To his Coy Mistress free essay sample

Compare the ways the poets use language to present relationships in, â€Å"To his Coy Mistress† and one other poem in the relationship cluster. In the poem I have chosen to compare In Paris with you to To his coy mistress, in comparison to each other both poems have many similarities but the differences are shown in how the use the structure, language and theme to create different effects on the reader. To show the poems are about relationships the writer has written in first person which is the perspective of one of the people in the relationship talking about the other person. In both of the poems the theme being portrayed is Love in, ‘In Paris with you’ this is shown throughout the language Fenton uses Dont talk to me of love in this poem to show the theme of love Fenton just repeats the word love in the context, this acts as a reminder to the reader to constantly tell us its about love this particular quote says the he or she has heard of love too many times. We will write a custom essay sample on To his Coy Mistress or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In To his coy mistress Marvel shows the theme of love by also using the word in the context Nor would I love at a lower rate looking upon both quotes used its shows the reader and I that the poems have two different attitudes towards love, James Fenton is more abrupt towards love because the poem is about going to Paris not to fall in love but to have fun and just have sex, using them as a rebound resentful mess Ive been through to get over a past lover whereas Marvell is showing the positive sides to love and that he cares about it more. In Addition to this In Paris with you shows repetition dont talk to me of love showing resentment to taking part in any romantic activities say sod off to sodding Notre Dame supporting our point in Fenton’s abrupt view, there is no repetition in to his coy mistress and they writer does take interest in romantic activities Thou by the Indian Ganges side shouldest find rubies in comparison to in Paris with you Andrew Marvell presents the person as a hopeless romantic. In â€Å"To his Coy Mistress† it shows the man saying that there isn’t a lot of time to show their love for each other as time is swallowing up there moments together, this is shown by beautiful and elegant language; however the point that he wants to make is quite the opposite, â€Å"Time’s winged chariot hurrying near†. This is Greek mythology-every ti me the new day started, it was brought in by a winged chariot, so this represents time and how it presents relationship. The relationship in this poem is rushed by time, which makes it seem less romantic and it almost presents the man in a negative way as all he wants is to get into bed with her. On the other hand this could be looked upon as being ambiguous and could perhaps be interpreted as the speaker is seen as positive because if the speaker could the speaker would look after the recipient do anything with the person the speaker is talking about and adore the body, â€Å"Two hundred to adore each breast; But thirty thousand for the rest†. This shows the love and compassion that the speaker has for the one they are talking about. This is also shown in the strong and imaginative vocabulary that is used, for example â€Å"And now, like amorous birds of prey†, this shows passionate and powerful imagery towards their relationship. In â€Å"To his Coy Mistress† it excessively goes on about how time is an issue in the relationship, implying time is has hatred towards love and relationships; however in the poem â€Å"In Paris with you† it seems that they have all the time in the world to get to know each other, for instance, â€Å"learning who you are, Learning what I am†. This implies that they have a lot of learning time, to get to know each other. It seems to me that it shows that they don’t know where the relationship is going; they just live in the moment, time is not a virtue. This is backed up later in the poem by when it says â€Å"There’s a crack in the wall† this implies that there is time to waste as he notices it and doesn’t realise about the wasting time. This is ambiguous because it could perhaps be interpreted as there are conscious thoughts about the time as the speaker says â€Å"do you mind if we do not go to the Louvre†, this shows that they don’t have a lot of time and just want to stay in the hotel. This is similar to â€Å"His Coy Mistress† in the way that the speaker wants to not do anything except spend time alone as they don’t have enough time

