Becoming Certified essays

Becoming Certified essays CompTIA is the global leader in the information technology trade, with influence in all areas of IT standards. CompTIA is dedicated to the development and growth of IT professionals by promoting industry standards. CompTIA is also devoted to helping students gain professional IT knowledge, by providing IT skills, education and developing related business solutions. CompTIA has developed specialized initiatives and programs dedicated to major areas within this industry. Certification is the computing industrys method for developing competency standards and identifying the men and women who have mastered those standards as professionals. They include convergence technology, e-commerce, IT training, software services, certification exams, public policy and workforce development. CompTIA Linux+ certification is a new standard for those that have 6 or more months experience installing, configuring, administrating UNIX based operating systems. With a Linux+ certification it is not uncommon to demonstrate knowledge of installation, operation, administration and troubleshooting services. A growing demand for UNIX support professionals is at an all time high. Holding a Linux+ certification will open many doors to a successful career. CompTIA i-Net+ has official recognition as the standard for competency in knowledge of Internet, Intranet, and Extranet technologies around the world. This exam is recognized as a starting point for technical knowledge specially designed to certify entry-level Internet and e-commerce technical professionals. Those who possess an i-Net+ certification can build a solid career in e-commerce, web development, networking, and Internet security. CompTIA A+ exam consists of two exams, the A+ Core Hardware exam and the A+ OS Technologies exam. You must have basic knowledge of installing, configuring, upgrading, troubleshooting, and repairing desktop computers before you take the test. An A+ certi...

Presencia de padres para solicitar pasaporte de menores

Presencia de padres para solicitar pasaporte de menores Como regla general, para sacar el pasaporte de EE.UU. para un menor de edad es necesaria la presencia y el consentimiento de ambos padres o, en su caso, del guardin o tutor legal. Sin embargo, la ley reconoce importantes excepciones a esta regla general, ya que a veces es muy difà ­cil o imposible que ambos padres puedan acompaà ±ar al infante a solicitar el pasaporte. Por ejemplo, cuando no se hablan o, simplemente, no se puede ubicar a uno de ellos. Puntos clave: presencia de padres para solicitar pasaporte para menor en EE.UU. Regla general: es necesaria la presencia y consentimiento de ambos padresExcepciones: custodia no compartida, no es posible ubicar a uno de los padres, es imposible que se presente o uno de ellos se niega a dar su consentimiento para este trmite. Casos de In Loco Parentis (en el lugar de los padres).Costo pasaporte y/o tarjeta de pasaporte: 16 aà ±os o ms, 15 aà ±os o menos. Primera vez/renovar. Tarifa de tramitacià ³n urgente y servicio de mensajerà ­a. Regla general sobre presencia de los padres para solicitar pasaporte de EE.UU. para los hijos La regla general es que se necesita el consentimiento de ambos padres para sacar el pasaporte americano para un nià ±o menor de edad. La consecuencia de dicha regla es que para solicitar el pasaporte de un nià ±o estadounidense ambos padres deben presentarse con el menor en la Oficina o Agencia de Aceptacià ³n de Solicitudes de Pasaporte, si se est en Estados Unidos, o en una oficina consular si se est en otro paà ­s. Excepciones a la regla de presencia conjunta del padre y de la madre Las normas permiten tres excepciones a esta regla general de obligatoriedad de presencia de ambos padres