Free

Free Will and Moral Responsibility Essay This collection of essays has its roots in a conference on free will and moral responsibility held at Monash University in November 2005, though only a few of the papers presented at the conference have made it into the current volume. We would like to thank both the participants at this conference and the contributors to this volume, as well as Cambridge Scholars Publishing for inviting us to put the collection together. Grateful acknowledgement is also made to the editor of the online journal, Sorites, where Nick Trakakis’ paper, â€Å"Whither Morality in a Hard Determinist World? †, was originally published (in vol. 19, December 2007). Finally, thanks to Shannon Weekes for her assistance in compiling the Index. INTRODUCTION NICK TRAKAKIS AND DANIEL COHEN Much of the interest of the free will debate depends on the assumption that free will is necessary for moral responsibility. In particular, it is because responsibility seems so important for our practical lives that debates about the compatibility of free will and determinism seem so urgent. However, much of the discussion in this volume bypasses this link. Instead, questions are raised that directly concern responsibility, such as whether it is compatible with determinism (see, for example, the essays by Fischer, Widerker, and Pereboom) and whether it is compatible with indeterminism (for example, the exchange between Levy and Kane). For the purposes of this introduction, we have not attempted to summarize the various ways in which the contributors construe the metaphysical foundations of moral responsibility. Instead, we wish to address a more preliminary matter. In the first part of this introduction, our aim is to say something about what we mean when we say that someone is morally responsible. It is surely important to clarify this before addressing any further substantive issues because, if we don’t clarify the meaning of this key term, there remains a significant danger that different participants in the debate about the possibility of moral responsibility will simply ‘talk past each other’. This suggests that in order to conduct a fruitful debate participants need firstly to agree on the nature of their subject-matter and, perhaps, to disambiguate different dimensions of the debate that arise if the term ‘moral responsibility’ has different connotations. In the second part of the introduction, we will discuss a neglected Wittgensteinian perspective on the notions of freedom and responsibility, a perspective that may help to clarify some of the confusion that arises when we ask what it means to say that a person is free or responsible. 1. The Meaning of Responsibility. Before proceeding to ask whether people are, in fact, ever morally responsible, it seems that an important preliminary matter needs to be settled. That is, we need to ask what we mean when we say that a person is x Introduction morally responsible. As will quickly become clear, settling this preliminary matter is, in fact, much harder than it first seems. Many of the controversies concerning the possibility of responsibility emerge even when we try to say just what ‘responsibility’ means. Let’s start with a claim that seems relatively uncontroversial. We will simply assume that ‘person A is responsible’ is a normative claim. That is to say, it is a claim to the effect that it is appropriate to hold A responsible in certain circumstances (circumstances, for example, where A has acted wrongly and where no mitigating, justifying, or excusing factors are present). However, this account of the meaning of ‘A is responsible’ raises at least two further issues. Firstly, we need to say more about what it means to hold someone responsible and, secondly, we need to say more about the nature and basis of the norms that govern appropriate responsibility attribution. It is important to keep in mind that our goal, in clarifying these two questions, should not be to settle any question regarding whether people are, in fact, ever morally responsible. Rather, we want to settle the terms of this debate before it begins. To this extent, we need sufficiently neutral accounts both of the nature of responsibility attribution and of its normative basis so that we don’t beg any substantive questions before debate has even begun. As we will try to show, however, this is a rather elusive goal. The only neutral account of the nature of responsibility attribution renders the normative question deeply controversial. And the only neutral account of the normative basis of responsibility attribution renders the nature of responsibility attribution deeply controversial. Holding Responsible There appear to be two plausible contending views regarding the nature of responsibility attribution. On cognitivist accounts, holding A responsible fundamentally involves believing something to be true of A, while on noncognitivist accounts, holding A responsible essentially involves holding some conative attitude towards A. (Cognitivists may, of course, argue that responsibility attribution is also usually associated with some conative attitude. However, they will maintain that it is possible to hold someone responsible without holding such conative attitudes. Similarly for noncognitivist accounts, mutatis mutandis. ) Non-cognitivism appears to provide the most successful neutral basis on which