Free Essays on Ballad Of The Sadn Cafe

En La balada del cafà © triste, de Carson MacCullers, se muestra una atmà ³sfera cargada de violencia, decepcià ³n y traicià ³n que se refleja claramente en el titulo y que de igual manera se entremezcla en la historia a lo largo del libro: A 60 millas de Atlanta, en el estado de Georgia, en un pequeà ±o pueblo – donde al parecer no habà ­a mucho que hacer - se desarrolla la historia del cafà © de Miss Amelia Evans que, el cual resulta ser ms tarde el centro de atraccià ³n para los habitantes del pueblo en donde se reà ºnen para platicar e incluso para consultarse sobre asuntos relevantes para la poblacià ³n. La seà ±orita Amelia siempre se mostraba poco sociable a pesar de ser querida y respetada por todos en el pueblo. Su almacà ©n era el que tenà ­a el mejor whisky en la regià ³n y era tambià ©n un centro, por asà ­ decirlo, de reunià ³n para la comunidad. Fue aquà ­ donde una noche aparecià ³ un jorobado, el primo Lymon, buscando a Miss Amelia. Miss Amelia decidià ³ darle cobijo y esto ms tarde repercute en la historia, pues el primo Lymon provoca la apertura del cafà ©. Despuà ©s de tres dà ­as en lo s que nadie en le pueblo sabà ­a absolutamente nada del jorobado, sino solo se habà ­a escuchado el rumor que decà ­a que Miss Amelia lo habà ­a asesinado por algo que llevaba en la maleta, gente del pueblo decide investigar lo que pasa y entrando en el almacà ©n ocho hombres descubren al primo Lymon sano y salvo y està © comienza a charlar con ellos, no sin antes haberlos sorprendido con su actitud digna y palabras cortantes. Es aquà ­ cuando comienza la historia im provisada del cafà © al Amelia descorchar una botella e invitar unas galletas que dispuso en una charola, y todo esto  ¡sin pagar!, lo cual resultaba una total y franca sorpresa para los que se encontraban ahà ­. En tres dà ­as y tres noches habà ­a ocurrido todo: la llegada del â€Å"primo Lymon†, la celebracià ³n y la apertura del cafà ©. En tan solo dos aà ±os, el antes almacà ©n, era ahora t... Free Essays on Ballad Of The Sadn Cafe Free Essays on Ballad Of The Sadn Cafe En La balada del cafà © triste, de Carson MacCullers, se muestra una atmà ³sfera cargada de violencia, decepcià ³n y traicià ³n que se refleja claramente en el titulo y que de igual manera se entremezcla en la historia a lo largo del libro: A 60 millas de Atlanta, en el estado de Georgia, en un pequeà ±o pueblo – donde al parecer no habà ­a mucho que hacer - se desarrolla la historia del cafà © de Miss Amelia Evans que, el cual resulta ser ms tarde el centro de atraccià ³n para los habitantes del pueblo en donde se reà ºnen para platicar e incluso para consultarse sobre asuntos relevantes para la poblacià ³n. La seà ±orita Amelia siempre se mostraba poco sociable a pesar de ser querida y respetada por todos en el pueblo. Su almacà ©n era el que tenà ­a el mejor whisky en la regià ³n y era tambià ©n un centro, por asà ­ decirlo, de reunià ³n para la comunidad. Fue aquà ­ donde una noche aparecià ³ un jorobado, el primo Lymon, buscando a Miss Amelia. Miss Amelia decidià ³ darle cobijo y esto ms tarde repercute en la historia, pues el primo Lymon provoca la apertura del cafà ©. Despuà ©s de tres dà ­as en lo s que nadie en le pueblo sabà ­a absolutamente nada del jorobado, sino solo se habà ­a escuchado el rumor que decà ­a que Miss Amelia lo habà ­a asesinado por algo que llevaba en la maleta, gente del pueblo decide investigar lo que pasa y entrando en el almacà ©n ocho hombres descubren al primo Lymon sano y salvo y està © comienza a charlar con ellos, no sin antes haberlos sorprendido con su actitud digna y palabras cortantes. Es aquà ­ cuando comienza la historia im provisada del cafà © al Amelia descorchar una botella e invitar unas galletas que dispuso en una charola, y todo esto  ¡sin pagar!, lo cual resultaba una total y franca sorpresa para los que se encontraban ahà ­. En tres dà ­as y tres noches habà ­a ocurrido todo: la llegada del â€Å"primo Lymon†, la celebracià ³n y la apertura del cafà ©. En tan solo dos aà ±os, el antes almacà ©n, era ahora t...

