My life experiences free essay sample

I think my learning experience start from the time when I was young. I live with my grandparents. My grandfather was a lieutenant colonel in Indonesian army, therefore, no surprised if I have similar daily activity like a soldier, full of rule and discipline but less in physical training. He uses is rules to build my attitudes and habit. Among thesse rules are, I should wake up at 6 am every morning including holiday otherwise he would throw a glass of water on my face. Also, I should keep my bedroom tidy, sweep the yard, watering the plant, keep my room clean every day before going to school. Moreover, I am only permitted to eat in dining room and never talk when eatiing, and many else. If I want to go out to play with my friends or wish to have extra money I must help to do something. The most important among all is that, I must study every night except weekends when I ususlly have permission to watch movies and TV. We will write a custom essay sample on My life experiences or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page My grandfather always keep company with me whilest I study. My most memorable learning experience is when I work with him. Sometimes he took me out to the garden and we do a lot of work like trimming, cutting and culling to make plant thrive. By gardening I learned many things like we are not alone in this world, there are many other living thing and we should share with them. Gardening is about patience and cares towards your plant and espect to get more reward for your hard work. Beside that, I realize how hard it took a farmer to get money. I also have many conversations with my grandfather while we are working, and he usually tells me much about how to prepare my self to become real man. Among those that I remenber, he told me that I have to be responsible for everything that I am doing or want to do. He also said that I should be patient with life and never forget to pray, socialize, control my emotion, and avoid drug and unauthorise sex. I always enjoy being with him because he is a good model for me to learn his experience. Eventhough, sometimes he get angry with me when I do something wrong. My other experiences came when I was in senior high school. I felt many things in senior high school are part of good memories, bad memories, mistake, lessons, happiness, heartbreak, bad luck, and also fun as well. I learned many valuable lessons as I build friendship. I have many friends, most of them are my school mate and the others are students of Undiksa University. My friends from Undiksa took me out to his university. I act like student of that university, I use sport facility, entering the classroom and even their auditorium. In my senior high school I learned how to be part of something real while I join kecak dance. The main concept of kecak is teamwork. Kecak dancer must focus on his part but also have to make harmony with the other dancer. If one of those dancers fails, then the performance is going to be odd. I learned responsibility too, relating to how to accomplish assignments on deadlines and to be somewhere on time. Another moral value which I had from high school are value for hard work, dedication, and also how to communication with other in a polite way. That was all part of my great learning experiences that I ever had.