to premise the debate concerning the possibility of responsibility. This is because there seems little room for debate concerning the conative attitudes that characterize normal responsibility Nick Trakakis and Daniel Cohen xi attribution. In particular, few would disagree that responsibility attribution is strongly associated with the ‘reactive attitudes’ identified by P. F. Strawson, i. e. , resentment, indignation, anger and so on. 1 If one wishes to argue, however, that the reactive attitudes, while prevalent, are inessential to responsibility attribution, it is much harder to locate any common ground concerning the beliefs that are essential to responsibility attribution. One may suggest, for instance, that to hold A responsible is to believe that she is the source of some bad behaviour. Deep controversies quickly emerge on this view, however. One might take sourcehood to involve a psychological claim, for instance that A ‘really wanted’ to act wrongly. 2 However, others might object that any such glib psychological account fails to explain why it is fair to blame A for the wrongdoing (see Smilansky’s contribution). One might object, in this vein, that any such psychological story is unable to show that an agent really is the source of her having certain desires or values (see McKenna’s contribution), and that sourcehood thus requires some more obscure metaphysical basis (e. g. , agent-causation). Alternatively, one may suggest that sourcehood involves some impossible requirement such as that an agent was self-created. 3 On this view, holding someone responsible is essentially impossible. 4 Our goal is to account for the meaning of responsibility in neutral terms so as to provide a basis for constructive debate about the conditions (and the very possibility) of responsibility. It appears, however, that the cognitivist view of responsibility attribution quickly leads to debates that already beg these important questions before debate has even begun! This suggests that the best theory-neutral account of the meaning of responsibility must explain holding responsible in non-cognitivist terms. The Normative Basis of Responsibility Attribution Recall that, for the purposes of this discussion, we have assumed a normative account of responsibility according to which ‘A is responsible’ means ‘it is appropriate to hold A responsible in certain conditions’. Having addressed how best to interpret what ‘holding A responsible’ might mean, without begging any important questions, we need now to turn to a second question raised by the normative account: when exactly is it appropriate to hold someone responsible? In other words, what are the norms that govern appropriate responsibility attribution? Again, there are two plausible contending views: appropriateness may be explained either in terms of practical norms (taking ‘holding responsible’ to be analogous xii Introduction to the performance of an action) or by way of doxastic norms (taking ‘holding responsible’ to be analogous to the formation of a belief). Again, only on one of these accounts—the doxastic view—is it possible to offer an appropriately uncontroversial explanation of the norms implicit in responsibility attribution. On the doxastic view, one ought to hold A responsible if and only if it is true that A is responsible. On this view, the normative basis of responsibility attribution straightforwardly derives from the normativity of belief. It is clear that the doxastic account presupposes the cognitivist view discussed earlier, according to which holding A responsible involves believing something about her. Given this view of the nature of responsibility attribution, the normative question— concerning when responsibility attribution is appropriate—has a straightforward answer. Unfortunately, as we saw, there is no uncontroversial way to account for the truth-conditions of ‘A is responsible’, on the cognitivist assumption that it involves belief. So, despite the advantages of the doxastic view in providing a neutral account of the normative basis of responsibility attribution, this view at the same time precludes us from obtaining a neutral view regarding the nature of responsibility attribution (i. e. , the truth-conditions for the belief that A is responsible. ) Might we find an account of the normative basis of responsibility attribution that is consistent with the preferable non-cognitivist view outlined earlier? This would have to involve an alternative view, according to which responsibility attribution is justified in virtue of practical norms. However, if responsibility attribution is governed by practical norms, then things are much less straightforward. One may suggest that the relevant practical norms are just moral norms, so that ‘A is responsible’ states something like: ‘It is morally obligatory (or, perhaps, permissible) to hold A responsible’. This view may appear immediately problematic because the appropriateness of responsibility attribution will now depend on further questions that are deeply controversial (for instance, questions concerning the debate between consequentialism and nonconsequentialism; see Vargas’ contribution). A more fundamental worry arises concerning the methodological appropriateness of appealing to moral norms. One may argue, for instance, that the nature of moral obligation, itself, depends on the foundations of responsibility, which is, of course, the question at issue. Haji (in his contribution) argues that the best metaphysical basis of responsibility (i. e. , event-causal libertarianism) renders moral obligation essentially lucky. This suggests that there would be something viciously circular in explaining the meaning of responsibility Nick Trakakis and Daniel Cohen xiii in terms of some claim about our moral obligations. (See also Trakakis’ contribution. ) To avoid these worries, one may appeal to practical norms that appear to be more fundamental than any particular moral system. For instance, R. J. Wallace offers a normative account of responsibility that appeals to fairness. 