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A struggle Between the Public and Private Life

Richard Rodriguez is a well-known American writer, famous for his publication “Hunger of Memory: The Education of Richard Rodriguez”. The article is an autobiography in which Richard highlighted various social issues such as cultural, ethnicity and language that people face in everyday life. Richard immigrated to the US along with his family when he was very young. As his native language was not English he only knew a few words of English. So when he was admitted to school he was unable to interact with other children owing to his inability to speak the English language. According to Richard’s views culture was a point that tied their family together. So when his family-focused more on learning English rather than embracing their own culture he thought that it will move his family farther from each other. To improve Richard’s English his parents arranged daily tutoring sessions. However, after learning English he became more resentful to his parents. He felt ashamed at his parents’ lack of education and English speaking ability.

According to Richard’s views, bilingual education limits students’ and serves as a barrier to assimilation. Despite belonging from different ethnicity he strongly disapproved of bilingual education. He also labeled Spanish, his native language as a private language. Initially, he was upset with his parents for speaking English at home but later when he was fluent in English he drifted away from his family. If there was any education bilingual program when he was in school, he would have not been afraid and shy in the class yet after learning the English language his views changed. As once he used to think that learning English will drive him away from his culture but when his teacher said that he was losing all the traces of Spanish language accent he became extremely happy. Rodriguez believed that public education that is monolingual education can enhance the ability of a child too confidently participate in public life.

While discussing Rodriguez’s views about identity he was contradictive regarding his affirmative action. Although, when given the opportunity to teach minority literature he denied teaching the subject after some time he accepted the request. He also claimed in his autobiography several times that he is against affirmative action policy yet he benefited from it. For instance, when given the option to mark his ethnicity on various applications he could have left the options blank yet when he knew that he would get benefit from marking his ethnicity he always used to fill it out as Hispanic. Another reason that Rodriguez was against the affirmation action as he did not consider himself disadvantaged. According to the author, poor people are called disadvantaged and he was not poor yet he belongs from different ethnic groups. Furthermore, according to the author people should not be called disadvantaged based on their skin color.

Rodriguez always struggled to find a balance between his public life in which he had to speak English to become socially acceptable and private life in which he can speak the Spanish language. In the context of Rodriguez’s assimilation in America, his childhood depicts his journey towards realizing the necessity of public life. According to his views, forcing public life to look and feel more like a private was an act of deliberate separateness that in turn disadvantages the marginalized group. Although, he felt discomfort in living public life yet still his wish to assimilate in the American society farther him from not only his family but his culture and identity. According to Rodriguez, people are differentiated from each other based on class rather than race. He believed that race is a vast category that flattens a person’s individuality. He ever liked to be identified as a Mexican-American man rather he preferred to be identified as a middle-class man. In short, Rodriguez's views regarding language, family, and identity made it easier for him to assimilate into a new society and drift away from his own culture.

While reflecting on my views, I would rather prefer bilingual education rather than monolingual education. This is because an individual must never be embarrassed about his culture or his or her parents’ inability to assimilate into a different culture. Also, cultural identity can facilitate an individual in creating a sense of belonging. Even in educational institutes, it is necessary to have bilingual educational programs so that children from different ethnic groups can also feel more confident while sharing their views and ideas. For instance, if a child has migrated to another country where he or she is not familiar with the culture and language of a new country, it will be extremely hard for him or her to interact with other children because of a language barrier. Furthermore, a child may not be able to learn more quickly due to the language barrier as compared to the other children who are familiar with the language. If in schools bilingual educational programs are launched, then a child who has language issues can also share his ideas more confidently. Moreover, he or she will be able to learn English as well as they can compare the words in English with their native language and can, therefore, become more fluent in speaking the English language as well. Additionally, in a bilingual educational program, a child does not have to drift away from his culture and family to assimilate into a new country rather he or she can own his or her culture while can also assimilate into a new society.

Subject: English

Pages: 3 Words: 900

WRiters Choice

Topic#4

[Name of the Writer]

[Name of the Institution]

Topic#4

Introduction

As discussed in the movie that free will is a blessing which is in accordance with my personal beliefs. Free will is a blessing because a person knows that this decision is his particular choice and if the consequence is against his decision, a person will surely accept it with an open heart. Ancient Greek tragedian Aeschylus said, “And one who is just of his own free will shall not lack for happiness, and he will never come to utter ruin.” Human minds are programmed to generate a query and find the answers accordingly. The argument mostly generated against the idea of free will is that actually, free will is nothing but an idea that is falsely flagged around determinism. Which means that if a person makes a choice knowingly, then the choice made would be in accordance with the past life that person has experienced. The answer is yes that although man's experience would be involved in the decision making capability actually free will is that we would be able to make our own decision whether based on previous experience or new circumstances led decision. This thing would make us joyous that what we are doing right now is due to the consequences of our own actions. Doing what we want, wherever we want is the most blissful feeling we would have in our life.

Discussion

As in case of free will we have the autonomy to choose our profession, our way of thinking, and our way of life so it would not be possible if we were predestined to do any task as described in many of the dystopian novels. Mustapha Mond in the novel the brave mind negates the view of moral reasoning that is achieved by the use of hypnopedia. He believes that “moral education, which ought never, in any circumstanced, to be rational.” According to him, the ability to think independently should be given to go beyond the capability of mental capacity and question whether they really are happy or their happiness is an illusion. Although the condition of happiness in instilled in the world without the free will, how one would know what the feeling of unhappiness is if all the decisions are predestined. Mond in the novel in his discussion goes for the comfort and stability of the world.

In the movie Matrix, Neo was given a choice to select a pill, one blue pill that shows the convenience and the other the red pill which shows the truth about the world. Morpheus explains to Neo that “This is your last chance. After this, there is no turning back. You take the blue pill—the story ends, you wake up in your bed and believe whatever you want to believe. You take the red pill—you stay in Wonderland, and I show you how deep the rabbit hole goes. Remember: all I'm offering is the truth. Nothing more”.The protagonist took the red pill instead of the blue pill and makes his decision to face the truth. The main philosophy of the movie is that there are more important things to us in life than a mere feeling of pleasure. Having an independent mind, truth and own experience either good or bad makes the true purpose of life and can instill true happiness. We see in the movie, that Neo unplugged literally from the machine so that he can find the actual truth of life. On the other hand, movie villain Cypher comes out in the real world but he regrets his decision and tried to reverse his decision.

The choice of taking the red pill is the better decision because it is naïve to close your eyes when you are met with inevitable. According to the recent studies by the American Psychological Association, personal autonomy and free will make people happier even when their materialistic needs are fulfilled. When only happiness is intended to be given through the fulfillment of the materialistic needs, it would account for the unilateral personality and the need for other multi objectivity still remains in the mind of autonomous beings.

Conclusion

Although choosing the autonomy over the happiness is the decision that comes with the steep price, the road will be with many twists and turns and may lead to dark places but eventually, they would lead us to the realization of the true self. There is no greater feeling to be the hero of one own life.

Subject: English

Pages: 2 Words: 600

Writers Choice

Analyzing the Themes of Lies, and Guns in the Poem The White Man’s Burden

[Name of the Writer]

[Name of the Institution]

Theme Analysis of Lies, and Guns in the Poem “The White Man’s Burden”

The Poem, “The White Man’s Burden” was written by the American Writer Rudyard Kipling during 1899. It was written during the aftermath of the Spanish-American war. The poem has a subtitle namely "The United States and the Philippine Islands". The poet is trying to persuade the Americans to take the responsibility of the non-white and to put an end the famine, and disease, even though natives may dislike it, and may be that many of the country fellows also disagree with this idea still they should carry the burden and should reach out to the people there. The poet is supporting the concept of new imperialism. He is of the view that it is alright that the people will hate them and will judge them. Don’t give up because they don’t know the favor white men are going to do to them. The Poet is British born and in the back of his mind, there is a concept that the white people are superior to the non-whites, and the idea of new imperialism in line with this. As the concept of imperialism and white supremacy is running through the poem, the themes of Power, money, and lies are embodied and are talked about in the poem. Kipling is giving a kind of advice to the Americans to use their power, to resolve the issues of the non-whites that are needy and to refrain from the lies. However, the approach is not sincere because he totally excluded the evils that are attached to imperialism. The poet is considered to be the white supremacist and the imperialist poet. The main theme of the poem is that the nonwhites should be taken full control of them by the Whites. It specifically refers to white Americans. The poet is asking them clearly to exert the full force to take hold of the country, whether the people there like it or not. The readers are deceived about the abuse of power by the colonizers through this poem, and the image of the colonizers is altered.

The world today is not in support of the imperialism. Imperialism is the policy of extending the rule or the authority of one nation to the foreign nations. There is a huge difference between what is said and what is done. Colonialism barely ever abuses the entire country. It contents itself with bringing to light the natural resources, which it mines, and trades to meet the needs of the mother country's industries.

The poet apparently is saying to take the responsibility of the nonwhites however this Approach is considered to be the justification for the wicked agenda of imperialism. Whether or not it was out of goodwill, the fact is that the theme of power and its acknowledgment is prevalent throughout the poem. By using expressions such as “savages” for the locals clearly depicts the real agenda of the poem. Even in the title he intentionally used the term such as “Burden” and the starting letter of the words “White Men” are intentionally kept capital. This all indicates that at the back of the mind of the poet there is a thing that the white race is superior to the other races and that the other races needed to be "introduced" to the civilization of the west. The use of the term “savage” for the nonwhites manifests that Kipling considered them as lowly and rough. The poem is idealizing the false ideology. It displays the white men as the adults and mature ones, while the non-whites are referred to as the sullen, childlike, and thankless people. When the US defeated Spain in the Spanish-American war, the Philippines was the state that the US “inherited” from Spain. The state had been under the control of Spain for 33 years. Kipling inspired by the British imperialism invoked the Americans to take full control of the Philippines and build an empire similar to the one that was created by Britain. He tells them that the task is not going to be so easy however they have to carry the “Burden” and they have to “civilize” them. Both the countries Spain and America and the like-minded of Kipling had this opinion that introducing the western civilization was a good thing and that's why they always defended the ill agenda of the imperialism. The idea is all about the exertion of power and force that they had. They want to exert that force to draw benefits from the other nations. Kipling, however, produced the idea rather naively that the burden if the civilization was on the white nation and that they were supposed to carry that. It is, however, a philosophical manipulation and the justification for exercising political control over an independent region and abusing the occupied land for the imperialist country's financial profits.

Even if we say that many of the people in the former colonies agree that the British imperials provide a better political system and better infrastructure than their own leaders could provide, the idea of colonizing the other nations is still wrong. Europe has regarded the public of Africa through the falsifying veil of discrimination and ethic philosophy. The worst thing that colonialism did was to cloud our view of our past

At the back of creating an empire or colony in the other nation is the notion that some are superior to the others and the ones that “need” to be colonized are not civilized and cannot help themselves. The approach to judge people based on their looks and color is implied by the poet here.

Unquestionably, the use of the expression “White Man” is the lightning rod that triggers the opinion that Kipling's views were that of a colonist having at its essential principles of Community Darwinism. According to Kretchner, the theory of Social Darwinism signifies that “natural order compels influential, cultured countries to correct the limited resources of the weak.”

Though Kipling is trying to convey the concept that colonialism is the task assigned from God and is the religious duty of the whites to carry the Burden of the non-whites, however, the facts are not so charming and alluring. The reality is harsh and is totally the opposite of what is being said and what is done. The history is evident that the colonized nations were always exploited and the colonizers took the benefits from the nation. In this scenario, the statement of someone that taking over a country by the use of force and carrying their "Burden" as a holy task, sounds a bit silly and rather foolish. Further, in the poem, Kipling says that the "send forth the best ye breed” has very robust racial implications. At that time the Blacks were not given the equal status as the whites in America so the remark is surely about the “Whites” specifically. Calling white men as the “best of ye breed” is explicitly racial, and it clears all the doubts about Kipling being racist. He says in the poem that the nation needs to be civilized, but for that purpose, they should send only the whites. Why is this so that the people living in the same country are civilized and uncivilized base on their skin color? The theme of power can be traced in such statements. The power and the influence that the whites had and used to colonize the other nations. Britain exerted the force and colonized India and Africa, similarly, the Americas are urged to use the force and make their colonies in the regions that they “inherited” by the poet.

Kipling’s use of phrases such as “To veil the threat of terror / And check the show of pride.” proclaims that the Domain needs to do what is essential to eradicate resistance and to pacify rebellions against Imperialism. Not only should the Empire quiet the opinions of the detainees, but she must also limit or eliminate any symbols of conceit that they might muster. The poet is urging the Americans to exert the force and their power to take the full command and even take all the pride of the locals. Furthermore, Kipling’s portrayal of the people as “On fluttered folk and wild / New caught- sullen peoples, / Half-devil and half-child.” may be easily interpreted as cognitively patronizing. He calls them as "Wild” and “sullen” people that are “Half devil/ Half child” without a doubt puts the point that he clearly not thinks of them as equal to whites. It can be concluded that Kipling supports that the Empire is superior and therefore has the duty to bring civility to the uncivilized.

The undercurrent theme of power is prevalent throughout the poem. The choice of the vocabulary by the poet and the way he characterizes the people manifests the true meaning of the poem. The pro-colonial approach is dominant.

The other dominating theme in the poem is of pretentions, lies, and deceptions. The European colonists manipulated their words and the contradiction between their words and actions was huge. They spoke about the prosperity if the natives and that they were there to serve them however the reality was drastically different from this. They transgressed in the use of their power and abused the rights of the natives. The same is the case everywhere where there is colonialism. The poet Kipling is the Child born in a British family that was living in British India and the regal treatment that he got there, left an impression on his personality and that is reflected in his writings. Through the use of his poetry specifically this poem, he uses the philosophical ideas to give s justification for the transgressions that were made by the British in their colonies. The lies and the deceit of the colonists is crystal clear to everyone, and the poem seems to be an attempt to cover the policies of the white and to manipulate the things in a totally different way. The title uses the word "Burden" for the white people, here the fact that is manipulated is that the actual people who need to sympathize are the Whites as they are the ones that are sacrificing their time and lives to carry the “burden” of the non-whites and are also showing them the light of "Western Culture" that will take them out of their "savage". So, the image is totally altered to evoke the desired results, because the whites actually got benefits from the locals and not only this but also exploited them socially, and economically. A poet has a responsibility upon his shoulders because he has a community that follows his writings and the thoughts of the poet have a lasting impact on it. The poet should convey the facts and should not create the altered image for the sake of some political agenda behind it. The Poem that is under discussion is an attempt to clear the image of the colonists, by creating the feelings of sympathy among the readers for whites.

