Jefferson Davis on pursuit for happiness Essay Example | Topics and Well Written Essays - 500 words

Jefferson Davis on pursuit for happiness - Essay Example Thomas Jefferson described life, liberty, and the pursuit of happiness as â€Å"inherent† and â€Å"inalienable†, or in other words, natural and undeniable rights (Jefferson and Peterson, 7). Jefferson wanted the Thirteen Colonies to form a government that protected the right of life. At the time this meant protecting citizens of the Colonies from war and Native Americans, but has come to mean much more. Americans have the right to procreate or not. Individuals are not limited to how many children they have like in China. Life is not terminated for lack of funding, like in Nazi Germany. The United States protects American lives worldwide from Jefferson’s time up until today. The second natural or undeniable right was liberty. Liberty is sometimes confused with freedom. True freedom is anarchy, because everyone does what they want. Liberty is the freedom to have the same opportunities as everyone else, obey natural laws. An example would be the freedom to worship God, Allah, or Jehovah anyway a person feels the need to. Jefferson spoke â€Å"of liberty to worship our Creator in the way we think is most agreeable to his will† (Jefferson and Peterson, 19). Liberty means equality for everyone. At the time Jefferson wrote the Declaration of Independence, he owned slaves. This contradicted his position on equal opportunity for everyone. When he spoke of liberty, Jefferson meant white men. Jefferson knew that the democracy he was fighting for was far from perfect, but could become better by always changing. Jefferson stated, â€Å"’The price of freedom,’ as Thomas Jefferson observed, ‘is eternal vigilance’† (Washburne). Through eternal vigilance, the United States has more liberty today than in Jefferson’s day. Natural laws are laws that come natural to humans. Most individuals think thievery, murder, rape, and torture is wrong. On the other hand, most individuals believe taking care of children, labor,

Self-Reflective Essay Essay Example for Free

Self-Reflective Essay Essay Coming into college I knew writing was my main weakness. It was something in school that no matter how hard I worked at it I just never seemed to get the hang of it. I knew USEM focused on writing, reading, and speaking, so I was very eager to get the opportunity to better my writing skills with a university professional. I feel that over the year my writing skills have vastly improved and I truly am excited to see where I will be in the coming years. With my first assignment analyzing the picture of food I was honestly stuck on where to even begin. It was so difficult for me to find remotely anything to start writing about and I was stuck. I struggled through the short paper and I feel the end product was quite unsatisfactory. When it comes to the diagnostics we do from class to class I feel like I have vastly improved and I am so happy about that. In regards to my speaking skills I feel I posses a very high ability to speak in front of people. I’m a very social person and I don’t have a problem talking in front of people. Ironically, until the age of about 14 I was terrified to talk in front of people at all. I have truly worked on it to work out that fear behind me. Knowing that speaking is one of my strengths, I still look forward to improving my writing skills throughout next term and the remainder of the year. I feel like my participation in the class was quite good. When it came to our impromptu presentations I was always one of the first to go and I was always engaged in everybody else’s presentation. I respect the views of my classmates on all issues. I really enjoy taking my standing on a topic and comparing it to those around me and seeing why they look at it from that angle. I was on time to every class except one day and I was sick. I don’t like missing classes because being behind is one of the worst things in my  opinion. In coming terms I need to improve on getting extra help outside of class. I didn’t utilize office hours as often as I should and I need to work on that. I know that it is very helpful and I need to truly begin to take advantage of that help as I feel like it will give me the push I need to take my education to the next level. That is my biggest goal in coming terms and I feel like if I can accomplish that, I will have no problems with participation in this course. So far I feel like I have been decently successful in college. My ability to turn in assignments and get them in on time has improved greatly from high school and I am so happy about that. I understand that as soon as I am able to reach out to Solly outside of class I should be set on the right track to truly being successful in college and I truly cannot wait to see the progress I make in the coming terms.