5 This is meant to provide a normative basis for responsibility that remains neutral on more substantive moral issues. (See also Smilansky’s contribution. ) Clearly, however, appealing to practical norms launches us into further debates that already beg the question at issue. Again, such an account seems ill-suited for the purpose of setting up a neutral definitional framework on which to premise further debate. A Dilemma Our aim has been to find some neutral definition of responsibility to enable further non-question-begging debates about the possibility and conditions of responsibility. It seems that this goal gives rise to a tricky dilemma. The best theory-neutral account of holding responsible is the non-cognitivist account. However, this account appears incompatible with the best theory-neutral account of the norms that govern responsibility attribution—the doxastic account. The doxastic account, in turn, seems compatible only with the most problematic account of holding responsible—the cognitivist account. This is a puzzling result. Even though responsibility clearly gives rise to very complex issues, it is surprising that it is not possible even to define the terms of the debate without deep controversy. The worry thus remains that debates about the possibility and conditions of responsibility are essentially question-begging, insofar as different participants to the debate conceive of its key terms differently. Must we conclude, then, that different people and different theorists are indeed talking past each other when they debate about the possibility of responsible action? This, of course, would be a depressingly deflationist conclusion. There is a possible way out, however, that is rarely canvassed. If the question concerns the meaning of ‘responsibility’, one might suggest that there are, perhaps, other ways to settle things. In particular, isn’t the meaning of a term determined by our use of the term? (Or, at least, isn’t use a good guide to meaning?) Thus, appeal to real-world attributions of responsibility may illuminate the meaning of the term ‘responsible’. Such a methodology is sometimes rejected on the grounds that real-world attributions are rife with internal inconsistency (see, for example, Cohen xiv Introduction and Saling’s contribution). But perhaps a closer look at the Wittgensteinian ‘solution’ to the problem of freedom and responsibility will throw new light on the matter. 2. Making Sense of Free Will: A Wittgensteinian Account Wittgenstein published very little during his lifetime, and even less on the topic of free will. He does, however, make some pertinent remarks in his Tractatus Logico-Philosophicus that mirror in some respects the contemporary debates on free will. As is well known, the early Wittgenstein claims to have definitively solved the central problems of philosophy, and by implication this would include the perennial problem of free will. Wittgenstein’s strategy proceeds by separating sense from nonsense. The realm of sense is delimited in the light of his picture theory of meaning, according to which a proposition is meaningful (or capable of expressing a fact) only if it can represent or picture a contingent state of affairs. What cannot thus be represented is consigned to silence, or as Wittgenstein famously put it at the conclusion of his book, â€Å"What we cannot speak about we must pass over in silence† (proposition 7). 6 In the course of the book, however, it soon becomes clear that what can be meaningfully said are only the propositions of natural science, thereby leaving out of the realm of sense a daunting number of statements which are regularly made and used in language, including the propositions of logic, aesthetics, religion, and (most relevant for our purposes here) traditional metaphysics and ethics. But unlike the positivists, Wittgenstein does not assume that what is nonsensical is of no value. As he stated in a letter to a prospective publisher, Ludwig von Ficker: â€Å"My work consists of two parts: the one presented here plus all that I have not written. And it is precisely this second part that is the important one. †7 Further, ethical and metaphysical truths that cannot be ‘said’ or formulated in sayable (sensical) propositions can nonetheless be ‘shown’: â€Å"There are, indeed, things that cannot be put into words. They make themselves manifest. They are what is mystical† (6. 522). In line with this austere outlook, Wittgenstein hints in the Tractatus that the very concepts at issue in the free will debate—concepts such as ‘freedom’ and ‘responsibility’—cannot be meaningfully expressed. Although in propositions 5. 1361 (â€Å"We cannot infer the events of the future from those of the present†) and 5. 