en el trmite de solicitud de pasaporte estadounidense para un hijo menor de edad. En primer lugar, no es requisito la presencia de padre y madre en la Oficina o Agencia de solicitud de pasaportes o en la oficina consular cuando se puede probar que uno de los progenitores goza en exclusiva de la custodia sobre el hijo. Los documentos aceptados son las siguientes: Certificado de Nacimiento (forma larga) o Reporte Consular de Nacimiento en el Extranjero del nià ±o en el que figure sà ³lo el nombre del padre o de la madre.Certificado de Defuncià ³n de uno de los padres.Declaracià ³n de una Corte estableciendo que uno de los padres es incompetente para asuntos legales.Certificado de adopcià ³n, cuando el menor es adoptado por sà ³lo un hombre o sà ³lo una mujer.Orden judicial en la que se concede la custodia al padre o a la madre. Sin embargo, en este à ºltimo caso, es posible que el documento judicial expresamente prohiba al progenitor que goza de la custodia en exclusiva del derecho a solicitar un pasaporte para el menor. Si esa es la situacià ³n, no podr pedir sin el otro progenitor el pasaporte para el nià ±o. En segundo lugar, no es obligatoria la presencia de ambos padres cuando el pap y la mam tienen la custodia conjunta sobre el menor pero es imposible que uno de ellos acompaà ±e al nià ±o a realizar la tramitacià ³n de pasaporte. Pero para ello es necesario que el progenitor que no lo acompaà ±e complete el formulario DS-3053. Llenar todos los apartados desde el 1 al 4a, dejando en blanco los apartados 4b y 5. Adems, hay que obtener la firma de un notario y presentarlo en la oficina de solicitud de pasaporte o en el consulado. Llevar tambià ©n una fotocopia legible de un I.D. oficial del padre ausente. En tercer lugar, incluso es posible que ninguno de los paps acompaà ±e al infante. En este caso los padres deben hacer una declaracià ³n jurada ante un notario otorgando a favor de otra persona, como por ejemplo, la abuelita o un tà ­o, el poder para acompaà ±ar al nià ±o y representar a los padres para ese asunto concreto. Esto es lo que se conoce como In Loco Parentis (en el lugar de los padres).  ¿Quà © pasa cuando ambos padres tienen la custodia pero uno se niega a dar el consentimiento o no se puede localizar? Es frecuente que en casos de separacià ³n o divorcio no amistosos, uno de los padres se niegue a dar el consentimiento para que los hijos comunes soliciten el pasaporte. Siempre que ambos padres tengan la custodia, el padre o madre que desee que sus hijos tengan pasaporte puede explicar este problema en el apartado 5 del formulario DS-3053. Su explicacià ³n puede ser aceptada o no. Como recurso final siempre se puede pedir una orden judicial para conseguir la autorizacià ³n del otro progenitor. Pero la Corte solo dictaminar que el menor puede aplicar por el pasaporte si el viaje al extranjero que se pretende realizar es en interà ©s del menor y no hay riesgo de que se retenga al menor en el extranjero. Se trata de evitar que uno de los padres viaje con los hijos a otro paà ­s y no regresen a Estados Unidos. Si esto ocurriera, serà ­a un delito de secuestro internacional de nià ±os. Tambià ©n puede suceder que uno de los padres no pueda ubicar al otro progenitor para pedir el consentimiento. En este caso la solucià ³n tambià ©n es rellenar el formulario DS-3053, dejando en blanco el apartado 4a y el 4b y extendià ©ndose en el apartado 5 lo ms que se pueda explicando las gestiones realizadas para localizar otro progenitor. Presencia del menor Cuando se solicita un pasaporte para un nià ±o americano hay que seguir reglas muy estrictas sobre su presencia en la oficina en la que se realiza el trmite, tanto para la renovacià ³n como para solicitar por primera vez. Como regla general, el nià ±o debe estar presente para este