The pretentions of colonialists are crystal clear in front of the world now. They deceived the natives of the colonies, and to grow the economy of their own country they shattered the economy of the colonies. The British colonizers did the same to the locals, of the colonies and they exploited them. The poet is trying to put up the case of the colonizers in front of the people. He came up with many things and tried to persuade the readers, and the world that the colony is not a bad thing as the common perception is. He called it a religious duty of the white people to go andante colonies in the non-white and uncivilized nations. He is using the religion to incite the feelings of the audience that the task is going to be really scared and golly. It makes it look like the task of making a colony in the other nations is a really spiritual and virtuous deed. This manipulation of religion for political gains is absolutely crooked. The manipulation of words and the twisting of the facts is common in this world but to use religion for the gains of personal or political benefits is a really ignoble thing. The poet here did the same by inciting the religious feelings of the people by involving religion with this matter. The people usually believe blindly whatever is said in the name of religion. The political matters frequently get manipulated by the politicians and the scholars by using the religion, for the personal gains.

Kipling's efforts to present the positive image of the audience to the general public continues throughout the poem. He comes up with many other things like he says that the “famine” should be brought to an end by the colonizers. The irony is that the colonizers destroy the economy of the country where they settle and make their colony, as they suck the resources from there and leave the people there devastated and hopeless. The same happened in the British colonies of India and Africa. This leftist explanation of words like colonialism and imperialism alters them into ideologically loaded expressions that eventually twist the disastrous facts of the past. However, the reality is, that the travels of peoples in pursuit of resources, as well as the annihilation of those previously in ownership of them, is the perpetual dynamic of history. Human account has been blemished by man’s incessant use of ruthless fierceness to obtain land and resources and abolish or interchange those possessing them. Still, there have always been people like Kipling that defended the evils of the colonialism, and imperialism, by giving justifications for them. The wordplay and psychological play are used to alter human feelings. Here in the poem, the poet is asking the Americans to go there to put an end to "famine", and the “sickness”, and just serve them. In return, the people there will scold you and will never appreciate you for the good you would have done for them, but you should not get affected by that and should continue to serve them. He asks them to take the “blame” by the locals. Here the poet has manipulated the facts in such a subtle way that the reader at the first reading may think that the colonizers are really the ones that should be pitied, and the natives are the thankless people. However, the reality is the complete opposite of what the poet has written. The colonizers never go to make the colonies serve the people there and the real agendas of them are never to serve the people there. They go there to suck the resources from the land and to get them back to their own country to strengthen their economy. They never have anything like curing the people suffering from disease or to end the “famine” there, in their goals. The actual examples are there in front of the whole world, and it is witnessed that the native people always suffer and the benefits are taken by the colonizers solely. In the light of the facts and the history, the writer saying things like curing the “sickness” and to put an end to “famine” seems too deceptive. It is not that the colonizers can guide that they should do this and avoid this, rather the act of taking over a country is itself a threat to the human rights in the first place. The colonial system and the imperial system is never the desired system that any country or the nation would want for them. It is never ever the wish of any country that he outsiders come and rule them. It’s the pride of the people to strengthen the nation by themselves and to try their best to avoid the invaders.

Colonies that were ever made in the history of humans never got appreciation the reason was that their true intentions were crystal clear in front of the world and the nations got to know their true agendas. They never desired for the welfare of the colonized nations as they usually try to tell the people. The common narrative that they propagate is that the nations are in need to be civilized and that they need the “western civilization” to prosper in the world. The philosophical interpretations that they give to justify their agendas are in line with the narrative of the poet Kipling in this poem. He is apparently telling that those people are wild" and they need to be civilized and for that purpose, the white people have to take their time and go for this sacred and the holy task. He further adds that the natives will scold them and will not be grateful for their kind actions and the service hat the white is giving them, however, they should be patient. This narrative is built and propagated intentionally by the poet, as it clears the image of the colonizers. The poet is a British national and was also born at the time when Britain was ruling over India. It may be the reason that he was in favor of the colonialism because his own country had colonized the other nations for a long time. To encourage the Americans to make the colony in Philippine he used the strategy of persuading them by asking them to take it as a duty and to fulfill it as a sacred task for the welfare of the natives. One can justifiably defy the true objects of the mandatory supremacies, doubt their authenticity in protesting their worry for the state’s folks. The idea that the colonized nations were inferior and calling the “sullen” and “wild” people are clearly showing that the poet had this thought in his mind that the people living there were inferior to the white people that were living in America. The ultimate theme of power is running through the whole poem in each and every line. Be it when he calls the other people “sullen” and “wild’ or when he says that Americans should not get disheartened by the thanklessness of the natives the theme of power is manifested. The other major theme that is found is that of lies. The poem itself is a deception for the people that hide the reality of the colonies and the reasons they are made for.

End Notes

Fanon, Frantz, Jean-Paul Sartre, and Constance Farrington. The wretched of the earth. Vol. 36. New York: Grove Press, 1963.

Obama, Barack. Dreams from my father: A story of race and inheritance. Canongate Books, 2007.

Subject: English

Pages: 10 Words: 3000

Writers Choice

Mohammed Alshammari

Instructor Name

Course Number

27 January 2019

Title: Japanese Soft Power

Since the Second World War ended, Japan adopted a pacifist and democratic approach in identifying itself to the global world. Consequently, ‘soft power' became a prime tool for Japan to exert global influence. In the decades to follow, Japanese culture amassed a global appeal through its multi-layered strategies to reinforce, revitalize and export its culture which not only exposed the world to the alternative and imaginary world of anime and manga but began teaching them alternate lifestyles, philosophies, and ways of living. These cultural exports help generate curiosity, driven by the need for innovation, about the host environment in which such ideas were developed. In effect, it not only helps exert soft power and resultantly global influence, but also creates opportunities for commercialization and private entrepreneurship from businesses promoting Japanese lifestyle and culture, ultimately contributing to the Japanese economy, for which Marie Kondo serves as a prime example.

In a popular Netflix show, Marie Kondo is seen showing new ways to people to organize and tidy their homes by treating them to be sacred spaces. It is driven by her personal philosophy that every object serves as a means of carrying consciousness. Marie Kondo’s innovative approach to better living was marketed in the U.S. through her book The Life-Changing Magic of Tidying Up it: The Japanese Art of Decluttering and Organizing in which she offers way to Americans to declutter their homes, not thinking of it as chores, but as a spiritual and cultural activityCITATION Chr19 \l 1033 (Harding, 2019). Marie Kondo is another successful example of a larger trend in which often universal lifestyle advises are marketed as inspirational and soulful Japanese way of doing things, that those in the West would do well to learn from.

Similarly, there are other examples such as ‘forest bathing’ or ‘ikigai’, in which nature’s soothing power is emphasized while the latter emphasizes having purpose and value to life. Although important and beneficial these concepts are neither new nor specific; however, they are marketed as Japanese cultural artifacts that serve as a moderating force to the Western way of life. These Japanese cultural exports trace their history to the 19th century in which the Japanese were seeking ways to modernize without becoming westernized. The quest for Japanese cultural identity and its defining characteristics led them to develop and spread the notion that western technological superiority traded the soul with progress, and that Japan would help the world succeed in the area where the West had failed. They would thus create a modern life in which spiritual progress is integrated with technological achievements, emotion and intuition are integrated with rationality, and a deeper sense of community is integrated with individualism.

An example of successful Japanese branding in this regard is the popularity of the Buddhist sect of ‘Zen’ which was promoted as a way to refresh the West’s spiritual connection with Christianity, by bringing a contemplative dimension to it. Zen embodied the simple life that would help free Westerners from the complexity of their existence, essentially decluttering their lives. The paper and wood partitions of Japanese homes were seen as a reflecting of the Japanese individual being more accustomed to the natural and true state of humanity, putting relationships and others before themselves. These cultural exports continued at times when the west was busy ‘civilizing’ other nations through ‘hard power’. It was marketed to the Chinese and the Koreans and served a way to counter the materialistic and corrupt influence of the modern West in everyday life. Even the Second World war did not impact the export of ‘Japaneseness’. Moreover, the consumer culture encouraged within Japan created the environment needed for cultural exporters, such as Marie Kondo, to expand.

Thus, driven by the West's obsession with exotic and innovative ways to improve their lifestyle, Harding (2019) argues that Japan continues to use its alliance with the U.S. flourish through its ‘soft power', i.e., cultural projection. It offers them a more serene and organized life, as well as pop culture and fiction that is more ‘fun'. While, many of the insights marketed as the Japanese lifestyle are neither genius nor unique, however, revitalizing some of these oft-forgotten valuable ideas can be quite useful for us regardless of where they come from.

The idea of ‘soft power' was defined by Nye (2004) as the ability to achieve the desired outcome by means of shaping the preferences of others. It induces the other to act, without force, making use of an ‘attractive power'. Soft power projection thus becomes increasingly important in a world wherein each nation battles for legitimacy, attraction, and credibility. Moreover, it largely arises from the expression of a nation's cultural values and internal practices. The resources for this soft power are the country's culture, which comes to be seen as attractive, and the political values it holds that are consistent with its global and domestic practices CITATION Jos04 \l 1033 (Nye, 2004).

In the case of the Japanese, an almost natural affinity exists to embrace soft power as a national policy objective. This interest arises from a certain confidence in their own abilities to achieve economic progress as well as their avoidance of engaging in foreign conflicts after the World Wars CITATION Tsu08 \l 1033 (Akaha, 2008). Their cultural relations are often intertwined with a cultural diplomacy in which different aspects, carrying cultural appeal, are blended together, such as consumer electronics, broadcasting, cuisine, anime and mange, arts and crafts that not only form Japan’s consumer exports but also project its image to the world CITATION Nis17 \l 1033 (Nisi, 2017). Consequently, these cultural exports help expose other cultures to the alternate lifestyles, popular culture and imaginary worlds offered to them by the Japanese, which not only help them conceive of life in a different way, but also makes them curious about the host environment that produced these interesting and appealing cultural artifacts.

Therefore, it led the cultural industries of the world to look towards Japan for entertainment, fashion, cuisine, trends, and lifestyle besides cars and consumer electronics. In turn, this led many to start emulating Japanese culture, which speaks of the adept branding techniques that the Japanese utilized. Marie Kondo is one such example of the way capturing overseas demand for Japanese lifestyle, entertainment and culture can help commercialization and private entrepreneurship. It created platforms, especially for private organizations, to have continuous business development that helped them expand overseas to ultimately help broaden the overall appeal of the Japanese way of life. As a result, Japan not only enjoys a huge market share in its entertainment and cultural exports, but uses it as soft power to project global influence.

References

BIBLIOGRAPHY Akaha, T. (2008). Soft Power” in Japan's Security Policy: Implications for Alliance with the United States. Pacific Focus, 20(1), 59-91.

Harding, C. (2019, January 18). Marie Kondo and the Life-Changing Magic of Japanese Soft Power. Retrieved January 28, 2019, from The New York Times: https://www.nytimes.com/2019/01/18/opinion/marie-kondo-japan.html

Nisi, R. (2017). The Soft Power of Cool: Japanese Foreign Policy in the 21st century. Johns Hopkins University - SAIS Europe.

Nye, J. S. (2004). Soft power: the means to success in world politics (1st ed.). New York, NY: Public Affairs.

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Subject: English

Pages: 4 Words: 1200

Writers Choice

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What Straight-A Students Get Wrong

In the article entitled, “What Straight-A Students Get Wrong” by Adam Grant explains there is not a relationship between grades and career. This audience for this article are students. Getting a good grade doesn’t mean a person is successful in life. Adam tells his story of school life that how he was obsessed of getting A grade. He believes that academic success is not a strong indicator of profession excellence.

In the view of Adam, academic scores rarely evaluate abilities like leadership, creativity, and teamwork abilities, or emotional, social, and political aptitude. The author believes that “A” grades students are more intelligent, but career success is based on finding the right solution. The author said that getting straight A’s needs conformism. It is having an important profession demands uniqueness. He believes that identify that disappointing in school can get ready student to overachieve in life. The students should make their lives easier rather than obsessed about getting “A” grades.

Subject: English

Pages: 1 Words: 300

Writers Choice

[Name of the Writer]

[Name of Instructor]

[ENGLISH]

[Date]

“A Rose for Emily”

William Faulkner, in the story of "A Rose for Emily," mimics a Southern style of associative storytelling. The first person is an unnamed entity, and the storyteller tells the story for the whole town of Jefferson and in the process linking what all the inhabitants of the Jefferson town believe or know. This story of "A Rose for Emily," is not like the other usual stories of Faulkner. In Faulkner's other novels and writings he usually employs several different storytellers, whereas, in this unique story, he accomplishes the influence of many speakers by merging them into a solitary speaker or voice that is an unnamed and most of the times, not a regular speaker. The plural pronouns used for the first person lay emphasis on that this storyteller symbolizes the mindfulness of the Jefferson town. The style of this story is quite similar to those used in most of the Greek tragedy stories in which repetition and repetition leader deliver the reader and the audience with data or information, interpreting the characters' movements or deeds, and expresses the community of the Jefferson town outlooks; as a consequence, the storyteller in this story, who has been identified neither as woman or a man, nor his or her age is identified in the whole scenario till the end, can be nominated as a choric entity. (Faulkner, William and Noel, 2000).

There is no sequential or chronological order in the narration of the "A Rose for Emily." Going through the story, the reader learns about the character of Miss Emily and the history in almost the same way a stranger or any new person to Jefferson town would come to know about her. At the beginning of the story, the reader comes to understand that Miss Emily has just passed away, and the inhabitants of the town are having discussions about Miss Emily's eccentric, depressed and gloomy life. The writer composes many incidents about Miss Emily's life and what happened to her, but all these incidents are not in a definite or chronological order; instead, they are related thematically. By mimicking the southern storytelling style, the writer tries to build up suspense by unfolding about people and the different events that occurred through situation-triggered reminiscences; therefore, the plot of the story is not chronological at all but is associative.