1362 (â€Å"The freedom of the will consists in the impossibility of knowing actions that still lie in the future†) he seems to reject determinism as false and to accept freedom of the will as true, rather than rejecting both as nonsensical, here we arguably have a Nick Trakakis and Daniel Cohen xv minimalist conception of free will as nothing more than ignorance or uncertainty regarding the future, as opposed to a substantive commitment to the metaphysical idea of a ‘will’ that could be free or unfree. This is confirmed in later passages where Wittgenstein takes the law of causality—the principle that every event has a cause—to be â€Å"not a law but the form of a law† (6. 32), adding a few propositions later that, â€Å"If there were a law of causality, it might be put in the following way: There are laws of nature. But of course that cannot be said: it makes itself manifest† (6. 36). The law of causality, in other words, is not itself a law of logic nor a law of nature (or an empirical generalization), nor a synthetic a priori proposition, but rather â€Å"something purely logical† (6. 3211), a vacuous principle that tells us, not something about the world, but only something about the form our thinking about the world must take. But what is formal, according to the Tractatus, can only be shown, not said. On this view, then, the law of causality, and by extension any substantial or metaphysical doctrine of determinism, cannot be affirmed or denied, but must be placed in the category of ineffability or nonsense. Similarly, the denial of determinism—viz. , indeterminism—is bound to result in nonsense. At one stroke, then, Wittgenstein seems to have dissolved the free will problem. Contemporary discussions of free will often take a similar turn. For example, concepts such as ‘free will’ and ‘moral responsibility’ are routinely rejected as internally incoherent or contradictory, or as incompatible with determinism or indeterminism (or both), and like the early Wittgenstein this result is achieved simply through a kind of armchair or a priori reflection on the conditions of possibility of free will and responsibility. A glaring instance of this is Galen Strawson’s ‘pessimist’ conclusion that free will, of the sort that is necessary for genuine moral responsibility, is impossible, for in order to have that kind of free will (according to Strawson) one would per impossible have to be the ultimate cause or origin of oneself, a sort of causa sui. But what is neglected in this procedure is attention to particulars, to the variety of ways in which concepts such as free will and responsibility function in different discourses and social practices. This, of course, is the message of the ‘later Wittgenstein’, the Wittgenstein of the Philosophical Investigations8, which effects a fundamental change of perspective: from the realm of an idealized logical language with rigorous definitions and analyses to the vagaries of everyday life and action out of which arise the multifarious ‘language games’. The earlier reduction of language to representation is now seen as incapable of doing justice to the rich fabric of human language, and so xvi Introduction Wittgenstein famously moves from a conception of meaning as representation to a view of meaning as use: language as a kind of doing rather than a kind of picturing. We are therefore exhorted to â€Å"look and see† (PI 66) whether there is anything in common in the variety of uses to which a word is put. We cannot simply assume that words like ‘freedom’ and ‘responsibility’ must have a hidden essence, or a universally applicable meaning that can be formulated in terms of necessary and sufficient conditions. Rather, we need to look to the complicated network of overlapping and criss-crossing similarities—what Wittgenstein calls ‘family resemblances’—between various words as these find expression in ordinary life and in various language games. Each language game, however, has its own unique ‘grammar’ (or network of rules which determine what linguistic or conceptual moves are allowed as making sense) and its own criteria of truth, rationality and intelligibility which may or may not be shared by other language games. What counts as freedom of the will may therefore differ widely depending on which language game is being played: freedom, for some religious believers, requires the extinction of one’s will, while for purposes of legislation freedom may be conceived of as requiring a significant degree of self-determination. Underlying this view is the rejection of the mathematical ideal of the Tractatus, typified by statements that are put forward as impersonal, unambiguous and impervious to context, and whose truth is intended to be timeless and without qualification. Language, for the later Wittgenstein, is a much more dynamic, diversified and activity-oriented phenomenon. And to be faithful to the richness and complexity of this phenomenon demands an appreciation of the bewildering and sometimes conflicting ways in which words and concepts—‘free will’ and ‘responsibility’ included—are used. It may be instructive to briefly compare (the later) Wittgenstein’s treatment of religious belief with his remarks on free will and voluntary action. Consider, for example, how Wittgenstein, in his â€Å"Remarks on Frazer’s Golden Bough†, responds to the phenomenon of religious diversity, to the fact that different religions seem to say different and incompatible things about (e. g. ) the nature of divine or ultimate reality and the nature and destiny of the human race: Was Augustine in error, then, when he called upon God on every page of the Confessions? But—one might say—if he was not in error, surely the Buddhist holy man was—or anyone else—whose religion gives expression to completely different views. But none of them was in error, except when he set forth a theory. 