trmite, aunque sea un bebà ©. Costo y formularios para solicitar pasaporte o tarjeta de pasaporte de EE.UU. para un menor Con el pasaporte estadounidense los ciudadanos estadounidenses pueden salir de e ingresar a EE.UU. por cualquiera de sus pasos migratorios. Por el contrario, con la tarjeta de pasaporte solo es posible utilizar controles migratorios terrestres o marà ­timos hacia/desde Mà ©xico, Bermudas, Canad y Caribe. Cada persona puede elegir un documento u otro o ambos, segà ºn sus necesidades. Segà ºn el Departamento de Estado, el costo de solicitar por primera vez o renovar el pasaporte o la tarjeta de pasaporte de un menor son los siguientes: Pasaporte estadounidense por primera vez: 16 aà ±os o ms: $110 costo de aplicacià ³n ms $35 tarifa de ejecucià ³n15 aà ±os o menos: $80 costo de aplicacià ³n ms $35 tarifa de ejecucià ³n Tarjeta de pasaporte: 16 aà ±os o ms: $30 costo de aplicacià ³n ms $35 costo de ejecucià ³n15 aà ±os o menos: $15 costo de aplicacià ³n ms $35 tarifa de ejecucià ³n Si se desea solicitar al mismo tiempo el pasaporte y la tarjeta de pasaporte se deben pagar el costo de aplicacià ³n de ambos documentos pero solo un coste de aplicacià ³n. Asà ­, los nià ±os entre 16 y 18 aà ±os pagan $140 por ambos documentos en concepto de aplicacià ³n ms $35 por ejecucià ³n. Es decir, un total de $175. En el caso de nià ±os de 15 aà ±os o menos, si se solicitan ambos documentos tendrà ­an que pagar un total de $95 por aplicacià ³n ms $35 en concepto de ejecucià ³n. La cuota de aplicacià ³n se paga al Departamento de Estado de los Estados Unidos mientras que la de ejecucià ³n, tambià ©n conocida como de aceptacià ³n, se paga a la Oficina de Aceptacià ³n que tramita la gestià ³n. Costo de renovacià ³n: 16 aà ±os o ms: $110 por pasaporte y $30 por tarjeta de pasaporte. 15 aà ±os o menos: mismas tarifas que cuando se aplica por primera vez Costos extra en la solicitud del pasaporte: Tarifa por tramitacià ³n urgente: $60Tarifa por entrega en por mensajerà ­a urgente: $16,48 Este à ºltimo servicio solo es posible dentro de Estados Unidos. No est disponible para tarjetas de pasaporte. Formularios para solicitar el pasaporte Menores de 15 aà ±os o menos: DS-11, para solicitar por primera vez y renovar16 aà ±os o ms: DS-11 para solicitar por primera vez, DS-82 para renovar Quà © hacer cuando el pasaporte no llega Puede suceder que la demora entre dentro de los plazos normales, ya que hay gran diferencia si se sigue el procedimiento ordinario o si se paga para una tramitacià ³n urgente. Pero tambià ©n puede suceder que se extravà ­e por correo. En este caso, es necesario reportar esta incidencia para que las autoridades vuelvan a emitir otro sin coste alguno. Documentacià ³n para el cruce de fronteras Una vez que se tiene el pasaporte, à ©ste es el mejor documento para que un ciudadano americano cruce fronteras, no sà ³lo las de otros paà ­ses, sino tambià ©n para salir y regresar a los Estados Unidos. Sin embargo, en algunos casos muy limitados el pasaporte no es necesario y se admiten otras alternativas para ingresar a Estados Unidos. Sin embargo, la mejor opcià ³n siempre es el pasaporte o, en su caso, la tarjeta de pasaporte. Tambià ©n es importante tener en cuenta quà © documentacià ³n se puede pedir cuando un infante viaja internacionalmente sin estar acompaà ±ado por sus dos padres. Finalmente, antes de viajar a otro paà ­s, verificar la fecha de expiracià ³n del pasaporte, ya que los de los nià ±os expiran a los cinco aà ±os si se emitieron antes de cumplir 16 aà ±os de edad. Si ya habà ­an cumplido dicho edad, los pasaportes son vlidos por 10 aà ±os.   Adems, verificar  si se necesita visa para el paà ­s al que se va a viajar. Este artà ­culo es sà ³lo informativo. No es consejo legal para ningà ºn caso concreto.