Definition and Examples of Critical Thinking

Definition and Examples of Critical Thinking Critical thinking is the process of independently analyzing, synthesizing, and evaluating information as a guide to behavior and beliefs. The American Philosophical Association has defined critical thinking as the process of purposeful, self-regulatory judgment. The process gives reasoned consideration to evidence, contexts, conceptualizations, methods, and criteria (1990). Critical thinking is sometimes broadly defined as thinking about thinking. Critical thinking skills include the ability to interpret, verify, and reason, all of which involve applying the principles of logic. The process of using critical thinking to guide writing is called critical writing. Observations Critical Thinking is essential as a tool of inquiry. As such, Critical Thinking is a liberating force in education and a powerful resource in one’s personal and civic life. While not synonymous with good thinking, Critical Thinking is a pervasive and self-rectifying human phenomenon. The ideal critical thinker is habitually inquisitive, well-informed, trustful of reason, open-minded, flexible, fair-minded in evaluation, honest in facing personal biases, prudent in making judgments, willing to reconsider, clear about issues, orderly in complex matters, diligent in seeking relevant information, reasonable in the selection of criteria, focused in inquiry, and persistent in seeking results which are as precise as the subject and the circumstances of inquiry permit.(American Philosophical Association, Consensus Statement Regarding Critical Thinking, 1990)Thought and LanguageIn order to understand reasoning [...], it is necessary to pay careful attention to the relationship between thought and language. The relationship seems to be straightforward: thought is expressed in and through language. But this claim, while true, is an oversimplification. People often fail to say what they mean. Everyone has had the experience of having their \ misunderstood by others. And we all use words not merely to express our thoughts but also to shape them. Developing our critical thinking skills, therefore, requires an understanding of the ways in which words can (and often fail to) express our thoughts.(William Hughes and Jonathan Lavery, Critical Thinking: An Introduction to the Basic Skills, 4th ed. Broadview, 2004) Dispositions That Foster or Impede Critical thinkingDispositions that foster critical thinking include [a] facility in perceiving irony, ambiguity, and multiplicity of meanings or points of view; the development of open-mindedness, autonomous thought, and reciprocity (Piagets term for the ability to empathize with other individuals, social groups, nationalities, ideologies, etc.). Dispositions that act as impediments to critical thinking include defense mechanisms (such as absolutism or primary certitude, denial, projection), culturally conditioned assumptions, authoritarianism, egocentrism, and ethnocentrism, rationalization, compartmentalization, stereotyping and prejudice.(Donald Lazere, Invention, Critical Thinking, and the Analysis of Political Rhetoric. Perspectives on Rhetorical Invention, ed. by Janet M. Atwill and Janice M. Lauer. University of Tennessee Press, 2002)Critical Thinking and Composing- [T]he most intensive and demanding tool for eliciting sustained critical thou ght  is a well-designed writing assignment on a subject matter problem. The underlying premise is that writing is closely linked with thinking and that in presenting students with significant problems to write about- and in creating an environment that demands their best writing- we can promote their general cognitive and intellectual growth. When we make students struggle with their writing, we are making them struggle with thought itself. Emphasizing writing and critical thinking, therefore, generally increases the academic rigor of a course. Often the struggle of writing, linked as it is to the struggle of thinking and to the growth of a persons intellectual powers, awakens students to the real nature of learning.(John C. Bean,  Engaging Ideas: The Professors Guide to Integrating Writing, Critical  Thinking, and Active Learning in the Classroom, 2nd ed. Wiley, 2011)- Finding a fresh approach to a writing assignment means that you must see the subject without the blinders of preconception. When people expect to see a thing in a certain way, it usually appears that way, whether or not that is its true image. Similarly, thinking based on prefabricated ideas produces writing that says nothing new, that offers nothing important to the reader. As a writer, you have a responsibility to go beyond the expected views and present your subject so that the reader sees it with fresh eyes. . . .[C]ritical thinking is a fairly systematic method of defining a problem and synthesizing knowledge about it, thereby creating the perspective you need to develop new ideas. . . .Classical rhetoricians used a series of three questions to help focus an argument. Today these questions can still help writers understand the topic about which they are writing. An sit? (Is the problem a fact?); Quid sit (What is the definition of the problem?); and Quale sit? (What kind of problem is it?). By asking these questions, writers see their subject from many new angles before they begin to narrow the focus to one particular aspect.(Kristin R. Woolever, About Writing: A Rhetoric for Advanced Writers. Wadsworth, 1991) Logical Fallacies Ad Hominem Ad Misericordiam Amphiboly Appeal to Authority Appeal to Force Appeal to Humor Appeal to Ignorance Appeal to the People Bandwagon Begging the Question Circular Argument Complex Question Contradictory Premises Dicto Simpliciter, Equivocation False Analogy False Dilemma Gamblers Fallacy Hasty Generalization Name-Calling Non Sequitur Paralepsis Poisoning the Well Post Hoc Red Herring Slippery Slope Stacking the Deck Straw Man Tu Quoque

Evolution of Health Care Information Systems Paper Essay

Evolution of Health Care Information Systems Paper - Essay Example An information system may simply be defined as an arrangement of people, technology, processes and data that interact to gather, process, store, transfer and provide output in form of useful information that supports the organization. The HCIS (Health Care Information System) traditionally was developed to primarily manage financial and administrative data with an aim of supporting management functions as well as general operations of the organization that deals in healthcare services (Tan, 2005). Administrative applications of HCIS include admission, transfer and discharge registration, scheduling, accounts receivable and patient billing, utilization management, payroll, staff scheduling, material management, general ledger and accounts payable administration (Tan, 2005). The clinical information system on the other hand contains clinical/ health related information that is related to diagnosing, monitoring and treating patients. Clinical applications generally consist of the ancillary information system and other systems which include nursing documentation, medication administration, tele-health and telemedicine, electronic medical record and provider order entry. Changes witnessed in healthcare systems have become real, more as a result of advancements in information systems, medical technology and healthcare delivery, and management practices (Tan, 2005). Up to the early 1980s, HIS (Healthcare Information Systems) were more oriented towards information â€Å"supply† for purposes of conducting business. Attention however shifted over time to a system that is more â€Å"demand† oriented; information and its importance. This led to the gradual replacement of pencils, calculators, paper and cards, mechanical punches and people for performing vital tasks (Dudeck, Blobel, Lordieck & Bà ¼rkle, 1997). The typical office in the healthcare facility then was characterized by cumbersome and labor intensive work methods. These methods and systems were later