9 Nick Trakakis and Daniel Cohen xvii Against philosophers and anthropologists like James George Frazer, who construe religious doctrines as hypotheses or theories that can be confirmed or disconfirmed in light of empirical evidence, Wittgenstein views each religion as embodying a unique form of life that finds expression in language games whose ‘rules’ (relating to truth, rationality, intelligibility, and so on) may diverge quite dramatically from those of science. On this view, the various religions of the world are not in the business of constructing hypotheses and searching for evidence, and so they are not in competition with one another, at least in the way that scientific theories may vie for the mantle of verisimilitude. The problem of religious diversity is therefore dissolved. No language game, religious or otherwise, has a monopoly on truth and on the meaning of ‘truth’. Wittgenstein is thus opposed to both the religious exclusivist, who maintains that there is one religion which is privileged with respect to truth and soteriological effectiveness, and the scientistic philosopher who argues that the methods and techniques of science (perhaps construed broadly enough to include philosophy and logic) are our only reliable guide to truth. Instead, Wittgenstein places all language games on an equal footing, allowing a thousand flowers to bloom. Thus, as David Pears has perceptively pointed out, Wittgenstein’s later work has †¦an extraordinary levelling effect. It does not assimilate one kind of discourse to another: on the contrary, it is always the differences between them that are emphasized, and particularly the difference between factual discourse and the other kinds. But it does bring all the great philosophical questions which arise within them back to the same level, ordinary human life, from which philosophy started. Philosophy is the voyage out, and the voyage back, both of which are necessary if the logical space of our ordinary linguistic practices is to be understood. 10 One of these ‘great philosophical questions’ is, of course, the question of free will and moral responsibility. On this matter, as with questions to do with religious faith, Wittgenstein refused the dominance of science on modern thinking: rather than constructing systematic theories that dictate from ‘on high’—inevitably from a position that holds up science as the model for all other discourses—how the phenomena in question are to be understood, we are brought back time and again to particular facts and examples rooted in everyday language and practices. Taking such an approach to free will can produce startling results. For one thing, the belief in free will begins to look more like a religious commitment than a theoretical or scientific belief. Wittgenstein’s Kierkegaardian (or, more pejoratively, fideistic) account of religious belief is well known: xviii Introduction It strikes me that a religious belief could only be something like a passionate commitment to a system of reference. Hence, although it’s belief, it’s really a way of living, or a way of assessing life. It’s passionately seizing hold of this interpretation. 11 But his somewhat similar account of free will has received less attention, despite the ever-expanding publishing industry on free will: In the sense in which asking a question and insisting on an answer is expressive of a different attitude, a different mode of life, from not asking it, the same can be said of utterances like â€Å"It is God’s will† or â€Å"We are not masters of our fate†. The work done by this sentence, or at any rate something like it, could also be done by a command! Including one which you give yourself. 12 Life is like a path along a mountain ridge; to left and right are slippery slopes down which you slide without being able to stop yourself, in one direction or the other. I keep seeing people slip like this and I say â€Å"How could a man help himself in such a situation! † And that is what â€Å"denying free will† comes to. That is the attitude expressed in this ‘belief’. But it is not a scientific belief and has nothing to do with scientific convictions. 13 Thus, belief in free will, much like religious belief, does not purport to express an empirical fact, but is rather expressive of an attitude, a mode of life, an imperative to live in a certain way. In the two lectures he delivered at Cambridge on freedom of the will, Wittgenstein went on to characterize belief in free will as ‘groundless’, as not supported by evidence or arguments14, again indicating parallels with religious faith. To better appreciate this view of free will, one might introduce certain ideas from the Philosophical Investigations and, especially, On Certainty. 