The regular readers of Faulkner’s stories and those who follow him are familiar with the way he writes and depicts the situation and incidents. Like in this story, the principal theme, the damaging outcomes of time, most particularly alter and deteriorate. The story describes that Miss Emily is always opposed to change or in other words, she does not accept change and sees change as her enemy. She does not admit any change and refuses even to acknowledge the change, whether it be the deterioration of her house, the arrival of tax bills, the beginning of residential mail delivery or even the death of her father. Besides, Miss Emily's approach toward the demise of the death of Colonel Sartoris and her father indicates her outlook toward the passing away of Homer Barron. Miss Emily is concomitant with the passage of time, and her ticking timepiece is heard but never seen and hidden in her bosom. This suggests that one might contemplate that she is living outside the usual or standard confinements of time or, conceivably, she does not exist at all. As a result, the whole scenario depicts that she might be shown as the combination of death and life in her own being.

The story of "A Rose for Emily" by Faulkner like his other writings is very much symbolic. Miss Emily is defined as a tumbled memorial to the chivalric South American. Fortifying the subjects of modification and deterioration, the house of Miss Emily which was once a stylish and an elegant mansion, has to turn into a crumbling blemish in the middle of the vicinity that has changed from suburban to industrialized. Another noticeable emblem is the crayon portrayal of Miss Emily's father, connected with the tyrannical grip of the past on the present-day. Though less stylish and graceful than oil portrait, the crayon sketch is dear to Miss Emily. The portrait is seen by the infrequent guest who arrived at her house (Howe, Irving, 1952).

The pseudo-chivalry of the inhabitants of the town comes out in more than a few symbolic actions, for instance, when the daughters were sent by their parents to Miss Emily for china-painting classes, when town leaders spread lime around Miss Emily’s lawn to deal with the filthy scent coming out of her house, and also, when Colonel Sartoris orders that Miss Emily will not be paying any residential taxes. On the other hand, Homer’s carriage deliberated flashy by the inhabitants of the town represents the dissimilarity amongst the old fashioned attitudes of the town that quite resembles with the Old South, and Homer’s more contemporary one resembles the evolving New South.

There is also an insignificant theme or subject in the story that depicts the early 20th century American South societal structure or assembly and how it is being battered by the industrialized and industrialized New South. To circumvent humiliating Miss Emily, Colonel Sartoris formulates an elaborate justification of the town of Jefferson pre-Civil War liability to the Griersons. Grierson was the same man who had authored a declaration that any African American female who will show up on the streets of Jefferson town without an apron may possibly be beaten. Similarly, to circumvent giving the impression to provide Miss Emily charity, the young daughters of the families of Jefferson town were sent to Miss Emily's house for china-painting training or schooling (Faulkner et al., 1958). However, the most noteworthy change was in the attitude of Jefferson toward the affiliation amid the descendant of Southern gentility, Miss Emily and a waged man northerner man, Homer. In the beginning, the inhabitants of the town were dismayed and feared by their connection, but progressively they started to accept Homer as a worthy choice for Miss Emily, maybe because of the inevitability.

In this factious, horror and dark story, imaginably the most vibrant secret language codes or symbols are the locked room in Miss Emily's house and the stretched iron-gray hair on a cushion inside. The room represents the confidentiality, privacy, and anonymity linked with Miss Emily's house and the affiliation with Homer. The position of the hair and its length and color propose an ongoing communication concerning Miss Emily and the dead body of Homer, which is once again showing Miss Emily's denial to admit the decisiveness of passing away.

Faulkner, in this story, never defines or pronounces the real association between Miss Emily and Homer; as a consequence, the decision has to be made by the readers that whether this story of “A Rose for Emily” is a gothic psychosomatic fiction or a sad, gloomy story of one-sided love.

References

Faulkner, William, and Noel Polk. A rose for Emily. Harcourt College Publishers, 2000.

Faulkner, William, John Carradine, and Anjelica Huston. A rose for Emily. Paderborn, De: Verlag F. Schöningh, 1958.

Howe, Irving. William Faulkner: a critical study. Vol. 213. Random House, 1952.

Subject: English

Pages: 6 Words: 1800

Writers Choice

Luis Alfaro

English 101

Professor Shimkin

Stanley Milgram’s- Perils of Obedience: An Analysis

In the story “The Lottery” by Shirley Jackson in 1948, Jackson's representation of the villager's close-mindedness shows that they do not see their wrongdoing from the exordium of their actions. In the story, people use Lottery as a fun activity but in reality, it is a matter of life or death if anyone gets picked out of the box with the black dot. In the story, villagers of a small town gather in the square on June 27 for the town Lottery. What is the lottery you ask, The Lottery is based on a black box Mr. Summers mixes up the slips of paper in the box. He and Mr. Graves make the papers the night before and then locked up the box at Mr. Summers’s coal company. Before the lottery can begin, they make a list of all the families and households in the village, long ago they would use wood chips instead of slips of paper with names on them that Mr. Summers convinced the villagers to change their tradition to the slips of paper.

“The Lottery” in my point of view is related to “No Name Woman” by Maxine Hong Kingston. In her story, the ambiguity and complexity of talk-story, the place of women in traditional Chinese society, and the difficulty of growing up as a Chinese- American are discussed. “The struggle of Kingston's aunt”, a woman who gives in to a dangerous sexual passion and then is exiled out by her village is another story. These two stories relate as in the first sentence of the first paragraph in “No Name Woman” Maxine writes ‘you must not tell anyone’ my mother said, what I am about to tell you. In China, your father had a sister who killed herself. She jumped into the family well. We say that your father has all brothers because it is as if she had never been born.” They are she's showing that obedience needs to be shown by the daughter because she is not supposed to have knowledge that her father had a sister who had killed herself, but it also shows disobedience as well because the mother is not supposed to give knowledge of the sister of her husband. And in “The Lottery” Shirley shows that the villagers follow orders as well. For example, when someone receives the black dot, the villagers become savages and stone the poor victim to death. In “Bobby Martin had already stuffed his pockets full of stones.” The kids are disciplined and obedient that they do not see it as wrong to kill people with stones.

In "The Lottery," the moral lesson or theme is that one should not blindly follow traditions simply because they're traditions. The following of obedience is the same as the following of traditions because it is what everyone expects you to do and follow, and in the lottery, it was a tradition annually to kill someone to death with stones, so therefore they are showing obedience just because it is a tradition.

In "The My Lai Massacre" by Seymour M. Hersh/St. Louis post-dispatch talks about the US Army killing people and showing obedience just because the government says it's okay. "Ga., Nov 13-LL William L Calley Jr., 26 years old, is a mild-mannered, boyish-looking Vietnam Combat veteran... deliberately murdered 109 Vietnamese civilians in a search-and-destroy mission in March 1968 in a Viet Gong stronghold known as 'Pineville." "The park village area, about six miles northeast of Quang Ngai, A third attack was quickly mounted and it was successful.” Seymour Hersh shows the massive amounts of death that the government allows and says it’s the right thing to do to keep safety in place. "This series consisted of four experimental conditions. In each condition, the victim was brought ‘psychologically’ closer to the subject giving him shocks. In the first condition (Response Feedback) the victim was placed in another room and could not be heard or seen by the subject, except that, at 300 volts, he pounded on the wall in protest.” Hersh’s experiments show that the subjects listen and obey even though they are hurting the victim.

In the early 1960s, Stanley Milgram, a professor at Yale University published his research about Obedience titled "Perils of Obedience". In the research, he examined an individual's level of obedience toward different authorities, in family and their affairs in society. Although, his research was specifically related to the Holocaust experience, however, many analysts and researchers consider the scope of this research broader ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"EvcVeKuE","properties":{"formattedCitation":"(Milgram and Gudehus)","plainCitation":"(Milgram and Gudehus)","noteIndex":0},"citationItems":[{"id":2,"uris":["http://zotero.org/users/local/8reWiRZH/items/Q76IQ6QF"],"uri":["http://zotero.org/users/local/8reWiRZH/items/Q76IQ6QF"],"itemData":{"id":2,"type":"book","publisher":"Ziff-Davis Publishing Company","source":"Google Scholar","title":"Obedience to authority","author":[{"family":"Milgram","given":"Stanley"},{"family":"Gudehus","given":"Christian"}],"issued":{"date-parts":[["1978"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Milgram and Gudehus). Milgram arose the interest of people in the research by putting an ad in the newspaper which called that each participant would be paid $5 for participating. Milgram developed switches that were designed in increasing order of Voltages and the participants had to behave like a teacher, who was supposed to make the learner (an Irish woman) learn new things. Milgram’s experiment was based on fake aspects where each participant was behaving in an artificial and fake manner. This experiment teaches that fake research leads to judging the true aspects of an individual's personality.

Milgram’s conceptualization of “Obedience” suggests that each person of society considers him or herself an instrument of fulfilling another person's wishes. For example, in his experiment, it remained obvious that the teacher considered himself as an instrument for fulfilling the wishes of the learner. Milgram's research is related and quite linked to the stories mentioned above. In the story "My Lottery", Mr. Summer is acting as an instrument of fulfilling other people's wishes. Like Milgrim, his lottery was fake, but still, he had the urge to become a source to spread happiness. Similarly, Maxine Hong's "No Name Woman" is related to obedience, as in "the Lottery". No one is caring for the result, rather each one is in pursuit of satisfying their wishes, which in the real-world would have been impossible. Lastly, Seymour Hersh’s social experiments are like that of Milgram which are fake, yet appeasing people ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"9WFzgtHw","properties":{"formattedCitation":"(Blass)","plainCitation":"(Blass)","noteIndex":0},"citationItems":[{"id":3,"uris":["http://zotero.org/users/local/8reWiRZH/items/YJAKIQF6"],"uri":["http://zotero.org/users/local/8reWiRZH/items/YJAKIQF6"],"itemData":{"id":3,"type":"book","publisher":"Psychology Press","source":"Google Scholar","title":"Obedience to authority: Current perspectives on the Milgram paradigm","title-short":"Obedience to authority","author":[{"family":"Blass","given":"Thomas"}],"issued":{"date-parts":[["1999"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Blass). These stories along with Stanley Milgram's "Perils of Obedience" suggest that people don't care for what they might lose, rather they feel comfortable in the shell which they call "Obedience".

Works Cited:

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Blass, Thomas. Obedience to Authority: Current Perspectives on the Milgram Paradigm. Psychology Press, 1999.

Milgram, Stanley, and Christian Gudehus. Obedience to Authority. Ziff-Davis Publishing Company, 1978.

Subject: English

Pages: 1 Words: 300

Writing

Student’s Name

Professor’s Name

Course

Date

The two viewpoints depict the opinion of two different groups of people. Making large amounts of money and being satisfied with a comfortable living a matter of choice. Making large amounts is an option to people because they have all it takes to make such amounts of money. However, the values of hardworking and working smart prevail among people making large amounts of money. People have different thoughts and their reasoning based on the individual’s objective. Therefore, making large amounts of money is not an option to some people.

The situation at times dictates on the steps to take. People born and brought up in families where there are riches and people are wealthy; there is a possibility that they would inherit the traits of the families. These people want to maintain the status quo of their families and pile wealth to define them. Some of the people may not come from rich or wealthy families but have an urge of making money. These people would absorb all it takes for them to make a change in their lives. Furthermore, such people aim at having an outstanding personality among the community. They are seeking a position within the community and aim at making an impact in the society. Hence, it means that these people work tirelessly and extra hard only to establish empires, make huge chunks of money, and improve their status.

However, the situation of people contented with what they have is not the same to those aiming at making large amounts of money. Some people prefer having what can make them have a comfortable living within the society. This view is a focus on people that do not value material things that provide luxury to them. Moreover, they aim at affording the basic things that are necessities to their living.

In conclusion, making large amounts of money and being contented with what makes you have a comfortable living is a choice a person needs to make in life.

Subject: English

Pages: 1 Words: 300

Writing A Research Paper

Title of the Paper

Name

Institution Name

Buying a Car

Buying a car sounds quite simple, but when you practically go out in the market to buy one, then you realize that it's not that easy. You first have to make sure that you know the prices and also the model of the car you want to buy. A thorough research before going to the market not only saves energy but also money. Although the process seems easy before stepping into it but in reality, it is quite a challenging task, so in order to avoid the pain, go to the market and understand what you want and what best suits your interest.

First do a complete research that which car model are you comfortable with. Cost is another important factor when deciding to buy a car. Look at the total car costs, including the taxes and insurances. The next thing which is important is, whether buying a used car is preferable or a new car. But before going for any of these two options, you have to keep in mind some important points ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"bhdW7y0Q","properties":{"formattedCitation":"(Abramson & Desai, 1993)","plainCitation":"(Abramson & Desai, 1993)","noteIndex":0},"citationItems":[{"id":472,"uris":["http://zotero.org/users/local/4C6u8dIT/items/2EIPZERV"],"uri":["http://zotero.org/users/local/4C6u8dIT/items/2EIPZERV"],"itemData":{"id":472,"type":"article-journal","title":"Purchase Involvement of New Car Buyers: A Descriptive Study","container-title":"American Journal of Business","page":"13-20","volume":"8","issue":"2","source":"emeraldinsight.com (Atypon)","DOI":"10.1108/19355181199300012","ISSN":"1935-5181","shortTitle":"Purchase Involvement of New Car Buyers","journalAbbreviation":"American Journal of Business","author":[{"family":"Abramson","given":"Joseph"},{"family":"Desai","given":"Suzanne"}],"issued":{"date-parts":[["1993",10,28]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Abramson & Desai, 1993). As used cars are involved in accidents quite frequently than new cars. So while buying used cars, one must look into the history of the car that whether it involved in any road accidents, the total number of owners, maintenance history and any other mechanical problem. Although used cars are cost-efficient, but at the same time most of the road accident involves used cars.

