The Syrian Civil War - 2000 Words

The precursor to the Syrian Civil War dates back to when Hafez al-Assad, a Baathist, seized power through a coup d’à ©tat in 1970. Since 1970 Syria is a semi-presidential republic, with Bashar al-Assad as the current president and head of state. Conversely, Hafez groomed his charismatic son, Bassel, as the future president of Syria, while Bashar lived under the shadow of his elder brother. Bashar in comparison to his brother was an intellectual and exhibited a quiet and reserved demeanour. However, in 1994, Bassel was killed in a car accident, and as a result, Bashar, who was a physician specialized in ophthalmology, was recalled back to Damascus from England. Bashar was then quickly enrolled in a military academy in Homs and rose to the†¦show more content†¦Antigovernment movements broke out in early 2011 with the Arab Spring. The Syrian government has used brute force, even illegal chemical weapons, to suppress protests. Armed resistance to the regime arose in the summer as soldiers defected from Assad and established the Free Syrian Army consequently. The main belligerents consist of the Syrian Army, the Syrian National Defense Force, Shabiha, Hezbollah, and Iran, whilst the opposing parties consist of Syrian National Council, Syrian National Coalition, Islamic Front, Mujahideen, Al-Nusra, Syrian Kurds, and Islamic State of Iraq (ISIL) and the Levant. International reactions in regards to the Syrian Civil War vary from support of al-Assad’s regime to advocating the government dissolve. Currently, the Assad regime controls Damascus, and most of the provincial capitals in the West of Syria, whilst the rebellion has large swathes of land to the East and North. The Syrian Civil War has evoked divided opinion from international leaders, with Western powers such as the United States, supporting the rebels, whilst superpowers Russia and China support Assad’s regime. As a result, a contemporary proxy war has emerged. This paper will e xamine the different perspectives global leaders have on the Syrian Civil War, and consequently their actions towards the conflict. The Western powers discussed in this treatise are some of the key nations enveloped in the conflict: United States of America, Israel, and

Analysis Of John Milton s The Of Paradise Lost

Adam and Eve’s Dilemma in Eden The tragic fall of humankind could be considered heroic according to well-known author John Milton. Book IX of Paradise lost portrays this sense of heroism through the sins of Adam and Eve, but also creates a sense of controversy through the unexpected personality swap between Satan and of God. This literary work is a major contribution to biblical and literary history; therefore a reason why this work is still read today. The poem must turn tragic, and Milton asserts his intention to show this great fall is more heroic than the tales of Virgil and Homer because of the humanity scope it entails. The word tragic has two meanings in Milton’s mind. First, it carries the meaning of something terrible or bad. Since before the Middle Ages, Christians have considered the fall of Adam and Eve a tragic story. On the other hand, tragic also refers to the literary concept of tragedy. â€Å"However, throughout Paradise Lost, Milton more often portray s Hell and Paradise as states of mind— the seat of these emotions† (Silverman, 85). He invokes Urania, the Celestial Patroness, and asks for her to inspire his words during his sleep. He values her guidance because he fears he is too old and lacks the creativity needed to accomplish the task all alone. He hopes to remain focused on his ultimate and divine task of portraying this story in a new light. Throughout Book IX of Paradise Lost, Milton creates a sense of moral dilemma through sympathizing with the DevilShow MoreRelatedAnalysis Of John Milton s Paradise Lost 1852 Words   |  8 Pagesliterary merit. Do not merely summarize the plot. (2010 AP Literature and Composition) Disobedience and Exile an Analysis of Satan from Milton’s Paradise Lost John Milton’s epic poem, Paradise Lost, has been the subject of criticism and interpretation through many years; these interpretations concur in that Adam and Eve are the sufferers of the poem, and it is their blight to lose Paradise because of their disobedience; however, their exile is merely a plight brought by Satan, and it is he who suffersRead MoreAnalysis Of John Milton s Paradise Lost Essay2201 Words   |  9 PagesEve’s story arc in Paradise Lost, by John Milton, is a bildungsroman, the German word for a â€Å"novel of education.