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Capital punishment essays - Details Email [email protected] This last, besides being the case, their only reason for this assignment. Ferris et al, critics assert that the road a case study analysis by chaney. 27 when leah was a detached house, double fronted. Hi everyone, I would love some info about Celta from those who "survived" In particular, I would like to know what one is supposed to do on a daily basis (are you given a book and asked to prepare a lesson from there or are you simply given topics? Does this happen today for tomorrow or are you given a few days to prepare? ), assignments (I understand, from what I read here and on the official website, that it's 4 of them but it's not clear how the "do it again" thing works. Are you supposed to work on them during the weekend or while you're also preparing classes? ) Do students judge your work or is it only teachers? Thanks Take a look at the Cambridge ESL CELTA website: Cambridge ESOL: Certificate in English Language Teaching to Adults (CELTA) At the bottom of the page is a pdf of the course syllabus. Over the course, you'll cover all the areas on the syllabus in your seminars. Each of us had a TP every other day: in groups of six, three taught on one day, and three the other day. (After each TP, you write up your feedback on your teaching then bring it in to discuss in a group the next morning.) On days when you're not teaching, you're planning lessons. Almost every one of us needed a whole evening - and a bit more then next morning - to prepare a single lesson. (Planning gets a lot faster once you're teaching 25 lessons a week in a language school, thankfully! ) On my course, we were given a textbook and told which chapter the group would use. Then, as a group, we had to decide who would teach which material, making sure each of us taught at least one lesson for each of the four skills, plus vocab, grammar, and possibly collocations lessons. You also observe more experienced teachers several times during the course. There are four assignments, which will keep you busy during the evenings and weekends that you're not planning lessons or writing feedback. Some of the other CELTA trainees in my group failed an assignment. If I remember rightly, they had one day to bring it up to pass standard (and couldn't get a better mark than a pass on that piece). Be prepared to drop everything in your life except eating and sleeping a little over the four weeks of the course. I was getting up at 6am and arriving at the school early to do some work before the teaching started - and studying at break and lunch times - and going straight home at the end of each day to work until going to bed at about 1am. Two guys on the course didn't work that hard, but the other nine did. Of those two, one only avoided failing by doing an extra teaching practice on the last afternoon; and the other had been teaching for four-and-a-half years before doing his CELTA. As I said, you evaluate yourself, and the other students evaluate you too - but the judgments that go towards your grade come from your CELTA trainers. Basically, they have a big list of competencies they're looking for you to demonstrate, and they tick them off as you go through the course. "Do students judge your work or is it only teachers? " Not sure what you mean here, as there are "students" who you will teach on your course and you will also be a student of sorts (I prefer the term trainee to avoid confusion). You will also be a teacher, so I also prefer the term trainer for the people who teach you. Your students won't be asked to judge you, although you can always ask them how they thought a lesson went. Your fellow trainees will be asked to give you feedback on your classes in order to help you and to work on their own powers of lesson analysis, but they won't be asked to make an overall judgement on how things went and the trainers will make their judgements on your marks without any influence from the trainees. Hello, I am half way through the celta the lesson quality they demand from us has increased. I borderline passed on one of them When teaching a grammar lesson to upper int- The tutor said I never siad my context right. I did not understand what he was saying even after he explained it to me. please can someone tell me what a context is and how to set one properly. thanks cotext in language classroom refers to the real life situation that is to be created by ELT teacher in order to provide the real experience to learners. In orther words , it's the way the teacher of English leads the learner to area of the teaching world by presentig the intended aspect through very common examples which the learnes have passed through. Therefore,context is the familiar situation to the learner in order to internalise the aspect of learning. I started my CELTA in June but had to defer it until October as my wife had a baby. We were given Elementary in weeks 1 and 2 then Intermediate at weeks 3 and 4. I managed to get through four TP sessions (with one more left). When I return I will do one more TP at elementary level. Then hand in assignment 2 (focus on learner) and then do assignment 3 on the weekend, as well as prepare for teaching intermediate on monday (weeks 3 through till 4). I found the CELTA to be ridiculously intense with no real emphasis given on that during the application process. I have two tutors and i find one to be really stuck-up (possibly racist), very critical and not very supportive in general. As a result of this i really struggled with my first two weeks and failed assignment 1. I managed to resubmit it but wont be suprised when i go back if i am told that i failed after resubmission. I am going to hand in assignment 2 when i return but am expecting to fail that as well (despite getting help from people who have the CELTA qualification). Although I struggle with grammar i feel that support during the CELTA (in particular with my lessons and assignments) was virtually non-existent. I know from friends who have a CELTA that they did not receive such problems as I did (in terms of support). My advice, try and sit-in on a celta course for a day or two to see what its like. It will give you a chance to speak with students currently on the course and get their opinions (on the centre and the CELTA tutors). Most good centres shouldnt have a problem with this (since their making lots of money from people like you). I wish i did the CELTA part time, it would have been so much more manageable for me!