New SAT vs Old SAT Changes You Must Know

New SAT vs Old SAT Changes You Must Know SAT / ACT Prep Online Guides and Tips In 2016, the SAT changed drastically from the old SAT. In terms of content, no other SAT changes in the past few decades have been this dramatic. If you're familiar with the old SAT, here's what you must know to do well on the current version of the SAT. In this article, I'll summarize the largest, must-know changes of the SAT. But for those of you who are serious about taking the test, it'll be well worth your time to read some of our more in-depth SAT guides. After all, a few minutes of reading through our expert guides is nothing compared to the sweet payoff of a high SAT score andan acceptance to the college of your dreams! How to Study for the New 2016 SAT- This guide starts with a detailed comparison of the current and old versions of the SAT, and then fleshes out a full SAT study plan. We also have individual section guides for SAT vocabularyand theSAT Reading Section. Finally, don't miss our in-depth new SAT vs old SAT comparison. New 2016 SAT: What's a Good Score?- Before you take the SAT, it's a smart idea to figure out what a good score is, both in general and for you specifically. This guide explains what a good SAT score is based on percentiles and your own college preferences. The Main Differences Between the New SAT and Old SAT The current version of the SAT is pretty different from the old version of the SAT. Below, I go over the major changes made to the overall SAT and to each section. General Changes to the SAT We'll start generally. This chart offers a broad overview of the biggest differences between the two versions of the SAT: Old SAT New SAT Administration 2005-January 2016 March 2016-present Score Range 600-2400 400-1600 Length of Test 3 hours 45 minutes 3 hours (w/out Essay)3 hours 50 minutes (w/ Essay) Total # of Questions/Tasks 171 154 (155 w/ Essay) Sections Critical Reading Writing + Essay Mathematics Evidence-Based Reading and Writing (EBRW) Math Essay (Optional) Guessing Penalty Minus 1/4 point per incorrect answer None 75th %ile Score (Good)* 1720 1190-1200 50th %ile Score (Average)* 1480 1050-1060 25th %ile Score (Poor)* 1260 910-920 *All percentiles for the new SAT come from the College Board's 2017 percentiles, and all percentiles for the old SAT come from the College Board's 2015 percentiles. As you can see, the current SAT is slightly longer than the old SAT if you opt to take the Essay, but significantly shorter if you don't take the Essay. It also combines your Reading and Writing section scores into a single Evidence-Based Reading and Writing (EBRW) score. Perhaps the biggest change most students know about is the score range: on the old SAT the max score was2400, but on the current SATthe max score is just1600. Finally, there is no longer a score penalty for incorrect answers on the SAT. Therefore,it's best to answer allSAT questions, even if you have to guess on some of them. Now that you've seen the overall changes, let's look at the differences on each section of the test. SAT Reading Changes The SAT Reading section has undergone some massive changes since early 2016. Here are some of the biggest differences to note: Old SAT Reading New SAT Reading Section Name Critical Reading Reading Scoring 200-800 (separate from Writing score) 10-40 test score, which is then combined with Writing to get Evidence-Based Reading and Writing (EBRW) score on a scale of 200-800 # of Sections 3 1 Order on Test Random 1st # of Questions 24, 24, 19 (in random order)Total: 67 52 Total Time 25 minutes, 25 minutes, 20 minutes (in random order)Total: 70 minutes 65 minutes Time per Question 63 seconds 75 seconds Content Tested High-level vocab in isolation, Sentence Completions, passage-based questions All passage-based questions, medium-level vocab in context, evidence support, data interpretation Subscores None Words in ContextCommand of EvidenceAnalysis in History/Social StudiesAnalysis in Science Overall, you now have fewer questions on SAT Reading and more time per question. The biggest change to be aware of, though, is that SAT Reading is now entirely passage-based. All questions, even vocabulary ones, are based on passages, so it's imperative to havea solid passage-reading strategyto use on test day. In terms of content, you'll still see vocab questions, but these are more focused on medium-level vocab words and your ability to figure out their meanings in context.In addition, you need to be able to identify specific areas in passages you found your answers in. SAT Writing Changes SAT Writing has undergone some noticeable changes since the test's redesign in early 2016. Here are the most important ones to note: Old SAT Writing New SAT Writing Section Name Writing Writing and Language Scoring 200-800(separate from Reading score) 10-40 test score, which