Evolution in the Workplace Essay Example | Topics and Well Written Essays - 2250 words

Evolution in the Workplace - Essay Example Whether this survival is by natural selection, or by clinging onto Jesus’ teachings, we were still created to rise to the top. But not everyone rises to the top in the same way. Not only do we not rise in the same way, we are not always chosen for the role we want in life. Our behavior seems to dictate who we will hang out with at lunch time during our high school years. We are guided by our behavior which orders us to determine how we will communicate with our professors in order to receive a passing grade in college. Our children learn to sweat talk us with â€Å"good† behavior when they want to go to a party or want us to change our minds about something already predetermined. Our behavior runs the show. The question isn’t whether we are good at convincing one another or choosing the right group of friends to associate ourselves with. The question is how hardwired is human behavior? (Nicholson, 1998, p. 135) Is it in our genes? Is it in our blood? Did God make us a certain way? Did evolution split us in a particular direction? So many questions with such a diverse amount of answers leads some to believe that it is through natural selection that we are able to stand on our own two feet and be successful in life, and in our workplace. But others, still, believe that from day one, we were made to be a certain way. This could be through creation or evolution. Evolution is not the belief that there is no intelligent design. It is the belief that things change and adapt from its particular origin. The origin can be different for each species and not even Charles Darwin claimed to know what the origin was. (Wright, 1994, pp. 1-10) He only claims that things evolve from one point to another. Evolution however, is not just one step and the theory is not as narrow as it may seem. The theory includes six different components which create the theory of evolution in its entirety. The six components are evolution, gradualism, speciation, common ancest ry, natural selection, and nonselective mechanism of evolutionary change. (Coyne, 2009, p. 3) Each of these parts means something important and are directly applied to determining which person is best fit for the job at hand. Evolution itself means that a particular species undergoes genetic change over time. Is this something that occurs in the workplace? Yes! Overtime, people learn how to please their â€Å"boss† or they are not rehired. For the manager, they learn to look for traits that is going to help grow their business, not shrink it. This is where the idea of modern Darwinism comes in. The new fields of science or psychology do not just come about. They evolve, and with its evolution come the ability to choose in a more purposeful way. Choosing who will work for you is so important because you do not want to be stuck with the thought that you will need to â€Å"fire† that person. Gradualism is the idea that it takes many years to produce the product of evoluti on. (Coyne, 2009, p. 4) In the workplace this means two things. The manager or the boss needs to have several bad apples before realizing what he really wants, and, improvement in the workforce comes over time. Competition adds to the search for the new and better improved resources that will help a company grow, and not extinguish itself. Part of this gradualism is allowing time for change. If the boss does not allow time for change, he or she will either not see change, or the change will

The implications of culture on development of regional marketing Essay

The implications of culture on development of regional marketing strategies - Essay Example Consumers in economies where the financial condition of the region is only developing are relatively more inclined towards considering the price before they consider the brand of the product or service. It is can be observed in this case that the economy of the region has a widespread influence on consumption behaviours. It would therefore be a question to consider whether or not the cultural values of a region, which are just as widespread and more deep-rooted, influence consumer consumption and the consumers’ responses to the market as well. The study performed by Merrilees, McKenzie and Miller was one that was based on the differences between consumer responses to the practice of retailing across different cultures. It was found that the "cultural factors seem to be important in explaining the differences across the two countries... Retail marketing strategy needs to tailor itself to these different market needs, though the likeliness is that the Estonian situation will gradually evolve toward the Canadian one and Estonian retail strategy will have to be flexible to eventually move in that direction"2. While the above statement appears to have provided a comprehensive illustration of the findings of the research, it can be observed that there is room for the evaluation of the consumers’ responses to marketing across differing cultures. A research conducted by Laroche found that culture plays the role of a differentiator between the usages of mechanical avoidance methods across consumers of different countries. The research suggested that even though marketing and promotion is subjected to negative mechanical avoidance, the exercising of behavioural avoidance towards marketing and promotion was found to be reliant on the culture of the respective country3. Laroche, and Cleveland and Laroche believe that culture holds a position that is of undeniable relevance when considered for its influence on the decision making process that consumers