Research Paper on Paul Robeson Example | Topics and Well Written Essays - 1250 words

On Paul Robeson - Research Paper Example Paul had three brothers and one sister and during their childhood life, they faced many problems since his father lost his job due to racial conflict and three years later, his mother died in a fire tragedy at home. In his high school life, Paul participated in many activities such as basketball, football and singing and he dominated very well in all the disciplines. Boyle and Bunie (45-77) said that, after graduating from high school, Paul won a scholarship to join Rutgers University between 1915 and 1919 and became the third African- American students in the history of Rutgers University. In the campus, Paul joined various clubs among them being debate club, a university football club and other athletic clubs where he balanced his activities excellently. He scooped an awarded as the best footballer of the year and he had a great talent in singing whereby he went to perform on and off the campus. At the height of his performance on the campus, Paul’s father felt very ill and Robeson had no option but to take the full responsibility of his father who soon succumbed to illness. When he finished campus, he won awards in athletics and academics and his classmates greatly exhorted him and vowed to fight equality of all Americans. Boyle and Bunie (78-101) claimed that, Robeson then joined New York university school of law but shortly transferred to Columbia school of law in 1920 and joined national football league. Paul dated Eslanda Goode and after courting for one year, they got married and at this time, he had already started acting. He started singing while in the campus and after 1922 he ended his football career and decided to continue with his music career. After a few months, Paul graduated as a lawyer and he exercised his career as an advocate for a few months and quitted due to excessive racism in the field. Robeson decided to take a role in acting where he participated in various theatre acting and during this time, his wife Essie supported him in various social functions. He acted in theaters such as The Emperor Jones and in All God’s Chillum Got Wings and the success of acting landed him into an elite circle and finally rose to fame after a great assistance from his wife. Later his wife quitted her job and became an agent of Paul her she steered him to act in the films and he participated in movies such as body and soul. Paul ventured into music and in collaboration with a very famous gospel singer and attended concerts. After some time, Paul went to London to act in the films and singing and at this time, he participated in several films among them being Show Boat and Song of Freedom (Boyle and Bunie 102-105). He became politically involved when he struggled against fascism from 1937 to 1939 during the Spanish civil war. After Second World War, Robeson returned to America where he acted as an entertainer in a radio station. After execution of four Negros, Paul Robeson urged the president of America to stop legislati on of this law of lynching and this was his turning point to the political arena (Boyle and Bunie 379-401). After 1950, the American government cancelled Robeson’s passports, it also denied him to attend televisions shows and a

NHS Care Records Service Failure Case Study Example | Topics and Well Written Essays - 1750 words

NHS Care Records Service Failure - Case Study Example This would have allowed for ease of treatment, while at the same time allowing for easier and convenient collection of health data for research and planning by the health department (NAO, 2006:7). Further, the involvement of several local service providers through contracting four different firms was a noble idea, since it was meant to forestall the complete delay or failure by a single service provider. However, the major weakness associated with this strategy of contracting is that the different local service providers would easily fall out of the central monitoring of the Department of Health and the relevant agency (NHS Connecting for Health Agency (CfH), resulting in the failure of the programme due to weaknesses in coordination of the multiple implementers of the programme (King & Crewe, 2013:24). The Contingency Theory of Management provides that managers make decisions regarding issues facing an organization based on the situation at hand, as opposed to the application of a ’one-fits-all’ approach (Seyranian, 2009:153). Thus, according to this theory, a manager will take a management decision based on the most important aspects facing the organization at the moment. Therefore, this theory provides that different managerial positions will demand a different form of approach while making decisions for the organizations. For example, while a manager who is responsible for managing a higher institution of learning such as a university may prefer to apply a consultative approach, a manager managing a military camp will mostly be suited to adopting an autocratic approach (Seyranian, 2009:155). Thus, the NHS Care records service failure is an example of a management situation where the Contingency Theory of Management became applicable. The National Programme for IT (NPfIT) was dismantled in June 2013, after a period of more than 10 years in operation, having not satisfactorily delivered the targeted objectives of the program (CAP, 2013:5).