15 In the former work, Wittgenstein speaks of our beliefs as founded upon a ‘bedrock’ certainty: â€Å"If I have exhausted the justifications [for following a rule] I have reached bedrock, and my spade is turned. Then I am inclined to say: ‘This is simply what I do’† (PI 217). Similarly, in OC 341 Wittgenstein states, â€Å"the questions that we raise and our doubts depend on the fact that some propositions are exempt from doubt, are as it were like hinges on which those turn† (cf. OC 88). Although Wittgenstein refers here to propositions as acting as hinges, it is commonly thought that in the more mature phase of his epistemological work Wittgenstein thought of practices rather than propositions as primary. This, then, is no traditional foundationalism, where an inferential relationship is thought to obtain between the set of beliefs that comprise the foundations and the other beliefs we hold, with the former justifying the latter. Instead, for Wittgenstein what lies at the bottom or at the foundations of our language Nick Trakakis and Daniel Cohen xix games are not specific beliefs or propositions, but ‘ungrounded ways of acting’ (OC 110, 204), ‘communal practices’ (OC 128, 298), and ‘forms of life’ (OC 7, 358). It is in this spirit that Wittgenstein quotes from Goethe’s Faust: â€Å"In the beginning was the deed† (OC 402). Nonetheless, our practices and forms of life can be said to show or manifest the beliefs (or quasi-beliefs) and assumptions upon which we base our lives, including such beliefs as ‘I have two hands’ and ‘The world has existed for more than 10 minutes’. However, in opposition to G. E. Moore, Wittgenstein describes these as ‘certainties’ rather than ‘knowledge-claims’, for they are not grounded in evidence or open to verification, but express an attitude and a way of acting, and so are not true or false, reasonable or unreasonable, but simply â€Å"there—like our life† (OC 559, cf. 162, 205). It would be arguably in keeping with this epistemological account, in conjunction with the later Wittgenstein’s remarks on free will, to say that belief in free will (and moral responsibility) may also function, at least in some contexts, as one of the bedrock certainties, as one of the things that ‘stand fast for us’ in our actions and practices (cf. OC 116), or as the framework within which our ethical practices operate and are made intelligible. There are close parallels here with existentialist philosophy, where to exist as a human being and to be free (almost) come to the same thing. Jean-Paul Sartre, for example, famously stated that we are ‘condemned’ to freedom, not free not to be free. In a similar vein, the Russian religious existentialist Nikolai Berdiaev, dubbed ‘the philosopher of freedom’, eschewed traditional accounts of freedom, which treat free will as an object that could somehow be perceived, investigated and proved or disproved from the outside, and adopted instead the Kantian position that freedom is a postulate of action: it is something we must presuppose to even think of a world in which human life and human agency are possible. Wittgenstein would have been sympathetic to this outlook, for like the existentialists he is primarily concerned with concrete social and linguistic practices and seeks to provide a philosophical understanding of human existence that is not restricted to the explanatory framework of science (or even that of much traditional philosophy). For Wittgenstein, therefore, belief in free will, just as much as belief in God, is not threatened by scientific discoveries: â€Å"we couldn’t say now ‘If they discover so and so, then I’ll say I am free’. †16 In line with this view, Wittgenstein spends some time in his lectures on freedom of the will in attempting to show that even if a deterministic account of the world were demanded by our best scientific theories, belief in free will need not be affected at all. 17 But he is not thereby putting forward a case for compatibilism: â€Å"All these arguments xx Introduction might look as if I wanted to argue for the freedom of the will or against it. But I don’t want to. †18 Wittgenstein does not follow the traditional course of attempting to resolve the free will problem by proving one position or refuting another. His aim, as with other traditional philosophical problems, is to expose the problem as some kind of deep muddle or confusion arising largely from misunderstandings of the workings of language. One recurrent criticism of this view is that it appears to render the language games of science, religion, and ethics entirely self-contained and cut off from each other, if not also immune from criticism from ‘without’. This, indeed, is a common misconception of the Wittgensteinian account of religion, and in response Wittgensteinians such as D. Z. Phillips have emphasized the many important connections between religious and nonreligious forms of life which (it is held) must be recognized if religious belief is not to degenerate into superstition. Similarly, Wittgenstein points out that scientific discoveries may have a bearing on ascriptions of free will: â€Å"A discovery might influence what you say on the freedom of the will. If only by directing your attention in a particular way. †19 But despite these connections between the scientific and non-scientific domains, Wittgenstein insists that the distinctiveness of each language game must not be overlooked. In particular, the languages of ethics and religion must not be assimilated to the kind of fact-stating discourse and fact-finding activities that characterize the empirical sciences.