† Eve develops through the five stages of a typical bildungsroman character, as demonstrated by several different works from the genre. It will be useful to discuss several different bildungsromans from different eras and regions to fully determine the necessary characteristics of a bildungsroman, like The Odyssey, To Kill a Mockingbird, David Copperfield, Adventures of Huckleberry FinnRead MoreAnalysis Of John Milton s Para dise Lost 1499 Words   |  6 Pagesbeing, an epic hero if that being has done what is required. In John Milton’s, â€Å"Paradise Lost†, the character of Satan presents itself as an epic hero, Milton tests that the character of Satan forces the reader to consider the possibility that Satan may actually be a hero, or at the very least, a character worth seeing in a more complex light. This along with the following examples are all showing how the character of Satan in â€Å"Paradise lost†, can be view and is viewed as an epic hero thought the novelRead MoreAnalysis Of John Milton s Paradise Lost 1071 Words   |  5 Pages Writing AP Exam Essays Advanced Placement English Literature Composition Name Juan Linares Major Work Data Page Paradise Lost Writer/Nationality John Milton/ UK 1608-1674 Theme/Meanings of the work as a whole Disobedience plays a key role in the unfolding of Milton’s poem. Satan disobeys God because God gave him free will, and causes Eve to disobey Adam, to disobey God. Justification of God. Death must happen to the world but because of the Son, DeathRead MoreAnalysis Of John Milton s Paradise Lost 1035 Words   |  5 PagesSatan is the first figure to speak in Milton’s poems in Paradise Lost. His words to Beelzebub are the sort of utterances a politician would make to his party members after a defeat. It combines convincement with the virtue of emotional manipulation. Satan’s words shift like a dream from expression of grief and sympathy to the restatement of united defiance, to which Beelzebub replies unconsciously. Milton creates this shift so subtly that it is hardly noticed and highlights through this that theRead MoreAnalysis Of John Milton s Paradise Lost 869 Words   |  4 PagesIn his epic, Paradise Lost, Milton entertains the reader with his version of how one of the greatest falls of humanity occurred. Although many would consider God or Adam and Eve as the main characters in a story like this, the main character of this epic is truly Satan. Satan is shown as a strong and powerful character who is completely overwhelmed with emotions which create a type of hell in his mind; even when he is in heaven, he cannot escape his true life. Satan’s desire for vengeance on God’sRead MoreAnalysis Of John Milton s Paradise Lost 1606 Words   |  7 PagesIn books one, two, four and nine of Paradise Lost, Milton portrays Satan as heroic, introducing freedom and reason to the minds and lives of humanity. Satan allows his subservient fallen angels, as well as Adam and eve to recognize authority, reason and the true meaning of freedom. The beginning of the story is told through Satan’s point of view, making him the first empathetic character the reader is introduced to. From the very beginning of Book One, Satan explains how him and other fellow angelsRead MoreAnalysis Of John Milton s Paradise Lost1442 Words   |  6 Pages(Name) (Instructor) (Course) (Date) Heroism in John Milton’s Paradise Lost There are many definitions of a hero, and establishing the hero in John Milton’s Paradise Lost has been object to scholarly debate. One definition of a hero is that by Aristotle, who defined a hero as a person who is divine and superhuman. However, other definitions encompass the aspect of virtue in heroism. Despite all the definitions for a hero, it remains factual that a hero would be someone that the readers would delightRead MoreAnalysis Of John Milton s Paradise Lost 1253 Words   |  6 Pages Students often read John Milton’s works with great difficulty; he is determined to have his audience know his goals and how important his writing is through epic metaphors and masterful language. In Paradise Lost, he tells his audience that this will the epic to end all epics and that this is the most important tale of all mankind: the fall of Man. Comparatively, Alexander Pope used the same style of epic not to tell an important tale, but to question much of the life of ar istocracy in his timeRead MoreAnalysis Of John Milton s Paradise Lost 1767 Words   |  8 Pagesthat won the support of the writer John Milton. Milton was known for his rhetorical writings against Charles I and for Oliver Cromwell at the time. It would not be until after the fall of Cromwell that Milton would complete his greatest work of literature however. When the Protectorate fell and Charles II rose to power in 1660, Milton was forced into hiding for fear that he would be punished for his involvement with Cromwell. This would actually benefit Milton for it was when he was in hiding that

School Vouchers The Wrong Choice Essay Example For Students