The Discus Ring Essay -- Observation Essay, Descriptive Essay

The Discus Ring There is a place in my mind that none other is equal to. This place holds the dreams of so many; it grants the wishes of so few. Although hope can persevere through so many trials and tribulations, this place can crush hope in less than an instant. When there is the realization that hope has been mangled, that a person can be or has been defeated, this place may choose to reestablish that person's dignity and pride in the next instantor it may not. This place is the discus ring. Its occupants often call it "the ring". It is a small, square slab of concrete placed at the vertex of a precise angle. There is a white circle painted on the cement. Though it seems simple, this is the most complex piece of equipment and the biggest challenge in an athlete's life. Looking from an athlete's eyes, a person could see the world from the ring. Just spending time there could equally duplicate everything of importance that has ever been taught to them. Things like pride, disappointment, and responsibility to others as well as you are learned in this six by six-foot squa...

Education Governance in Bangladesh Essay

This traditional thinking of education as the ticket to the good life emerges in different ways and degrees in Bangladesh. Education is seen as something that is received rather than achieved and it has increasingly become dependent on certificates. Education in the largest sense is any act or experience that has a formative effect on the mind, character or physical ability of an individual. In its technical sense, education is the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to another. The Government of Bangladesh places great importance on education and in this regard the Government has been trying to transform its huge population into human resource. Education for All (EFA) is the constitutional responsibility of the government. The constitution affirms equal rights in education for all. Since independence every government had taken several steps to increase the literacy rate in Bangladesh. But did they really work out? Our neighbor countries like India, Srilanka have made a great progress in literacy rate. But, where as the current literacy rate of Bangladesh is 63. 8 %. If all the steps were successfully implemented, then the rate would be around 80% (daily Janakantho, 24 July, 10). So, here is short description about the whole education system and the role of government in Bangladesh. Governance: Although the term governance is often used synonymously with the term government it tends rather to be used to describe the processes and systems by which a government or governor operate. The term government and governor describe the institutions and people involved. According to the World Bank†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Governance is â€Å"the traditions and institutions by which authority in a country is exercised for the common good. This includes (i) the process by which those in authority are selected, monitored and replaced, (ii) the capacity of the government to effectively manage its resources and implement sound policies, and (iii) the respect of citizens and the state for the institutions that govern economic and social interactions among them. According to the UNDP†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. â€Å"Governance is the exercise of political, economic and administrative authority to manage a nation’s affairs. It is the complex mechanisms, processes and institutions through which citizens and groups articulate their interests, exercise their legal rights and obligations, and mediate their differences. † Education Governance: Education governance is concerned with how the funding, provision, ownership and regulation of education and training systems is coordinated, and at what level; local, regional, national and supranational. It is government who play the most significant role in coordinating education, the distribution of these responsibilities has been changing in response to calls for greater efficiency, effectiveness, accountability and democracy. Households, communities, and new kinds of private actors, are increasingly involved in many different aspects of education and training governance, raising questions about equity, participation and transparency. Objectives of Education Governance: To inspire and create enthusiasm among the learners in their thoughts, deeds and daily life to establish moral, humanitarian, religious, cultural and social values in personal as well as in national life. †¢ To develop awareness in the learners to protect the independence, sovereignty and integrity of Bangladesh. †¢ To make education pragmatic, productive and creative with a view to bringing about changes in the socio-economic conditions of the country and making the students into a dutiful and responsibl e manpower with scientific outlook and help them develop the qualities of leadership. To give special emphasis on primary and secondary education with a view to expanding education, to instill respect and eagerness for physical labor and enable the learners acquire vocational education for self-employment in all stages of education. †¢ To promote fraternity, moral values, generosity and fellow-feeling in people and make them respectful of human rights. †¢ To promote democratic values through fostering tolerance of one another’s views and help develop life-oriented, realistic and positive attitude for blossoming