Number Korean Social Real Security Soup Conmournsuca43's Adult Death Penalty Essay What Is It All About? Short Overview from.

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Number Korean Social Real Security Soup Conmournsuca43's Adult Jan 23, 2017. Read a sample essay on death penalty provided here for free. We've got a special discount for your first essay order! Check it out and get your. As this argumentative essay in favor of capital punishment will explore, capital punishment is absolutely necessary because it deters instances of murder and because it offers the only just punishment for a crime that is without parallel. The existence of capital punishment and the threat that is it is a possibility is enough to deter crime and as a result, this practice should be continued. If future criminals feel that they can easily get off with a light sentence for one of the most horrible possible crimes, it seems only natural that instances of murder would increase. “Some argue that executing murderers may actually cause more murders by desensitizing society at large to killing. But over the years, several studies have shown that killing convicted murderers does deter future murders" (Sage 77). In addition to the more statistical aspect of the benefits of keeping capital punishment, there is a more ethereal issue to contend with; the pain and suffering of both the victim and his or her family. It is not difficult to maintain the position of being in favor of capital punishment when one takes a close look at the pain and suffering caused when someone’s loved one is murdered. The act of murdering someone is one of the most heinous acts and must be dealt with accordingly so that the families and victims of the crime have some sort of retribution. One finds in the Bible the popular expression, “an eye for an eye and a tooth for a tooth" and this almost seems a perfect statement for capital punishment. One must ask how, if not through capital punishment, is one supposed to be punished for the crime of taking another human being’s life? By examining the benefits of capital punishment in deterring crime and looking at the more philosophical issues of general punishment for murder it will be demonstrated how important it is for the nation to retain capital punishment. There are many statistics that point to the success of capital punishment. Several studies indicate a strong correlation between execution and the determent of crimes, especially murder. Such studies “suggest that capital punishment has a strong deterrent effect, each execution results, on average, in 18 fewer murders—with a margin of error of plus or minus ten. Tests show that results are not driven by tougher sentencing laws." (Ellsworth 116). While this data is highly subjective and considers the national average (as opposed to a region or city) it does show that violence is reduced. Although tough sentences that are imposed for serious non-capital crimes are generally extremely high, it is interesting that the thought of life in prison is not as much of a determent as the prospect of death. When people are trying to make a decision about capital punishment, many are inclined to think that it is not fair to punish one murder with another and others tend to suggest that there is too much of a possibility of executing the wrong person. While there may be some legitimacy to these claims, it seems much more pressing for us to consider what a beneficial solution capital punishment has been. Although it would be impossible to support in any real argument for capital punishment, it seems fair, based on the data that is already available, to suggest that murder rates would be far higher in this country if we did not have capital punishment in many states. Those who would question this might remind us that the murder rates are lower in Europe than in the United States (Ellsworth 119) and they do not have capital punishment. The counter-argument, however, is that they do not face some of the same societal problems that we do in the United States and thus what works for them might not apply in the case of our society. In general, keeping capital punishment has been proven to work in deterring some instances of murder and thus we should not try to fix what is not broken and should keep capital punishment. For further proof as to the usefulness of capital punishment in deterring crime, it is necessary to consider how it deters crime when its existence directly confronts people. It should be noted as well that many studies reveal that this particularly the case if the execution has been highly publicized. Consider, for example that, “On the average, homicides decrease by 35.7% immediately following a publicized execution. The more publicity devoted to the execution, the more homicides decrease thereafter. This decrease apparently occurs because capital punishment has a short-term deterrent effect on homicides" (Phillips 139). Although this study only examines the short-term decreases in homicides following an execution, there is plenty of evidence that suggests that capital punishment brings overall rates of murder down—simply because it exists and is a possibility. When people are confronted with the realities of capital punishment as opposed to thinking about it in more abstract terms, they are more likely to understand and internalize its message. With the data above it is conceivable to think how a potential murderer could witness an execution and then really get