is then combined with Reading to get Evidence-Based Reading and Writing (EBRW) score on a scale of 200-800 # of Sections 3 (one essay and two multiple-choice sections) 1 (essay = separate section) Order on Test Random 2nd # of Questions 35, 14 (in random order)Total: 49 44 Total Time 25 minutes, 10 minutes (in random order)Total: 35 minutes 35 minutes Time per Question 43 seconds 48 seconds Content Tested Improving Sentences, Identifying Sentence Errors, Improving Paragraphs, grammar rules in isolation All passage-based questions, grammar and punctuation, logic and expression of ideas Subscores None Expression of IdeasStandard English ConventionsWords in ContextCommand of EvidenceAnalysis in History/Social StudiesAnalysis in Science As the chart shows, the SAT Writing section is no longer scored on its own butin conjunction with SAT Reading(to give you a combined Evidence-Based Reading and Writing score). Additionally, the Essay is now a separate (optional) section and is not considered part of the Writing section. You also now have fewer Writing questions, giving you slightly more time per question. In regard to content changes, all questions are now based on passages (like the Reading section), and there is a bigger emphasis on sentence style, logic/flow, and punctuation. SAT Math Changes Though the SAT Math section has changed the least of all SAT sections, it still looks quite different now than it used to before the redesign. Here are the major differences between the current SAT Math section and the old SAT Math section: Old SAT Math New SAT Math Section Name Mathematics Math Scoring 200-800 200-800 # of Sections 3 2(No Calculator Test and Calculator Test) Order on Test Random 3rd =No Calculator Test4th = Calculator Test Calculator Permitted? Yes Yes, but only on Calculator Test (not on No Calculator Test) # of Questions 20, 18, 16 (in random order)Total: 5444 multiple choice, 10 grid-ins No Calculator Test: 20Calculator Test: 38Total: 5845 multiple choice, 13 grid-ins Total Time 25 minutes, 25 minutes, 20 minutes (in random order)Total: 70 minutes No Calculator Test: 25 minutesCalculator Test: 55 minutesTotal: 80 minutes Time per Question 75 or 83 seconds (depending on section) No Calculator Test: 75 secondsCalculator Test: 87 seconds Content Tested Arithmetic, numbers and operations, algebra, functions, geometry, some data analysis Arithmetic, algebra, functions, advanced algebra, data analysis, word problems; 10% = geometry, trigonometry, complex numbers Subscores None Heart of AlgebraPassport to Advanced MathProblem Solving and Data Analysis You now get more time on SAT Math and four more questions in total. The section is also divided into two subsections: a No Calculator test (on which you may not use a calculator) and a Calculator test (on which you may use a calculator). Content-wise, you're still being tested on many of the same fundamental topics, including algebra, functions, and arithmetic. However, there is now less emphasis on geometry and more emphasis on data analysis, graphs, and word problems. Moreover, the old SAT Math section did not test any trig whatsoever, whereas the current SAT has at least a few questions on trig. SAT Essay Changes Finally, we get to the SAT Essay section. Here are the biggest changes to know: Old SAT Essay New SAT Essay Section Name Essay Essay Optional? No Yes Scoring 2-12 (based on two scores by two readers, each on a scale of 1-6) One score for each dimension on a scale of 2-8 (based on two scores by two readers, each on a scale of 1-4) Dimensions None Reading,Analysis,Writing # of Sections 1 1 Order on Test 1st 5th (if taking SAT with Essay) # of Prompts 1 1 Total Time 25 minutes 50 minutes Essay Prompt Answer a theoretical prompt by citing your own evidence Analyze a passage and the author's argument by citing evidence from the passage As you likely already know, the Essay section is optional with the current SAT, while before it was a mandatory section (and part of Writing). Essay scoring has also changed dramatically: test takers now get three scores, each on a scale of 2-8 (so a perfect Essay score would be 8|8|8). Before you had to provide your own evidence and answer a theoretical prompt, but now you must read a short passage and analyze the author's argument using textual evidence. Note that you are not expected to insert your personal viewpoint into your essay. New SAT vs Old SAT: 1-Sentence Summary For those of you who are interested in a summary of big-picture changes, here it is: the current SAT is a lot more like the ACT in that it tests more skills considered relevant to college success and relies less on trying to trick you. What's Next? Got more questions about how the current and old SATs differ from one another?Then check out our detailed examination of all changes between the two. In addition,our guide to the new SAT formatgives you tips on how to prep for the current version of the test. Not sure what SAT score to aim for on test day?Get a step-by-step guide on how to find your goal score based on the schools you're applying to. Looking for a detailed SAT resource to help you study for the test?Our ultimate SAT study guide contains links to our very best SAT articles and guides. And the best part is it'sfree! Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today!