democratic awareness. To ensure proper quality at every level of education; to strengthen and widen the knowledge, skills and attitude acquired in the previous stage (in accordance with various aims and objectives of education): to enable acquisition of new knowledge and skills and to encourage people to contribute in the system of education, especially in th e field of primary, secondary and vocational education. †¢ To emancipate the country from the curse of illiteracy. †¢ To create equal opportunities for education in accordance with merit and aptitude for the purpose of building a society free from disparity. To ensure gender parity in education and remove barriers of caste, creed and ethnicity in obtaining education. †¢ To ensure constitutional guarantee at all levels of education. †¢ To create awareness about protection of environment. Structure of Education sector in Bangladesh: The education system in Bangladesh is characterized by co-existence of three separate streams. The mainstream happens to be a vernacular based secular education system carried over from the colonial past. There also exists a separate religious system of education. Finally, based on use of English as the medium of instruction, another stream of education, modeled after the British education system, using the same curriculum, has rapidly grown in the metropolitan cities of Bangladesh. However diverse the above streams may apparently look, they have certain common elements, and there exists scope for re-integration of graduates of one stream with the other at different levels. Different Streams in Education The mainstream education system in Bangladesh is structured as follows: – a. One or two year pre-primary education imparted in private schools/kindergartens, and informally in government primary schools for six months. b. Five-year compulsory primary education for the 6-10 year age group, imparted mainly in government and non-government primary schools. In metropolitan cities, however, government and non-government primary schools cater to the educational needs only of the poorer sections of the people, as the better-off families usually send their children to Private English Medium schools/ secondary schools that run primary sections as well. Very few NGOs however impart education for the full 5-year primary education cycle. c. On completion of primary education, students (11+) enroll for junior secondary education that spans over 3 years. At the end of this phase of education, some students branch out to join the vocational stream, offered at Vocational Training Institutes (VTI) and Technical Training Centers (TTC) run by the Ministry of Education, and the Ministry of Labor and Employment respectively, while students in the mainstream continue in government and non-government secondary schools for a 2 year secondary education in their respective areas of specialization i. . humanities, science, commerce, etc. At the end of their secondary education, the students sit for their first public examination (S. S. C. ) under the supervision of six education boards. The students of religious education and English medium streams also sit for their respective public examinations, Dakhil, and O level, conducted by the Madrasah Educ ation Board, and London/Cambridge University respectively, facilitated by the British Council in case of the latter. d. After 10 years of schooling at primary and secondary level, students (16+) who succeed in passing the Secondary School Certificate (S. S. C. ) examination have the option of joining a college for a 2 year higher secondary education in their respective areas of specialization, or enroll in technical/ poly technical institutes for technical education. After 2-year higher secondary education, one has to sit for another public examination called Higher Secondary Certificate (H. S. C. ) Examination conducted by the Education Boards to qualify for further education. Students of Religious and English Medium streams also sit for their respective public examinations, Alim, and ‘A’ level, conducted by the Madrasah Education Board and London/Cambridge University respectively to qualify for further education. e. Under-graduate education of various duration (2 to 4 years) are offered to 18+ students at a number of public and private universities / degree colleges/technical colleges/ specialized institutions. Successful completion of a degree course is a pre-requisite for appointment to a white-collar civilian job. . Post-graduate education normally of 1-2 year duration is provided at universities and selected degree colleges and institutions. Key Organizations governing the education sector in Bangladesh: Many organizations are involved in the direction of higher education in Bangladesh, and there is no single overarching authority. The President of Bangladesh is the Chancellor of most of the universities and is responsible for the appoint ment of vice-chancellors. The Prime Minister is Chancellor of a limited number of universities. To reduce the burden on the universities, the NU was established to take over and organize the affiliated colleges in all fields except agriculture, engineering and medicine. The Bangladesh Institutes of Technology (BIT) Council (CBIT) co-ordinates the activities of the four engineering colleges that enroll around 3,200 students. It has virtually the same functions as the UGC, only for the institutes of technology. The Association of Universities of Bangladesh (AUB) co-ordinates the activities of universities