call him back when he was on his lunch break, which they later did. Dakota then returned to work. Meyer was awarded the Medal of Honor in a ceremony on September 15, 2011. When a White House staffer contacted Meyer to arrange the ceremony, the former Marine asked if he could have a beer with the President. He then received an invitation to the White House the afternoon before the ceremony. Meyer also requested that when he was honored, simultaneous commemorative services should be held at other associated locations to honor the memory of his colleagues who died or were mortally wounded during the ambush. Sgt Meyers by his actions demonstrated all fourteen leadership traits, all the leadership principles and gave an excellent demonstration of the corps values. I cannot compare myself to a man like that, he single handedly demonstrated, corps values, leadership principles and traits, and the leadership skills that are required of a Sgt of Marines, all of which I have failed to demonstrate or am still learning. As previously mentioned, the leadership traits and principles are guidelines. Guidelines that have helped the Marine Corps be part of the most powerful military in the world. Each of these principles, of those traits, corps values are set to help Marines be the best, be part of the best, and do their best in any given situation at any given time. Lack of these guidelines result in Marines making dumb, regrettable and unwise decisions. But it is the ability to learn from mistakes and grow from it. I have made a grave mistake; I have let down my instructors, my peers, and also myself. But I am also learning from my, understanding why something that didn’t look that grave, actually be that big, that important. I am learning that being an NCO is about more than just putting on chevrons on a collar, it is a state of mind, it is the ability to lead, t involves a higher level of maturity, it involves watching and studying your elders it is something you acquire through long years of blood, sweat, tears, dedication and more. I may not fully grasp the meaning, or the feeling of wearing these chevrons, but I believe that someday when I reach this rank through blood and sweat, I’ll realize how insulting it must have been to dare put these chevrons on.

Disobedience The True Foundation of Liberty - Free Essay Example

Sample details Pages: 3 Words: 850 Downloads: 7 Date added: 2019/05/05 Category Society Essay Level High school Tags: Civil Disobedience Essay Did you like this example? Disobedience is the true foundation of liberty. The obedient must be slaves.- Henry David Thoreau. On Civil Disobedience- Do residents obtain the right to refuse to follow a regulation if that policy interrupts the residents own moral code? Does majority rule? What is civil disobedience? The denial to abide with certain laws or to atone tariffs or penalties, as a tranquil structure of nonviolent protest. Don’t waste time! Our writers will create an original "Disobedience The True Foundation of Liberty" essay for you Create order There have been innumerable demonstrations against the government from people displaying their desire for change. Policy founded- Reluctant to follow laws or policies that the vast majority appear to view as harmful to exercise. Justice structured- When a group tends to combat any unjust laws or stances that contradict a persons basic/fundamental rights. Integrity based- it is the competition when someone or a mass observes that a certain policy, approach, or plan projected by the government is fraudulent. Civil disobedience can be engaged in the shape of demonstrations, assemblies, objections, holding prohibited locations, declining certain products/goods or services etc. Regardless, any objection against the government will ignite a dispute involving authorities and the objecter/objectors. It is extremely probable likely you will slip upon bodies of civil disobedience throughout history countless times Not just from the U.S., but across the planet.The expression civil disobedience originated from the services of Henry David Thoreau in 1848. Thoreau appointed the phrase in a debate to describe his conclusion in a refusal to atone a state ballot tariff enacted by the U.S. government to fund a conflict in Mexico and press the Fugitive Slave Law. Thoreau starts his argument by stating that the government, Seldomly confirms themselves as effective they extract power from the mass since they are the husky group not due to they posses the biggest authorized perspective. Thoreau goes on by arguing, The citizens primary responsibility is to do what the person/persons find is correct and not to accompany the law space oneself opposite the governing body in specific; nobody is forced commit ones life to terminating atrocities from the earth although one is required not to partake in certain forms of degeneracies. This involves not existing a associate of a/an prejudiced establishment (such as the governing body). He continued debating that the, U.S. matches his material for a biased establishment, considering aid in slavery and its exercise of hostile combat. Thoreau goes on to express his uncertainty of refine in the government and debates that advocating requests for alternation accomplishes minimal change. He bestows his own encounters as a replica for how to relate to a prejudiced governing body. In a demonstration against enslavement and taxation as a result of this, he spent a night incarcerated. Thoreau additional objectors of the conflict debated that the offensive composed a unneeded form of belligerence and that it was chased on the core of pride, quite unlike any doctrine validated. The objective of the Mexican-American clash (1846-1848) was to enlarge the size of the United States. As a outcome of this clash, the U.S. obtained much of the southwest and including Utah, California, and Nevada. The only difference between death and taxes, is that death doesnt get worse every time Congress meets.- Will RogersHow is taxation theft? Visualize someone has created a charitable organization which assists the less fortunate. The problem is, there are not enough people donating material to this charity so many people are left hungry. The founder is determined to resolve by advancing on more fortunate men and women on the street, robbing them via gunpoint, and demanding their f inances then proceeding to funnel their money into the foundation. That could be a solution to the problem, but maybe not. Theres a common argument such as The government cant be a thief. Ok, then what about healthcare? Schools? Roads? How would those be paid for without taxation? Think of it like this- you bust your tail off all year at work, and when tax time rolls around your forced to pay taxes. If you dont pay taxes, you can face up to 5 years incarcerated. Visualize yourself traveling to a distant territory away from any leadership, and you happen to stumble across a emite thriving off the land. The loner hunts with a harpoon he made from hand and, without his consent, you take the spear. Another common argument is how taxation, Isnt theft since citizens have accepted being tariffed. Some might see this as being a portion of whats known as the social contract, but theres no such thing as a social contract. Our governing body has never came up with or constructed a social contract. Nevertheless, the employment of governing aid could possibly indicate acceptance to reimburse those aid/aids if the mas s didnt employ those services, werent demanded to remunerate. Though regardless of whether or not people employed these services, theyre still required to reimburse tariffs. If a law is unjust, a man is not only right to disobey it, but he is obligated to do so.-Thomas Jefferson The Red Flag Law (RFL) admits authorities to seize citizens firearms lacking required procedure.