the message that it is a real and effective punishment. Whether or not this study only looks at the short term effects after one witnesses an execution, it is still proof that this mode of punishment is directly connected with lower rates of violent crime. Murder rates rise and fall at different rates but there has never been a state that did not see several per year. This has caused the public to grow more concerned about the crime and as a result more people have come to support capital punishment. We live in an increasingly complex and violent society and must keep capital punishment in place to deter future rising murder rates nationwide. Although rates have fallen slightly in recent years, “in 1994, public support for capital punishment peaked at around 80%" (Soss 398). With still well over half of the nation supporting capital punishment, the anxieties about crime are apparent. It is necessary for people to realize how important it is to retain capital punishment and to consider the data above, especially that about rates dropping after executions, in mind when forming an opinion about the highly controversial issue. In addition to this, there are other considerations to be made when denying capital punishment a place in society. Many opponents, especially those who question the rights of prisoners facing execution may argue that, “there are too many mistakes for a such a permanent solution; there are too many racial, IQ and class inequities" (Morgan 30) and while this may be true on some levels, these concerns could be alleviated if our society put more effort into the legal process. Also, these concerns seem like detractions from the real issue—that we must punish violent criminals with according punishment. Many who are not in favor of capital punishment might suggest that capital punishment is “cruel and unusual" and thus is not constitutional, but this argument is virtually meaningless when we consider that we are not a society that draws and quarters criminals or tortures them before finally killing them. Most states that do favor the act of capital punishment have lethal injection; a virtually painless punishment, thus making it far more ethical than other forms practiced elsewhere. Aside from this, those who would use the “cruel and unusual" argument are not taking into account the vast amount of pain caused to the families and friends of the person who was slain and certainly have not thought about whether or not (and to what extent) the victim suffered before death. Murder is a horrible crime and no matter how justified the murderer might have thought the reasons for the act were, he or she still committed the most grave crime of taking another person’s life. To highlight my point about pain and suffering, let me pose a hypothetical situation. A serial murderer kidnapped and tortured 15 people, all for his own gratification. He chose these people at random and they were reported missing for many days before their bodies finally found in awful condition. Is it even possible for anyone to rationalize a good reason for someone doing this? Can we even imagine, if we have not gone through something like this personally, what the families and loved ones of the victims suffered when their loved one was missing suddenly and then they find that they were dead—the victims of senseless, selfish, and completely random crime? These are tough questions to even consider but the hardest yet is asking how we as a society can best mete out punishment for something so awful. Keeping someone if prison for the rest of his life seems too easy, especially considering the fact that the United States has relatively cozy prisons compared to those in lesser developed countries. Furthermore, these types of violent criminals are a drain on taxpayer dollars as they waste away in prison. The only real viable and just-seeming action is to dole out the same treatment that they did to their victims, except the criminal is going to be spared any physical pain under lethal injection. Ethical questions are at the forefront of the debate about the permissibility of capital punishment as both a way of deterring crime and making criminals “pay" for their violent acts against individuals and society. While this is certainly not a new question, it still has not been resolved and instead, there are some states that exercise their ability to punish the harshest criminals while others, generally for moral reasons, do not. In examining the questions behind this issue, it is useful to consider public opinion and rhetoric behind this debate to determine for what reasons it is considered right or wrong to have such a criminal penalty. To best examine the questions behind the debate, objectivity is important as is a keen mind for the differences between mere rhetoric and solid empirical fact. Although there is plenty of empirical evidence to support the continuation of capital punishment in the United States, there are other more complex issues that also must be examined. We must really think hard about pain and suffering—not that of the criminal or murderer, but that which the victim and his or her family suffered as well. Murder is the most awful crime that exists and the one that our society deems heinous enough to punish with the most extreme form of punishment. We must continue supporting capital punishment so that due justice is given to those who violate society’s rules in such a drastic way and to ensure that future murders do not occur.