On the other hand, when an individual buys a new car, then he buys not only a vehicle but also reliability and peace of mind. Along with investing the money it is also like saving money for the long term because in this case no maintenance costs are involved due to the better condition of the car ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"DdsBzCgQ","properties":{"formattedCitation":"(Kassim, Isa, Ahmad, Osman, & Arokiasamy, 2016)","plainCitation":"(Kassim, Isa, Ahmad, Osman, & Arokiasamy, 2016)","noteIndex":0},"citationItems":[{"id":474,"uris":["http://zotero.org/users/local/4C6u8dIT/items/CUSWP8YP"],"uri":["http://zotero.org/users/local/4C6u8dIT/items/CUSWP8YP"],"itemData":{"id":474,"type":"article-journal","title":"Consumer Behavior towards Safer Car Purchasing Decisions","container-title":"Journal of Engineering and Technological Sciences","page":"359-366-366","volume":"48","issue":"3","source":"journals.itb.ac.id","abstract":"In Malaysia, the car safety level has been elevated through regulations and a consumer-based approach, i.e. the New Car Assessment Program in Southeast Asian Countries (ASEAN NCAP). Nevertheless, the availability of information on consumers’ car purchasing decisions towards safety is still limited in Malaysia. Thus, this study was aimed at evaluating consumers’ purchasing decisions of their present cars and investigating their awareness of ASEAN NCAP. Self-administered questionnaires were distributed among consumers visiting different car showrooms and dealer shops. The findings suggest that safety was considered as one of the top three factors by the respondents when purchasing their present cars. Awareness of ASEAN NCAP has increased as compared to a previous study. This information is essential for policy makers, manufacturers and other stakeholders to assist in setting priorities with regard to the promotion of car safety in the country.","DOI":"10.5614/j.eng.technol.sci.2016.48.3.9","ISSN":"2338-5502","language":"en","author":[{"family":"Kassim","given":"Khairil Anwar Abu"},{"family":"Isa","given":"Mohd Hafzi Md"},{"family":"Ahmad","given":"Yahaya"},{"family":"Osman","given":"Intan"},{"family":"Arokiasamy","given":"Lawrence"}],"issued":{"date-parts":[["2016",8,30]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Kassim, Isa, Ahmad, Osman, & Arokiasamy, 2016).

While buying a car, one has to do detailed and brief research about what he wants, the cost and also about the price ranges and the model of the car. If the task is done by doing a brief and thorough research, then the experience can be a very joyous and comfortable one.

References

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Abramson, J., & Desai, S. (1993). Purchase Involvement of New Car Buyers: A Descriptive Study. American Journal of Business, 8(2), 13–20.

Kassim, K. A. A., Isa, M. H. M., Ahmad, Y., Osman, I., & Arokiasamy, L. (2016). Consumer Behavior towards Safer Car Purchasing Decisions. Journal of Engineering and Technological Sciences, 48(3), 359-366–366.

Subject: English

Pages: 1 Words: 300

Writing A Summary On

Your Name

Instructor Name

Course Number

Date

We are Palestinians- Summary

The opinion article We are Palestinian written by Daud Kuttab is a classic display of Palestinians unification. Kuttab argues that many Palestinians shared a similar kind of cultural and social heritage, which destructed following the aftermath of the Arab- Israel war of 1948 (Kuttab). This article has been published as a recognition of the efforts of his son who has spent time in tracing their history. Starting from tracing the history of his ancestor, the author mentions that the majority of his family had to left their birthplaces following the horrific conflict between the Arabs and Israelis. According to the author, this migration remained sequential for the complete Palestinian community as they get divided and their identity came under question.

Since during the Presidency of Woodrow Wilson, many Palestinians had left their lands and were living far away in the deserts of Arab, but inside all of them, the Palestinian was alive. Woodrow Wilson in the US was calling for more nationalistic policies but for the author's community, every aspect of nationalism was kind of a dream. He goes on to write that when in 1969, Palestinians decided to get unified under the banner of Palestinian Liberation Organization (PLO). This provided a chance to their community to work together in order to achieve independence and more importantly their land where they can cherish their memories.

Referring to the book of Rashid Khalidi, the author mentions that the ancestral lineage of the Palestinians traces back to the Ottomans which are a peaceful community. The author base his opinion on the facts provided by Khalidi that their image was ruined just because of the conflict with Israelis, otherwise they would have lived peacefully in their own lands. While summarizing his opinion, the author mentions that their conflict with Israelis is not reaching any conclusion because of American involvement. Otherwise, he thinks that Israelis and Palestinians have a common thought that they must divide the land between the Mediterranean and River Jordan.

Works Cited:

Kuttab, Daoud. "Opinion | We Are Palestinians". Nytimes.Com, 2019,

https://www.nytimes.com/2011/12/15/opinion/we-are-palestinians.html?mtrref=www.google.com&gwh=10DCCD52088D10866E0C86ADB6284573&gwt=pay. Accessed 23 May 2019.

Subject: English

Pages: 1 Words: 300

Writing About Experience

Experience

The objective of the project was to design, manufacture and install a 200MMSCFD gas plant in Ologbo Benin City Nigeria. I was assigned the task to internationally liaise and streamline all stakeholders through effective communications. managed to maintain collaboration and communications by choosing the right tools. Real-time communications were conducted through video conferencing and online platforms. Conference calls were made through secure channels like Skype and GoToMeeting. I monitored the activities and progress of the project efficiently.

My responsibilities included travelling, overseeing shipments and confirming work orders across nations. I had to organize and activities in a timely manner and ensure accurate and secure shipment. This required planning and implementation of appropriate shipping strategy. I adopted shipping software for prioritizing different activities. I was responsible for overseeing the entire shipping process so I set appropriate KPI's and presented them in a report to the stakeholders. I proposed solutions for the process optimization and inspected labels and barcodes. Some of the tasks include setting and controlling shipment and distribution budget. My role also required maintaining professional relationships with the stakeholders and updating them about the entire process. I managed to perform my duties appropriately by identifying issues and implementing solutions inefficient manner.

The project was successful as all deliverables and deadline were met on time. It also considered the budget constraints and managed resources efficiently. My competency and skill sets allowed me to use the distribution and shipping software. I relied on critical thinking and problem-solving skills for proposing solutions. Great communication skills allowed me to maintain continuous and effective relationships with both internal and external stakeholders. This also assisted me in providing a briefing on the project progress and performance. The project gave me the opportunity of developing hands-on experience in budgeting and reporting.

Subject: English

Pages: 1 Words: 300

Writing About Visual Arts

[Name of the Writer]

[Name of Instructor]

[Subject]

[Date]

Writing about Visual Arts

Introduction

The advertisement that I chose to base this paper on is from Heinz Ketchup. The ad is specifically for the tomato ketchup that they make. When it comes to the advertisement, it is very bright in color, the background is red as well as the bottle of ketchup upfront. The bottle of the ketchup is made in a manner that there are sliced tomatoes stacked together mimicking a bottle. Further, instead of there being a cap on the top of the bottle, there is a green tomato stem. At the bottom of the picture there is a short phrase “No one grows Ketchup like Heinz.” This paper will be reflecting on the advertisement created by Heinz, it will shed light on the purpose, target audience, message and the small details of the ad.

Discussion

Heinz played it very smart with their advertisement. They are mainly targeting consumers who are health conscious. It is a fact that one out of five deaths in America is mainly due to Obesity. This is making people shift towards more organic and healthier choices. Additionally, changing times and media is making people more aware and they are now concerned about what the food that they eat contains. Keeping this fact in mind, Heinz has advertised their tomato ketchup in a manner that the bottle mimics freshly sliced red tomatoes. By doing so the company is trying to tell the target audience that they are getting fresh and organic tomato ketchup without the addition of any preservatives. The green stem showcases the freshness of the product and how it has been kept close to nature. The background is quite red, people might not see a great deal in that but research shows that the color red is quite energetic and grabs the attention of the viewer. Lastly, the tagline “No one grows Ketchup like Heinz,” showcases the authenticity of the product as they are saying that we grow (it is not man made, it is made by nature) the tomatoes and make the product for you, as opposed to saying we make the ketchup.

Conclusion

Heinz put a lot of thought when making the ad. The company wanted to make sure that they deliver the message that the product they are making is made of fresh organic ingredients made by nature. They want to convey to the audience that the product has not been tempered with whatsoever, it is all natural and they have done that brilliantly.

Work Cited

Subject: English

Pages: 1 Words: 300

Writing Assigment

Writing assigment

[Name of the Writer]

[Name of the Institution]

Writing assignment

Rhetorical Analysis

Ravisankar begins his essay by mentioning college students, as acknowledging their low budgets and to what extent they try to save their money. He does this in the way of appealing to his audience, which is college students. The problem he identifies is centralized on the poor working conditions as well as the low incomes of the workers that are employed at “Sweatshops." Ravisankar assumes his readers are2 mainly comprised of college students that are "poor." His purpose in this essay is to shed light on the conditions of Sweatshops and employees working there. In order to accomplish this purpose, he appeals mainly to the people that consume the produced that are produced in certain conditions which apparently include “poor” college students. He also appeals to the brands and organizations that tend to support such practices. He also provides a way to attract the moral and ethical sense of the readers, by mentioning the attitudes of people, who do not help these workers by paying slightly more for their services.1 In his essay, Ravisankar addresses the main argument against his thesis, the idea that organizations and companies where these conditions are prevailing should accept that the fact, that it is happening because of their unrealistic demand of high production of the high with minimum wages.1 He refutes this argument by saying that these companies and sweatshops serve as a job providing entity mainly in the areas where there are minimum job opportunities. Hence, shutting them would bring a negative effect on the workers. Finally, he concludes by making the point that “poor” college students can help such workers by opting for the products of companies that provide respect to their workers along with allowing them to have unions. Overall, the argument Ravisankar makes is ineffective because at the one edge he provides us with the conditions of such organization and their poor worker, however, on the other hand, he supports 5the idea that if such companies do not exist, poor will be in worst conditions.

End Notes

Ravisankar R. SWEATSHOP OPPRESSION. The Lantern. 2006.

Uhr J. Rhetorical and Performative Analysis. Oxford Handbooks Online. 2014. : 253-266 doi:10.1093/oxfordhb/9780199653881.013.013.

Subject: English

Pages: 1 Words: 300

Writing Assigment

Where Sweatshops are a Dream

Name

Affiliation

Date

Where Sweatshops are a Dream

An American journalist named, Nicholas D. Kristof authored an opinion article in the New York Times, which was entitled as “Where sweatshops are a dream.” The article was published in the year 2009. The author has talked about the importance of the sweatshops for the underdeveloped areas of the world, by presenting the example of Phnom Penh, which is among the most deprived areas of East Asia. The author has advocated the establishment of sweatshops in which areas, as an opportunity of progress for the poor communities, who are otherwise forced to spend their lives while sorting the dump. The author has utilized the rhetorical elements of ethos, pathos, and logos in his article, in order to support his claims, as well as convince the reader about his opinion. The opinion article may have been an attempt by the author to advocate the establishment of sweatshops in underdeveloped countries; however, it has presented a clear picture of the deprived lifestyle of the poor communities of Phnom Penh, who spend their life on the dump.

The purpose of the author to write the opinion article is to shed light on the fact that working in the sweatshops is the sole opportunity of progress for the people of the deprived communities of underdeveloped countries. The intended audience of the article is the Obama government as well as the opponents of the sweatshops. The Obama government wants to close down the sweatshop while taking care of the rights of the labor force. The opponents of the establishment of sweatshops are of the view that the industry is a mean of exploiting the poor labors. The labors are not provided with a better working atmosphere. They have to work in congested spaces. Moreover, the labor force is exploited by making them work for long hours, and then not paying them accordingly.

The author has utilized the rhetorical elements of ethos pathos, and logos in his article, in order to shed light on the importance of sweatshops for the poor and deprived communities of the world. He has presented the point that working in the sweatshops is the dream of the people of Phnom Penh, which is a poor, as well as a filthy city. The poor population of the city, which is not able to get any other employment opportunity, has to live life by sorting the dump of the city. The author has utilized the element of pathos to shed light on the drastic conditions of the society, in which humanity is forced to survive. He mentioned in his article that “The miasma of toxic stink leaves you gasping, breezes batter you with filth, and even the rats look forlorn (Kristof, 1).” The author has tried to present the condition of filth, which not only impacts the living standard of the poor population but also endangers their health. Appealing to the emotions of the readers, he had discussed a little girl who lost her hand, when a truck passed over it in the filth. The truck driver was unable to identify a living person in the piles of filth (Kristof, 2009).

Kristof has explained in his article that working in the sweatshops is the dream of the poor population because they do not want to live their lives on the dump. They are ready to work in tough conditions; however, surviving the unhygienic conditions is a matter of life and death for them. Utilizing the rhetorical element of logos, and appealing to the logic of the readers, the author has presented the point that

“Talk to these families in the dump, and a job in a sweatshop is a cherished dream, an escalator out of poverty, the kind of gauzy if probably unrealistic ambition that parents everywhere often have for their children (Kristof, 1).”

He has explained in the article that he is not advocating the establishment of sweatshops, in order to promote the poor labor conditions; however, it is the sole opportunity for the people of poor communities. Their lives would be limited to the heaps of filth if they are deprived of this opportunity as well (Snyder, 2010).

The author has utilized the element of ethos in his article as well, in order to describe his authenticity. He explained that “My views on sweatshops are shaped by years living in East Asia, watching as living standards soared — including those in my wife’s ancestral village in southern China — because of sweatshop jobs (Kristof, 2).” He is providing the justification that he is not blindly supporting a point of just presenting a suggestion. He is arguing the point in his article, because of the fact that that he has closely observed that population while spending time with them. He has studied that population from a closer perspective and has reached the conclusion that sweatshops are an opportunity for them to get rid of their poor status and take the steps towards a better life (Snyder, 2010).

The article is an attempt by the author to advocate the importance of sweatshops in the poor communities of the world. Sweatshops are considered to be a mean of exploiting the labor force. However, utilizing the rhetorical elements of ethos, pathos, and logos, the author has highlighted that people have to live their lives on the heaps of filth while searching for the recyclables, and inhaling the filthy breeze, which is much more exploitative than the sweatshops. So, the developed countries of the world should play their role in providing the opportunities of progress to such communities, by establishing the sweatshops there.

References

Kristof, N. D. (2009). Where sweatshops are a dream. The New York Times, 15.

Snyder, J. (2010). Exploitation and sweatshop labor: Perspectives and issues. Business Ethics Quarterly, 20(2), 187-213.

Subject: English

Pages: 3 Words: 900

Writing Assignment #2

Name

Instructor Name

Subject

Date

Essay

In postcolonial literature, a woman is doubly colonized due to white colonial supremacy and secondly, due to her status as a woman in a patriarchal society. Moreover, before postcolonial feminism, feminist discourse and theories were only fixated on the experiences of western women. Postcolonial feminism talked about the trials and tribulations of a third world woman in her own culture and space, it also gave them the Narrative power of their discourse. The poem One Continent to Another, by Grace Nicholas, highlight the themes of forced migration, slavery, loss of man’s pride and identity issue. The essay, Not you/Like me by Minh-ha is selected as a critical lens to study the above themes in the poem to study the background and criticism of colonial rule concerning female identity issues and cultural erosion. These themes are studied against the critical lens of Postcolonial feminism and the issues of identity and cultural threat to an African woman in the colonial rule are discussed.