THE ACCOUNT CYCLE Research Paper Example | Topics and Well Written Essays - 750 words

THE ACCOUNT CYCLE - Research Paper Example This is done so that non-accounting professional would be able to comprehend the journal entries themselves and to make it easier for them to read the financial records. As soon as these transactions take place, they are recorded in the day books or books of prime entry. After a predetermined interval, the balances in the books of prime of entry are summed up and posted to ledger accounts. These ledger accounts are generally prepared in T-form, each having a debit and credit side. There are five categories of accounts, which include: assets, liabilities, revenues, expense and capital. There are also separate journals for each category for accounts. They include general journal, purchase ledger and sales ledger. The balances of these ledgers appear either on debit or credit side based on the type of accounts. Capital account usually has a credit balance. Similarly, liabilities and revenue accounts have credit balances, whereas expense and asset accounts have debit balances. However, t he main task of accountants is to determine the type of entry and determine the double entry accounts that are going to be used in each transaction. Sometimes, whenever accountants forget to make a double-entry of a transaction, they can still reconcile the accounts at a later date using the available records. At the end of the period, all the accounts, which are made in T form are balanced. The balance of each of these accounts is then posted to trial balance. The accounts having a debit balance is posted on debit side of a trial balance, whereas accounts having credit balance is entered on the credit side of the trial balance. Accounts which have equal debits and credit and there is no balance are ignored and not posted in trial balance. At the end of the period ending and closing entries are recorded in the journal format and then posted to the trial balance to prepare the adjusted trial balance. This is done to give a better picture of a business transaction.

Webquest Assignment Example | Topics and Well Written Essays - 1000 words

Webquest - Assignment Example In his theory of cognitive development, Piaget relates the development process of children to different cultures and visualizes their environments of growth. Piaget describes the development stages to undergo the following process Assimilation - Assimilation stage is acquired at birth when a child conceptualizes the reflexes that transform gradually pertaining to the environment where one grows up. It mainly constitutes determination of schema that varies according to a particular situation (Wadsworth, 2004). Equilibrium - Piaget describes equilibrium as determinants enhancing human development process. Piaget articulates that it is never a direct process because different challenges are associated with it. For instance, every stage of development that is coupled by retarded challenges may require replacement by alternative schemas (Wadsworth, 2004). Oral stage - It requires the development stage of duration from birth to a maximum of 1 year. This period determines the principle part of social development where the body seeks to acquire its form of pleasure thus entail behaviors such as chewing of button and biting of nails (Seorang, 2014). Anal stage - This is the stage between one to two years where much of the development is relayed on mastery of the right behavioral practices. At this stage, for instance, a child gets to understand toilet manners and desist from attending to their clothes (Seorang, 2014). Phallic stage - It forms the third stage of human social and emotional development. It mainly focuses on sexuality and the determinants to identify the difference in the genital composition. According to Sigmund, the scene draws many conflicts as boys develop sexual feelings towards their mothers with a comparative fear that their fathers’ who are against such feelings may punish them (Seorang, 2014). Latency stage - This stage embraces numerous skills development and related activities with much sexual motivation

The Euthyphro Dilemma