in both academic and administrative matters. The AUB also leases with the government and the UGC on administrative and financial affairs. Management of the education sector in Bangladesh: Pre-primary education, generally recognized as a useful stage of education to smoothen the transition from home to an institutional environment and thereby contributing to reduced drop out rates at primary level has so long remained outside the purview of official education policy of Bangladesh. Its management therefore lies at present exclusively in the hands of the schools imparting such education and some NGOs running such schools. The Education Policy 2010 did however recognize the need for pre-primary education and recommended its gradual introduction to 5+ children in primary schools with a view to universalizing one-year pre-primary education. As provision of universal compulsory primary education has been recognized by the Constitution of Bangladesh as a state responsibility, the government has assumed direct responsibility of the management of primary education in Bangladesh, particularly in the wake of enactment of Compulsory Primary Education Act in 1990. The overall responsibility of management of primary education lies with the Primary and Mass Education Division (PMED) set up as a separate Division with the status of a Ministry in 1992. While the PMED is involved in formulation of policies, the responsibility of implementation of the same rests with the Directorate of Primary Education (DPE) headed by a Director General. The different tiers of administration such as Divisions, Districts and Upazilas are manned by Deputy Directors, District Primary Education Officers (DPEO) and Upazila Education Officers (UEO) respectively. UEOs are assisted by a number of AUEOs each in charge of a cluster of primary schools. At the school level, there exist School Management Committees (SMC) formed as per government directives with certain well defined functions, and Parent Teachers Associations (PTA) playing a supportive role in building favorable teaching-learning environment in schools. The Directorate of Primary Education (DPE) and its subordinate offices in the district and upazila are solely responsible for management and supervision of primary education. Their responsibilities include recruitment, posting, and transfer of teachers and other staff; arranging in-service training of teachers; and distribution of free text books, and supervision of schools. The responsibility of school construction, repair and supply of school furniture lies with the Facilities Department (FD) and Local Government Engineering Department (LGED). The National Curriculum and Text Book Board (NCTB) is responsible for the development of curriculum and production of textbooks. While the Ministry of Education (MOE) is responsible for formulation of policies, the Directorate of Secondary and Higher Education (DSHE) under the Ministry of Education is responsible for implementing the same at secondary and higher education level. The NCTB is responsible for developing curriculum, and publishing standard textbooks. Seven regions based Boards of Intermediate and Secondary Education (BISE) are responsible for conducting the two public examinations, S. S. C. and H. S. C. , in addition to granting recognition to non-government secondary schools. DSHE is divided into eight zones, each in charge of a Deputy Director assisted by two Inspectors, and two Assistant Inspectors. District Offices are headed by District Education Officers (DEO). There exist three different levels of supervision. BISEs are responsible for accreditation of non-government secondary schools. However, because of lack of inspection capacity, the work is delegated to Zonal Inspectors and DEOs. The Directorate of Inspection and Audit of MOE with a small manpower of 24 Inspectors are responsible for periodic qualitative and quantitative evaluation of non-government schools. Each zone has two Inspectors and two Assistant Inspectors to inspect all schools covered by the zones. At the school level, in case of non-government secondary schools, School Management Committees (SMC), and at the intermediate college level in case of non-government colleges, Governing Bodies (GB), formed as per government directives, are responsible for mobilizing resources, approving budgets, controlling expenditures; and appointing and disciplining staff. In government secondary schools there does not exist any SMC. The Head Master s solely responsible for running the school and is supervised by the Deputy Director of the respective zone. PTAs however exist essentially for ensuring a better teaching learning environment. The Directorate of Technical Education (DTE) is responsible for planning, development and implementation of technical and vocational education in the country. Universities in Bangladesh are autonomous bodies administered by statutory bodies such as Syndicate, Se nate, Academic Council etc. in accordance with provisions laid down in their respective Acts. While the private universities are regulated by the University Grand Commission (UGC). Regulation/Licensing authority Under the President’s Order No. 10 of 1973, which established the UGC, the UGC has the right to visit the public universities or to have them visited by teams of experts as and when necessary for evaluating programs and assessing their needs and requirements. The establishment of a private university requires the formation of a non-profit corporation or foundation and