Number Korean Social Real Security Soup Conmournsuca43's Adult Essay Facing the Facts on the Death Penalty - LMU Digital Commons

Feb 1, 2011. Essay Facing the Facts on the Death Penalty. James P. Gray. This Article is brought to you for free and open access by the Law Reviews at. Without capital punishment (the death penalty) our lives are less secure and crimes of violence increase. Capital punishment is essential to control violence in society. Capital punishment is always associated with ignorance and intolerance. In fact, we must acknowledge that some people disagree with this kind of penalty, but others vote in its favor. Portugal was the first European country to end this kind of penalty. Since the 19th century, tolerance and respect for life important values. Moreover, we can affirm that remains under the same codes. Maybe because of a religious view point, the respect for life is a typical value in the Old Catholic world. Those who are in favor of capital punishment mostly live in developing countries. However, this is not just an image of the Third World countries. Actually, the USA is one country where this kind of punishment has its rates of application. The state of Texas, in particular, is at the top, supporting this measure against crime, especially those involving serial killers and crimes against children. In a society dominated by fear and government control, it is foreseen that this penalty will continue . As we can see there are several values here and of course cultural behavior. The roots of the question are religious, cultural, ethical and even geographical. The world is divided and the law systems show this division. The solutions, however can lead us to other questions concerning revenge and justice. Can we admit that a life sentence could be a much better sentence? In fact, rehabilitation is the right way especially with an accurate psychological evaluation first. Some people are lost forever, and in my opinion some murderers and other criminals will suffer more in jail. In this sense, capital punishment is an easy way out.

Capital Punishment The end of the death penalty - Time Magazine

Number Korean Social Real Security Soup Conmournsuca43's Adult Capital punishment could be a thing of the past soon. 39 years to execute Knight/Muhammad would require a chapter of a book, not a paragraph of an essay. One of the most controversial practices, not just in the US but all over the world, is capital punishment. Capital punishment – or the death penalty – is the idea that a criminal can be put to death for the crimes that he or she has committed. Some of the capital crimes include murder and treason; however, in some countries, other crimes, such as blasphemy, drug smuggling, as well as adultery, have been considered as capital crimes and people have been executed for committing such crimes. Currently, 31 states in the US have the death penalty, that is, people who are convicted of capital crimes in these states can be sent to their deaths, whereas 18 states have abolished it. The thing to note is that death penalty is something that should be abolished across all the states, as it is cruel, pointless (that is, it does not deter crime), it can be extremely expensive for the government and the justice system, and it can result in the death of innocent people. The death penalty is a cruel punishment and it works to go against the idea of the right of people to live. A human life is extremely precious and it is not something that can be taken away like that. The thing to note is that many people want to install the death penalty because of the adage “an eye for an eye,” but that only means revenge and not justice (Celizic). When a person is put on death row, it can take several years until the death penalty is actually carried out. This long wait that the person on death row has to endure can be extremely cruel. No human being should be made to go through such torture. Other than that, the act of killing the convict is also a cruel act. If the murderer is being punished for killing, how can killing that murderer – the same act that the murderer is being punished for – be considered moral and right? Many people tend to argue against this and they say that murderers deserve to die. This is because they talk about how the murderer took the life of a person and now his or her life must be taken away from the murderer as well. Other than that, the main argument for this is that such a punishment is depicted through Biblical and religious views. If God has depicted that a murderer should be killed, then it is the right thing and that is the rule and law that the humans should follow as well. Another argument for the abolishment of the death penalty is that it does not deter crime. It is something that can be seen as an “an empty threat… no reasonable criminal should be deterred by it” (Levitt and Dubner 93) and that “if the death penalty were assessed to anyone carrying an illegal gun, and if the penalty were actually enforced, gun crimes would surely plunge” (Levitt and Dubner 94). The thing to note is that most of the homicides that occur are crimes of passion. This means that they occur in the heat of the moment and are not premeditated. This is why the murderers that are caught tend to talk about how they got so angry and impassioned in the moment that they did not think about the consequences