School Vouchers: The Wrong Choice Essay School Vouchers: The Wrong ChoiceSusie is a young girl who lives in Florida. Since kindergarten, she has attended a nearby private school. Her parents willingly pay her tuition, even though doing so forces them to cut other corners. They do not mind these sacrifices, since they know that their daughter is getting the best education they can give her. Jesse lives downtown, in the inner city. She attends the local public school and struggles through her classes. Her mother would like to send her to a private school, where there is less violence and a calmer atmosphere, but cannot afford it. Then, Jesse’s mother learns that a voucher system has put into place for the entire state of Florida. Jesse’s inner city, spray-painted elementary school received a failing status, so she can receive a voucher to attend the school of her choice. With the money she receives from the voucher, Jesse’s mother is able to send her daughter to the same private school that Susie attends. Is it fair that Susie’s parents pinch pennies while Jesse’s mother send her on the bus for free? While meaning well, does the voucher system inadvertently discriminate against children like Susie whose parents must work extra hours to put their children through private school? Is the voucher system really the answer to the problems with American education today, or a way to transfer them somewhere else?American public schools have always had their flaws. In the nineteenth century, colleges complained of under-prepared freshmen; students who could not write an essay or even spell. A main controversy was bilingual education for newly naturalized immigrants. As America entered the early 1900s, the debate turned to the use of entertainment in the classroom. Teachers felt that they must put on a show in order to keep the attention of their pupils. The abandonment of phonics in the 1920s and 30s was believed to be the reason why the job market consisted of those with inadequa te educational preparation. Social promotion and the replacement of the â€Å"three R’s† with emotional stability and attitude courses were the causes of concern in the 1940s. The 1950s brought an awareness of low standards. It was found that American children were lagging behind the average standards of the rest of the world. Safety in schools also became an issue; incoming teachers were warned of the â€Å"physical courage† necessary to teach. Illiteracy became the main focus on the 1960s and 70s. Phonics (or the lack thereof) was once again to blame (Rothstein 2). Now, at the beginning of a new century, what problems have been fixed? Illiteracy is still high, American standards are still low, and graduates are still unprepared. Each generation feels that schools are worse than the generation before. America has been attempting to solve the problems with its education system for 200 years, but nothing has changed. According to Rothstein:Schools are not up to the task of readying young people for the challenges of the next century. An apparently watered down curriculum ensures that all students, regardless of whether they have mastered necessary skills, can graduate. â€Å"Social promotion† without requirements to master grade-appropriate skills is now commonplace, so even elite colleges must run â€Å"remedial† courses for freshmen in basic math and literacy, and business executives complain that high school graduates are ill-prepared for even relatively unskilled jobs (2). Are these complaints not the same ones that appeared a century ago? Improvement is desperately needed, but where should it start? Cleveland, Milwaukee, and the state of Florida have suggested an answer: a school voucher system. Voucher proponents believe that the system which they support is a starting place. Voucher proponents across the nation believe that through this program, which places the burden of improvement upon schools, progress can be made. The voucher system recently implemented in Florida is built around competition. The public schools have standards which they must uphold. Each year the state gives each school a letter grade which rates that school’s ability to keep the given standards. If the school receives an â€Å"F,† it stands to lose a great deal of its student body because of vouchers. This failing grade qualifies the children enrolled in the school to participate in the voucher program, giving each student between $3000 and $4000 to attend a priv ate school (Kaczor 1). In theory, the system appears to be a well-planned step in the right direction. By penalizing â€Å"failing† schools and providing for their students, it seems progress could be made. Voucher proponents believe that by giving schools grades, each one will strive to be the best, receive an â€Å"A,† and gain a higher enrollment. However, will it really make a large impact upon the innumerable problems which exist in today’s education system? This year, only two of Florida’s 2500 public schools received a failing grade. And, in these two schools, only 52 students chose to participate in the state’s voucher system (Kaczor 1). While 52 children may be having a better school year, what about the hundreds of others across the state suffering from a poor education? Certainly, those 52 students are not the only ones in the state of Florida who were receiving a less than adequate education. Yet, the state granted approximately $200,00 0 to support the voucher system. If that money had been given to the schools, they could improve themselves, so that they were no longer considered â€Å"failing.