Can The Genocide Be Explained Sociologically Criminology Essay

Can The Genocide Be Explained Sociologically Criminology Essay provide intellectually responsible explanations of these events, social scientists are therefore capable of producing explanations that can both interpret and create understanding. Their work allows further reflection on the problem of explanations in sociological work (Brown, 1963). This essay will focus on whether or not social scientists provide an explanation for genocide, in other words whether or not genocide can be explained sociologically. The beginning and emergence of genocide is unknown but it is assumed that the first genocide took place during the hunting and gathering period (Chalk and Jonassohn, 1990). After agriculture had been discovered there was a division within the world and it consisted of settlers and nomads. The settlers were good at gathering food and a conflict resulted between the two groups as the nomads would raid the settlers of their food, however they would not kill the settlers when doing so as they were still needed because the nomads planned to continue and raid the settlers in the coming years. The settlers could not defend themselves due to lack of resources (Chalk and Jonassohn, 1990). As time progressed the settlers learnt how to improve their agriculture skills and their produce grew so well that they could support cities, rulers and armies. They became successful and wealthy and started to associate with trade and began to build empires and city states. As a result of this, conflict then grew over wealth, trade and trade routes. Wars were fought over this, and it was through these wars that people realised their victories were temporary. It became clear that the only way to have a guaranteed secure future was to eliminate those who were defeated completely. Thus the first reason for the first genocide appears to be elimination of any future threats (Chalk and Jonassohn, 1990). Genocide then grew and progressed from this. Genocide as defined by Lemkin (1944) who states that it is the criminal intent to destroy or to cripple permanently a human group. The acts are directed against groups as such, and individuals are selected for distraction only because they belong to these groups (Lemkin, 1944 p. 147). This is the definition that the UN (United Nations) Convention on the prevention and punishment of the crime of genocide relied upon (Andreopoulos, 1994). Following this, social scientists have redefined the term genocide to suite their theoretical perspectives. The definition of the UN convention however, remains the most popular and widely used. This is due to it being a legally accepted and a workable definition. Under the definition of the UN Convention, Genocide remains an international crime whether committed in peace or war this shows that genocide is a uniform phenomenon (Andreopoulos, 1994). Variations within genocide do exist, through its context and processes, for example, the distinction bet ween domestic genocide and genocide done in international war. With domestic genocide, people have differences and conflicts within their own societies based on religious views, ethnicity and their race, while, with international war genocide, mass killings are committed due to conflict between two separate states (Andreopoulos, 1994). Through the UN Genocide Convention, genocide was deemed the most horrendous crime of all time and individuals would then use it as the defence to any form of discrimination, oppression and injustice (Martin, 2006). This resulted in disadvantaged groups trying to get sympathy by dramatizing their situations. For example, due to one of the articles of the convention, which claimed genocide included an intention to prevent any birth, led to claims that abortion clinics were a form of genocide. In more general terms if an individuals rights were violated, this would also be taken as genocide. The concept was clearly being abused, and the UN became more and more resistant to charges of genocide. This may have contributed to the need of re-definition of genocide. It is therefore important to reach a generic definition of genocide which should be consistent with the everyday use of the word so that when people see a mass murder the only word available to them to describe such an event shoul d be genocide (Chalk and Jonassohn, 1990). Sociologists are interested in genocide for many reasons as it will be discussed in the case studies below. These case studies are drawn upon to show one of the reasons as to why sociologists might want to explain genocide and why people act and behave in such a gruesome manner. The Jewish holocaust is one of the most popular and notorious among all genocides, 6 million Jews were murdered by the Nazi regime and those who supported the regime. Despite the severity and scale of this genocide it was somewhat predicted or predetermined that it would be very important (Jones, 2011). During the rise of modernity, Jews did not fit in with the new modern ways. They were seen as enemies of modernity. This resulted in some Jews seeking integration and those who did were accepted by some European countries including Germany, who granted citizenship to the Jews from 1812. This then raised the question as to why Germany would turn on the Jews and murder them (Jones, 2011). The Jews lived peacefully in Germany up until the tragic and embarrassing loss of the First World War. This resulted in traditional forms of power falling and Germany needed to form and create a new identity if they were to survive the aftermath of the war, and so a slow drive towards nationalistic ide ology was to emerge. The political extremism led to the creation of NSDAP (political party) which was founded by Adolf Hitler. Hitlers vision was driven by his hatred for the Jews. Once they reached a position of power, the Nazis were unstoppable and their purpose for the Jews was clear. The Jews were terrorised in many ways by the Nazis forcing most of them to flee the country while they still could and forced them to abandon their homes, companies