The Group-Oriented Japanese :: Essays Papers

The Group-Oriented Japanese In contrast to American individualism, Japanese are group-oriented. Japanese do not like to be alone or to do things differently from others. They stick together: eating, working, or traveling in a group. Following others and being part of a group gives them a kind of carefreeness and joy. Why are Japanese group-oriented? The reasons originate from their geography, history, and culture. Geographical location and climate play a key role in promoting this group-orientedness. Japan is isolated from other countries. Japan is composed of four main islands which are surrounded by sea and located far from America, Europe, or Australia. Thus, Japan is isolated from other countries. In the past, this geographical location make it difficult to communicate with other countries, so this isolation reinforced their tendency to stick together. Furthermore, the climate of Japan has created a rice-producing country based on collective work. Japan is located in a part of the monsoon area which stretches from Siberia in the north to Indonesia in the south. In summer, seasonal winds blow from the tropical south seas and bring heavy rainfall to Japan. With the temperate climate and plenty of rainfall, Japan has become one of the most favorable countries for rice farming. Rice-farming involves rice-planting, cultivation, and irrigation works in large fields, so it requires a lot of workers. Rice-farming is collective labor or group work, and this collective labor encourages group rather than individual. In Japanese geography, the isolationism and the favorable climate for rice-farming have created their group-orientedness. In Japanese history, homogeneousness and the SAKOKU policy also helped to create the group-orientedness. Japan is a homogeneous country. The islands of Japan were first inhabited 5,000 years ago by some people from China. For 2,000 years since the founding of the country, Japan has been a racially homogeneous nation. No major invasion by other racial or cultural groups has occurred. In addition, the SAKOKU or "closed country" policy contributed to the formation of group-orientedness. In the beginning of the 17th century, many foreign Catholic missionaries began to visit Japan and were considered harmful to Japanese Buddhism. In 1639, a series of measures called the SOKOKU were enacted to prohibit Christianity in Japan. The SAKOKU prohibited Japanese from leaving the country, Catholic groups from entering the country, and all foreign trade and diplomacy. Due to this police, Japan was closed to the world for over two hundred years.

Global Warming Myth

Man made global warming does not exist. Evidence suggests that carbon levels are not abnormally high and that the ice caps are not melting away. There are many reputable scientists who question this theory we call global warming. Others would say it is a way for the government to control more and more of our daily lives and to move along an agenda that benefits certain groups and individuals. Man made global warming is a theory being preached to us as gospel and being taught as fact already proven.However there are a large number of people in the scientific community who would disagree. One of the most prominent opponents of man made global warming was Dr. Frederick Seitz. â€Å"Dr. Seitz is a physicist who served as the president of the National Academy of Science during the 1960’s and of Rockefeller University from 1968 to 1978. In 1973 he received the National Medal of Science. †(Oriana Zill de Granados, PBS. org, April 24, 2007, p1. ) Dr. Seitz known as the â€Å"G randaddy of global warming skeptics† (Buisness week, June 24. was an apponent of climate change saying that â€Å"the science behind global warming was likewise inconclusive and certainly didn’t warrant imposing mandatory limits on the greenhouse-gas emissions† (Mark Hertsgaard, Vanity Fair. com, While Washington Slept, May 2006, p3. ). Dr. Seitz believed science was being misrepresented and wrote an â€Å"op-ed page to The Wall Street Journal thrashing the integrity of a 1995 I. P. C. C. and that global warming and ozone depletion were exaggerated threats devised by environmentalists and unscrupulous scientists pushing a political agenda†. Mark Hertsgaard, Vanity Fair. com, While Washington Slept, May 2006, p3) He also wrote that â€Å" This IPCC report, like all others, is held in such high regard largely because it has been peer-reviewed. That is, it has been read, discussed, modified and approved by an international body of experts. These scientists h ave laid their reputations on the line. But this report is not what it appears to be–it is not the version that was approved by the contributing scientists listed on the title page.In my more than 60 years as a member of the American scientific community, including service as president of both the National Academy of Sciences and the American Physical Society, I have never witnessed a more disturbing corruption of the peer-review process than the events that led to this IPCC report. † (Dr. Frederick Seitz, Wall Street Journal, June 12, 1996) Dr. Seitz was also a main