The Euthyphro Dilemma Siddhanth Goyal   Does morality stem from God? Or does it exist independently of his presence, not subject to arbitrary decisions? The first discussion over these questions appeared in Platos Euthyphro, in which Plato chronicles the proceedings of a highly repetitive argument between Socrates and Euthyphro, a prophet and holy man, over the nature of piety and holiness. The questions produced in this dialogue have been expanded to remain relevant even in a modern religious context. It has achieved so much fame that the core question presented in this dialogue is now known as the Euthyphro Dilemma. In the dialogue, Socrates presents Euthyphro with a choice, Is what is holy loved by the gods because it is holy, or is it holy because it is loved [by the gods]?(Plato 10). I will defend the first view: the idea that there are independent moral standards, separate of any deity or their commands, and that there is a sovereign framework by which God understands what is moral. A dilemma is the concept of forcing a choice between two options that are either equally unfavorable (or favorable). To understand why each of the options set out above are objectionable for Euthyphro, we need to comprehend the implications of both. In order to make my argument, I will substitute the word `God for Platos gods, and the word moral for holy. These changes will not affect the strength or cogency of the argument, and will make the dilemma more relevant to the modern reader. The dilemma faced by Euthyphro is this: if we maintain that certain actions are moral only because God approves them, then it seems that the distinction between moral and immoral actions is simply arbitrary; for no predominant reason can be given for why God should favor one kind of action over another. The distinction is simply a matter of Gods whims, just as it is up to me to prefer pencils to pens. As there is no reason provided for why God should favor integrity and generosity, he might equally have favored dishonesty and selfishness, and we must accept his commands as moral. This concept is known as the Divine Command Theory of ethics, where moral actions are mandatory simply because God commands people to do them. According to this theory, there are no moral standards that exist without Gods will, and without his commands, nothing would be right or wrong. God is omnipotent, and therefore, morality itself is derived from Gods nature. Without God, there is no basis for our moral structure and under this, what is moral is so because God has decreed it as such. This theory would stress the complete sovereignty of Gods will, and the concept that morality exists based not on reason, or any logical basis, but simply due to the arbitrary nature of Gods commands. This theory proposes that there is no rationale, moral or immoral, behind divine commands, and hence renders both his commands and morality subject to his whims. On this theory, God could have commanded, for example, for one to kill an innocent child, and it would have been mandatory for a person to do it. Abhorrent acts, or ones we would consider as such, are automatically pious, simply because God has decreed it, though many, including those who might be inclined to side with the this theory, would agree that they are abhorrent. The theory also rules out the option of assuming that God is just an agent of morality, not its progenitor, leaving the devotee with a puzzling quandary. On the other hand, rejecting the divine command theory, and accepting that moral principles exist independently of divine interpretation, destroys the idea of Gods omnipotence. Contrary to common belief, divine power would be restricted to actions allowed by ethical principles, and God would not be permitted to act, or offer commands, outside of these restrictions. I reject divine command theory in support of the idea that there is an independent moral framework, and that is what dictates whether or not something can be construed as being ethical. My findings are supported by the words of Socrates himself, when he is engaged in a discussion with Euthyphro: SOCRATES: And what do you say of piety, Euthyphro. Is not piety, according to your definition, loved by all the gods? EUTHYPHRO: Yes. SOCRATES: Because it is pious or holy, or for some other reason? EUTHYPHRO: No, that is the reason. SOCRATES: It is loved because it is holy, not holy because it is loved? EUTHYPHRO: Yes. SOCRATES: And that which is dear to the gods is loved by them, and is in a state to be loved of them because it is loved of them? EUTHYPHRO: Certainly. SOCRATES: Then that which is dear to the gods, Euthyphro, is not holy, nor is that which is holy loved of God, as you affirm; but they are two different things. EUTHYPHRO: How do you mean, Socrates? SOCRATES: I mean to say that the holy has been acknowledged by us to be loved of God because it is holy, not to be holy because it is loved. EUTHYPHRO: Yes. (Plato 13-14) In this excerpt of the dialogue, Socrates leads Euthyphro to the conclusion that something is holy, or in our case, moral, prior to it being