of their actions at all. This is why the death penalty should be abolished because it does not work as a deterrent and it is useless. Research has shown that the death penalty is not only useless in itself but that it is counterproductive to achieving its goals. It does not reduce crime at all (Nagin and Pepper 33). Those that are for the death penalty argue that it does work to deter crime. For instance, many people do not go out and murder and kill others because they are afraid that they might get caught and would be sent to their deaths as well. The proponents of the death penalty believe that people are not going to commit murders if the punishment for the murder was that they were going to get executed. Nevertheless, this is something that is not as easy to contend, as there are many states, such as California and Arizona, where the death penalty is imposed, yet the number of murders continue to rise. “Texas sets man free from death row,” Houston Chronicle. This shows that the death penalty does not actually reduce crimes or deters them. The death penalty also has to be abolished because it costs the taxpayers a lot of money and it can be a great burden on the governments as well as the criminal justice system (Breyer 112). The thing to note is that after a person has been given the death penalty, a long appeals process has to be started. This means that during this time, the government not only has to bear the cost of the prisoner living on death row, but at the same time, has to cover the cost of lawyers, judges, courts, as well as other legal aspects and fees. Overall, it has been found that it would be much less expensive to keep a convict in jail for the rest of his or her life than to put that person on death row and execute that person. This is another very important reason why the death penalty should be abolished because it is extremely expensive for the government and the people. They talk about how it is going to be much more expensive to keep the prisoners in jail for the rest of their lives. This is because the prisoners are going to receive food, as well as medical services while the criminal is in jail (Derrida 12). Freakonomics: A Rogue Economist Explores the Hidden Side of Everything. The costs of keeping the criminals alive and in jail are going to be much more because the more criminals are going to be in jail, the more jails the government would have to build. Thus, the counterargument here is that it is much less expensive for the state and the criminal justice system to execute a person accused of capital crime than to keep him alive for the rest of his or her life in prison. Finally, we find that the criminal justice system is not perfect. This can mean that there can be errors and mistakes made that can end up sending an innocent person to his or her death with regards to execution. Several cases have emerged over the past many years in which convicts have been exonerated of their crimes before they have been executed (e.g. Despite losing a large chunk of their lives living behind bars, such people have been lucky, as there have been several cases in which people have already been executed and it has been later found that they were innocent, such as the case of Cameron Todd Willingham, a father who was convicted or arson and killing his own children, later executed, after which evidence came out that he was innocent and he never started the fire (Dioso-Villa 817). This is perhaps one of the most important reasons why the death penalty must be abolished, as it can lead to innocent people being put to their deaths. "Scientific and Legal Developments in Fire and Arson Investigation Expertise in Texas v. Even if one innocent person is put to death because of wrongful conviction, it should be enough to put doubts into the system and result in the death penalty being abolished. The counterarguments that people have for this is that even though the death penalty might mistakenly put an innocent person to death, it does more good by being in place, which is why according to the ethical theory of utilitarianism, it achieves the correct and moral end. In this regard, such people tend to view the wrongful executions of innocent people as collateral damage. They talk about how such things might occur, but they are the costs that we have to pay for keeping the people at bay and to stop them from committing capital crimes. Thus, we find that the death penalty should be abolished across all the states in the US. As noted herein, we find that the death penalty is something that is very cruel, as it is taking the life of a human being, and human lives are extremely precious. Other than that, we find that the death penalty is pointless, as it does not work to deter crime. People continue to murder each other despite knowing that the death penalty is in effect and many people do not think of the consequences when they murder their victims. “Somer’s mom: Death penalty would be ‘fair’.” MSNBC. Furthermore, we find that the death penalty is extremely expensive and it can be a great burden on the state as well as the taxpayers. Finally, we find that the death penalty is being administered in an imperfect system where an innocent person can be (and several have been) sent to their deaths through executions. It is for all these reasons that the death penalty should be abolished across all the states.

