The Roles of a Citizen in a Democracy Essay Example for Free

The Roles of a Citizen in a Democracy Essay A Democracy is a type of government that is for the people to choose their leaders and to hold their leaders accountable for their policies and their conduct in office. The people are the ones who decide what they want and who they want to represent them, usually by a majority vote. But who exactly are these people? We refer to them as citizens of where ever they are from. We are citizens of the United States of America and we also live in a democracy. As citizens in a democracy we have many rights but also many duties that we have to fulfill such as to actively participate, to use nonviolent pressure to speak our opinions to the government and to follow laws but, to not follow unjust laws. One of the only ways a democracy can work is to have active participation from all the citizens. A reason this is especially important is when we are voting for a governor or president or even just a city mayor. If some people decide that they dont want to vote, then maybe next time some more people will decide not to vote and then next time even more people are not voting, soon enough there are only a few people holding all the votes. This is not what democracy is about. In a democracy, all the citizens are supposed to have a say in everything. When only a few people are voting and only a few people are getting there opinions across then its only a matter of time before they are the ones holding all the power and the citizens who did not say anything before will have no choice. This is why there needs to be active participation from all the citizens in a democracy. If a democracies officials are beginning to stray then it time for the citizens to use their nonviolent protests and actions. Nonviolent actions are simply ways to get your point across with out causing any harm. The Government is much bigger and more powerful than the citizens and if we tried to fight using gun power and other physical means then we would eventually get crushed by the overwhelming forces of the government. Martin Luther King, Jr. once said I must say to you that we have not made a single gain in civil rights without determined legal an d nonviolent pressure(letter from a Birmingham Jail, 1963). He was very true in a sense that nonviolent actions are what has peacefully brought us how far we are today. The government can sometimes become corrupt and it is our duty as a citizen to counter whatever the government is doing with our power of legal and nonviolent pressure. A citizen in a democracy must also follow the laws provided by their government but also they have to not follow the unjust laws. The government officials give laws in order to protect us from other people or even from ourselves. There may come a time however, that we will be handed a law that is very much unjust. How can we tell if a law is just or unjust? Martin Luther King, Jr., said Any law that uplifts human personality is just. Any law that degrades human personality is unjust.(letter from a Birmingham Jail, 1963). When the government put out the segregation statutes, people were saying it was a unjust way to treat other humans. It makes the segregator feel superior and the segregated feel inferior. The citizens decided not to stand this treatment so they began using nonviolent protests and petitions and eventually won out. This example shows that in a democracy it is the citizens voice that must come out and they are really the ones that will make it work. In a democracy a citizen must use nonviolent actions to show their opinions, follow just laws, and actively participate in the government. A democracy is a great way to run a group of people but it will really only work. Although some people say that a democracy is not the way to go, I would have to disagree and say that a democracy can and will work. The citizens in a democracy are really the ones that make it work. Without the citizens doing their responsibilities and using there rights then it will quickly turn into a place where the government controls everything and then they ways of a democracy are lost.

Developmental Issues in Identity Formation and Self Esteem

Developmental Issues in Identity Formation and Self Esteem Critically discuss the significance of understanding the developmental issues of identity formation and self-esteem as a guidance counsellor with reference to the work of at least 3 theorists covered on the module. Early adolescence is a period of obvious human development and growth which occurs between childhood and adolescence. Adolescence is the transition from childhood to adulthood, its when the form of attachment with their parents change as the child begins to seek autonomy from their parents and at the same time they need to keep their sense of relatedness to them. At the beginning of the adolescence the parent-child conflict approaches its peak. (Boyd Bee, 2014) During this significant stage of the life cycle, young adolescents, 10 15 year olds, experience rapid and momentous developmental change. During this phase of young adolescents education, to understand and respond to the distinct developmental characteristics is crucial. A person is not a composite of isolated attributes, but instead resembles a system of characteristics. (Schoon, I. 2006, p. xv) Identity formation, also known as individuation, is defined as the development of the distinct personality of an individual charac teristics that are possessed by one, by which one is recognised or known. Such traits include a sense of uniqueness from others and a sense of identity within society. From research we see that development is physical, cognitive or psychosocial is unique for every child. Some young people develop in certain areas faster than others but that does not mean that a slower or a faster development than the average is not uncommon. The assumption that the potential for development continues throughout life raises the question of what we mean by development. Are we to say that change and development are synonymous? (Sugarman, L. 1996, p. 3) In this essay I will be discussing developmental issues of identity formation and self-esteem as guidance counsellor, for this I am mostly going to concentrate on Erikson, Marcia and Kohlberg and their theories. Eric Erikson (1902-1994) was