and wealth. However, the fact that many countries were not accepting Jewish refugees meant that more wanted to leave but only a few could go and most of those who stayed committed suicide out of fear of the social death that the Nazi rule imposed on them (Melson, 1996). The confinement and consolidation of the Jews under the Nazi control emphasised the Nazi ideology and how it was based on a united and purified Germany, this concluded their movement. Two years after the Soviet Union invasion, 1.8 million Jews were rounded up and gunned down (the holocaust by bullets) (Melson, 1996). To prevent any guilt and psychological trauma for German killers which resulted from the shooting of women and children, concentration camps with gas chambers were introduced to maintain distance between the killers and the victims. About 1 million Jews were killed at one of the main killing centres; nearly two million more died due to gas and also by other means in the death camps. Similarly 1,890,000 Jews were slaughtered between the five death camps that were set up in Poland. The camp system became very lethal for Jews. It became evident that the devotion to the elimination of the Jews was more important to the Nazis than their own self-preservation (Melson, 1996). The genocide in Rwanda was one of the most concentrated forms of mass killing ever seen; approximately 1 million people (Tutsis and the Hutus who opposed the government) were killed in different ways over a course of twelve weeks. 800,000 of the victims were killed within three to four weeks during the genocide. When taken into account the large amount of people killed in such a short time it is clear that the death rate was at least five times more than that of Nazi Germany. The Rwandan genocide resulted in successfully turning the mass population into murderers; Hutu men, women and children were among the murderers (Jones. 2011). The genocide escalated due to the presidential plane that was shot down killing the president and many Hutu power radicals. It was assumed that following the incident the Tutsis would jump into power, however, the presidents death was blamed on Tutsi RPF officers (the Rwandan government denied the accusations) and the Hutus wanted revenge. The news of the attack was released about half an hour after it happened and the first few murders that the genocide was to follow only started taking place 10 hours after the announcement of the presidential death, this however, does not prove or show that the genocide was pre-planned by the Hutus (Mann, 2005). During the genocide there was no help or support from international leaders; they watched millions of innocent people die with no interference. When the genocide broke out, foreign forces were sent into Rwanda, but only to evacuate whites. Following the evacuation of international citizens the UN Security Council focused its attention on withdrawing the UNAMIR forces from the country. Rwanda was only able to hold on to 470 peacekeepers, these were still able to save lives during the course of the remainder of the genocide (Jones, 2011). The UN later voted to send more troops to Rwanda; however the troops did not arrive in time, by the time help got to Rwanda the genocide was over. It was assumed that Rwanda was just not important enough to be rescued (Power, 2002). In 2004 the UN officially apologised for the lack of assistance for Rwanda and claimed that next time there would be an effective response and this would be done in good time (Power, 2002). Sociologists have tried to explain genocide sociologically by providing explanations as to why it might exist and how to stop it. Some of these explanations include; Roger smiths argument that genocide is an instrument of the modern state policy (Smith, 2010), while on the other hand, Helen Fein argues that these groups are murdered just so the states design for a new order is fulfilled (Fein, 1990). Similarly Leo Kuper argues that modern state monopoly creates both the desire and power to commit genocide (Kuper, 1983), while Horowitz much like Rubenstein argues that genocide is an act of state and as an act of state it is intended to be the main means of social control and this can only take place in a totalitarian state (Horowitz, 1976). Due to the vast majority of explanations, only a few will be looked at in a bit more detail. One of the most recent and controversial attempts to explain organised genocide violence is that of the English sociologist Michael Mann, who links and explains genocide through democratisation processes. Manns main focus is on explaining the origins and continuous rise of genocide by looking at relations of political power in society. According to Mann, genocide is committed by groups that are manipulated by politicians and this causes an unfortunate disruption to social and political progress. Genocide is seen as not being different from modern ideologies as it is committed in the name of the people; this is what Mann calls the dark side of democracy. The class struggle and its institutions managed to restrain democracies from committing mass murder on its own citizens; however, they still managed to commit cleansings on groups defined as outside of the people. This meant that as democracy got stronger among the perpetrators, so did genocide. This is the first sense in which genoci de was the dark side of democracy. Genocide is therefore modern because it was seen as the dark side of democracy. The fact that it is granted within democracy that the possibility that majority groups can oppress minorities creates more threatening consequences in certain types of multi-ethnic societies (Mann, 2005). Mann argues that a more adequate explanation of how and why genocide takes place is needed, so he creates a typology of the means of murderous cleansing. He distinguishes among different dimensions of cleansing associated with violence and illustrates that some types of violence are more likely than others to intensify. Among the three types of cleansing in the typology, most of them do not end in genocide but only the mildest types. The