† Instead, they were penalized by a drop in enrollment. How then can a failing school be expected to improve? As soon as it receives such a stigma, its students leave and funding is terminated. Ralph Neas, president of People for the American Way, told the press, â€Å"The voucher program is costing millions of dollars that would be better spent on improving education for the majority of Milwaukee’s schoolchildren† (Whitmire 1). The voucher system implements a great amount of tax dollars to aid a relatively small number of students. While seeming to neutralize problems in American education, it simply creates more by denying failing schools the chance to improve. There is another major loophole in the voucher system: there is no way to calculate if any improvement has been made in the academic performan ce of students using vouchers. A comparison between public and private school students’ achievements is prevented because each uses different tests. In Cleveland, where an inner-city voucher system, is in place, researchers have reached no clear conclusions about the program’s effectiveness (Whitmire 1). Without this information, there is no way to determine if giving children a voucher brings scholastic improvement. There are definite problems with the American education system; problems the nation has battled for more than a century. Reform is needed, but the school voucher system is not the answer. If the plan would go nation-wide, 50 million children would be dropped at the doorsteps of private schools. Currently, only 10 percent of families send their children to private schools (Tyack 2). This small number of elite schools could not possibly accommodate the boom in enrollment caused by student with vouchers. What then? It is very likely that private schools would spring up overnight in response to the sudden number of children seeking to use government money at private schools. Who can guarantee that these schools will be of a better quality than the public schools which came before them (Roberts, Glenn 22)? If the voucher system were implemented, public school, as they are currently known, would cease to exist. The tax dollars necessary to fund public school improvements and the voucher system simultaneously do not exist. .uffdb8a5fb9a6eaeaf18962b568ee4486 , .uffdb8a5fb9a6eaeaf18962b568ee4486 .postImageUrl , .uffdb8a5fb9a6eaeaf18962b568ee4486 .centered-text-area { min-height: 80px; position: relative; } .uffdb8a5fb9a6eaeaf18962b568ee4486 , .uffdb8a5fb9a6eaeaf18962b568ee4486:hover , .uffdb8a5fb9a6eaeaf18962b568ee4486:visited , .uffdb8a5fb9a6eaeaf18962b568ee4486:active { border:0!important; } .uffdb8a5fb9a6eaeaf18962b568ee4486 .clearfix:after { content: ""; display: table; clear: both; } .uffdb8a5fb9a6eaeaf18962b568ee4486 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uffdb8a5fb9a6eaeaf18962b568ee4486:active , .uffdb8a5fb9a6eaeaf18962b568ee4486:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uffdb8a5fb9a6eaeaf18962b568ee4486 .centered-text-area { width: 100%; position: relative ; } .uffdb8a5fb9a6eaeaf18962b568ee4486 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uffdb8a5fb9a6eaeaf18962b568ee4486 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uffdb8a5fb9a6eaeaf18962b568ee4486 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uffdb8a5fb9a6eaeaf18962b568ee4486:hover .ctaButton { background-color: #34495E!important; } .uffdb8a5fb9a6eaeaf18962b568ee4486 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uffdb8a5fb9a6eaeaf18962b568ee4486 .uffdb8a5fb9a6eaeaf18962b568ee4486-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uffdb8a5fb9a6eaeaf18962b568ee4486:after { content: ""; display: block; clear: both; } READ: Julius Caesar: Marcus Brutus Character Analysis EssayOur public schools need immediate attention to the condition of their physical plants, the training of their teachers (many of whom teach in areas which they have no special expertise), the size of their classes and the equipment and supplies they need, and the quality of their hopes for the children entrusted to them. They need the money that vouchers would bleed away (Roberts, Glenn 23). Instead of taking this money away form the nation’s failing schools, it should be pumped into them and put to work. Education tax dollars should be put to work solving the problems in American schools. The voucher system is an escape out the back door. It simply transfers all of the issues out of the public schools, placing them in the hands of the private community. Education Essays