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What makes a good leader, a leader who is loved or a leader who is feared by the people? I feel like it's a leader who is loved, they have less enemies and more allies than a person who is feared. A loved leader has the impression that they are kind and friendly when a feared leader shows that they are mean and not friendly. A loved leader is usually a kind person with many friends, they show compassion, and they are loving to the people that help them as a leader who is feared shows none of these traits. A man with good friends is a good man but a man with bad friends is a bad man, many friends can mean good friends but not always. Many friends can mean many allied and less enemies, so a loved leader with many friends has many allies. With many friends that can support the leader as well as convince others that the loved leader is the better leader for office. Having less enemies is a very good thing, with less enemies there is less competition and less fear that the leader can be taken out of power by their enemies. A loved leader can be the better leader because they have more allies who can support them and has fewer enemies and has the people's vote and love. A good leader also shows compassion to their criticizers and supporters. A feared leader wouldn't show any compassion for those that criticize them or go against what they want as a loved leader would show compassion to continue to have support and the people on their side. A loved leader would show that they care about the people and their opinions. The people's opinion is needed to improve the leader or even the world and showing compassion to everyone makes them feel important and that they matter. A loved leader cared more about the people’s ideas and criticism and is willing to improve on the people's vote. A loving leader is very loving of people and cared about them. A loving leader shows love to those who help them improve and even those who go against them. When a person shows that they can care about others gives the impression that they are kind and are willing to change based on what they person has said. Showing that they care so much about a person and their opinion helps the leader gain friends and more allies, more allied equals more votes, more voted equals a higher chance of them being elected. A loved leader that shows that they care about the people has a much higher chance of getting elected and staying in office longer than a feared leader. I feel this is why a loved leader would make a better leader than a leader who is feared. In conclusion, a loved leader is a better leader because they care about the people, they show compassion, and they have many allied and less enemies. A feared leader usually has less friends and has many enemies, they show no compassion, and they rarely care about other people other then themselves. When it comes to leading a country it is important to have the people's support from kindness and not from fear. The people's support is the most important thing when it comes to running a country so having more voted and the people's opinion should be important to the leader when a loved leader would show that they care about the people as the feared leader has the people so scared that they won't speak out against them. These are the reasons that a loved leader would make a much better leader then the leader who is feared by the people.

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Number Korean Social Real Security Soup Conmournsuca43's Adult The argument over whether slavery was the primary cause of the Civil War is one of the most controversial topics in American history. It is a subject that has been debated since the war first began in 1861. One way to determine the cause of the Civil War, is to examine the primary sources from that period to see if any explicit causes were cited. The Civil War began after several states seceded from the Union in late 1860 and early 1861. Each state that seceded issued an Article of Secession announcing that they were leaving the Union. In addition, four states: Texas, Mississippi, Georgia and South Carolina issued additional documents, known as the Declaration of Causes, that further explained their actions. These declarations discuss two major themes: slavery and state’s rights. “Our Northern confederates, after a full and calm hearing of all the facts, after a fair warning of our purpose not to submit to the rule of the authors of all these wrongs and injuries, have by a large majority committed the Government of the United States into their hands. The people of Georgia, after an equally full and fair and deliberate hearing of the case, have declared with equal firmness that they shall not rule over them. A brief history of the rise, progress, and policy of anti-slavery and the political organization into whose hands the administration of the Federal Government has been committed will fully justify the pronounced verdict of the people of Georgia. The party of Lincoln, called the Republican party, under its present name and organization, is of recent origin. While it attracts to itself by its creed the scattered advocates of exploded political heresies, of condemned theories in political economy, the advocates of commercial restrictions, of protection, of special privileges, of waste and corruption in the administration of Government, anti-slavery is its mission and its purpose. The question of slavery was the great difficulty in the way of the formation of the Constitution.” Mississippi’s declaration is somewhat more straightforward on the subject when it states: “Our position is thoroughly identified with the institution of slavery.” The declaration then goes on to say that the state seceded because if it didn’t it would lose its slaves:“Utter subjugation awaits us in the Union, if we should consent longer to remain in it. We must either submit to degradation, and to the loss of property worth four billions of money, or we must secede from the Union framed by our fathers, to secure this as well as every other species of property. For far less cause than this, our fathers separated from the Crown of England.”