The Origin of Robots Essays -- Asimov I Robot Essays

The Origin of Robots Over the years mankind has advanced greatly in the field of technology and day by day we continue to advance. The future holds many possibilities, one of which is living in a world with robots. Isaac Asimov shared his view of this possible future in his novel I, Robot. His view portrays robots as machines superior to humans mentally and physically. If robots are superior to humans, how do humans control the robots? Humans create the three Laws of Robotics, which are instilled into the positronic brains of every robot created. These laws state that no robot can harm or allow harm to come to a human, they must obey humans (unless it conflicts with the first law), and no robot can harm itself (unless it conflicts with the first two laws). In Isaac Asimov's novel I, Robot, Asimov uses independent short stories as told by robo-psychologist Dr. Susan Calvin, to show the evolution of robots and how they relate to the Laws of Robotics. Robbie is the first robot portrayed in Asimov's novel. This robot doesn't talk and is used as a nursemaid. Robots at this time are socially unacceptable which is important to acknowledge when considering their evolution. The story of Robbie mostly introduces robots, but it also touches on the first rule of robotics. Gloria, the little girl Robbie took care of, was almost killed and Robbie saved her instantly because of the first Law of Robotics and the humans involved delayed their reaction. This is also an example of how robots were superior to humans. Unlike "Robbie," the next story, "Runaround," goes into more detail of the Laws of Robotics. "Runaround," shows a robot's conflict with the second and third laws. Speedy, the robot with the conflict, is casually ordered to do ... ...ship. The machines exist because of humans and humans cannot exist without the machines. In Isaac Asimov's novel, I, Robot, robots have come a long way starting with the inaudible Robbie all the way to the machines that control the world. The irony of the society is that in the first story robots were not socially acceptable but in the final story, society depends on robots for survival. Not only have the robots and the Laws evolved in Asimov's novel, but his society has as well. Asimov shows this evolution with his use of short stories. Separately, each of the stories are just tales about particular robots and how they relate to the Laws of Robotics. When these stories are merged into one novel, they create an entirely new theme that cannot be shown when separated. Works Cited Asimov, Isaac. I, Robot. Greenwich, Connecticut: Fawcett Publications, Inc. 1950

Are human naturally violent? Essay

We are surrounded by violence. Kids take it in with their first mouthful of cereals. They will see eighteen thousand (18,000) violent deaths on television by the time they graduate from high school. They will watch physical brutality in prime-time sports and learn that â€Å"bullets and bombs† make gridiron heroes. They will hear our respected political leaders tell us why we need to start a new war. They will be spanked by their parents and learn that violence and love go hand-in-hand. If it is not biologically innate, then violence must be something people teach (Kaufman, 2002). Violence is basically an act of aggression. There are many definitions of violence, one of which is that violence is the use of strength – overt or hidden – with the objective of obtaining from an individual or a group something they do not want to consent to freely (Bandura, 1961). Further, it must be noted that there are different kinds of violence. One must distinguish between direct and indirect or structural violence: Direct violence equates to physical violence while indirect or structural violence involves poverty, exploitation, social injustice, no democracy, and the like. In a situation of violence, the parties involved in the conflict see their economic and social rights being violated as well as their civil and political rights. The short-term and long-term consequences of a violent conflict in terms of human rights violations are devastating and leave deep scars in societies. (Baumesiter, et al. 2004). Many of ideas about society and how it should be organized are based on the idea that men are born with aggressive instincts; human nature is violent and that war is inevitable. Much of our political, social, religious and scientific thinking starts with the premise that human beings are born-killers. So much a part of our consciousness has this idea that we rarely question it. In essence it has become a truth—conventional wisdom that carries with it no requirement to examine the facts with a critical eye (Baumesiter, et al. 2004). The opposing side of the debate asserts that aggressive tendencies are innate. Freud (e. g. , 1930) is one of the most famous proponents of this view, and he contended that the aggressive drive or â€Å"Todestrieb† is one of the two main foundations of all human motivation. In his view, the drive to aggress is deeply rooted in the psyche and hence independent of circumstances. As a result, people have an innate and recurring need to inflict harm or damage, and this desire needs to be satisfied periodically, one way or another. He regarded self-control (as embodied in his concept of superego) as a form of aggression, insofar as one deprives oneself of other