the Private Universities Act stipulates a series of conditions for establishing a private university. Some of them are given below: †¢ A security deposit of Taka 50 million in interest-bearing government bonds. Transnational Report – Case Study: Bangladesh (October 2003) page 18 of 36 †¢ A minimum of two faculties. †¢ Permission to rent office space only for 5 years, before building their own campus. They should own land of at least five acres. †¢ Programs and courses to be offered must be approved by the UGC before students are admitted. †¢ Five percent of places must be reserved for free studentships to ‘poor but meritorious’ students. Following establishment, the UGC has the authority to periodically monitor, visit and evaluate the performance of private universities, regarding the numbers of qualified teachers, library books, facilities, approved curricula, and to recommend de-certification if institutions fail to perform according to agreed-upon standards. The National University reviews and approves the applications of all degree col leges that seek Government recognition. Applications are reviewed against minimum criteria for facilities, teaching staff, and library and laboratory facilities. Approval must be reaffirmed for all institutions each year and institutions can be de-affiliated. Guidelines of Ministry of Education: †¢ Human resource development is at the core of Bangladesh’s development efforts and access to quality education is critical to poverty reduction and economic development. The Government is committed to undertaking structural reforms that are expected to bring significant improvements in the education sector. Bangladesh’s commitment to education has been clearly stated in its Constitution and development plans with education being given the highest priority in the public sector investments. Education sector allocations are currently about 2. 3 percent of GDP and 14 percent of total government expenditure. Maintaining this commitment to the education sector is imperative in order to achieve Education for All (EFA) and the Millennium Development Goals (MDGs). †¢ The management of the education system falls under two ministries – the Ministry of Primary and Mass Education (MoPME, responsible for primary education and mass literacy) and the Ministry of Education (MoE, responsible for secondary, vocational and tertiary education). Overall there are more than 17 million students at the primary level, and over 8. 0 million at the secondary level. Enrolments at the tertiary level are relatively small but growing very rapidly. †¢ Bangladesh has made significant progress, especially in regard to increasing access and gender equity, both at primary and secondary levels. Gross primary enrollment rates rose from 90 percent in the late 1990s to 98 percent in 2003, while a corresponding increase in enrollment rates at the secondary level rise to 44 percent. Gender parity in access to primary and secondary education has also been achieved. These achievements are particularly spectacular when compared to countries in the South Asia region and other countries at similar levels of per-capita income. †¢ The Government is strongly committed to alleviating the existing problems in respect of management and quality through reforms across the education system. At the primary level, MoPME is supported by a multi-donor group through the Primary Education Development Program II (PEDP II), which aims to strengthen educational access, quality and efficiency. In order to address issues at the secondary and higher levels, MoE has developed a medium-term framework for the secondary education sub-sector, focusing on quality improvements, policy measures and specific actions needed to reform the system. The development of this medium-term framework has benefited from an extensive range of consultations and workshops with stakeholders at the central, district, and upazila levels. The main objective of reforms being proposed is to address systemic governance issues aimed at raising the quality and cost-effectiveness of service delivery, and improve equity of access in secondary education. †¢ MoE is aiming to move towards a devolved system of governance within the current administrative structure. In this system the central government will be responsible for formulating policies, financing, setting quality standards, and monitoring and evaluation etc. , while lower levels of government will be responsible for administering the system. MoE is empowering officials at the district and upazila levels to take greater responsibility in monitoring school performance and ensure public disclosure of information (e. g. , SSC passing rates, teacher absenteeism, class sizes, etc. ) related to school quality. †¢ To ensure appropriate financial controls, MoE is implementing a Financial Management Reform Program (FMRP). This is intended to increase accountability and transparency in the use of resources Main laws governing education in Bangladesh: The legal basis for higher education is complicated, with some laws deriving from colonial time sand others from the Pakistan era. There may be fundamental change in the governance and administration of higher education in the near future (World Bank, 1999b). Currently, the universities have autonomy (by the parliamentary acts) to work within the UGC-given parameters, and the same is true for degree colleges under the NU. Public Universities Ordinance (1973) is the governance framework for public universities in Bangladesh.