Postcolonial feminist discourse extensively talks about the issues of forced migration and its horrific impact on the African people because this forced migration started slavery in the 18th century in Africa under colonial rule. In the middle of the poem, the writer has mentioned the start of slavery and she says: "the Congo surfaced/so did Sierra Leone and the Gold Coast" (Grace, p.2). These lines point towards the forced migration of Africans from their land and through the passage of Sierra Leone, slavery started and they were forced to work under inhumane conditions for a White master. They only belonged to their native land but they had to live in other places as laborers or slaves and not as settlers. For instance, the poem, through the use of the connotation "child of the middle passage" refers to the positioning of Africa in the middle of the Asian and Pacific Ocean. The connotative meaning addresses a slave African girl who is a born slave and her birthright, freedom is taken away from her and she is forced into slavery. In her essay, Minh-ha, views the practice of forced migration and slavery as a way to exercise the colonial dominance and hegemonic control over the Africans.

The theme of identity, serves as a powerful reminder of Colonial supremacy over the African people’s lives and their land, however, this poem exclusively deals with the female identity issues. In the poem, the poet has referred to an African woman as "she" and used repetition of "her" to point to the identity control in the colonial era. It also celebrates her strength as a woman but at the same time, the line "But being a woman/she moved again" (Grace, p.6), points at the patriarchal set up in a third world. Women are not given the right to voice their opinion and their feelings are silenced because they can only be represented by the men of their society. This point is extensively debated by Minh-ha in her essay and according to her, patriarchy in a colonial setup works in three ways. Firstly, it positions them under the control of a White colonial master and their rights of representation and identity are taken away. Secondly, at domestic levels, they are represented by the male members of the society and they cannot express their emotions, feelings, and concerns openly. Lastly, they are denied the right of "subjectivity" and their voices are silenced in a patriarchal setup, these three ways result in the double colonization of an African woman (Minh-ha, p. 373).

Moreover, the postcolonial female identity issues also deal with the idea of the male gaze where women and their identity are viewed from a male perspective and they cannot demand their rights over their own body and sexuality. In an instance, Grace points to this idea: “and the men who seed the children/she wasn’t prepared for that look in their eye” (Grace, p.6). In a patriarchal setup, women are given passive and domestic roles and they cannot demand equality from men.

Similarly, she criticizes the male hegemony at the domestic level and calls them "primitive beings, who does not know about soul and body” (Minh-ha, p. 363). The idea of “veil” is discouraged by Minh-ha in her critique of the power roles, she says that African women are portrayed in veils by the Western canon and not as taking active roles in the society.

At the end of the poem, the African culture is pointed through the symbols of "birds" and a nostalgic tone is set because of the loss of native culture and land. In an alien land, an African woman cannot adopt her culture and African cultural values are significant to her. Minh-ha, stresses upon the need for culture validation and the power or authority of African people over their tradition and values. She says that when an outsider (colonizer) describes their culture to the world, it stereotypes it and portrays it in a negative light for the world to see. Moreover, the power over one's culture does not validate culture, it results in the powerful silencing the voice of the Other (Minh-ha, 375).

The identity issues faced by African women serve as a reminder of their dark past and even after the abolishment of slavery, they suffer the loss of their true identity representation. Moreover, due to fixed gender roles in a patriarchal setup, women are still fighting for equality and their subjective representation in society. In her essay, the idea of “subjectivity”, deals with the notion that demanding subjective representation in the literary and mass media space is the fundamental right of women. Likewise, postcolonial feminism allows women-centered narratives and discusses their colonial experience based on the memory of slavery, forced migration, identity, male gaze and loss of cultural values.

Works Cited

Grace Nichols | Poetryarchive.Org. https://www.poetryarchive.org/poet/grace-nichols. Accessed 8 Nov. 2019.

Anzaldúa, Gloria. Making Face, Making Soul = Haciendo Caras : Creative and Critical Perspectives by Feminists of Color. San Francisco : Aunt Lute Foundation Books, 1990. Internet Archive, http://archive.org/details/makingfacemaking00anza.

BIBLIOGRAPHY

Subject: English

Pages: 3 Words: 900

Writing Assignment 2 ENG:122

[Writer]

[Instructor]

[Subject]

[Date]

Writing Assignment 2 ENG:122

Introduction

Whenever the word outcast is heard, it puts a bad image in mind about someone who is disrespected and rejected by the world due to some sort of peculiarity. Most people tend to believe in some sort of conformity when aspects related to social interaction is discussed. Most of the people do not like the differences and if someone is exhibiting a deviation from the standard set of norms, people try to exclude them from their social gathering. This is the image produced whenever the word “outcast” comes into our mind. Although this idea of social exclusion is ridiculous keeping in mind that the world is full of people with diverse natural aspects. Diversity is the main thing that makes the world beautiful.

Discussion

Whenever the word outcast is heard, it puts a bad image in mind about someone who is disrespected and rejected by the world due to some sort of peculiarity. Most people tend to believe in some sort of conformity when aspects related to social interaction is discussed. Most of the people do not like the differences and if someone is exhibiting a deviation from the standard set of norms, people try to exclude them from their social gathering. This is the image produced whenever the word “outcast” comes into our mind. Although this idea of social exclusion is ridiculous keeping in mind that the world is full of people with diverse natural aspects. Diversity is the main thing that makes the world beautiful.

There are several different social rejections or outcast forms ranging from the rejections from the parents to the social outcast at school, religious shunning and even rejection at the interview for the job. So a question generally emerges into our mind that what reasons constitute the causes of social rejection? Mainly outcast has 4 main group classifications:

Interference in the Group’s Goal

From the biological perspective of the survival of the fittest concept, only those people are accepted in the group that has something that can contribute to the benefit of the group. Only those group members can be allowed socially into the group that conforms to this principle. People who show up to be different and possess behavior that is ungrouped like are at higher risk of rejected and labeled as an outcast. People of this type may include people with different socioeconomic status, race, culture, cast, having low academic skills, disable people, and people that may have different hobbies and skills. In all these above-mentioned cases, providing benefits to the group and having a good social skill can override other hindrances that may be present in conforming to the group norms.

Pose Danger to the Group

Sometimes people are excluded from the group and outcast because they endanger the group. This danger could be posed with several distinct features which include sick people with the contagious diseases, mentally sick people, intimidating personalities, people challenging the group’s core belief, and the member who effects the group negatively.

Deemed to Offer No Group Benefit

When sometimes, there is no danger to the group, there are certain cases when people of the group feel that their roles and tasks are fulfilled and they have enough people in their group. If an outsider comes to fill in the already filled task, then it is of no benefit to the group and such people are outcast of that society.

Painful Projection Rejection

If a person has any negative traits and group may consider that trait to be painful because they have the same traits affecting them badly, then such a person is made an outcast. So if a certain person lacks confidence and has any insecurity, which may mirror the insecurities of other people in the group then such person is made an outcast of the society.

If someone is accepting the label of an outcast, it means that he is a weak person because not striving to put that label away from itself and getting into the spot of hopelessness is only accepted by timid minds. People who are labeled as such should not hide in themselves but should strive for success. By recognizing the behavioral tendency that makes us different, people must try to overcome such behaviors because at the end only one that can strive will remain.

Conclusion

Basically, the fact that societies act as labeling someone as an outcast is a clear depiction of the harsh behavior that the people of that society exhibits. This is because it is very harsh for people to judge others without considering the hardships that other people may have gone through. Although it is a natural phenomenon only those societies will be remembered who accept the differences and keep the weak people of the society at the same pace as that of changing world. Although I have a feeling for people who are labeled as an outcast I myself is never subjected to any outcast because I know how to deal with situations if someone tries to label me as an outcast.

Works Cited

Williams, Kipling D., Joseph P. Forgas, and William Von Hippel. The social outcast: Ostracism, social exclusion, rejection, and bullying. Psychology Press, 2013.

Subject: English

Pages: 2 Words: 600

Writing In A Different Perspective

Kasandra Contreras

Enter the name of Instructor

English

August 13th, 2019.

Writing from a different perspective

In my early ages, I feared that my writing would turn into a fabrication of things. Alike this, I had other concerns too. My contemporaries had already started writing their experiences, which kept on infusing in me an urge to take up the pen and express myself. I was never able to convey what I had in my mind, but I adopted changes. I developed my writing abilities based on suggestions of people who had the finest writing style.

These inputs remained a lighting source for me. I had learned to put meaning in words, which has never been my style. My writing was no so eloquent and lacked expressions. This was the reason I was not able to get attention. My experience with such people was important as they added life to my writings. I have now started influencing with many people around, who think I am their words. By this way, I add meaning to their perception of life.

My experience with other writers affects the way I think about writing. They present my ideas and values. Such ideas and values are crucial for embarking upon a journey. Although, imaginative in nature, but it’s an all-new experience who jumps into my writings. I had always focused on the indulgent way of writing. I prefer giving credit to each one who remains a source of guidance. This is what I found least in other literary works. This is how my own writing is a little changed compared to the literary pieces of my contemporaries.

I had never been a very thorough writer. I write what I think can inspire many. My every writing and every masterpiece reflect the inspiration, I got from people who helped me. They actually reflect what I am today. Such finest writing ingestions have helped me rise to new heights, as Kerouac writes ‘One day I will find the words, and they will be simple ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"OFSkNyTe","properties":{"formattedCitation":"(Kerouac)","plainCitation":"(Kerouac)","noteIndex":0},"citationItems":[{"id":2042,"uris":["http://zotero.org/users/local/s8f0QVnP/items/UH3S5RVF"],"uri":["http://zotero.org/users/local/s8f0QVnP/items/UH3S5RVF"],"itemData":{"id":2042,"type":"book","title":"The dharma bums","publisher":"Penguin UK","source":"Google Scholar","author":[{"family":"Kerouac","given":"Jack"}],"issued":{"date-parts":[["2000"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Kerouac) .’

Works Cited:

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Kerouac, Jack. The Dharma Bums. Penguin UK, 2000.

Subject: English

Pages: 1 Words: 300

Writing Project #2 – Compare/Contrast

Annabelle Heckert

Enter Name of the Instructor

English

12 December 2019

Writing Project #2 – Compare/Contrast

In the essay “Singer’s solution to world poverty”, he articulates that if Americans donate all their unnecessary income to the World Organizations, it can help in eliminating poverty. His article published in the year 1999, presents many hypothetical and factional situations which he has used to show how Americans unnecessarily spend their income. The author has linked the division of dollar amount to make the readers understand what it takes to save a child. Singer has used precise language to create strong sentences. His words and layout of the conversations make the readers understand the larger context, which is a moral obligation. He introduces himself to a utilitarian philosopher which he labels as ‘one who acts right or wrong based on their end results’. He presents such perception about the utilitarian philosopher, with the intention of providing solutions. The ethical style he used in the essay forces the reader to consider this issue in an ethical sense. With such a style of expression, in his essay, he has added a sense of credibility and a plea toward ethos.

In order to support his primary claims, Singer has also relied on the use of pathos. For example, at the start of the essay, he uses Dora-the main character, to immediately present an emotional response. He talks about a boy, who is unknowingly sold to organ peddlers. After realizing that she has done worst, and after when her conscience, curses her, she immediately recovers the child. Singer has created this dramatized situation to draw upon the emotions of the readers. By presenting an impoverished child throughout his essay, he has pulled over the reader’s sympathies. He continues to encourage the emotional response by writing “if the upshot of the Americans’ failure to donate the money is that one more kid dies on the streets of a Brazilian city ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"YmRuFzBM","properties":{"formattedCitation":"(Singer)","plainCitation":"(Singer)","noteIndex":0},"citationItems":[{"id":65,"uris":["http://zotero.org/users/local/8reWiRZH/items/VUNVS2VP"],"uri":["http://zotero.org/users/local/8reWiRZH/items/VUNVS2VP"],"itemData":{"id":65,"type":"article-journal","container-title":"The New York Times Magazine","issue":"September","page":"60–63","source":"Google Scholar","title":"The Singer solution to world poverty","volume":"5","author":[{"family":"Singer","given":"Peter"}],"issued":{"date-parts":[["1999"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Singer)”. His mentioning of death compels the readers to read the text with emotive thoughtfulness. He has presented the text from Peter Unger’s “Living high and letting die” book. The excerpt from this particular book is, in fact, an imaginary example to probe about the reader’s intuitions.

Compared to this, in ‘feeding the hungry’, Jan Narveson has made a distinction between justice and charity. For him, the difference between justice and charity is clear, since the demand for justice is enforceable, but for charity it is not. In other ways, it is morally allowed to force someone to act impartially, but it is morally not right to ask someone to be charitable. He does not deny that humans should be charitable but he has created some limits ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"1CaXHmmC","properties":{"formattedCitation":"(Narveson)","plainCitation":"(Narveson)","noteIndex":0},"citationItems":[{"id":67,"uris":["http://zotero.org/users/local/8reWiRZH/items/WDRA8DTD"],"uri":["http://zotero.org/users/local/8reWiRZH/items/WDRA8DTD"],"itemData":{"id":67,"type":"article-journal","container-title":"Applied Ethics: A Multicultural Approach","page":"142","source":"Google Scholar","title":"Feeding the Hungry","author":[{"family":"Narveson","given":"Jan"}],"issued":{"date-parts":[["2017"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Narveson). He actually urges the readers to draw a line so as to differentiate whether feeding the hungry is a matter of justice or a matter of charity. Narveson places this matter in the domain of charity and not in the domain of justice, as he believes that it is not a matter of justice. He holds the point, that though humans have a duty towards charity, it is not required until it hurts.

Principles and Policies: Later in his article, Narveson has made a distinction between policies and principles ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"EcMphgdS","properties":{"formattedCitation":"(Narveson)","plainCitation":"(Narveson)","noteIndex":0},"citationItems":[{"id":67,"uris":["http://zotero.org/users/local/8reWiRZH/items/WDRA8DTD"],"uri":["http://zotero.org/users/local/8reWiRZH/items/WDRA8DTD"],"itemData":{"id":67,"type":"article-journal","container-title":"Applied Ethics: A Multicultural Approach","page":"142","source":"Google Scholar","title":"Feeding the Hungry","author":[{"family":"Narveson","given":"Jan"}],"issued":{"date-parts":[["2017"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Narveson). He believes that principles are theoretical claims, built upon man’s own distinction of thoughts. He does not consider them obligatory, same goes for the policies, which he believes are designed to implement principles. His own principles differ from the principle of greatest happiness, where he points out that even utilitarian conforms to the reasons which do not require adopting policies that require feeding the poor. In his essay, he has also referred to the arguments of Garret Hardin to prove his stance about differentiating between justice and hunger. Both of these authors believe that starvation does not erupt from the failure of people performing their duties, rather it erupts from crop failures, civil wars, and acts that are not related to ordinary poor. By all such stances, he therefore, proves that we do not serve the purpose of humanity by feeding the poor rather, we create more hunger.