loved by God. It does not become such after being acknowledged by God. The Euthyphro concludes that morality cannot be identified by what is loved by God, as that would leave it an empty concept. If we decide to follow the second horn of this dilemma, then we must accept that God is simply a messenger for morality, not the source of it. He understands what is moral, and what is not, but doesnt directly have the power to change it. Another reason I am convinced of this horn is that this form of morality can exist without the presence of a religious deity. If morality exists indecently of God, then if there is no God, we still have a basis for morality, though that basis may be unknown. My argument is not made to discredit the presence of a religious figure, or to offend those who believe that morality stems from God. It may very well be that this is the case, and that God is truly an omnipotent being who decides what is, and is not, moral, in his all-encompassing wisdom. I only attempt to explain my belief that the second branch of this dilemma is the one I find to be more convincing, and to present evidence explaining my interpretation. I would like to argue, as a closing remark, that humanitys morality should be based on rational dialogue and a reasonable understanding of the consequences of ones actions. It can be boiled down to the concept of act utilitarianism, or the idea that morally justifiable actions are ones where net happiness gained outweighs net happiness lost, though concrete standards for measuring such changes in happiness are not at all possible. I pledge my honor that I have neither received nor provided unauthorized assistance during the completion of this work. Works Cited Plato. Euthyphro; Platos: Euthyphro, Apology, Crito, Phaedo. Trans. Benjamin Jowell; Rev. Albert A. Anderson. Millis, MA: Agora, 2005. 1-18. Print.

Globalization and advancement in technology Essay

Globalization and advancement in technology has resulted in the governments taking a back seat as regards shaping the destiny of its people. The increased capacities of individuals do not seem to provide any point of refuge. The most difficult thing from this situation is the fact that the new political agenda being championed for the millennium is not well documented for. The book China and Globalization presents an in-depth analysis of the political, economic and social transformations that the Chinese society and state went through over the past thirty years. The author argues that the rise of China throughout this period has been propelled through the dynamic geopolitical environment as a result of community building efforts that enhance economic cooperation CITATION Gut09 l 1033 (Guthrie, 2009). A Brief History of Neoliberalism by David Harvey aims to find out the goals of neoliberalism and presents a useful explanation on why neoliberal policies do not always follow neoliberal theory. Harvey simply considers this new form of political economy as a means through which the global economic elite reconstitutes the high class power CITATION Har05 l 1033 (Harvey, 2005). He states that elite power often takes precedence in the event of a conflict with the contemporary neoliberalism economic principles. Harvey’s book is a powerful tool for analyzing the accumulation by deficiency concept. Doug emphasizes that this has been the foundation to the facilitation and eventual institutionalization of China’s economic integration. This argument is quite a challenge of David Harvey’s neo liberal argument that the rises of neo liberal economies like the United States and capitalist China is the cornerstone of an intended project to restore the noble power. According to Doug, the rise of Chinese revolution is â€Å"the result of methodical and careful government policies† (p 8). The fundamental element basis of Doug’s argument lies in her view that the successful revolution of China was because it was gradual and was led by the state. She states that China’s propagation of bilateral PTA’s is a â€Å"necessary intermediate step toward a seamless integration into a pan regional framework† (Guthrie p.15). This argument, though quite an optimistic and bold claim by Doug Guthrie is in contrast to David Harvey who argues that the propag ation of bilateral PTAs is an emasculation to region building in Asia. David Harvey’s sanguine view is that most bilateral PTAs are merely destabilizing to regional cooperation owing to the fact that most bilateral PTAs are strategically or politically driven. The Chinese government led by Deng Xiaoping introduced reforms that allowed the actors of the economy to master the rules of capitalism rather than making assumptions and withdrawing perceptions based on intuitions CITATION Gut09 l 1033 (Guthrie, 2009). Incentives were stimulated by granting autonomy to the local government. Currently, foreign