three types of cleansing include; induced assimilation (the other seeks assimilation into the main group), induced immigration (offers incentives to the culturally similar groups) and induced emigration (this is rarely applied but it is advised by rightist nationalists). The escalation of these types of cleansing then goes as follows; coerced assimilation (the other is forced to join the main group and abandon its own), biological assimilation (the minority is prevented from reproducing), coerced emigration (removal by force), deportation (removed by force from state territories), murderous cleansing (organised killings) and genocide (final escalation, deliberate attempt to wipe out entire populations) (Mann, 2005). It can be seen that most of the cleansings are mild in form and that the more murderous cleansings are uncommon. Many groups have tried to avoid cleansing by assimilating into a nation state by changing their historical paths. Due to this Mann limits his analytical focus of murderous cleansings to very rare events in modern history in order to answer the question; why do such cleansings occur? (Mann, 2005). Rudolph Rummel contrasts Manns explanations, according to Rummel genocide depends on the authority of a state, the more authoritarian a state, the more likely it is to commit genocide. He argues that democracies do not commit genocide, there might be only a few cases in which genocide occurs within a democracy, however this only happens during wartimes, where mass murder is committed secretly with no democratic command. Rummel, however, fails to distinguish the more important cases of democratic mass murder such as the firebombing of Dresden and the issues in Tokyo. There were also authoritarian genocides that were committed in wartime with an attempt to secrecy for example Hitler and Stalin. Rummel acknowledges the relationship between democracy and genocide; however it is more complex and double edged than he explains (Rummel, 2004). Zygmunt Bauman also tries to explain genocide, much like Mann, he claims genocide is a modern phenomenon and tries to provide a sociological explanation as to why this is (Bauman, 1991). Bauman argues that genocide exists and is a modern phenomenon due to technology, only modern technology that is made available to industrialised countries made it possible for crimes such as genocide to occur. He also argues that conventional morality in modern societies have been silenced and replaced with its own definition of good and bad, this means individuals are no longer responsible for the greater good, but are responsible for abiding by laws. So it is within the newly built systems of bureaucracy where responsibility is drawn from different sources that individuals commit genocide without having to turn to their morals as their evil actions or side is desensitised. It is therefore, according to Bauman, the emergence of modern technology and the growth of systems of bureaucracy and instituti ons that both prepares individuals and makes available to them the means to commit crimes such as genocide (Bauman, 1991). However this would mean that without the presence of these two conditions genocide would not occur but this is not the case. It is evident from the example of the holocaust and other modern genocides such as Rwanda that genocide cannot depend on only two factors (Waller, 2002). Leo Kupers attempt to explain genocide is rooted from his early work in Africa and work on the plural society. He includes sociobiological and psychological theories within the general theory that he adopts to explain genocide. According to Kuper societies which are divided are the seedbed of genocide especially in times where groups battle for domination (Kuper, 1983). Furthermore, Kuper argues that genocide is not an unstoppable consequence of every society as it results from peoples own decisions. Kuper goes on to identify other causes of genocide which for him include economic conflict and ideologies both of nationalism and of dehumanising people (Kuper, 1983). Chalk and Jonassohn (1990) also accept that one of the main preconditions of genocide is the idea of devaluing the victims and identifying them as the other and unequal to the dominant population. They take a historical based view to explaining a variety of genocide civilisations and settings. They acknowledge the fact that it is not easy for people to kill defenceless victims and so it is evident that to commit genocide authority and a quasi- bureaucratic organisation are needed, this then makes genocide a crime of state (Chalk and Jonassohn, 1990). Through this, it is shown that genocide serves the interest of the state, leading social classes and the elites. Chalk and Jonassohn (1990) show that the first few types of genocide were used to build empires, for example the Mongols and Shaka Zulus empire. For Chalk and Jonassohn, these explanations are mainly for modern genocides for example the Jewish, Armenian and Cambodian genocides but they provide no general explanation for other forms of genocide (Chalk and Jonassohn, 1990). These explanations of genocide help to reflect on the contemporary condition, this enables the consideration of ways to prevent such crimes in the future and how to deal with the aftermaths. Explaining genocide is like an attempt to account for a phenomenon seen beyond a constructive background of social structure. It is important to explain such an event as no two events are the same, some only happen once. Therefore explaining these events means many are then available to compare and provide a more secure footing of the matter, in this case the explanations of genocide. Genocide argued by some to be a modern phenomenon has been explained by many social scientists and though some of these explanations are similar, no two are exactly the same. Some of these explanations provide a very significant contribution to the sociological explanation of genocide and some of these explanations remain highly debatable and contested however, they provide a framework for which explanation in sociological work can be explored.