a German born, American developmental psychologist and psychoanalyst well known for his theory on psychosocial development of humans. The intrinsic affirmation affiliated with Eriksons theory of psycho-social development is that the personality is tenacious over the lifespan as the individual matures biologically and cognitively. Bee Boyd refer to lifespan perspective as the current view of developmentalists that changes happen throughout the entire human lifespan and that changes must be interpreted in light of the culture, and context in which they occur (Boyd, D and Bee, H. 2003, p.14). The life-span perspective . Sees both the individual and the environment as potentially influencing and being influenced by each other (Sugarman, L. 1996, p. 3). At each stage of development there is an associated set of developmental tasks. The fundamental element to a successful route through lifes stages is the distinction of the social environment. Erikson referred to this development in terms of the Epigenetic Principle, an organic perspective. He referred to this in his book Identity, youth and crisis (1968), and used it to encompass the notion that we develop through an unfolding of our personality in predetermined stages, and that our environment and surrounding culture influence, how we progress. Erikson explained the factors which have been linked with healthy identity development, these include: security, trust, safety with having the freedom to explore their environment. According to Erikson, to a achieve a healthy personality, an individual must successfully resolve a crisis at each of the eight stages of development in, as summarized in the table below: (Boyd, D and Bee, H. 2003, p.28). Figure 1: Eriksons Epigenetic Principle and Middle Childhood, 8 Psychosocial Stages: Stage Age Stages of Development Developmental Characteristics 1 Birth to 1 year Trust versus mistrust (hope) Attachment Bonding 2 1 to 3 Autonomy versus shame and doubt Potty training self-maintenance 3 3 to 6 Initiative versus guilt Academic success, adding, abcs, making friends 4 6 12 Industry versus inferiority Social competence, friendship network 5 12 18 Identity versus role confusion Loyalty friendship 6 18 30 Intimacy versus isolation Falling in love, maintaining a relationship 7 30 to old age Generativity versus stagnation Having nurturing children 8 Old age Integrity versus despair Imparting wisdom to others (Boyd, D and Bee, H. 2003, p.29). Erikson believed the behaviour of the main caregiver (usually the mother) is critical to the childs resolve of this crisis, the caregiver must be consistently loving, and must respond to the child predictably and reliably. He goes on to state that infants whose early care has been eratic or harsh may develop mistrust. (Boyd, D and Bee, H. 2003, p.29). It was Eriksons belief that throughout ones lifetime, they experience different conflicts or crisis. Each of the conflicts can arise at a certain point in life and needs to be successfully resolved before progression to the next of the eight stages. Failure to successful complete a stage can result in a reduced ability to complete further stages and therefore a more unhealthy personality and sense of self. These stages can be resolved successfully at a later time. Eriksons theory has not been without its critics. At times, he overemphasizes the symbiotic relationship between individual development and societal progress and, .. has been criticized for having a conformist theory (Sugarman, L. 1996, p. 93) Socially competent adolescents can strike a balance between their identity as individuals and as part of groups, the ability of maintaining equality, and their own wants, needs, desires and their ability to meet the needs of others. Identity is the major personality target that a child needs to achieve during this phase in order to become a content, productive and satisfied adult. The particular stage which is relevant to identity formation takes place during adolescence, known as Identity versus Role Confusion. Identity is influenced by how the adolescent sees him/herself and is also based on their relationships with others and their perception of how others see them. (OBrien, E. Z. 2013, p.151). In development stage five, adolescents need to decide who they are, which are their strengths and weaknesses and what their path in life is. Erikson considered Identity Formation as personality and role experimentation, with the number of choices it can be overwhelming so adolescents may se em to appear to go through a period of moratorium. Moratorium is defined as A crisis in progress, but no commitment has yet been made (Boyd, D and Bee, H. 2003, p.312). Many teenagers during this period can try out roles to see if they right, for example a teenage girl trying to be glamorous and flirty (her sexuality maybe blossoming), or a teenage boy who is experimenting with the tough guy image. Erikson never saw identity as static or unchangeable but believed identity formation was a life-long process, across the life span. Also pressurising someone into an identity can result in rebellion in the form of chartering feelings of unhappiness and a negative identity. Erikson also referred to identity crisis which is period by which the adolescent is troubled by their lack of identity, which can result in the inability to continue responsibilities as adults or entering into isolation, or loosing ones identity in the crowd. This change in adolescence is usually an indication of an ind ividuals development of multiple perspectives in social relationships. adolescent adjustment predicted changes in authoritative and neglectful parenting styles more robustly than these styles predicted changes in adolescent adjustment. (Eccles, J., 2012, p.2) Marcia is another significant theorist who elaborated upon Eriksons perception of identity crisis and identify confusion. James Marcia (1937 ) a Canadian clinical and developmental psychologist took Eriksons theory further. He described the process as having four basic, main steps on the continuation of identity development, the structure is designed to classify adolescents into one of four main stages of identity. The identity statuses are used to pinpoint the progression of an adolescents identity formation. In Marcias theory, he states that identity is whether an individual has explored various