In the movie- Battle of Algiers, the producers have telecasted the struggle of Algerian from French colonialism, during the era between the 1950s and 1960s. Gillo Pontecorvo, the writer of the movie has talked about the freedom struggle of Algerians and what they went through during their fight against the imposition of French. Pontecorvo has exposed the legacy of imperialism, which he believes is ruthless and devastating. In his story, he has unearthed the causes of terrorism, which he argues is a reaction, and not an action. Terrorism for him, erupts from resistance and when people are not getting the due rights, they should be enjoying. Compared to the writing, the movie has paid a lot more attention to the message of Pontecorvo, where it telecasts the ruthless punishments that the people in Iraq, Guantanamo Bay, and Afghanistan are facing. For him, things are not different, and the injustices that the take the form of terrorist extremism.

Pontecorvo’s exposition of events is quite simple and well-oriented. He has suggested that what all is happening in the countries, where violence has become a norm, has resulted from their fight against imperialism. The people there, have learned taking-up arms for their fight against the imperial powers. As people in the Western world, these people were also peaceful before the invasion of their territories. For Pontecorvo, those who grabbed their resources are the real culprits and not those who have been fighting for their due rights in their own territories. Pontecorvo’s exposition is a little different from that of Peter Singer and Jan Narveson. Singer and Narveson are some bit philosophical in their approaches, compared to Pontecorvo. Their exposition of the arguments is different as well. Singer's form of utilitarianism entails consequentialism, and if consequentialism is false then so is Singer's utilitarianism.  Consequentialism is sometimes presented as following from the facts of rationality, and it does not respect the separateness of persons. 

Lastly, in his essay, Singer is persuading the audience to leave some value for others voluntarily. As he believes that voluntary actions are more worthy. His writing, therefore, follows the same style, like the use of different illusions to create a narrative, unlike Narveson and Pontecorvo. Narveson’s rhetorical strategies are quite different from both these writers. His expression suggests that he isn’t arguing, but rather, making some pleas which demand to be low in tone and avoid aggressiveness, which he has done in a more mannered way. Narveson does argue at some places in his writing, but his expression had remained quite consistent with his approaches, unlike Peter, which has to use illusions to convey his arguments. Pontecorvo had been different from both of them since he had addressed an issue that had been consistent with the time frame of his writings. Further, the makeover of his writing, in the movie form has added some new dimensions to his message. In many instances, the Battle of Algiers had portrayed things that happened to be quite different in the original passage. The shared attribute in the writing of three authors remains their interest in exploring human philosophies, which target human sufferings and wants.

Works Cited:

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Narveson, Jan. “Feeding the Hungry.” Applied Ethics: A Multicultural Approach, 2017, p. 142.

Singer, Peter. “The Singer Solution to World Poverty.” The New York Times Magazine, vol. 5, no. September, 1999, pp. 60–63.

Subject: English

Pages: 4 Words: 1200

Writing Project #3 – Argument From A Contemporary Moral Problem

Your Name

Instructor Name

Course Number

Date

An argument from a contemporary Moral Problem

The contemporary argument selected for this argumentative essay for a moral problem is ‘environmental ethics’. Environmental ethics is the study of concerns and ethical questions raised by the relationship of human with the non-human environment. Ethical considerations and reflections related to human relations with that of the environment were also found in ancient Greece and other civilizations. Quite a number of philosophers and scholars of normative disciplines of philosophy have published their work in this regard including John Muir, Jeremy Bentham and ‘A Sand County Almanac’ which an influential work of Aldo Leopold. There is growing concern about environmental virtue ethics in western philosophy until recently. Prior to that, there is not enough talk about environmental ethics in western philosophy. The impact of western religions and philosophies are possible reasons for this where human beings are considered superior to nature and it was believed that there is no relation of human beings and environment. The key idea around which the paper revolves is the argumentative analysis to understand and conclude the challenges faced by the culture of the United States of America regarding environmental goodness and harmony.

Values in environmental ethics

There are many human and inhuman values related to human interaction with that of the environment. The first value id the idea of anthropocentrism which is used to refer to the attitudes and world views regarding moral significance and status of the issue. The value system based on anthropocentrism is based on the notion that only human beings are valuable and important under environmental discourse more than other any other entity. This suggests the importance of sustainable use of human resources. On the other hand, anti-anthropocentric or non-anthropocentric views include, biocentrism, similar framings and ecocentrism (Lewis-Jones 1). The other human value that is associated with environmental ethics is environmental sustainability and justice. This is defined as a meaningful involvement and a fair treatment of all people regardless of national origin, color, race or income with respect to implementation, development and enforcement of environmental regulations, laws and policies. This is defined according to the United States Environmental Protection Agency.

There are several non-human values that are very important to discuss and are associated with anti-anthropocentric concepts. These values suggest the importance of non-human entities which are present in the environment and ecosystem and are directly affected by any change or manipulation in the environment. These values include concepts of value-pluralist or hybrid view, ethical biocentrism, holistic ethics of species or biocentrism, wildness value and ethics and sentient animals (Palmer et al. 426). All these aspects of ethics are related to inculcating environmental concerns and issues of animals, plants and other habitants of ecosystem and environment. There are growing concerns regarding ecosystem disturbance and depletion of natural resources which give rise to an the ever-increasing demand for environment preservation and the use of sustainable resources to determine wellbeing, safety and sustainability of environmental inhabitants and resources.

Ethical Debate

It is important to analyze and understand the significance of environmental ethics with respect to normative disciplines of philosophies. We will review this aspect by understanding the stance of major ethical theories and principles in this regard. The main ethical theories which are essential to discuss are consequentialism, virtue ethics and rights and deontological views. Consequentialism is related to bringing about best of the consequences of our actions, practices or rules irrespective of the moral or ethical considerations. About animal ethics, consequentialism argues either we should maximize satisfied preferences or should maximize happiness. Consequentialism possesses very diverse and variable ideas about what are the factors which constitute more good for the environment while looking forward to aiming at producing the best outcomes. So the general proposals in favor of environmental ethics are often in line with the idea of consequentialism as they aim at maximizing species flourishing or ecosystem health. The idea of deontological ethics revolves around what we owe to each other rather than the creation of worst or better states of the world(Alexander and Moore). Deontological ethics give a perspective of not disturbing the ecosystem for attaining short term goals in contrast to consequentialism. For example, consequentialism may suggest that it is required to minimize sufferings of the wild animals but ultimately it may require us to adopt ways to manage ecosystem by altering their structure including feeding them food is deficient or reducing the number of carnivorous that are pain-inflicting. Environmental ethics can be understood by analyzing it with respect to virtue ethics. In this approach, practices, policies and actions are justified or evaluated in terms of whether they achieve or express virtue, as opposed to whether they conform to duty or promote consequences which are appropriate. As an example when different forms of animal agriculture are evaluated, this approach accounts for which virtues are more operative. The examples of these virtues can be ecological sensitivity, efficiency or compassion and also determines what methods and forms of animal agriculture best suit.

There are many other theories which are important to discuss in this regard as “ Deep ecology” and “shallow ecology”. Deep ecology is the result of discussion of three scholars of normative discipline of science named Nils Faarlund, Sigmund Kvaløy and  Næss. They visited the mountains of Himalayas and expressed a great passion for the mountains and were deeply impressed by the Sherpa community. They are native and by occupation, they are mainly guides, who guide and assist tourists during their expeditions. Næss was inspired by their concepts regarding considering the mountains sacred hence not consuming the natural and environmental resources for their needs. The ‘shallow ecology movement’ on the other hand is characterized by the fight against resource depletion and increasing pollution. The central purpose and theme of this movement are its concerns related to affluence and health of masses in the developed countries. The deep ecology movement endorses the view that there is value in all living things in our ecosystem independent of their significance or usefulness. This approach is also known as biospheric egalitarianism (Naess 95). 

Challenges

There are some serious hurdles and obstacles in the development of environmental ethics in the majority of the world population. The main hurdle in attaining environmental goodness is the conception of a materialistic good life. Restricting our research to the United States alone we find that capitalist consumer culture has developed a certain vision of happiness which is mainly based on material comfort, entertainment through consumption of goods and acquisition and a conquest of pleasure. Fulfilment of these desires demand a huge amount of money and in a consumer-oriented culture, wealth is the benchmark of value. A rational control is necessary to develop a sense of environmental goodness and its erosion under the appetite and desire of materialistic pleasures is a big hurdle in developing that sense.

The second challenge or hurdle in the development of an environmental ethics system is the individualism of Western/European culture. Individualism is a fruit of capitalist consumerism and promotes the logic of self-interest. A person motivated and influenced by such sociological and financial tendencies will advocate a very holistic and more humble view of human being’s relationship with the environment. These tendencies have developed a highly litigious society by virtue anthropocentric attitudes and individualistic behaviors where common benefit and the common good is not as important as individual rights (Brennan and Lo). The concept of deep ecology presented by Næss as discussed above rejects the idea of atomistic individualism. He argues that such concepts and separations do not only lead to human selfishness towards nature but also towards other humans. In contrast to individualism, he proposed an opposite scheme known as ‘total-field image’. According to this rational proposal, all the organism including human and others are best recognized as knots in the net of the biosphere. A living being’s identity is constituted essentially by its interaction and relation with other beings in the environment.  If human beings learn to conceptualize themselves and all the other inhabitants of the ecosystem in relational terms, then they will tend to take care of the world and nature batter.

One more challenge that is faced while promoting awareness about environmental ethics is the lack of appreciation of nature’s aesthetic aspects as far as Americans are concerned. Environmental harmony and goodness cannot be achieved if there is no love and deep appreciation of nature. These feelings are generally developed while spending a considerable amount of time in environmentally enriched, beautiful and natural settings. One reason for this lack of appreciation and love for nature is an increased population of masses shifting to urban areas or suburban sprawls that are not that much remarkable typically from an aesthetic point of view. Capitalism is also one issue as pointed out briefly above as it encourages hierarchical thinking to achieve material success and produce maximum profits. It encourages competition, independence and aggressiveness to achieve a competitive advantage and dominate the opposition. These competitive and aggressive tendencies empowered by capitalist culture is a big obstacle to environmental harmony and goodness (Jane 16).

Suggestions/Solutions

            The suggestions to provide possible solutions which can be adopted and incorporated into the realm of ethics to solve environmental issues can be determined in two ways. First is the idea of promoting philosophical insight and spreading awareness about environmental ethics and second to take practical steps in order to ensure a safe and sustainable environmental framework for human beings and other inhabitants of the environment. We will analyze the Dickson’s argument in regards to can environmental ethics solve environmental issues? He writes “Since the environmentally sound option will typically cost more than the nonenvironmental option, the pressure will frequently translate into pressure to choose the non-environmental option … choosing the cheaper, non-environmental option is likely to do more to secure her job and to increase her chances of advancement (Kassiola 500)” . It suggests that our behaviour in this modern society to the natural environment is the reflection of our modern values. The change in our values may become a source of solving environmental issues. Also, science alone may not serve to solve all the related environmental problems because its emergence involves more and more empirical consequences and causations.

            Apart from talking about ethical considerations and the debate of significance of environmental ethics to solve environmental issues, it is also required to take practical measures. These measures include spreading awareness about the significance of other entities of the ecosystem. The use of science and technology is vital and very important in dealing with environmental problems by offering new techniques and processes which are environmentally friendly and ensure safety for the ecosystem. The practical solutions which may be effective to save the environment apart from endorsing environmental ethics are social responsibilities including non-pollution, waste management, stopping deforestation, growing more and more trees, recycling, applying stoppage to the escape of pollution and other harmful chemicals into the sea and chemicals not air and managing adequate water consumption.

Conclusion

The detailed analysis of normative discipline of philosophy and ethical philosophies suggests that environmental ethics is a very important branch of knowledge that can be used to solve a number of environmental issues. There are many challenges in developing an ethical framework for environmental problems and respective solutions in the world in general and in the United States in particular. The main hurdles are capitalistic consumer economy and mindset if individualism. It is needed to develop a sense of mutual harmony and integrity with the environment to make an anti-anthropocentric the environment in which all the participants of the environment and ecosystem including all the species and organisms are respected and regarded as essential part irrespective of their potential benefit to the mankind. Due to emerging environmental problems, it is the  need of time to effectively inculcate new environmental issue and ethics to ensure a safe place for humans and other species in the ecosystem. Apart from that, it is the duty of the masses to become more responsible for the environmental perspective and try to adopt techniques and solutions to promote more and more sustainable processes to meet their needs.

 

 

 

 

 

 

 

 

 Cited By: 

Lewis-Jones, Kay E. "Introduction: people and plants." Environment and Society 7.1 (2016): 1-7.

Palmer, Clare, Katie McShane, and Ronald Sandler. "Environmental ethics." Annual Review of Environment and Resources 39 (2014): 419-442.

Naess, Arne. "The shallow and the deep, long‐range ecology movement. A summary." Inquiry 16.1-4 (1973): 95-100.

Fairbanks, Sandra Jane. "Environmental goodness and the challenge of American culture." Ethics & the Environment 15.2 (2010): 79-102.

Kassiola, Joel J. "Can environmental ethics' solve'environmental problems and save the world? Yes, but first we must recognise the essential normative nature of environmental problems." Environmental Values 12.4 (2003): 489-514.

Alexander, Larry, and Michael Moore. “Deontological Ethics.” The Stanford Encyclopedia of Philosophy, edited by Edward N. Zalta, Winter 2016, Metaphysics Research Lab, Stanford University, 2016. Stanford Encyclopedia of Philosophy, https://plato.stanford.edu/archives/win2016/entries/ethics-deontological/.

Brennan, Andrew, and Yeuk-Sze Lo. “Environmental Ethics.” The Stanford Encyclopedia of Philosophy, edited by Edward N. Zalta, Winter 2016, Metaphysics Research Lab, Stanford University, 2016. Stanford Encyclopedia of Philosophy, https://plato.stanford.edu/archives/win2016/entries/ethics-environmental/.

Gray, Rob, Jan Bebbington, and Ken McPhail. "Teaching ethics in accounting and the ethics of accounting teaching: educating for immorality and a possible case for social and environmental accounting education." Accounting Education 3.1 (1994): 51-75.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Subject: English

Pages: 7 Words: 2100

Writing Project 3: The Research-Based Argument

Your Name

Instructor Name

Course Number

Date

Why College Athletes Should Be Paid?