The Book of Genesis vs. the Epic of Gilgamesh - 1029 Words

Two Different Books with Similar Stories The Book of Genesis and The Epic of Gilgamesh have many clear similarities. One major, noticeable similarity is that in both stories, there are flood legends. There is the legend of Noah and the Ark in The Book of Genesis and the story of Utnapishtim in The Epic of Gilgamesh. In both stories, a higher power wants to wipe out the human race and decides to save one person who is then assigned to build an ark to hold himself, his family, and one of each animal. There are also many specifics about this flood that the two stories have in common, not just the basis of the tale. For example, both stories tell of a long storm. In The Epic of Gilgamesh, it says: Six days and seven nights the wind and†¦show more content†¦Overall, this tale makes sex out to be a spiritual, powerful, and pleasurable action. This is very different from The Book of Genesis. In The Book of Genesis, sex is not for pleasure. People are not supposed to have sex until marriage, and it is mainly for the purpose of procreation. This is very different from The Epic of Gilgamesh in which Gilgamesh sleeps with many women while unwed. The difference in sexual attitudes in the stories exemplifies how sex is viewed differently in different cultures. Some may see it as a form of pleasure, while others view it as a means for creating children. Another minor difference between the stories is the idea of immortality. In both stories, all humans are born mortal. Although Gilgamesh is 1/3 god and 2/3 human, he is still mortal because he can be killed. In The Epic of Gilgamesh, Utnapishtim is given immortality by the gods before flooding out the human race. However, in The Book of Genesis, God does not give anyone the gift of immortality. This shows how the Christian culture believes that humans are far less powerful than God and they can never be anywhere near as strong and wise as Him. In The Epic of Gilgamesh, humans can be granted special powers by the gods , and Gilgamesh himself is part god. This puts far less emphasis on the division between humans and gods than The Book of Genesis. The obvious similarities between The Epic of Gilgamesh and The Book of Genesis tell us that theShow MoreRelatedEssay on Gilgamesh vs. Genesis1436 Words   |  6 PagesGilgamesh vs. Genesis In our society, which is overwhelmingly Judeo-Christian, students often find it difficult to compare Bible stories with tales from other cultures, because our own belief system is wrapped up in the prior, and it is hard for many of us to go against our traditional faith to evaluate them objectively. But in a comparison of the Biblical book of Genesis with the ancient Sumerian text, Epic of Gilgamesh, many parallels suggest that the same type of spiritualRead MoreThe Between Humans And The Gods1515 Words   |  7 Pagesfocuses most of their tales on a man named Gilgamesh. A king who reigned over the Sumerian city-state of Uruk. He was two thirds a god and one third a man and created by the god’s themselves to guide humans. The relationship between humans and the gods was complicated, the Gods come off as very powerful and interfere with the lives of humans as they chose, For example ,when people complain about Gilgamesh being a ruler who does not treat his people well â€Å" Gilgamesh sounds the tocsin for his amusement Read MoreBiblical Vs. Classical Phenomenon2078 Words   |  9 PagesBiblical vs. Classical Phenomenon Throughout the semester, we have analyzed various texts that constitute some of the most important publications in the history of humankind. These myths and legends are known as the oldest in centuries and possibly the first sight of written text that humans have encountered. Dating back to the times of traditional oral-based stories, texts such as The Epic of Gilgamesh have given humankind a sense of emergence in the old times of script and literature. The Epic of Gilgamesh