alternatives and made firm commitments to: an occupation, religion, sexual orientation and political values. **REFERENCE Marcias four identity statuses are in the table below: Figure 2 : Marcias identity statuses Experienced crisis Not in Crisis Degree of commitment to a particular role or values HIGH LOW HIGH Identity achievement status (crisis is past) Foreclosure status Committed LOW Moratorium status (in midst of crisis) Identity diffusion status Not Committed Degree of crisis (OBrien, E. Z. 2013, p.153) Marcias theory does not conclude that each adolescent will go through and encounter all four identity statuses. Some may experience only one or two identity statuses throughout their adolescence. Furthermore unlike Eriksons, Marcias theory takes into account multidirectional movement between and among the various identity statuses. For example, an adolescent may experience a traumatic event such as their parents separating, or an assault, which may cause them to re-assess their perception of the world and its value system. The type of crisis may result in them reverting to a previous enacted identity status as to adjust to this new situation. These are four identity statuses proposed by Marcia, furthering Eriksons theory. Marcia described the process as having four main, reoccurring steps. Identity formation has two key parts: Crisis and Commitment. For fully achieved identity, young people must have both examined value/gaols and reached firm commitment. For Identity achievement: Marcia suggests that adolescents who have experienced crisis and reached an undertaking to ideological, occupational or other objectives. Moratorium: is when a crisis is in progress, but no commitment has yet been made. With foreclosure: adolescents who have made a commitment without having gone through a crisis. Then identity diffusion: this represents either an early stage before the crisis, or a failure to reach a commitment after a crisis. Marcia suggested that identity involves the adoption of ideals and values, sexual orientation and work possibilities. He formulated the idea of status which allowed for a more fluid conception of identity f ormation. (OBrien, E. Z. 2013, p.168) According to Schlossberg the best way to cope with a crisis or transition in life, is to adapt the 4 Ss System: Situation, Self, Supports and Strategies. (Schlossberg, N. K., 2011) Minority teenagers, especially those of colour in a predominantly white culture, face the task of creating two identities in adolescence. (Boyd, D and Bee, H. 2003, p.316) Boyd and Bee define Ethnic Identity as a sense of belonging to an ethnic group. American developmental psychologist Jean Phinney, proposed in 1990 that in adolescence, the development of a complete ethnic identity moves through three stages: Unexamined ethnic identity: which is very similar to Marcias identity status called foreclosure. Ethnic identity search: parallel to crisis in Marcias analysis of ego identity. Resolution: Of conflicts and contradictions similar to Marcias status of identity. Young people of colour often develop two identities, a psychological sense of self and an ethnic identity. (Boyd, D and Bee, H. 2003, p.317) In addition to establishing a sense of personal identity minority teens must also develop an ethnic identity. Some resolve this developmental task by creating a bicultural identity for themselves, one that allows them to interact comfortably with members of the majority group, individuals who belong to other minority groups and members of their own group. . (Boyd, D and Bee, H. 2007, p.284) An ethnic identity is identification with definite ethnicity, usually on the basis of a presumed shared ethnic descent. Ethnic groups are often also united by common cultural, behavioural, linguistic or religious traits. They must also develop an ethnic or racial identity, including self-identification as a member of some specific group, commitment to that group and its values and attitudes. (Boyd, D and Bee, H. 2007, p.284). Phinneys stage model is a useful general description of the process of ethnic identity formation. While others resolve the dilemma by consciously choosing their own ethnic groups patterns and values, yet this choice could limit their access to a larger culture but they make this as an informed decision. Also adolescents from different cultural backgrounds who try to compete and succeed in the most dominant culture might be shunned by their own peers. Based on the studies which have derived from Eriksons Marcias Theories there is a need to examine the pros and cons of both theories. Eriksons can be ambiguous about the causes of development and his theory does not have a universal structure for crisis resolution. Eriksons theory is more a depictive overview of human social and emotional progression that does not comprehensively explain why or how this advancement occurs. Furthermore Erikson does not clearly explain how the outcome of one psychosocial stage influence personalities at a later stage. Then on the more positive side of Eriksons theory is, its ability to bring together important psychosocial developments across the entire lifespan. Also Erikson was more positive than Freud as he believed that negative outcomes in a stage could be resolved at a later date. (OBrien, E. Z. 2013, p.22) Unlike Ericksons stage theory, Marcias theory accounts for multi-directional movement among and between the various identity statuses. Final ly Marcia formulated the idea of status, which allowed for a more fluid conception of identity formation. (OBrien, E. Z. 2013, p.168) Lawrence Kohlberg (1927-1987), an American psychologist best known for his work on the Theory of stages of moral development, also known as a stage theorist. Kohlbergs theory was developed from the research and principles of Jean Piagets identity development. Previously, Piaget (1932) suggested a two-way theory of moral development (moral realism and moral relativism). (Hearne, L., 2017, p. 11). Kohlbergs moral development is focused on the cognitive process rather than the actual moral actions of a person. Continually people who are able to cognitively discuss appropriate moral choices do not always exhibit moral behaviour. Furthermore, persons can know the right moral decisions to make and decide to respond in the opposite manner. However, the theorist whose work has