Introduction

College athletics is a rising multi-billion dollar business which every year recruits even more players ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"OAIDXSTs","properties":{"formattedCitation":"(Goldman)","plainCitation":"(Goldman)","noteIndex":0},"citationItems":[{"id":82,"uris":["http://zotero.org/users/local/LGdpQbDd/items/KEGCFQ92"],"uri":["http://zotero.org/users/local/LGdpQbDd/items/KEGCFQ92"],"itemData":{"id":82,"type":"article-journal","title":"Sports and antitrust: Should college students be paid to play","container-title":"Notre Dame L. Rev.","page":"206","volume":"65","source":"Google Scholar","title-short":"Sports and antitrust","author":[{"family":"Goldman","given":"Lee"}],"issued":{"date-parts":[["1989"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Goldman). Universities and participants have become more efficient as the decades go on for contributing to improved performance and producing more income. The NCAA (National Collegiate Athletic Association) was established in 1906 to keep young competitors from such manipulations because of the predominant insidious nature of the sports industry and since then has proceeded to enforce the law ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"PYAyvlst","properties":{"formattedCitation":"(Brown)","plainCitation":"(Brown)","noteIndex":0},"citationItems":[{"id":83,"uris":["http://zotero.org/users/local/LGdpQbDd/items/RD8SZVDL"],"uri":["http://zotero.org/users/local/LGdpQbDd/items/RD8SZVDL"],"itemData":{"id":83,"type":"article-journal","title":"Compensation for the student-athlete: Preservation of amateurism","container-title":"Kan. JL & Pub. Pol'y","page":"147","volume":"5","source":"Google Scholar","title-short":"Compensation for the student-athlete","author":[{"family":"Brown","given":"Jeff K."}],"issued":{"date-parts":[["1995"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Brown). The NCAA promotes both athletics and academic achievement and is assigned with the involvement of legislation and enforcement in professional sports. Financial payment is among the college sports industry's frequently discussed topics. Such sports are perpetually generating income on an increasing level attempting to force the NCAA to tackle the issue of paying athletes for their engagement in sports like soccer, baseball, and basketball. As stated in an article on Elite Daily, the NCAA recorded approximately $845 million in funding revenue throughout the previous decade, yet according to the regulations of the NCAA, student athletes are not allowed to obtain financial compensation as they are classified armor ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"12RMer5Q","properties":{"formattedCitation":"(Johnson and Acquaviva)","plainCitation":"(Johnson and Acquaviva)","noteIndex":0},"citationItems":[{"id":85,"uris":["http://zotero.org/users/local/LGdpQbDd/items/ZZTM6WFP"],"uri":["http://zotero.org/users/local/LGdpQbDd/items/ZZTM6WFP"],"itemData":{"id":85,"type":"article-journal","title":"Point/counterpoint: Paying college athletes","container-title":"The Sport Journal","volume":"15","issue":"1","source":"Google Scholar","title-short":"Point/counterpoint","author":[{"family":"Johnson","given":"Dennis A."},{"family":"Acquaviva","given":"John"}],"issued":{"date-parts":[["2012"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Johnson and Acquaviva). The controversy on agreeing to pay student athletes has been at the focal point of headlines for some decades but now continues to expand, thanks to the higher revenues produced by the professional athletes for their colleges as well as the percentage of economic development seen in the business sector as a whole. Even when the mean football stipend is valued $20,000 annually, still the college earns $70,000 annually profits per scholarship athlete (remember that this statistic is only an approximation-the exact number could genuinely be greater), the college will earn $50,000 annually, per scholarship athlete, or $200,000 throughout a four-year span ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"N1k7idUF","properties":{"formattedCitation":"(Brown)","plainCitation":"(Brown)","noteIndex":0},"citationItems":[{"id":83,"uris":["http://zotero.org/users/local/LGdpQbDd/items/RD8SZVDL"],"uri":["http://zotero.org/users/local/LGdpQbDd/items/RD8SZVDL"],"itemData":{"id":83,"type":"article-journal","title":"Compensation for the student-athlete: Preservation of amateurism","container-title":"Kan. JL & Pub. Pol'y","page":"147","volume":"5","source":"Google Scholar","title-short":"Compensation for the student-athlete","author":[{"family":"Brown","given":"Jeff K."}],"issued":{"date-parts":[["1995"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Brown). The evidence put forward by NCAA that the participants earn grants as reimbursement has not yet been restructured as per the contract formed at the beginning of their career makes it difficult for students to be compensated ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"AZ26p9ME","properties":{"formattedCitation":"(Schneider)","plainCitation":"(Schneider)","noteIndex":0},"citationItems":[{"id":86,"uris":["http://zotero.org/users/local/LGdpQbDd/items/XJ6YIUJI"],"uri":["http://zotero.org/users/local/LGdpQbDd/items/XJ6YIUJI"],"itemData":{"id":86,"type":"article-journal","title":"COLLEGE STUDENTS'PERCEPTIONS ON THE PAYMENT OF INTERCOLLEGIATE STUDENT-ATHLETES","container-title":"College Student Journal","page":"232–232","volume":"35","issue":"2","source":"Google Scholar","author":[{"family":"Schneider","given":"Raymond G."}],"issued":{"date-parts":[["2001"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Schneider). In case of attempting to solve this issue, several perspectives, claims and approaches are suggested. Since college students are confronted with almost the same degree of risk injury as elite athletes, it allows the discussion of being paid quite realistic as grants itself cannot compensate for this. In this paper, we would discuss the ethical concerns associated with not paying the college athletes. It is for their involvement to be compensated since the condition that occurred a century ago is not quite the same anymore. The college athletics atmosphere should progress as the general sports market evolves through period.

Discussion

The first and foremost reason why athletes should be compensated is that they generate large income for the college, but in effect they do not get how much they deserve. It is true, NCAA alone earns nearly $10.8 per year. Although the scholarship could probably be worth $25,000 annually, plus a successful profession following school worth $1 million. In turn, college-athletes earn all sorts of benefits while in school, such as living in luxury hotels, getting watched on national television, and all the fame that comes of being a star player ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"W4Z10M3e","properties":{"formattedCitation":"(Goldman)","plainCitation":"(Goldman)","noteIndex":0},"citationItems":[{"id":82,"uris":["http://zotero.org/users/local/LGdpQbDd/items/KEGCFQ92"],"uri":["http://zotero.org/users/local/LGdpQbDd/items/KEGCFQ92"],"itemData":{"id":82,"type":"article-journal","title":"Sports and antitrust: Should college students be paid to play","container-title":"Notre Dame L. Rev.","page":"206","volume":"65","source":"Google Scholar","title-short":"Sports and antitrust","author":[{"family":"Goldman","given":"Lee"}],"issued":{"date-parts":[["1989"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Goldman). Putting a value mark on all of this is complicated. However if you look at the evidence regarding stipends, you might be giving your opinion differently. College-athletes that receive scholarships constitute only one out of three athletes. Most of the athletes have reported that they are only able to recompense for half of their expenses ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"bzxFnZr7","properties":{"formattedCitation":"(Parent)","plainCitation":"(Parent)","noteIndex":0},"citationItems":[{"id":79,"uris":["http://zotero.org/users/local/LGdpQbDd/items/UJ34YR2B"],"uri":["http://zotero.org/users/local/LGdpQbDd/items/UJ34YR2B"],"itemData":{"id":79,"type":"article-journal","title":"Forward Progress - An Analysis of Whether Student-Athletes Should Be Paid","container-title":"Virginia Sports and Entertainment Law Journal","page":"226","volume":"3","journalAbbreviation":"Va. Sports & Ent. L.J.","author":[{"family":"Parent","given":"Christopher M."}],"issued":{"date-parts":[["2003"]],"season":"2004"}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Parent). This is because they are not receiving enough money from their efforts and the larger sum of the money that is coming from the tournaments are actually benefiting NCAA. They are not compensated with an extra money for fulfilling their needs. According to the business insider an average FBS football player makes about 137,357 dollars annually while and average basketball athlete earns about 289,081 dollars annually ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"atbGoN8a","properties":{"formattedCitation":"(Schott)","plainCitation":"(Schott)","noteIndex":0},"citationItems":[{"id":87,"uris":["http://zotero.org/users/local/LGdpQbDd/items/3RL3RK6D"],"uri":["http://zotero.org/users/local/LGdpQbDd/items/3RL3RK6D"],"itemData":{"id":87,"type":"article-journal","title":"Give Them What They Deserve: Compensating the Student-Athlete for Participation in Intercollegiate Athletics","container-title":"Sports Law. J.","page":"25","volume":"3","source":"Google Scholar","title-short":"Give Them What They Deserve","author":[{"family":"Schott","given":"Stephen M."}],"issued":{"date-parts":[["1996"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Schott). However, an average college athlete makes about an average of $289,031 annually in a stipend. It is quite clear that the student athlete is not getting even a sixth of what they should actually be receiving. The amount an athlete is paid mainly depends upon the area occupied by the school and the number of athletes that they have ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"PcHpdoQI","properties":{"formattedCitation":"(Johnson and Acquaviva)","plainCitation":"(Johnson and Acquaviva)","noteIndex":0},"citationItems":[{"id":85,"uris":["http://zotero.org/users/local/LGdpQbDd/items/ZZTM6WFP"],"uri":["http://zotero.org/users/local/LGdpQbDd/items/ZZTM6WFP"],"itemData":{"id":85,"type":"article-journal","title":"Point/counterpoint: Paying college athletes","container-title":"The Sport Journal","volume":"15","issue":"1","source":"Google Scholar","title-short":"Point/counterpoint","author":[{"family":"Johnson","given":"Dennis A."},{"family":"Acquaviva","given":"John"}],"issued":{"date-parts":[["2012"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Johnson and Acquaviva).

Second reason that students be compensated is because in order to excel at the sports, most of their time is spent on the grounds instead of classrooms ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"4Velc9ui","properties":{"formattedCitation":"(Goldman)","plainCitation":"(Goldman)","noteIndex":0},"citationItems":[{"id":82,"uris":["http://zotero.org/users/local/LGdpQbDd/items/KEGCFQ92"],"uri":["http://zotero.org/users/local/LGdpQbDd/items/KEGCFQ92"],"itemData":{"id":82,"type":"article-journal","title":"Sports and antitrust: Should college students be paid to play","container-title":"Notre Dame L. Rev.","page":"206","volume":"65","source":"Google Scholar","title-short":"Sports and antitrust","author":[{"family":"Goldman","given":"Lee"}],"issued":{"date-parts":[["1989"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Goldman). They put too much dedication and effort into it but this remains inconsiderable. They bring themselves into sports with all the time and energy. Student athletes should be compensated monetarily instead of considering them students as their first obligation is to participate in sports for the college, before they get an education ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"GraDVNIB","properties":{"formattedCitation":"(Goldman)","plainCitation":"(Goldman)","noteIndex":0},"citationItems":[{"id":82,"uris":["http://zotero.org/users/local/LGdpQbDd/items/KEGCFQ92"],"uri":["http://zotero.org/users/local/LGdpQbDd/items/KEGCFQ92"],"itemData":{"id":82,"type":"article-journal","title":"Sports and antitrust: Should college students be paid to play","container-title":"Notre Dame L. Rev.","page":"206","volume":"65","source":"Google Scholar","title-short":"Sports and antitrust","author":[{"family":"Goldman","given":"Lee"}],"issued":{"date-parts":[["1989"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Goldman). However, while the NCAA asserts that student athletes are only students, the NCAA's own championship timelines compel student athletes to skip classes for playoff games which introduce income. Some of the studies have shown concerns in this regard, that due to the consistent hours of practicing and playing on the time, they should be considered full time employees ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"y6UriMHq","properties":{"formattedCitation":"(Brown)","plainCitation":"(Brown)","noteIndex":0},"citationItems":[{"id":83,"uris":["http://zotero.org/users/local/LGdpQbDd/items/RD8SZVDL"],"uri":["http://zotero.org/users/local/LGdpQbDd/items/RD8SZVDL"],"itemData":{"id":83,"type":"article-journal","title":"Compensation for the student-athlete: Preservation of amateurism","container-title":"Kan. JL & Pub. Pol'y","page":"147","volume":"5","source":"Google Scholar","title-short":"Compensation for the student-athlete","author":[{"family":"Brown","given":"Jeff K."}],"issued":{"date-parts":[["1995"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Brown). However, NCAA has claimed that they are not the legal employees thus they can’t be compensated. According to the studies an average hours that an athlete gives to a football field while training, practicing and playing is 43.3 hours per week. Taking into account the 40 workweek hours standard, playing sports is justified as a full time employment ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"vko7yNZM","properties":{"formattedCitation":"(Johnson and Acquaviva)","plainCitation":"(Johnson and Acquaviva)","noteIndex":0},"citationItems":[{"id":85,"uris":["http://zotero.org/users/local/LGdpQbDd/items/ZZTM6WFP"],"uri":["http://zotero.org/users/local/LGdpQbDd/items/ZZTM6WFP"],"itemData":{"id":85,"type":"article-journal","title":"Point/counterpoint: Paying college athletes","container-title":"The Sport Journal","volume":"15","issue":"1","source":"Google Scholar","title-short":"Point/counterpoint","author":[{"family":"Johnson","given":"Dennis A."},{"family":"Acquaviva","given":"John"}],"issued":{"date-parts":[["2012"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Johnson and Acquaviva). Considering that, company earns large profits makes it clear that although that it is beneficial for the organization but not the student athlete. This is evident that the college sport should not be taken for granted neither the efforts of a college athlete. This is as serious as any other job and because of that college students should be compensated.