Hate Crimes in America Essay

How serious should the threat of a hate crime be taken? According to Ellis Cose, the African American author of Ignore the Noose Makers, to pay too much attention to the idiocy of those who hang nooses simply to intimidate their black target, â€Å"is to grant them an importance they do not deserve.† Nooses have a horrific history associated with them. They are known to be used in lynching (punishing people for crimes by private citizens without trial, whether they are guilty or not), of which three quarters of the cases in American history were against blacks. George Curry, another African American author of Calling Nooses What They Are – Terrorism, feels strongly that these threats are not to be taken lightly, and with that attitude people will not be able to â€Å"bridge the racial divide.† The American people are protected from hate crimes and verbal threats, and the hanging of a noose is a threat in itself of which their victims deserve protection from. The fact that Congress recognizes crimes motivated by bias as more serious than the crime committed alone is not in question. â€Å"Congress has passed the Hate Crimes Sentencing Enhancement Act, which increases penalties for some federal crimes when they are motivated by bias.† The debate is whether or not these laws should be applied to the widespread appearance of nooses since 2007, when the treatment of the â€Å"Jena 6† received nationwide press coverage. Nooses were hung in a tree at Jena High School in Jena, Louisiana, which caused racial tensions to escalate over the months following August 2006, after the principle was overruled when he recommended expelling the students found responsible for the outrage. A black student was attacked in November by a mob of white students, of which one member of the group was charged with battery and released on probation. In turn, a white student was attacked after taunting the victim of the previous beating. But the black students did not get off so easy. They were charged with attempted second-degree murder. American courts need to use this as a prime example of how a so-called â€Å"cry for attention† can escalate into serious, harmful chaos. Webster’s Dictionary defines lynching as â€Å"the practice of punishing men for crimes by private unauthorized persons, without a legal trial . . . to inflict punishment without forms of law, as by a mob.† There were many different forms of lynching, all of which are traumatic and unjust; one may be whipped, shot, mutilated, dragged behind cars, or burned alive. The most popular choice, though, were public hangings. This is where the noose comes in as a powerful symbol of the horrible way in which African Americans suffered at the hands of their racist white captors, most notably the Ku Klux Klan. It is unfair to claim that the hanging of a noose is anything short of a potential hate crime. According to law, it is not illegal for people to hang nooses on their own private property, or to display any other negative distaste for a minority group based on their religion, sex, political status, race, or other affiliation. The police cannot force a person to remove any of their personal expressions of opinion and to attempt to do so would be an obstruction of their constitutionally protected right to freedom of speech. If someone goes outside their private property and hangs a noose in a public area, or the private property of another citizen without their permission, the law has every right to remove it and the individuals may be sued by the person whom is being â€Å"attacked†. There are some who believe a â€Å"hate crime† should not hold a more severe sentence than the crime in itself; that a person should not be singled out for beating up a black man because they are black anymore than they should receive punishment for assault and battery alone. But hanging a noose on someone’s doorknob should be taken into account as a serious threat that deserves attention and investigation. Who is to say which of these intimidations are for a sick, twisted laugh and which are real threats which will be followed soon after with action? There are two solid points in the debate between Ignore the Noose Makers and Calling Nooses What They Are – Terrorism. The intelligent people in America realize that on the other side of the spectrum there are the ignorant, biased individuals who hang nooses for a laugh. To ignore these people is to deprive them of a learning experience capable of making them understand the impact of their actions on others. There can be no true racial equality until all hate crimes are taken seriously and people are educated on the history behind the props they use in them. It is difficult to make the call as to whether or not the threat possibly associated with hanging a noose will manifest itself into reality. Still, everyone would rather feel safe than sorry. Works Cited Patterns for College Writing: A Rhetorical Reader and Guide. Ed. Laurie G. Kirszner and Stephen R. Mandell. New York: Bedford/St. Martin’s, 2010.