had the most powerful impact has been Kohlberg (Bergman, 2002; Colby et al., 1976, 1981). Moreover, theories of moral reasoning have been important in explanations of adolescent antisocial behaviour. (Boyd, D and Bee, H. 2006, p.335). Kohlbergs moral judgement development seems to have a parallel relationship between age and stage. Before the age of ten years of age a child believes rules are fixed, handed down by a higher authority (such a parent or adult) and subject to change. After the age of ten, the child realises that rules are flexible and can be modified, with the agreement of others. (OBrien, E. Z. 2013, p.120) Kohlberg based his theory on interviews he conducted with children and adolescents regarding moral reasoning. He then devised moral dilemmas, the answers to which were used to categorise moral development, one of example of this is the Heinz dilemma. Where a woman was near death from a specific cancer but there was one drug which doctors thought might save her. But the drug was very expensive to make it was made in her same town, it was $2,000 for a small dose of the drug so her husband became desperate and broke into the laboratory to steal the drug for his wife. Kohlberg then suggested 6 responses for this moral dilemma to assess peoples reasoning on their decision. Listed below are the six stages of Kohlbergs moral development: Level 3 POSTCONVENTIONAL Shared standards, rights and duties Stage 6: Self-selection of universal values and principles Stage 5: -Sense of democracy and relativity of rules Level 2 CONVENTIONAL Performing right roles Stage 4: Fulfilling duties and upholding laws Stage 3: Meeting expectations of others Level 1 PRECONVENTIONAL Values in external events Stage 2: Getting what you want by trade-off or in exchange for behaving Stage 1: Punishment avoidance Figure 2: Kohlbergs Theory of Moral Development Various theorists have criticized Kohlbergs theory, by those who placed more emphasis on learning moral behaviour and by those who believe moral reasoning is based mostly on emotional factors rather than on their ideas of fairness and justice. Carol Gilligan claims Kohlbergs theory is flawed because his research was based on male responses and represents a male perspective of moral development and reasoning. . (OBrien, E. Z. 2013, p.138) From Gilligans work with women she deduced that women apply an ethic of care in the judgements rather than a male ethic of justice. Eisenberg has defined empathy as an affective response that stems from the apprehension or comprehension of anothers emotional state However .an empathic response usually turns into either sympathy or personal distress (Eisenberg, 2000, p.671) In conclusion young adolescents warrant educational experiences and schools try to care for their physical, intellectual, emotional/psychological, moral/ethical, social developmental and spiritual, characteristics. Parents, practitioners and others who work with young adolescents need to be aware of both obvious and subtle changes in their developmental characteristics. Changes like these can give adults intuitive into the demands facing young adolescents and emphasise possible logic for transference in their capabilities and behaviour. Educators and career guidance counsellors and policymakers today need to persevere with their support of initiatives that allow young adolescents with developmentally appropriate environment and learning experiences. Teenage aspirations, especially educational, in combination with academic attainment are an important predictor of adult social status. (Schoon, I. 2006, p. 138). Bibliography Schoon, I. (2006) Risk and Resilience; Adaptations in changing times, 1st ed., Cambridge: Cambridge University Press. Boyd, D and Bee, H. (2003) Lifespan development, 3rd ed., Allyn and Bacon, Pearson Boyd, D and Bee, H. (2006) Lifespan development, 4th ed., Allyn and Bacon, Pearson Boyd, D and Bee, H. (2007) The Developing Child, 11th ed.,Pearson, International Edition. Allyn and Bacon. OBrien, E. Z., (2013) Human Growth Development, 2nd ed., Gill and MacMillan Sugarman, L. (1986) Life-Span Development, Concepts, Theories and Interventions, 1st ed., Methuen Co. Ltd. Eisenberg, 2000 .. https://en.wikipedia.org/wiki/Identity_formation Hearne, L., (2017). Session 5: Theories of Social and Personality Development, Lecture Notes, University of Limerick. Eccles, J., (2012) Developmental Psychology, Vol 48(6), Nov 2012, 1540-1553. http://dx.doi.org/10.1037/a0027720 Schlossberg, N. K., (2011). The Challenge of change: The transition model and its applications. Journal of employment counselling, Vol 48

You Should Have a Business Plan Before You Buy a Website :: Sell Websites Buy Web Sites

You Should Have a Business Plan Before You Buy a Website Reprinted with permission of VotanWeb.com OK, you have formed your limited-liability company and you have your tax-identification number. You are ready to buy a website, right? Wrong! If you intend to spend more than a trivial amount of money purchasing a website then you should have a business plan. A business plan is your personal vision for your website, your roadmap to success. At the very least, a good business plan will include an executive summary, a description of the website, the competition, marketing plans, background of the management and financial information including a balance sheet, income and cash-flow projections. You also may want to include tax returns and contracts if you intend to use this information to obtain financing. The business plan does not need to be a book. A straightforward business plan for a small website might be only ten pages in length. The executive summary should be straightforward and clear, or else your reader may not have enough interest to get into the details. The financial section is extremely important and the most complex. Projecting cash flow may require some professional help, but you can start with some educated guesses. You should certainly discuss how you plan to direct traffic to your site. All business plans include research on the targeted market. You can find most the information you need for free online. Online business publications have a lot of useful information, but you may have to pay a fee to access their archives. You should also visit the websites of all industry trade groups that are relevant to your target market.