The Good Person of Szechwan Essay Example

The Good Person of Szechwan Paper Extract pg 105-108: As a director, discuss how you would stage the extract in order to bring out your interpretation of it for an audience. Your answer should include justified suggestions for the direction of your cast, and for the design of the piece as appropriate to the style of the play. In this extract, the play reaches its climax, in a typically epic sequence where the audience finally see a collapse of Shen Tehs facade under the pressure of her guilt for not obeying their instruction to be good to others, and instead choosing to follow the precept of being good to oneself. It is in this sequence that Shen Teh finally reveals and explains the reasons behind her falsification of the character of Shui Ta, and due to the very Brechtian nature of this act, as I a director I would want to complement this with a very epic style of acting (Shen Teh is essentially presenting her case, much as an epic actor presents their character). As the director, I would have the gods sitting on a raised level in this section, in order to show their distanced relationship both with Shui Ta, and the situation in Szechuan (they care fairly little for the actual lives of the people, and merely wish to fulfil their task), and how disconnected they are from reality. In order to achieve this, I would use the put the sofa from Shen Tehs shop, and have it lifted onto the counter, and then use the unit of shelving as a desk. We will write a custom essay sample on The Good Person of Szechwan specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Good Person of Szechwan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Good Person of Szechwan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This would be positioned with the Gods backs to the stage right flat (rather than face on to the audience), in order to open up sight lines for when Shen Teh has to adress the Gods (however I would instruct certain parts of this to be directed to the audience anyway). In my interpretation, I would want the Gods to be presented in the guise of archetypal Southern American businessmen, who are looking for good people as evidence that the area is worth investment. My reason for wanting to do this is to highlight the reality of how much power the Gods have, as Brecht makes it clear throughout the play that they are comparatively minor beings who answer to higher powers, and who are in fact entirely fallible and flawed in many ways (for example the first god admits I know nothing of business – a fundamental failing for someone in his position). Moreover, Americas symbolic status as the heartland of Capitalism, and its history of propagating capitalism around the world fits with the fact that emergent capitalism is clearly apparent in Szechuan, as well as the fact that in spite of their high ideals, good people cannot survive in the capitalist world (which in itself brings into question whether the Gods are good people themselves). In addition to this, I would want each God to speak in an American accent and to have a distinguishing piece of eye-wear; the first would have a rose-tinted monocle, the second a pair of sapphire tinted spectacles, and the third a black-tinted pince-nez, that by this point in the play will be left hanging on a gold chain around his neck (he will have removed it in the previous scene on the line our commandments seem fatal). The reason I would want to do this is to make clear the distinctions between the Gods that I have observed through my reading of the text, through the colouring of the glass. To me it appeared that the first God was the most idealistic of the three, thinking predominantly in abstract, absolute ideals (hence the rose-tinted glass). The second, whilst equally adherent to the idea of the precepts, is more pessimistic, blaming the inherent weakness of man for the lack of goodness in Szechuan (hence the sapphire tint). The third also sees things in a black and white attitude initially, and fails to realise the complexity of applying absolute ideals in the real world; however in the scene prior to this extract, he realises that the world is at fault, not necessarily its inhabitants (hence the black tinted pince-nez, which he is no longer wearing by this point). The first moment at which I would want Shen Tehs performance as Shui Ta to falter would be on the line I cannot hold out any longer. Here, Shui Ta would not immediately revert back to being Shen Teh, but as a director I would have him shut his eyes, lower his head and drop his shoulders (almost as if he were being forced down by the pressure Shen Teh is feeling). As he then says Illustrious Ones, I have recognised you! I would have him look back up, wide-eyed and speaking in an earnest tone and with Shen Tehs voice and posture. A few moments later, when Shen Teh reveals herself, I