Patricide Essays - Fatherhood, Homicide, Family, Patricide

Patricide Essays - Fatherhood, Homicide, Family, Patricide Patricide In the time of the Romans, the punishment for patricide was to be sewn up in a sack that had a monkey, snake, rooster, and dog inside, and then to be thrown in a river. Each of the animals in the bag had some specific meaning to them, and being sewn up in a sack and tossed into the river also had a specific function to the murderer. Thus this punishment became the proper way to punish the guilty. In the Roman era, patricide had become a major problem, so it was decided that for whomever held a title in Rome, there would be a meeting to discuss how to get rid of the problem and punish appropriately. The title holders decided that the best way to punish the young men, and to stop them from thinking of committing the sin, was to make them die, as well as make them feel everything their father had, and to regret their crime. This decision then became the chosen consequence for the crime of patricide. The significance of the animals was to torture the perpetrator in a particular way for his crime. The importance of the snake was that the snake was evil, dating back to the Garden of Eden, where it posed as the Devil and deceived Eve. While the victim was alive, the snake would be there to remind him of the ultimate sin-the deception of one?s own father. The rooster is primarily known for his crowing, and thus his crows would remind the sinner of his guilt, so that he couldn?t escape from what he did. The dog?s function in the sack would be to howl, not only to be deafening and frightening, but also to evoke the wrath of the gods upon him. The monkey represents torture, because it is capable of mimicking human actions. It would mimic the son?s behavior and re-enact the murder of the son?s All four of these animals perform at least one role in torturing the boy, and so that he would be forced to think about what he had done to his father. The purpose of the sack was to increase tenfold the agony which his father suffered, and also to make him regret his decision to kill his father. With each passing moment, the torment would get progressively worse, so that the boy would get a taste of the Hell that was to be his afterlife, as punishment for committing patricide. The sack represented a way in which to make the boy suffer much more, and quickly before he drowned. The son was thrown into the river so that he could feel the way his father?s panic when he killed him. The water would serve to scare the son in the way his father felt when he realized that his own son had turned on him. The sewn sack would prevent the son?s escape so he would realize there would be no turning back from his actions. These different elements of punishment combined to make the murderer truly suffer each aspect of the crime through the torture. The closed sack with animal reminders of different aspects of the murder would serve as a deterrent to living observers. This ritual is a fitting punishment for the crime.

Bob Seger, James Brown, and Bruce Springsteen Common Music Elements Essays

Bob Seger, James Brown, and Bruce Springsteen Common Music Elements Essays Bob Seger, James Brown, and Bruce Springsteen Common Music Elements Paper Bob Seger, James Brown, and Bruce Springsteen Common Music Elements Paper Name: Lecturer: Course: Date: Bob Seger, James Brown, and Bruce Springsteen Common Music Elements Bob Seger released several albums in his music career from 1968 through 1975. In the course of this period, Seger was considered a classic in the Midwest, Michigan, and Detroit. It was until Seger’s decision to incorporate the Silver Band as his backing group did he begin to achieve artistic and commercial success at a greater level[1]. The closest comparisons to Bob Seger and his work are probably James Brown and Bruce Springsteen. All three artists have similar gravelly voices I addition to the fact that all have featured back up bands in their respective music careers. Moreover, the bands behind the three rock artists featured similar instruments in their performances. These instruments include guitars, saxophones and keyboards[2]. Another similarity between the three rock artists revolves around their innocence and energy of early rock music at a period when other popular rock artists were becoming affected and jaded. Bob Seger is also known for his empathy and brilliant ability to jubilate crowds when performing live as is the same with James Brown and Bruce Springsteen. In addition, all three artists are motivated by real people and experiences when doing their work, in a manner stripping away romantic illusions. Other distinct details between the three artists are that Bruce Springsteen possesses a typical flair represented by extreme dramatics coming from growing up in New York[3]. On the other hand, both Seger and Brown do not necessarily display typical flairs from their respective roots[4]. Both Springsteen and Brown have a knack of displaying poetic inventive lyrics. Their works are more often perceived to sound like poetry but in a musical format. However, Seger produces music that is supposed to be sung. Take for example a line from Seger’s song â€Å"Against the Wind†, â€Å"Wish I didn’t know now what I didn’t know then,† from â€Å"Against the Wind.