The Usefulness of Sub-Cultural Theories in Understanding Crime and Devi

I am going to be assessing the usefulness of sub cultural theories in understanding crime and deviance. The functionalist suggested that understanding deviance lies in the studying it function for society rather than the individual itself. Also consensus is essential for society to function. All functionalist therefore argues that forms of social control are necessary to check deviant and to maintain social order. Merton theory of anomie is based on the ideas of the functionalist. Anomie encourages deviance. Merton understood crime and deviance to be a response to the inability to achieve social goals. This is often referred to as a strain theory of crime, since Merton highlighted a tension or strains between the cultural goals of a society and the legitimate or institutionalised means of achieving these goals. Merton work can be seen to be the influence by the American dream provided that you work hard in a good job, money a good house and a luxurious lifestyle can be yours. However he said that when the values or culture goals are internalised, many people don’t live up to it or achieve it. Merton presents five modes of adapting to strain caused by the restricted access to socially approved goals and means. He did not mean that everyone who was denied access to society's goals became deviant. Rather the response, or modes of adaptation, depends on the individual's attitudes toward cultural goals and the institutional means to attain them. Conformity is the most common mode of adaptation. Individuals accept both the goals as well as the prescribed means for achieving those goals. Conformists will accept, though n... ... of society because of their position in the social structure usually a class position. Cohen argues that although groups of working class youths may originally accept the wider social goals, their growing awareness of their inability to achieve goals leads to the development of status frustration, where the goals are rejected. Instead, new and deviant goals are formed and a delinquent subculture is formed. Cloward and Ohlin take these ideas further. They contend that as well a legitimate opportunities varying for the successful achievement of wider social goals. Illegitimate opportunities also differ. Thus, some young people are able to join a local gang or to take up a life of crime, but others lack even these choices. These individuals become double failureand usually retreat to a life of violence, drug abuse etc.

vote for me :: essays research papers

It has been a year since the networks called the election for Al Gore, then for George W. Bush, which caused Gore to concede to Bush, after which the news of the closeness of the Florida vote caused Gore to retract his concession. Armies of lawyers then descended upon Florida and the nation was buried in a flurry of dimpled ballots and falling chads. Almost immediately, a number of influential academics, pundits, and political leaders seized the opportunity of confusion in Florida to blame the Electoral College and urge us to throw it out in favor of a simple national vote. Their cry for a more direct democracy makes a nice bumper sticker for their Volvos, but would it make good law? A new study released this week by the McConnell Center for Political Leadership at the University of Louisville casts doubt on the wisdom of those who would abolish our constitutional system of presidential elections and shows that much of what we think we know about the Electoral College is wrong. " Electing the President in the 21st Century" is based on survey responses of leading academic observers from across the nation. It provides sober warnings for those who would urge the abandonment of the system of presidential elections that has served the nation well for more than two centuries. Among the misunderstandings corrected by this study are several myths that have grown up around the Electoral College. Myth 1: An Election based on a national popular vote would have spared us the Florida debacle of hanging chads and dimpled ballots. Actually, the Electoral College saved us from a much worse national nightmare. The existence of the Electoral College that made the outcome of the election hinge on the winner of Florida's 25 electors served to focus the attention of the parties and the media in one state (and, in fact a few counties in that state). Imagine the trauma that would have befallen the nation in such a close election if a simple plurality of the national vote determined the outcome of the election? With just a few hundred thousand votes separating the candidates, every vote in every precinct, in every state would have been worthy of a recount and every recount in every county subject to suit and countersuit. When would it ever have ended? Myth 2: A direct national election would be more representative of the diversity of the nation.