A Separate Peace :: essays research papers

Difference Too Often Leads to Hate   Ã‚  Ã‚  Ã‚  Ã‚  Many times in the world, differences have lead to hate. Think of Martin Luther King, for example, who stood for fighting against one of the largest differences. A Separate Peace, by John Knowles, is one of many examples of differences leading to hate. Gene and Finny, who somehow managed to become friends, have completely different views of each other. Finny wanted to be friends with Gene, but had trouble facing the reality that Gene felt differently. Gene became jealous over Finny’s difference to himself. Difference has led to hate, once more, and pain has again resulted, first mentally and emotionally, then finally physically.   Ã‚  Ã‚  Ã‚  Ã‚  Knowles creates Gene as one who always is strictly trying to comply with the rules and regulations, always obeying his superiors; completely different then that of Finny’s personality. â€Å"Over your head? Pink! It makes you look like a fairy!† (909). Considering such, he envies Finny, because Finny can ‘get away with murder’ if he wanted to, and can stay out of trouble doing so. â€Å"Phineas could get away with anything. I couldn’t help envying him†¦a little† (909). Knowles shows how much jealousy Gene had over Finny’ s ability to stay out of trouble, no matter what he did. â€Å"This time he wasn’t going to get away with it.† (909). He would rather be in accordance to the rules and be on his best behavior, than to be a rebel who goes against everything. Finny, on the other hand was more of a rebel. â€Å"I wonder what would happen if I looked like a fairy to everyone.† (909). Finny, more of a rebel, is very outgoing; he, however shows himself off as a perfect individual. One day at Devon, he gets into small dispute because he wore the school tie as a belt. This he frees himself from quickly, explaining, â€Å"It goes with the shirt and it all ties together†¦with what we’ve been talking about, this bombing in Central Europe.† (910). Complying with not only Devon’s rules and regulations, but also the standards of formal conduct, Gene has a strong instinct to follow order, guided by careful thought, which Knowles has implanted in him, throughout the text. Gene is a person who thinks before he acts. â€Å"What was I doing up here anyway? Why did I let Finny talk me into stupid things like this?† (906). He is an individualist with distinct and well-thought characteristics.