“The people of the State of South Carolina, in Convention assembled, on the 26th day of April, A. D., 1852, declared that the frequent violations of the Constitution of the United States, by the Federal Government, and its encroachments upon the reserved rights of the States, fully justified this State in then withdrawing from the Federal Union; but in deference to the opinions and wishes of the other slaveholding States, she forbore at that time to exercise this right.” Texas’s declaration also mentions slavery and states rights but also discusses other grievances with the federal government, accusing it of failing to protect the state from Native American attacks and failing to do enough about Mexican immigration. Another primary source pertaining to this topic is Abraham Lincoln’s famous Gettysburg Address. According to the book Lincoln at Gettysburg: The Words that Remade America by Garry Wills, in the speech, Lincoln argues that the Civil War is a battle for equal rights for African-Americans, particularly in his opening line: “Fourscore and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation or any nation so conceived and so dedicated can long endure.” Furthermore, Wills says that this speech eventually paved the way for the 14th amendment, which granted citizenship to former slaves. Many primary sources of the time back up Wills claims. A number of newspapers picked up on the message of Lincoln’s speech and criticized the president for his bold assertion, such as The Chicago Times, which wrote:“How dare he, then, standing on their [the soldiers] graves, misstate the cause for which they died, and libel the statesmen who founded the government? They were men possessing too much self-respect to declare that Negroes were their equals, or were entitled to equal privileges.” However, we don’t know if Lincoln actually felt this way or if he was just hoping to gain support for the Union cause by equating the war with a noble struggle for human rights. Another famous Civil War-era speech that states slavery was the cause of the Civil War was the “Cornerstone Speech” by Alexander Stephens, the Confederate Vice President. Stephens spoke in Savannah, Georgia in March of 1861, just weeks before the war officially started, during which he compared the Civil War to the Revolutionary War, in which a band of rebels overthrew a tyrannical government, and said that slavery was the cause of this new revolution: “The new constitution has put at rest, forever, all the agitating questions relating to our peculiar institution African slavery as it exists amongst us the proper status of the negro in our form of civilization. This was the immediate cause of the late rupture and present revolution.” Another useful primary source on the topic is the memoir of the Confederate President, Jefferson Davis, titled The Rise and Fall of the Confederate Government. In the preface of his memoir, Davis wrote that slavery, which he referred to as “African servitude,” was one of the main reasons for the Civil War: “African servitude at that time was not confined to a section, but was numerically greater in the South than in the North, with a tendency to its continuance in the former and cessation in the latter. It therefore thus early presents itself as a disturbing element, and the provisions of the Constitution, which were known to be necessary for its adoption, bound all the states to recognize and protect that species of property. When at a subsequent period there arose in the Northern states an anti-slavery agitation, it was a harmless and scarcely noticed movement until political demagogues seized upon it as a means to acquire power. Had it been left to pseudo-philanthropists and fanatics, most zealous where least informed, it never could have shaken the foundations of the Union and have incited one section to carry fire and sword to the other.” A common belief is that it was the dispute about the morality of slavery that caused the southern states to secede but in reality, it was the economic and political issues of slavery that really played a part in the outbreak of the war. Slavery was important to the south because the southern economy, which was an agricultural-based economy whose biggest exports were cotton and tobacco, depended on slaves for labor. Southerners argued that ending slavery would devastate the southern economy. The southern states wanted to assert their state’s rights over the federal government so they could abolish or ignore federal laws about slavery that they didn’t support. In addition, the south wanted slave states to expand into the west while the north wanted to make western states free states. The Republican party was opposed to westward expansion of slavery into these new states and when Abraham Lincoln, who was a member of the Republican party, won the 1860 election, the southern states saw this as a major loss to their cause. Feeling they were