† However, these words are seemingly awkward as words on a page, but the line portrays this song beautifully as a heartfelt conversation. In fact, this line featured so well in the song that Seger confessed to receiving positive response from his fans. Comparing these three artists requires realization of the artistry degree for their seemingly conversational songs, much like daily lines expressed by people in their normal routines. What makes Seger, Brown, and Springsteen rich in the rock industry is the combination of deeply felt emotion and sensational honesty. Many of their best songs are retrospective, glancing at the past with a comparison of how life used to be and the way it is now. Take for example the song â€Å"Night Moves† by Bruce Springsteen. The song begins with a recollection of Bruce’s relationship adventures in his younger years. Springsteen in the song is honest about how the relationship nature of his youthful time and how it is today. As he says, â€Å"We weren’t in love, oh no, far from it. We were not searching for some pie in the sky summit. We were just young, restless and bored†¦.† Take for example another song by James Brown â€Å"Lost Someone†, where he uses lyrics sensationalizing past events. However, he is unfeeling and callous about his youthful times. As Brown recalls, â€Å"We felt the lightning, and we waited on the thunder, waited on the thunder!† At this point, Brown’s voices exhibits a rise in crescendo peaking at the mention of thunder. The music then fades and Brown goes on quietly and conversationally, â€Å"I awoke last night to the sound of thunder. How far off? I sat and wondered. Started humming a song from 1962. Ain’t it funny how the night moves†¦When you just don’t seem to have as much to lose? Ain’t it funny how the night moves†¦With autumn closing in.[5]† Another distinct detail these three artists possessed in their elements revolved around their willingness to perform their music with strong structures[6]. While other rock artist seemingly resorted to implement the use of chorus entailing word, chorus, bridge structure, Seger, Brown, and Springsteen expressed themselves in a rather dynamic way not necessarily involving this format. And for this reason, their style of music and basic structure worked well to succeed among other musical forms dominating the twentieth century, including country, folk, rhythm, and blues. Moreover, their vocals involved a rough, authoritative and expressive tone. Sometimes it was spoken rather than sung. Through this method, these artists attempted to free themselves from traditional forms of performing music. With an excellent visual image, bare words minimum and music support, all three artists perfectly captured the experiences involved when one is in their youthful stage, peering into that timeless experience between childhood and adulthood, yet now realizing that time is on the move and that stage crawls further away from their grasp[7]. Ultimately, the most distinct detail among Seger, Brown, and Springsteen is their natural way of featuring stories in their songs without giving the impression of story telling. The way they manage to convey their innermost sentiments without an apparent awareness of the audience presence, exaggeration, or embroidery. This brings about a sensation that the audience is given an opportunity to eavesdrop on a man’s innermost thoughts-that is, men in particular who have learned to become honest with themselves. In my opinion, this is a rare opportunity and one should feel privileged to grace this art in life. Bob Seger Bibliography and Discography The discography and bibliography of Bob Seger includes two live albums, seventeen studio albums, sixty-two singles, and three compilation albums. His albums have recorded sales well over fifty million copies together with four platinum, seven-multi platinum, and two gold certifications[8]. Some of his major hit songs include â€Å"The Lonely One† which he released in February 1961. Others include â€Å"Ballad of the Yellow Beret†, â€Å"Sock It to Me Santa†, and â€Å"Persecution Smith† which made their way. Other great hits done by Bob Seger include â€Å"Ramblin’ Gamblin’ Man† which is arguably his greatest song. Seger released this song in April 1969. Other subsequent his singles include â€Å"Noah† and â€Å"Mongrel† which made their way in September 1969 and August 1970 respectively[9]. In the course of the 90’ until he faded, Bob Seger managed to release some highly rated singles. 1991 saw him release â€Å" Take A Chance†, â€Å"The Real Love† and â€Å"The Fire Inside†. Through to 1998, he released other singles including â€Å"Lock and Load†, â€Å"Hands in the Air†, â€Å"Manhattan†, and â€Å"In Your Time†. The year 2006 was the last year that saw his last single production. He closed his career with â€Å"Wait for Me† and â€Å"Wreck this Heart†[10]. Bowie, Herb. Bob Serger: Career analysis. New York: PaganTuna, (2010). Print Dawidoff, Nicholas. â€Å"The Pop Populist.† The New York Times Magazine. (2006). Print. Springsteen, Bruce, and Chet Flippo. â€Å"Bruce Springsteen: A Rock ‘n Roll Evangelist for Our Times Crusades for Patriotism and Puritanism of a Different Stripe.† Musician. 1884.73 (2004). Print. [1] Bowie, 13