Ethics: Religion vs. Abortion

Not every woman was meant to be a mother. Not every couple is meant to have a child. So what happens when an unprepared couple becomes pregnant? The first thoughts are not to carry a baby to full term for it to be adopted or to grant temporary custody. People look for the easiest way out which is to get rid of the baby. Our society has become so accustom to instant gratification that there are no thoughts that run through our minds when making such decisions. Our biggest concerns are how much it will cost and who will find out. At what point is the weight of this decision realized?When do we realize that we are taking a life? For this specific reason there are people who boldly stand against abortion. Truly children are a gift from the Lord; the fruit of the womb is a reward (Psalm 127:3 KJV). There are many verses in the bible that explains how children are great gifts and should be cherished and welcomed into the world. The church has stepped in to remind us how gracious the gift o f life really is. The religious war on abortion cannot be easily defined. Although people are religious and may fear God, the issue is that there are no consequences during life.There is only a threat that people who have or perform abortions will go to hell in the after life. The churches only weapon is excommunication where they limit a person’s membership or exile them from the church. Originally Catholic Church’s position on excommunication was limited to the abortion of a formed fetus. The theory of a formed fetus came from Aristotle's concept of ensoulment which was adopted by Christian philosophers. Aristotle believed that fetuses were conceived in a vegetative or animalistic state and that between 40 and 90 days a fetus undergoes â€Å"ensoulment† in which the fetus actually received its human soul.So it was this concept that made abortion a homicide after the 90 period. Church councils usually grouped abortion earlier than the ensoulment with other sex crimes. After 1869 the Catholic Church agreed that ensoulment started at the time of conception, this now made abortion a homicide at anytime, in the eyes of the church. Abortion wasn’t always such a controversial issue in America; there was a time when it was taken lightly. In the early 1800s many mothers died during or after child labor. Lack of medical knowledge and equipment made delivery difficult and because of this aborting children was a norm.Although there seemed to be less death surrounding abortion, the procedure was reevaluated in the late 1800s and anti-abortion laws were put into place. By 1910 almost all of the states had declared abortion illegal due to its immorality; some believed that laws were put into place because the early settlers feared being over populated by the immigrants that were traveling to our country at the time. Others believed that Doctors led lawmakers to criminalize abortion. This was their way of taking control of the practice. Many abor tions were performed by female practitioners in women’s homes.To get those women to get back into doctor's offices they claimed that their main objective was to protect women from the dangerous abortion techniques practiced outside of the office. After these laws were put into place abortions were to be performed by doctors only after they determine if the pregnancy would endanger the mother or child. After six decades of illegal abortions throughout the United States they were convinced to give women back the rights to their bodies with Roe v. Wade in 1973. Legalizing abortion dropped the number of pregnancy related hospitalizations by 75 percent almost instantly.That number has continued to drop over the years and has reached less than 1 percent. Legalizing abortion has saved a lot of lives but there are still many obstacles that woman face when making this grave decision. When it comes down to which law is more relevant it is easy to say the law of the land prevails. Simpl y because in our times there is not much respect for religion. Many people don’t know what they believe in or would rather believe in nothing. When it comes to something to have faith in or look up to it is often monetary.These are the beliefs of the youths, that money will help them get through anything. Older generations know that you need to have faith in something that can make you feel loved. Money is not abundantly available to any of us, while God, Jesus and his word are readily available for us all. Many people do not attend church and don’t read the bible so to them there is no other law than what they see in front of them. The law of the land is gives direction to those who are seeking abortions. Protestors that harass and even use violence towards people seeking abortions will not enlighten them.The church must find a way to reach out to people so they may realize what kinds of options they have. The state offers counseling, adoption agencies, and welfare to those seeking assistance with children. When it comes to assistance it doesn’t seem that the church has much to offer but it does seem that they are quick to judge. Researching this paper has enlightened me on abortion. I didn’t know that there were so many deaths involved with illegal abortions. I mainly focused on what has happened in the United States. Digging deeper I found that there are still many countries that have not yet legalized abortion.Cuba and Guyana are the only countries in Central and South America that are allowed to practice abortion. In this area there are over four million illegal abortions done every year even though this region is the biggest Roman Catholic region in the world. Women who are well off are able to use large sums of money to get into professionals offices. While poor women take the risk of having abortions below medical standards. After already going through the trauma of an awful procedure when these women are taken to the hospit al they are questioned and then often thrown in jail awaiting trial or even convicted.There have even been convictions in the United States for performing late-term abortions. Most states prohibit abortions after viability or the point when a fetus can survive outside the womb. Viability is often around 28 weeks but at 21 weeks the fetus has already developed all its organs and body structures. I have never had an abortion and hope that it is never a decision I will have to struggle with. I am very safe and take the proper precautions that will save me and my unborn child. There is so much that is readily available for us, condoms, birth control, and abstinence plus many other ways to protect ourselves.Although I agree that the procedure should be available, I also believe that they should know and exhaust all options. Ultimately I cannot give a stern opinion on the matter. I have never been in a place where I have to choose to take someone’s life or dedicate my own. I do und erstand the state of our economy and that many people are not in the proper place to raise a child. If you don’t know where your next meal will come from or how you will be making your next mortgage payment, you may not want to bring a child into a world of stress and frustration.Bibliography â€Å"Abortion. † Methods of. Web. 09 Apr. 2012. . â€Å"National Abortion Federation: History of Abortion. † National Abortion Federation (NAF). Web. 09 Apr. 2012. . BBC News. BBC. Web. 09 Apr. 2012. . â€Å"Your Baby's Developments in the Womb. † Askamum. Web. 09 Apr. 2012. . â€Å"Baby's Development in the Womb. † – MyDr. com. au. Web. 09 Apr. 2012. . â€Å"Major U. S. Laws concerning Abortion. † U. S. LAWS RESTRICTING ABORTION. Web. 08 Apr. 2012. . â€Å"The Bible and Abortion. † What the Bible Says about Abortion! Web. 08 Apr. 2012. .