satisfactions by restraining oneself. To Freud, this was an effective but costly way to satisfy the aggressive drive, which otherwise would manifest itself by harming or killing others or smashing property. There are several problems with Freud’s theory of innate aggression. First, of course, it does not disconfirm the importance of learning just as the findings about learned aggression do not disconfirm the hypothesis of innate tendencies. Second, there is no evidence that aggression is a need, in the sense that people who fail to act aggressively will routinely suffer impairments of health or well-being. In that sense, it is possible to accept the view of aggression as having some innate basis without agreeing that the need to aggress arises independently of circumstances. Many people are convinced that human beings are naturally violent and that consequently we cannot avoid wars, conflicts and general violence in our lives and our societies. Other specialists in this field claim that we can avoid thinking, feeling and acting violently. The Seville Statement on Violence elaborated in 1986 by a group of scholars and scientists from many countries, North and South, East and West, confirms this by stating that: â€Å"scientifically incorrect when people say that war cannot be ended because it is part of human nature. Arguments about human nature cannot prove anything because our human culture gives us the ability to shape and change our nature from one generation to another. It is true that the genes that are transmitted in egg and sperm from parents to children influence the way we act. But it is also true that we are influenced by the culture in which we grow up and that we can take responsibility for our own actions. † It further includes another proposition stating that â€Å"It is scientifically incorrect when people say that war is caused by ‘instinct’. Most scientists do not use the term ‘instinct’ anymore because none of our behavior is so determined that it cannot be changed by learning. Of course, we have emotions and motivations like fear, anger, sex, and hunger, but we are each responsible for the way we express them. In modern war, the decisions and actions of generals and soldiers are not usually emotional. Instead, they are doing their jobs the way they have been trained. When soldiers are trained for war and when people are trained to support a war, they are taught to hate and fear an enemy (UNESCO, 1986). † Hence, â€Å"it is scientifically incorrect to say that we have inherited a tendency to make war from our animal ancestors. Warfare is a solely human phenomenon and does not occur in other animals†¦. ;† second, â€Å"there are cultures that have not engaged in war for centuries and there are cultures which have engaged in war frequently at some times and not at others†¦. ;† third, â€Å"it is scientifically incorrect to say that war or any other violent behavior is genetically programmed into our human nature†¦. ;† and lastly, that â€Å" it is scientifically incorrect to say that humans have a â€Å"violent brain†Ã¢â‚¬ ¦ how we act is shaped by how we have been conditioned and socialized†¦ (UNESCO, 1986). † Humans are condemned to violence not because of our biology or human nature. For if humans are naturally violent, we would expect to find the most extreme and frequent expressions of violence in the cultures that are least socialized, most â€Å"primitive†. As a matter of fact, the opposite is true — those cultures that are most â€Å"civilized† and have the most complex social systems are the most violent. Further, while it is true that natural processes include death as well as life, it is very rare that one can find a case of what we could call real violence in any species other than human excluding involuntary biological reactions such as the need to eat, and cases of mothers protecting their young from harm, and you will find little remains other than occasional alpha male fights in wolves and primates. Therefore if humans are violent, it has less to do with nature than with nurture. There is really no evidence that people have an innate need to be aggressive periodically, in the sense that the need is independent of context (Baumeister and Bushman, 2004). If, as Freud proposed, the aggressive instinct comes from within and demands to be satisfied in one way or another, then failing to satisfy this need should be harmful, in the way that failing to eat or breathe or form social bonds is harmful to the person. But there is no sign that people who fail to perform violent acts suffer adverse consequences. Aggression is not a need, contrary to Freud, because a person could live a happy, healthy life without ever performing violent acts – provided, perhaps, that the person always got what he or she wanted. Aggression may likewise not even be a want. But it may be a response tendency. When one’s desire are thwarted, and other people stand in the way of one’s goal satisfactions, aggressive impulses arise as one way of trying to remove the thwarting and get what you want. ( Baumesiter & Bushman 2004) There are many strategies for influencing people, and these vary widely in how acceptable and how effective they are. Aggression is one strategy that does sometimes succeed (e. g. , Tedeschi & Felson, 1994). Violent activity, or even the credible threat of violence, is one way to get other people to do what you want. Ultimately, people