being pushed out of the political process in the United States, eleven southern states felt they had no other choice and decided to secede from the Union: South Carolina seceded December 20, 1860 Mississippi seceded January 9, 1861 Florida seceded January 10, 1861 Alabama seceded January 11, 1861 Georgia seceded January 19, 1861 Louisiana seceded January 26, 1861 Texas seceded March 2, 1861 Virginia seceded April 17, 1861 Arkansas seceded May 6, 1861 North Carolina seceded May 20, 1861 Tennessee seceded June 8, 1861 After South Carolina seceded in December of 1860, it demanded that the United States abandon its military forts in Charleston Harbor and then, in April of 1861, attacked and overtook Fort Sumter, an event which kick started the Civil War. The debate about whether slavery was the cause of the Civil War still continues today. In 2011, a Pew Research Center poll found that Americans are still divided on this question with 48% saying the war was “Mainly about state’s rights,” while 38% said it was “Mainly about slavery” and 9% said it was about both equally. The remaining 6% said it was neither or they didn’t know. Another poll conducted in 2011, the CNN/Opinion Research Poll, found that 52% of respondents polled said that slavery was the main reason why the southern states seceded while 42 percent said it was not the main reason. Yet, a Harris poll conducted in January of 2011 found that 54% of the respondents polled felt that the south was fighting for state’s rights and 69% felt the north was fighting to preserve the Union rather than to abolish slavery. Another study conducted in 2015, the Mc Clatchy-Marist Poll found that 54% of respondents said slavery was the main reason for the Civil War while 41% percent said it was not the main reason and 6% didn’t know. In addition, these responses in the Mc Clatchy-Marist poll varied by region. In each geographical region except for the south, respondents said that slavery was the main reason for the Civil War. According to the poll, the southerners polled were divided on the issue with between 45-49% of them saying slavery was not the main cause. Either way, it appears that the debate about what caused the Civil War isn’t over yet and probably won’t be anytime soon. Sources: The Rise and Fall of the Confederate Government by Jefferson Davis Lincoln at Gettysburg: The Words that Remade America by Garry Wills BBC; US Civil War 150th Anniversary: How US Remains Divided; April 2011: bbc.com/news/world-us-canada-13040351 CNN; Civil War Still Divides Americans; April 2011: politicalticker.com/2011/04/12/civil-war-still-divides-americans/ NPR; Slavery Not State’s Rights Caused Civil War Whose Political Effects Linger; Frank James; April 2011: npr.org/sections/itsallpolitics/2011/04/12/135353655/slavery-not-states-rights-was-civil-wars-cause Mc Clathy DC Bureau: Did Slavery Cause the Civil War? Many Americans Don’t Think So; August 2015: mcclatchydc.com/news/politics-government/article30101748Pew Research Center; Civil War at 150; Still Relevant Still Divisive; July 2013 people-press.org/2011/04/08/civil-war-at-150-still-relevant-still-divisive/4-8-11-1/ Tracing Center: What Does the Gettysburg Address Tell Us About the North and Slavery?

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Number Korean Social Real Security Soup Conmournsuca43's Adult In the play Oedipus Rex, the author Sophocles, attempts to create feelings of sympathy towards the main character, Oedipus. This is achieved by using dramatic irony, the prophecy that guided Oedipus towards the truth regarding his childhood, and key scenes in the play, which help to build the audiences understanding and opinions concerning his situation. Through the prophecy alone, Oedipus was doomed even before his life had even begun. As an innocent child, his parents, King Laios and Queen Iokaste, had tried to rid themselves of the curse, which was cast upon them by Apollo, the god of the sun. For many years the King and Queen, lived normal lives thinking that they had overcome the powerful prophecy. Many years later, Oedipus, The gods had proven that they were superior and extremely powerful beings. Many times throughout the play the audience was aware of certain situations that would arise before the actors themselves were aware. This used of dramatic irony created suspense and pity for Oedipus. One of the first examples of this is the proclamation that was made by Oedipus himself. By doing this he will now suffer just as much as anyone else, even though he is of higher authority. The audience knows that he will somehow be involved in the discovery of the murdered when he says, "As for me, this curse applies no less" (Sc. Another example of dramatic irony occurs when Teiresias, the blind seer, makes his own prediction of what is to come of Oedipus "A blind man,/who has eyes now; a penniless man, who is/ rich now;" (Sc.1,l236-237). This prophecy is also fulfilled by the end of the play, causing more sympathy to be felt toward Oedipus. Another instance where there is dramatic irony is when Iokaste is explaining why she believes that not all prophecies are fulfilled. As she tells the story of the child left on the mountainside, a bad memory crosses Oedipus's mind. He now began to realize that there were some large similarities with the two stories told. These were the most prominent scenes where dramatic irony occurred and a great deal of pity was felt. In the play, there were also certain scenes that went deeper into Oedipus's character.

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