would have her only remove her mask, and not have Shui Ta rip(s) away his costume. My reason for this is that I would not want Shui Ta to change back into Shen Teh (the reverse of which the audience has already seen in the Song of the Defencelessness of the Good and the Gods) – rather I would want the inherent falsity of the character of Shui Ta to be made plain, and by allowing the gods and the audience to observe Shen Teh in the sharp, western attire of Shui Ta, it will highlight Shen Tehs artifice. This practice of allowing the audience to see past the theatricality of the play is one that is key to Brechts theories about the Verfremdunseffekt, in which the audience should be kept at a distance from, or made strange to the action, in order to allow them to observe the plot and its message objectively. In her monologue to the Gods, Shen Teh is essentially attempting to explain herself and her actions to the Gods – and also sub-textually to the audience, who have as yet to be given a direct explanation (even though much of what she says has already been made plain within the action). As such, I would direct Shen Tehs tone to be imploring and sincere in her idealism – which never falters, even upon her realisation that to achieve them in her world is impossible (as opposed to Wang who tries to persuade the Gods to change their precepts, rather than change the world – as Shen Teh wishes they would do). However, tempering this remorse for the fact that she was forced to stray from the path of good, should be undercurrents of indigence and even anger at points, over the injustice of the world. For example, the lines in which Shen Teh switches to use of the masculine pronoun – He who gives help†¦is lost for his own part†¦who could hold himself back – I would want to be more in the style of Shui Ta – her posture should stiffen, and her voice should take on a harsher tone. However, this should be broken on the line, But that was my downfall, at which point she will look down and speak in a softer tone – which will then take on an almost fraught tone on the line forced me into the sludge, which relates back to the apparently prophetic dream Wang related to the Gods earlier in the play. Upon Shen Tehs conclusion to her speech, I would want the first God to deliver his line Speak no further you unhappy creature! , with his head turned away, his eyes tightly shut, and his hand stretched out in front of him, as if shielding himself from this sight of Shen Teh. My reason for this is that I would want to make it appear as if he is almost trying to shield himself from the truth, which he does not want to accept. Similarily a few moments later, when he says A misunderstanding! A few unfortunate incidents. One or two hard-hearted neighbours! A little too much zeal! , he should first slap his hand on the desk, and then wave his hand as if wafting away the truth that he does not want to hear. I would want to do this to show the fact that the Gods still remain unable to reconcile the goodness of Shen Teh with the ruthlessness of Shui Ta, and therefore are unable to understand the fundamental problem with society. Anther point I would wish to emphasize in this last scene is Wangs entrance. I would want him to be leading the crowd of people back into the courtroom as an almost prophetic figure, given the manner in which he has been mans link to the Gods throughout the play. I would have the Gods standing on three rope ladders, that will have descended from the gods on the line Only be good, and all will be well (an ironic line that shows the Gods to have learnt nothing about the complexity of Shen Tehs case), and Wang will kneel before them – raising his hands up as he says show your respect – then beckoning the others to join him on their knees. A few moments later in the Trio of the Vanishing Gods on Their Clouds, I would want the Gods, accompanied by a piano playing in the pentatonic scale (in which most typically oriental-style music is written), so sing the song at a pace that is slightly faster than appropriate to be dignified, ending on a discordant harmony that does not indicate that the song has actually finished (making the ending very abrupt). I would want to do this as in my view the Gods are eager to depart Szechuan (as they say – all to long on earth we have lingered), and in their haste they are essentially leaving matters entirely open ended and unfinished, which is why I would want the song to end in this way. For the last image of the extract, I would have the Gods lifted out of sight on their rope ladders, in order to highlight their haste and how alien Szechuan is to them (the action being reminiscent of people being air lifted or rescued from somewhere they have been stranded). As they disappear, the Player will emerge and pull the half curtain across the rest of the characters, concealing them, and whatever action that may have followed.