can use aggression to further their innate goals of survival and reproduction, along with a host of other goals such as maintaining a sense of superiority over others, getting money, and intimidating others who might interfere with your desires. (Giberson). Aggression may be a last or near-last resort for most. Culture allows people many pathways to get what they want from other people. In today’s United States, the most favored way of getting what you want from other people is to pay them money. Cooperation, reciprocation, persuasion, even simple charm are often effective, and the culture approves of them much more than it approves of aggression. Still, when those fail and the person is faced with the prospect of not being able to satisfy his or her desires, aggression may present itself as a way of influencing others and obtaining satisfaction. Aggression thus helps the organism satisfy its biological needs, by way of operating on others. (Giberson). Humans are not â€Å"hard-wired† like insects or hawks, where a given stimulus results in a fixed response. Unlike most animals, we have a large cerebral cortex that allows for reasoning, consideration, creativity and culture. The instinct-controlling part of our brain is relatively insignificant in comparison to the cortex, and can be superseded by will and thought. It is this â€Å"flexible response† capability that enabled humans to survive and rise above the rest of the animal kingdom. Many anthropologists feel it was our ability to cooperate, not our ability to fight or compete, that was our evolutionary survival trait. Because of our ability to reflect and consciously choose the values we instill in our children, as a species we can be whatever we want to be. It can almost be said that there is no such thing as human nature, that almost all our traits and tendencies are culturally defined. This is not as obvious as it should be, because most of us are only exposed to one culture—a culture where everyone pretty much thinks and acts the same—and it is easy to get the impression that the way we are is the only way we can be. It is not instinct that drives us to commit atrocities, but our culture. Culture is a human creation. Our culture was molded by men who crave power and the domination of others. ( Tedeschi, & Felson 1994). In conclusion, most humans are conditioned to react aggressively and violently by our environments. We learn to think, feel and act aggressively and in some cases violently. Wherever we live, we are submitted to a social and cultural pressure that conditions us to read about violence, watch violence, and hear about violence almost constantly. Television programmes, advertisements, newspapers, video games and the movie and music industries contribute largely to this situation. Before reaching adolescence, a child has seen thousands of murders and violent acts just by watching television. If human nature is indeed violent and war is inevitable, then we need large strong states with central governments. We need powerful rulers with mighty armies and brutal security forces. We need repressive laws to protect us from each other. We need guidance from our churches on how to keep our destructive instincts under control. Of course, when we are constantly told that we are born to be killers, we have an excuse to act like killers. Violence becomes part of our culture, so we act violently. The fallacy perpetrates itself, and the irony comes full circle: our belief in the inevitability of human aggression, sold to us by the ruling elites, creates a world that makes ruling elites necessary. A person’s behavior is largely determined by his social environment such as the influence of the media, weapon availability, human relations, poverty, and the like. Individuals share the responsibility for their actions with the social forces around them. If a person is not exposed to negative social forces, he will not be prone to evil behavior. He â€Å"naturally† has â€Å"good† desires and therefore â€Å"good† behavior. To eliminate bad or evil behavior, one must focus on changing the social forces rather than on an individual’s actions. References Bandura, A. , Ross, R. , & Ross, S. (1961). Transmission of aggression through imitation of aggressive models. Journal of Abnormal and Social Psychology, 63, 575-582. Baumesiter, R. F.and Bushman, B. J. (2004) Human Nature and Aggressive Motivation: Why do Cultural Animals turn violent? RIPS / IRSP, 17 (2), 205-220, Presses Universitaires de Grenoble Baumeister, R. F. (1997). Evil: Inside human violence and cruelty. New York: W. H. Freeman. de Waal, F. B. M. (2001). The Ape and the Sushi Master. New York: Basic Books. Eisler, Riane. (1988). The Chalice and the Blade: Our History, Our Future. New York: Harper Collins. Giberson, K. Blessed Are the Peacemakers. Science and Spirit. Retrieved Nov. 10, 2006 http://www. science-spirit. org/matrix.html Kaufman, M. (2002) Men must abandon the notion they are violent by nature. Retrieved Nov. 10, 2006 at: < http://www. michaelkaufman. com/articles/menmust. html> Slife, Brent (March 1996). Taking Sides: Clashing Views on Controversial Psychological Issues. William C. Brown, 9th edition, Tedeschi, J. T. , & Felson, R. B. (1994). Violence, aggression, and coercive actions. Washington, DC: American Psychological Association. UNESCO. (1986) The Seville Statement on Violence. Spain. Retrieved Nov. 10, 2006 at: .