investors in China deal with provincial bureaucracy and build long term alliances rather than the central government. Guthrie points out that the crucial underlying mechanisms that boosted a much freer Chinese environment were the autonomy of individuals at the workplaces and the depletion of monitoring capacity of the Chinese Communist Party (CCP). Individuals no longer had to de pend on their superiors or work units despite the fact that there was a major rise in corruption among local officials. The results of such reforms were the evolution of an independent middle class that was economically secure. High rewards were offered to holders of foreign language skills and university degrees and the access to female education increased. Guthrie advocates for China to engage strongly with the United States in order to acquire grander external motivation as a way to overcome domestic hindrances. However, her assertion that a futurist state can better engineer changes from socialism raises questions as to whether or not developing countries can only grow by enforcing autocratic policies CITATION Gut09 l 1033 (Guthrie, 2009). David Harvey argues that while neoliberal economies may boast of allowing the free market to take its course, government intervention and regulation only comes into place when it is beneficial to economic elites. Thus from a neoliberal perspective, environmental and labor regulations by the government always lead to inefficiency by distorting free market price mechanisms CITATION Har05 l 1033 (Harvey, 2005). In his opinion, the main aim of neoliberalism was not wealth increase but wealth redistribution and uses statistics to explain this phenomenon. Harvey’s argument is supported by the decrease of real wages in the poorer sectors of neoliberal economies like the United States and the massive wealth increases of the economic elite. In his view, Harvey refers to this type of wealth distribution as accumulation by dispossession and goes on to state that this is how neoliberalism has managed to redistribute wealth and considers it a transition to the onset of capitalism. Among th e main aspects of this one sided wealth redistribution are monetization, privatization, state redistributions, commodification and the management by manipulation of crises. Harvey presents a brief history of neoliberalism where he point out that before its existence the political economy was dominated by embedded liberalism which was a form of capitalism. His assumption of neoliberalism is that it is quite extremist in its operation and if unchecked will be unruly because of socialism failure to develop a reliable model. The pretense by socialism as a means of management of the state and its people without any form of intervention of market forces results in social destruction CITATION Har05 l 1033 (Harvey, 2005). He is attached to this political tradition of democratic capitalism. His view is that of economic restructuring for the development of the people in general. To this effect, Harvey fails to understand why the way of doing things in neoliberal economies is more prominent across the globe even though they embrace democratic capitalism. The push and pull between the two ideologies of Guthrie and Harvey could be attributed to economic growth witnessed across the globe in this period. Harvey asserts in his writing that neoliberalism to some extent does not meet up its expectations by the people. The win by embedded neoliberalism according to him was not a stable environment to create a socially stable environment. Both authors present vague points at some point. Doug Guthrie believes that China is taking baby steps to becoming a capitalist nation and therefore the way to remain economically viable is through slow transition from a command to market economy. Guthrie in totality misses the whole idea that democracy and growth in newly industrialized countries have an inverse relationship. David Harvey on the other hand fails to clearly highlight the main economic policies of neoliberalism. From the review of the different aspects of the books by Harvey and Guthrie, it is indeed difficult to exactly point a celebration o f the past century with the misery related to the so many ideologies that have not been successful in the long run. The books depict a situation of melancholy with the authors coming to terms so late in agreeing with the disadvantages related to these ideologies and their lack of appreciation of the one ideology that has revealed the aspirations of human and has been able to change to the different circumstances of life as it is. References   Guthrie, D. (2009). China and Globalization: The Social, Economic and Political Transformation of Chinese Society. New York: Taylor & Francis. Harvey, D. (2005). A Brief History of Neoliberalism. Oxford: Oxford University Press. Source document