Introduction to Political Science Essays

Introduction to Political Science Essays Introduction to Political Science Essay Introduction to Political Science Essay Name: Instructor: Class: Date: Introduction to Political Science Immigration has been a very sensitive issue since history. However, immigration has faced a lot of criticism over the years due to the different stances that countries or governments hold on certain people or religions because they associate them with terrorism. Based on such assumptions countries have been forced to adopt measures that vary from one country to another in efforts of securing the countries and the populace. However, such actions have not been devoid of any criticism because they are considered to be retrogressive and infringe on rights of people by racially profiling them and forcing them to undergo cumbersome security systems to prove that they are no harm. Illegal immigrants are currently identified by their race to determine their origin. In the current modern world, the Middle East has been under alienating the races in such countries based on the beliefs that the Middle Eastern people or Muslims are solely responsible for terror activities, which have led to the adoption of stringent rules for traveling .The Middle East citizens travel with fear because they are usually suspected of terror activity. John Rawls developed a theory of the view that we should have equal liberties and social and economic inequalities should be in way that they provide the best benefits to those who are least disadvantaged in society. Justice is the heart of social institutions and they must be subjected to reform and be abolished so that they do not become biased .in addition different people have varying definitions of justice and thus they should know the ways of assigning equal justice and the distribution of the benefits and burdens of cooperation in the society. Natural justices seems o have a different concept based on the different meanings to different people even thought the sole aim is the provision of justice. An institution is considered just if it does not make distinctions between people and exercises balance among people of all lifestyles. Hence, no one should be at a disadvantage or advantage due to their social or natural fortune in the course of justice. In addition, some principles of justice are justified because they are at times agreed upon during situations of equality. Publius is the false name given to the amending and authorization of the constitution of the United States of America. This gives rise to the opinion that amending the constitution for the greater good of the American population. The fight for popularity is greater than the fight for public good. Moreover the vitality of the government is important to the security of liberty of the people and the state itself .The ambition or zeal with which the government fights for the right of the people is dangerous because of its firmness and efficiency. The constitution should prevent the rule by a group of individuals after their won selfish interests and focus on the large public domain .The ratification process of the constitution is plagued by the power hungry who seek to keep the status quo for their benefits. Augustine calls for association with one another irrespective of our differences based on formation by God. Puts forth the opinion that we are all equal in God’s eyes as he made us all from the same origin thus we should not have difference amongst ourselves. The human race is deterred from doing bad things by laws. Considers punishment is because of going against the laws. Aquinas classifies the man into two societies, one that wishes to live after the flesh and the other that wishes to live after the spirit. Those who live after the flesh do so because the put man’s bodily pleasure are defined as epicurean philosophers whereas those who wish to live after the spirit put the good of men in the soul such that the goodness lives after the spirit. He considers that a man who loves God should love doing good and hate doing evil. States that there is no man who is born evil, we become evil by vice and it should not be hated as people themselves, but the vices should be hate d. No one hates peace, but those who fight want peace that suits them. In addition, if a man fails to follow God’s ways his soul cannot control neither the body nor the vices that are within him, thus it becomes difficult to prescribe any justice to such a man. Immigrants should be judged on their individual deeds and not communal. Those who do wrong should be punished adequately according to their mistakes. The Middle East is made up of evil and good people thus a blanket condemnation would not be sufficient to reprimand those that are responsible for the evil deeds. However, we are all considered equal before the eyes of God. This is very true because the only differences that arise are our races nothing more. Hence laws should be general and not be based on communities or religions. Aquinas tries to provide reasoning between faith and politics in a world plagued by injustices in every level. Considers that politics should have positive role in the world and thus both faith and reason should work mutually for the benefit of the individuals who the law affects directly. Law should not be just a means to an end but it should be inclusive of sufficient reason to reach the result. Law should also provide the utmost happiness to the persons or community whom it affects, thus it should not be oppressive to the community but should be inclusive of the community to result in the greatest good. In relation to illegal immigration, the law should sufficiently bring the utmost peace and joy to that class or group of people whom the law affects directly. The law of controlling immigration should be reasonable such that it