The True Monsters Of Mary Shelley s Frankenstein - 961 Words

The True Monsters In Mary Shelley’s novel Frankenstein, Victor Frankenstein creates a monster whose appearance brings ineffable terror and destruction into his life. However, the monster’s appearance and actions are not an accurate representation of the monster and are influenced by many outward factors that ultimately trace back to his creator. The monster’s grotesque outward appearance acts as a mirror as it reflects the true inward qualities of Victor as well as shows the flaws and abnormalities of the relationship between Victor, society, and the monster. Ever since Mary Shelley’s work gained its popularity, society has been distorting and exaggerating the image and horrors of Frankenstein’s monster. Although the monster’s outward appearance is depicted as hideous and deformed in both the novel and the commercial industry, the true horror of the monster is the reflection of his creator, Victor Frankenstein. The monster acts as a mirror into the soul of Victor and showcases his hidden morals and beliefs. Through his creation, Victor tries to quench his thirst of knowledge and power. By delving into the unnatural elements of nature, Victor feverously attempts to obtain a Godlike dominance. This obsession for power and knowledge is seen in the structure and form of the monster itself. The monster’s abnormally large characteristics and measurements shows the even more unnatural cravings that Victor feels. However, once his creation comes to life, Victor becomes petrified byShow MoreRelatedMary Shelleys Frankens tein: A Gothic Novel1595 Words   |  7 Pages Mary Shelly’s Frankenstein is one of the greatest Gothic novels to come out during the Romantic Period. Frankenstein is a prime example of what a Gothic novel should present to its reader through the genre’s twisted themes. Even though it was written in the Romantic period, Mary Shelley still wrote Frankenstein to be a Gothic work of literature. Many characteristics of Gothic novel can be seen within this novel. Mary Shelley’s outstanding novel Frankenstein is a prime example of a Gothic novelRead MoreThe Guilt Of The Death Of Others By Mary Shelley1307 Words   |  6 Pagescharacters in her writings. Mary Shelley’s guilt is significant to the guilt of her characters because they are created by her. Through them she is able to express her own guilt for the death of others. The characters inside Mary Shelley s writings have losses and gains similar to her own. In her writings, Shelley would take a theme th at was evident in her own life and apply them to her writings. â€Å"Mary Shelley, in her second novel [Valperga] as well as in her first [Frankenstein], is interested in takingRead MoreAnalysis Of Mary Shelley s Frankenstein 1306 Words   |  6 Pagesusually associated with a monster? Monsters are usually portrayed as green, slimy aliens with big, bulging eyes, extra limbs, scaly backs and rows upon rows of sharp teeth.. However, a monster does not necessarily have to possess hideous physical features in order to be deemed one; a monster can simply be someone who causes death and other forms of tragedy. Mary Shelley has been surrounded by death her entire life and she felt like a monster, such as the one in her novel Frankenstein. She felt responsibleRead MoreThe Concepts of Knowledge and Happiness in Mary Shelleys Frankenstein1011 Words   |  5 Pagesaspires to become greater than his nature will allow (Shelley 60). In Mary Shelley s Frankenstein, she expresses her beliefs r egarding the danger of pursuing happiness through the attainment of knowledge, because true happiness is found in the emotional connections established between people. 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Learn from me. . . at least by my exampleRead MoreMary Shelley: Her life influence in Frankenstein. Mary Shelleys life hardships show up subtley throughout her novel Frankenstein.1243 Words   |  5 PagesMary Wollstonecraft Shelley endured many hardships during her life. Some of these included her mother dieing during childbirth, her loathing stepmother, and later in life, the death of her beloved husband. Although she maintained a strong relationship with her father, it did not cover-up the absence of a strong maternal figure. Mary Shelley s novel Frankenstein, was influenced by the pain she encountered in her life. Mary Wollstonecraft Godwin was born on August 30, 1797 to the couple of Mary WollstonecraftRead MoreA Fit Of Enthusiastic Madness : An Essay Of Insanity1427 Words   |  6 PagesInsanity in Frankenstein Frankenstein or The Modern Prometheus is chiefly considered to be a horror novel. 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