Another reason I am going to give for why college athletes should get paid is because it is benefiting coaches more than college athletes ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"cb5eV3Wh","properties":{"formattedCitation":"(Parent)","plainCitation":"(Parent)","noteIndex":0},"citationItems":[{"id":79,"uris":["http://zotero.org/users/local/LGdpQbDd/items/UJ34YR2B"],"uri":["http://zotero.org/users/local/LGdpQbDd/items/UJ34YR2B"],"itemData":{"id":79,"type":"article-journal","title":"Forward Progress - An Analysis of Whether Student-Athletes Should Be Paid","container-title":"Virginia Sports and Entertainment Law Journal","page":"226","volume":"3","journalAbbreviation":"Va. Sports & Ent. L.J.","author":[{"family":"Parent","given":"Christopher M."}],"issued":{"date-parts":[["2003"]],"season":"2004"}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Parent). I am not saying that coaches should be paid less, I am just saying that college athletes should be deem equal to the coaches since they are doing this at a cost of their education. However, coaches have an actual profession and they are able to earn more bonuses according to the performance of the team and the athletes. According to the college express, it is considered that the only people working extremely hard in this scenario are college athletes. Coaches might be considered as a driving force for the athletes but it is actually upon the athletes how they fulfil the people expectations. Coaches receive money privileges on the number of occasions such as record breaks, off season reaches, big games victory yet, not a small of it is received by the college athlete considering that fact that they were behind all of these accomplishments ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"n7QGQr1s","properties":{"formattedCitation":"(Brown)","plainCitation":"(Brown)","noteIndex":0},"citationItems":[{"id":83,"uris":["http://zotero.org/users/local/LGdpQbDd/items/RD8SZVDL"],"uri":["http://zotero.org/users/local/LGdpQbDd/items/RD8SZVDL"],"itemData":{"id":83,"type":"article-journal","title":"Compensation for the student-athlete: Preservation of amateurism","container-title":"Kan. JL & Pub. Pol'y","page":"147","volume":"5","source":"Google Scholar","title-short":"Compensation for the student-athlete","author":[{"family":"Brown","given":"Jeff K."}],"issued":{"date-parts":[["1995"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Brown). According to the Gale, organizations are generating double standards for the team. He quotes that “Forbes states that the average compensation of a head coach in a high rated college sports team was 2 million in 2019. While several coaches have claimed the double of the same figure” ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"yjxizC79","properties":{"formattedCitation":"(Schneider)","plainCitation":"(Schneider)","noteIndex":0},"citationItems":[{"id":86,"uris":["http://zotero.org/users/local/LGdpQbDd/items/XJ6YIUJI"],"uri":["http://zotero.org/users/local/LGdpQbDd/items/XJ6YIUJI"],"itemData":{"id":86,"type":"article-journal","title":"COLLEGE STUDENTS'PERCEPTIONS ON THE PAYMENT OF INTERCOLLEGIATE STUDENT-ATHLETES","container-title":"College Student Journal","page":"232–232","volume":"35","issue":"2","source":"Google Scholar","author":[{"family":"Schneider","given":"Raymond G."}],"issued":{"date-parts":[["2001"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Schneider). This indicates the creation of double standards according to which a head coach is deemed superiors while the other athletes are not acknowledged according to their efforts.

Setting a specific value to precisely how much participant is valuable to an institution is quite complicated. Not only will a star receiver improve selling tickets, but it would also add a lot of sponsorships ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"Nw7doZ9B","properties":{"formattedCitation":"(Johnson and Acquaviva)","plainCitation":"(Johnson and Acquaviva)","noteIndex":0},"citationItems":[{"id":85,"uris":["http://zotero.org/users/local/LGdpQbDd/items/ZZTM6WFP"],"uri":["http://zotero.org/users/local/LGdpQbDd/items/ZZTM6WFP"],"itemData":{"id":85,"type":"article-journal","title":"Point/counterpoint: Paying college athletes","container-title":"The Sport Journal","volume":"15","issue":"1","source":"Google Scholar","title-short":"Point/counterpoint","author":[{"family":"Johnson","given":"Dennis A."},{"family":"Acquaviva","given":"John"}],"issued":{"date-parts":[["2012"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Johnson and Acquaviva). A NCCA would not authorize colleges to advertise a club soccer uniform with the identity of a participant on it, but they might offer the uniform with the rating of the athlete on it. In regional and sometimes national industries, this is easily recognizable. The popular institutions raise vast amounts of money on the above category of product itself, but college athletes whose number is utilized to promote the brand apparently can't see a penny of revenue. Saying that in this case the student athlete is not being manipulated is an exaggeration. This is not it. It extends much further than that. Through television and advertisements agreements, college athletic projects make millions of dollars ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"XQiRdGSO","properties":{"formattedCitation":"(Goldman)","plainCitation":"(Goldman)","noteIndex":0},"citationItems":[{"id":82,"uris":["http://zotero.org/users/local/LGdpQbDd/items/KEGCFQ92"],"uri":["http://zotero.org/users/local/LGdpQbDd/items/KEGCFQ92"],"itemData":{"id":82,"type":"article-journal","title":"Sports and antitrust: Should college students be paid to play","container-title":"Notre Dame L. Rev.","page":"206","volume":"65","source":"Google Scholar","title-short":"Sports and antitrust","author":[{"family":"Goldman","given":"Lee"}],"issued":{"date-parts":[["1989"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Goldman). They are also raking in millions of dollars in athletic sponsor donations. Sure, compensation must be charged to administrators and coaches, not to overlook the college players ' transportation and other expenses. This is actually great considering the major athletic programs such as basketball and football help fund profits for the minor athletic programs since they does not generate the same amount of money. Still it does not justify the fact that college athletes are paid much less than they should be.

Another fact that makes it interesting is that the on the game day, athlete might spend the quarter of total time selling tickets of game which is considered as well-organized ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"DlWpi5cC","properties":{"formattedCitation":"(Schott)","plainCitation":"(Schott)","noteIndex":0},"citationItems":[{"id":87,"uris":["http://zotero.org/users/local/LGdpQbDd/items/3RL3RK6D"],"uri":["http://zotero.org/users/local/LGdpQbDd/items/3RL3RK6D"],"itemData":{"id":87,"type":"article-journal","title":"Give Them What They Deserve: Compensating the Student-Athlete for Participation in Intercollegiate Athletics","container-title":"Sports Law. J.","page":"25","volume":"3","source":"Google Scholar","title-short":"Give Them What They Deserve","author":[{"family":"Schott","given":"Stephen M."}],"issued":{"date-parts":[["1996"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Schott). Yet, all of that money earned as a result directly goes into the pockets of the directors of NCAA. The major portion of college athlete salary is spent on marketing and advertisement which should be a job of directors of coaches.Yet, instead of getting the money earned from those purchases, it is lost in the way of advertisement. So, the point to ponder here is that the as the coaches are able to make a huge amount of money through all of these benefits, shouldn’t college athletes be deemed worthy of sharing those benefits in the reasonable terms? This does not mean that they should be compensated large sums of money, it should just be a little extra than the amount they are actually receiving so they fulfil their household needs as well apart from the academic needs.

There are counter arguments which gives the proper reasons why college athletes should not be paid ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"VUhtQlYw","properties":{"formattedCitation":"(Schneider)","plainCitation":"(Schneider)","noteIndex":0},"citationItems":[{"id":86,"uris":["http://zotero.org/users/local/LGdpQbDd/items/XJ6YIUJI"],"uri":["http://zotero.org/users/local/LGdpQbDd/items/XJ6YIUJI"],"itemData":{"id":86,"type":"article-journal","title":"COLLEGE STUDENTS'PERCEPTIONS ON THE PAYMENT OF INTERCOLLEGIATE STUDENT-ATHLETES","container-title":"College Student Journal","page":"232–232","volume":"35","issue":"2","source":"Google Scholar","author":[{"family":"Schneider","given":"Raymond G."}],"issued":{"date-parts":[["2001"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Schneider). A biggest reason which is quite debatable from the start is that college athletes receive enough money as a scholarship to get through college ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"2pn7cehq","properties":{"formattedCitation":"(Goldman)","plainCitation":"(Goldman)","noteIndex":0},"citationItems":[{"id":82,"uris":["http://zotero.org/users/local/LGdpQbDd/items/KEGCFQ92"],"uri":["http://zotero.org/users/local/LGdpQbDd/items/KEGCFQ92"],"itemData":{"id":82,"type":"article-journal","title":"Sports and antitrust: Should college students be paid to play","container-title":"Notre Dame L. Rev.","page":"206","volume":"65","source":"Google Scholar","title-short":"Sports and antitrust","author":[{"family":"Goldman","given":"Lee"}],"issued":{"date-parts":[["1989"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Goldman). These Scholarships are worth almost fifteen thousand to twenty thousand dollars. It further provides an opportunity in the form of good career which could generate millions of dollars later in lifetime. Moreover, they get all types of privileges in college as compared to the non-athlete students such as staying at the luxurious facilities, been recognized as a star on the television and the fame that comes with being a star.

Another reason given for why athlete should not be compensated is because they are not regarded as professionals ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"U5TLz1ny","properties":{"formattedCitation":"(Brown)","plainCitation":"(Brown)","noteIndex":0},"citationItems":[{"id":83,"uris":["http://zotero.org/users/local/LGdpQbDd/items/RD8SZVDL"],"uri":["http://zotero.org/users/local/LGdpQbDd/items/RD8SZVDL"],"itemData":{"id":83,"type":"article-journal","title":"Compensation for the student-athlete: Preservation of amateurism","container-title":"Kan. JL & Pub. Pol'y","page":"147","volume":"5","source":"Google Scholar","title-short":"Compensation for the student-athlete","author":[{"family":"Brown","given":"Jeff K."}],"issued":{"date-parts":[["1995"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Brown). College serves as a means of making them a professional. They are not compensated because they have not yet achieved the level of excellency that they desire. As they are part of the institution, they should just be paid enough so they are able to make it through college. According to the views depicted by the writer Maurice Reed jones they should only be paid to play necessary game ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"WEftOd5f","properties":{"formattedCitation":"(Goldman)","plainCitation":"(Goldman)","noteIndex":0},"citationItems":[{"id":82,"uris":["http://zotero.org/users/local/LGdpQbDd/items/KEGCFQ92"],"uri":["http://zotero.org/users/local/LGdpQbDd/items/KEGCFQ92"],"itemData":{"id":82,"type":"article-journal","title":"Sports and antitrust: Should college students be paid to play","container-title":"Notre Dame L. Rev.","page":"206","volume":"65","source":"Google Scholar","title-short":"Sports and antitrust","author":[{"family":"Goldman","given":"Lee"}],"issued":{"date-parts":[["1989"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Goldman) .

It is said that college athletics serve as means of giving experience for which an athlete should be grateful. Moreover, it is thought that if college athletes are paid more than enough, they would take sports more seriously and leave their studies behind ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"rrGhgPVG","properties":{"formattedCitation":"(Johnson and Acquaviva)","plainCitation":"(Johnson and Acquaviva)","noteIndex":0},"citationItems":[{"id":85,"uris":["http://zotero.org/users/local/LGdpQbDd/items/ZZTM6WFP"],"uri":["http://zotero.org/users/local/LGdpQbDd/items/ZZTM6WFP"],"itemData":{"id":85,"type":"article-journal","title":"Point/counterpoint: Paying college athletes","container-title":"The Sport Journal","volume":"15","issue":"1","source":"Google Scholar","title-short":"Point/counterpoint","author":[{"family":"Johnson","given":"Dennis A."},{"family":"Acquaviva","given":"John"}],"issued":{"date-parts":[["2012"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Johnson and Acquaviva). Since the degree education is a foremost purpose of college or school, they should be focusing more on it without worrying about the sports. The money is thought to make them careless and irresponsible in their coming years. The extra money should instead be paid to the college photographers or doctors, so they facilitate their education by providing necessary benefits. However, counter arguments regarding this issue has also been discussed. Some people think that providing them with a little extra money will serve as a means of teaching them how to save money ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"cwwNUV12","properties":{"formattedCitation":"(Johnson and Acquaviva)","plainCitation":"(Johnson and Acquaviva)","noteIndex":0},"citationItems":[{"id":85,"uris":["http://zotero.org/users/local/LGdpQbDd/items/ZZTM6WFP"],"uri":["http://zotero.org/users/local/LGdpQbDd/items/ZZTM6WFP"],"itemData":{"id":85,"type":"article-journal","title":"Point/counterpoint: Paying college athletes","container-title":"The Sport Journal","volume":"15","issue":"1","source":"Google Scholar","title-short":"Point/counterpoint","author":[{"family":"Johnson","given":"Dennis A."},{"family":"Acquaviva","given":"John"}],"issued":{"date-parts":[["2012"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Johnson and Acquaviva). For young generation, they merely have any motivation to save money neither do they do the importance of savings. Extra money would encourage them to save money if they don’t want to spend it on something other than the basic education.

Conclusion

Although, almost every other person has different opinions regarding athletes to be compensated or not.But according to what I have concurred from my research on NCAA and related literature it is certain that college athletes should be compensated more than what they are. Throughout the years, NCAA has evolved and based on the new figures they generate greater profits but in turn pay not enough to the college athletes who spend their energy and time into these sports ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"lkStXIwx","properties":{"formattedCitation":"(Brown)","plainCitation":"(Brown)","noteIndex":0},"citationItems":[{"id":83,"uris":["http://zotero.org/users/local/LGdpQbDd/items/RD8SZVDL"],"uri":["http://zotero.org/users/local/LGdpQbDd/items/RD8SZVDL"],"itemData":{"id":83,"type":"article-journal","title":"Compensation for the student-athlete: Preservation of amateurism","container-title":"Kan. JL & Pub. Pol'y","page":"147","volume":"5","source":"Google Scholar","title-short":"Compensation for the student-athlete","author":[{"family":"Brown","given":"Jeff K."}],"issued":{"date-parts":[["1995"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Brown). They should be considered full time employees as the time they give to the sports is equal to the full-time employment. It would be beneficial for the athlete in many ways including the uplifting of morale, encouragement to save money and making a good career out of it.

Works Cited

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Brown, Jeff K. “Compensation for the Student-Athlete: Preservation of Amateurism.” Kan. JL & Pub. Pol’y, vol. 5, 1995, p. 147.

Goldman, Lee. “Sports and Antitrust: Should College Students Be Paid to Play.” Notre Dame L. Rev., vol. 65, 1989, p. 206.

Johnson, Dennis A., and John Acquaviva. “Point/Counterpoint: Paying College Athletes.” The Sport Journal, vol. 15, no. 1, 2012.

Parent, Christopher M. “Forward Progress - An Analysis of Whether Student-Athletes Should Be Paid.” Virginia Sports and Entertainment Law Journal, vol. 3, 2004 2003, p. 226.

Schneider, Raymond G. “COLLEGE STUDENTS’PERCEPTIONS ON THE PAYMENT OF INTERCOLLEGIATE STUDENT-ATHLETES.” College Student Journal, vol. 35, no. 2, 2001, pp. 232–232.

Schott, Stephen M. “Give Them What They Deserve: Compensating the Student-Athlete for Participation in Intercollegiate Athletics.” Sports Law. J., vol. 3, 1996, p. 25.

Subject: English

Pages: 7 Words: 2100

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