Comparative Analysis of De Montaigne and Donne on Mind and Body

Both Michel De Montaigne and John Donne argue that the cultivation of the mind is linked to the well being of the body. Both argue that a mind void of proper enrichment and education will lead to an unhealthy body. However, Montaigne argues that the appropriate means of â€Å"education and enrichment† are studying and following the works of other great thinkers of history. Additionally, Montaigne declares imagination to be the impetus for the downfall of the body. Conversely, Donne argues that a mind groomed in imagination is the proper mode of finding bodily health. In their writings, both Montaigne and Donne are seeking a unity between the mind and the body. By comparing Montaigne†s Essays and the poetry of Donne, it is evident that the means for unifying the mind and body can vary for different people. Montaigne†s general philosophy on the relationship between the mind and the physical health of the body is one that associates a healthy existence with a healthy mind. His idea of a healthy mind is that which is learned through the studies of the â€Å"great thinkers† of the past, and steered clear of being taken control of by the omnipotent imagination. In Montaigne†s essay â€Å"On the Education of Children,† Montaigne stresses the importance of education, but only promotes a select few genres of education as appropriate. Montaigne links these few genres of education directly to the well being of the body. First, Montaigne declares that â€Å"The mind that harbours philosophy should, by its soundness, make the body sound also†(pg.67). Here he argues that anyone who is soundly based in the philosophy of the â€Å"great thinkers† of history will have the wellness of body that they desire. He states that † The most manifest sign of wisdom is a constant happiness; it†s state†¦always serene†(pg.67). Montaigne†s obvious foremost concern is that people be educated in the thinking of great thinkers. Secondly, Montaigne addresses the types of free thinking that are appropriate for a healthy mind and body. He argues that the free thought of a person should be based in the thought of the â€Å"great thinkers.† Montaigne says if a person â€Å"†¦embraces the opinions of Xenophon and Plato by his own reasoning, they will no longer be theirs, but his†(pg.56). He encourages people to â€Å"†¦imbibe their [â€Å"great thinkers†] ways of thought†¦Ã¢â‚¬ (pg.56). Montaigne†s argument is that free thinking not based in the thought of the â€Å"great thinkers† is simply uneducated freethinking, and thus is unhealthy for the mind and body. Finally, Montaigne†s essay â€Å"On the Education of Children† reveals Montaigne†s argument against the learning of â€Å"profitless† knowledge, or in other words. He says that â€Å"†¦most of the branches of knowledge in current usage are valueless to us†¦Ã¢â‚¬ (pg.65) and that â€Å"†¦we must limit the extent of our studies in those branches†¦Ã¢â‚¬ (pg.65). Montaigne†s apparent argument is that only a certain type of education, one based strongly in the thought of the â€Å"great thinkers,† is the type of education that will provide for not only a healthy body, but also a healthy mind. In Montaigne†s essay â€Å"On the Power of the Imagination,† Montaigne next argues against the perils of the imagination. He declares that the imagination, unlike freethinking based in acceptable knowledge, leads directly to an unhealthy body. Montaigne first attacks the sheer power of the imagination. Montaigne states regarding the imagination that â€Å"Everyone feels its impact, but some are knocked over by it†(pg.36). He contends that the imagination is something that slowly begins to take over the mind of a person and drive them further from the appropriate lines of learning. He argues that the imagination leads to the harm of the body. His first claim on this is that bad thoughts, such as having bodily failures (Montaigne uses the example of impotence), are spawned from the imagination. He declares that the â€Å"†¦comical impediments which so embarrass our society that they talk of nothing else are most likely caused by apprehensions and fears†(pg.39). These apprehensions and fears are brought on, Montaigne argues, by an imagination that controls the mind and body. Montaigne even goes as far as to call imagination the culprit for many people falling ill, as he says that the reason some people become sick is that their imaginations concoct how bad they could feel, and their bodies simple follow suit. He states that â€Å"†¦the mind must generally be prepared in advance.