considers the individual as part of a community. The immigrants have aided in the growth of countries’ economies and the society’s diversity. Thus, the law should consider their contributions towards these countries. The effect of the law on the community should be for the common good. However, the question arises as to whom common good should affect. Is it the immigrant populace or is it the native population .These questions should formulate a response pattern for immigration issues with sufficient reasoning. What governs us all is the internal dictate based on what is right and wrong, the basis for this internal dictate is eternal law that governs the makers of the laws are beliefs on a superior being in the world. The formulation of the laws on immigration and the Middle East should be based on three dictates, which are human law, natural law and eternal law. Martin Luther explains that law has existed in the world since he beginning of the world through God’s will and ordinance. Luther is of the opinion that if the world were made up of only Christians there would be no need for law, as all would abide by the Christian values and the laws provided by God in the scriptures. Insists that there is no need for law for righteous people because they abide by the laws but for a society with unjust and unrighteous people, they need laws to govern their behavior and to force them to act in the right. If people who are not righteous were not bound by laws, the world would be in total chaos because people would act as they pleased, like savages or beasts as he describes them. Thus, the illegality or legality of immigration is of no consequences to real Christians because they are governed by the laws. True Christian immigrants should not be restricted because they pose no real threat as they are like sheep that follow their leader without question. However, he states that for the common world there should be stringent laws that should govern immigrants who are not Christians. The reason for this is that non-Christians do not follow the laws of God and thus they act as they please as if they were savages. For this reason, the Middle East, which is not a Christian region he states that they should be bound by, laws of the earth like an animal in chains to prevent them from devouring anything and everything around them. According to him adequate laws should be instituted to govern those that are not of the Christian faith to prevent them from going berserk in their ways, thus immigrants who are not Christians should be strictly be governed by stringent laws that would enforce rule and order. As for the Middle East profiling, it should exist to control the non-Christians from becoming wicked in their ways. The laws for Middle East profiling would act as deterrence from evil acts such as terrorism. I disagree with such sentiments because basing law would be tantamount to judging people, which is even against the Christian values that Luther has based his thinking on. Both righteous and non righteous are not pure and are bound to make mistakes or sin thus they should all be bound by the same laws as they are all equal before the laws. Aristotle is of the opinion that man is a political animal who is finds satisfaction in a political community. Considers both man and woman as two different entities .in addition a city must aim at the highest good and the people can only achieve the good things of life if they live as citizens of the state. Moreover, he recognizes the citizenship of a person as being the holder of an office of administering power and justice and lays claim that the identification of a city lies with the Aristotle considers that all the associations in society are formed for the greater good. He defines that a constitution exists in six forms, three, which are unjust, and three, which are just. He later explains that a constitution is just if it benefits those around the society and it is unjust when it aids only the ruling class. He states that when a small class of people rules, the constitution becomes aristocratic when the ruling class is good, but if the ruling class is bad the constitution becomes oligarchy. He acknowledged that there might be abuse of power if the ruling elite is granted full power to rule over the country. However, when the masses rule it becomes harder for occurrence of corruption and other abuses of power if the governing laws are given superior powers than the governing bodies. He puts forth a proposal that there should be distributive justice to enable different people to experience different levels of justice with regard to their contributions to the state. All the philosophers seem to agree on one point that the common good for a community begins with an individual .the individual contributes with his good deeds to the ov3erall goodness of the community and the state at large. Rawl seems to very relevant to the modern day whereby all the immigration and prejudice against the middle east is based on experiences with Muslims due to their activities which are associated with terror. He provides a strong basis for turning away from prejudices against people who are perceived to be different from the natives. He explicitly state that when God made all of us he did not consider and he will never consider us as different from one another but he views as the same in his image. All men are born of good hearts and none is bad, as we happen to pick up vices that corrupt our minds resulting in actions that are deemed as evil. The citizens in the Middle East have picked up vices, which have corrupted their minds to execute actions, which are not good for the human race. The world is an unjust place filled with all the vices that man cannot escape but an individual is tasked with choosing what he or she ought to do

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