†(pg.41) in order for the body to feel a certain way. Montaigne†s whole argument in the essay reflects his distaste for the cultivation of a mind through imagination and his idea that imagination leads to an unhealthy mind and consequently, an unhealthy body. John Donne†s general viewpoint on the relationship between the mind and the health of the body differs greatly from Montaigne†s. Donne†s theory is simply that the path to a healthy body is an imagination. He claims that the imagination is the machine responsible for creating the ideas that make the body feel good. As for education, he argues that the highest forms of education are not from history books or philosophers, but from the deeper and more imaginative forms. In Donne†s poems â€Å"The Canonization† and â€Å"The Will,† Donne presents the argument that there is a knowledge to be sought that is much deeper and truer than any book knowledge. In â€Å"The Canonization,† Donne boldly states that earthly knowledge and materialistic cultivation of the mind is far below the education of the mind through love. He says: â€Å"For Godsake hold your tongue and let me love†¦ With wealth your state, your minde with Arts improve, Take you a course, get you a place, Observe his honour, or his grace†¦ Contemplate, what you will approve, So you will let me love†(pg.28). Here Donne states that to him the ultimate knowledge is that of love and that he would choose this before all other earthly types of knowledge. Donne argues that love can teach all necessary knowledge in life. He continues this argument in his poem â€Å"The Will,† in which he discusses all of the knowledge that love has imparted on him. He states: â€Å"Thou, Love, hast taught mee†¦ That I should give to none, but such, as had too much before†¦ Onely to give such as have an incapacatie†¦ Onely to give to those that count my gifts indignity†¦Ã¢â‚¬ (pg.60). Donne reveals hear some of the lessons that love has taught to him. Donne†s obvious argument is that the knowledge that is held in a book cannot be paralleled to that which can be learned through the higher ways of learning such as love. In Donne†s poems â€Å"The Flea† and â€Å"The Dreame† Donne lets his imagination go and argues that the imagination can be used in order to achieve a healthy and happy mind and body. First, in â€Å"The Flea,† Donne sets up a very imaginative metaphor as he uses a flea to act as the means of uniting him with his woman. He tells his woman that â€Å"†¦in this flea, our two bloods mingled bee;†(pg.48) and continues to say that â€Å"This flea is you and I†¦Ã¢â‚¬ (pg.48). This very use of the flea stretches the imagination to a great extent, as it places a seemingly bothersome insect into the place of tying together two people through its blood. It is evident then that Donne†s support for the imaginative went as far as placing it into the love poems he wrote to try to seduce his woman. Donne†s belief in imagination was wholehearted. As for relating this use of the imagination to the well being of the body, Donne addresses this as well. Donne†s imaginatively crafted metaphor is also a well-planned out scheme to seduce his woman. In other words, Donne uses the imagination to help make his body feel better by seducing and sleeping with his woman. His argument to his woman is that since the flea has drawn blood from each of them and the two have already exchanged the most special of bonds, that sleeping together would not be anything wrong. He tells her: â€Å"Thou know†st that this cannot be said A sinne, nor losse of maidenhead, And pamper†d swells with one blood made of two, And this, alas, is more than we would doe†(pg.48). Here we see Donne putting into practice his argument that the imagination can be used in order to get the body what it desires. In his poem â€Å"The Dreame,† Donne parallels his dreaming, or imagination, to the very woman of whom he is dreaming in the poem. During the poem, Donne dreams of a great sexual fantasie with his woman, and soon enough, she walks into the bedroom to find him dreaming. However, Donne†s dream is not interrupted, but rather it continues with her entrance. He says: â€Å"Therefore thou wakd†st me wisely; yet My Dreame thou brok†st not, but continued†st it, Thou art so truth, that thoughts of thee suffice, To make dreames truths; and fables histories; Enter these armes, for since thou thoughtst it best, Not to dreame all my dreame, let†s act the rest†(pg.45). Donne†s apparent argument is then one that declares imagination to be the precursor to reality. He argues that if a person does not first imagine how a certain circumstance will result, then they will certainly not have the pleasure of knowing what circumstances may follow. In other words, Donne believes the imagination to be a passageway from mental health and pleasure to bodily health and pleasure. Montaigne and Donne are two people seeking the same result: a unity between the mind and body. Both incorporate their compelling philosophies into their writing and present convincing arguments in order to explicate their theories. Each of the two agree that the body and the mind are related, and additionally that the imagination is a powerful controller of both the mind and body. However, the two disagree in their sentiments towards what types of learning and creativity create a healthy mind and body. Each of the two present their respective theories in very coercive arguments, and yet very disparate arguments. However, the two may have more ecumenically similar qualities when brought into modern society. Perhaps the greater message imparted upon the reader by the two authors is that the unity between the mind and the body is found through different means for different people. Each person must seek out their own form of mental cultivation that will help them to achieve both a healthy mind and a healthy body.