component to and wrote the forward for the Oregon Petition. The Oregon Petition states â€Å"We urge the United States government to reject the global warming agreement that was written in Kyoto, Japan in December, 1997, and any other similar proposals.The proposed limits on greenhouse gases would harm the environment, hinder the advance of science and technology, and damage the health and welfare of manki nd. There is no convincing scientific evidence that human release of carbon dioxide, methane, or other greenhouse gasses is causing or will, in the foreseeable future, cause catastrophic heating of the Earth's atmosphere and disruption of the Earth's climate. Moreover, there is substantial scientific evidence that increases in atmospheric carbon dioxide produce many beneficial effects upon the natural plant and animal environments of the Earth. (Oregon Institute of Science and Medicine. org) This petition has garnered over 31,000 signatures of scientists who feel that man made climate change is not definitive. Almost 10,000 of those who signed the petition have PhD’s. This petition shows that there are a large number of scientists who question man made global warming exists, unlike the Washington Post writer who wrote about scientists who are skeptical about global warming â€Å"but these few- about 2% of climate researchers- could hold their annual meeting in a phone booth, if there are any left. (Larry Bell, Forbes, That Global Warming Consensus, July 17, 2012 p. 1) These scientists are not just forming an opinion on the subject there is mounting evidence to back up their claims against climate change. We hear about the ice caps melting and watch on television polar bears stranded on floating pieces of ice that have broken off and drifting away. National Public Radio published a story on its website claiming â€Å"Ten years ago, a piece of ice the size of Rhode Island disintegrated and melted in the waters off Antarctica.Two other massive ice shelves along the Antarctic Peninsula had suffered similar fates a few years before. † (Richard Harris, NPR. org, Humans Role In Antarctic Ice Melt is Unclear, August 22, 2012) This leads to a conclusion that Antarctica is melting away when just the opposite is happening. According to (James Taylor, Antarctic Ice Sets Another Record, Forbes, September 19, 2012) † Antarctic sea ice has been growing s ince satellites first began measuring the ice 33 years ago and the ice has been above the 33 year average throughout 2012†.Snow and ice are steadily increasing and growing faster than it is melting. Meteorologist Anthony Watts shows us new information from ICESAT(Ice, Cloud, and Land SATellite) which is NASA’s top satellite for observing and measuring the earths ice and masses. â€Å"During 2003 to 2008, the mass gain of the Antarctic ice sheet from snow accumulation exceeded the mass loss from ice discharge by 49 Gt/yr (2. 5% of input), as derived from ICESat laser measurements of elevation change.The net gain (86 Gt/yr) over the West Antarctic (WA) and East Antarctic ice sheets (WA and EA) is essentially unchanged from revised results for 1992 to 2001 from ERS radar altimetry. † (Wattsupwiththat. com, Anthony Watts, ICESAT Data Shows Mass Gains of the Antarctic Ice Sheet Exceed Losses, September 10, 2012) So ice and snow are growing in Antarctica and a new stud y by NASA suggests that the continent once was green and full of vegitation. The frozen continent of Antarctica which some believe is melting away due to global warming once was green and suitable for vegitation. The peak of Antarcticas green perioid was between 16. 4 and 15. 7 million years ago during the Micene Epoch†. (NASA. gov, June 17, 2012, p. 2) During this time carbon levels, which is the main contributor to greenhouse gasses and global warming were â€Å"400 to 600 parts per million(ppm)† (NASA. gov, June 17, 2012,p. 2) Carbon levels today are at â€Å"393ppm, the highest they have been in the past several million years. † (NASA. gov, June 17, 2012, p. ) This shows our carbon levels today are almost the level they were millions of years ago when Antarctica was green and yet today snow and ice are building in the region. If carbon levels are almost the same as they were millions of years ago than who was creating them? We are told over and over again we cause global warming from our cars to refriderators to hairspray. The question needs to be answered who was driving in Antarctica 16 million years ago? The answer is nobody. Global warming is being used as a tool generate fortunes for the government and take our liberty away.

Crime Statistics And Juvenile Crime - 951 Words

Juvenile Crime Statistics The paper will focus and highlight some details of the statistics of juvenile crime statistics and juvenile crime itself. Is an aim to evaluate the reduction in national juvenile arrest, narcotics offenses, minor assaults, and the allegations regarding minor females, with the incousion of ethnic and racial classes. Additionally, data will be shown on the increase in arrest for minor females, the contrast in decrease for their male delinquent counterparts and voilent crimes and lastly, the method of gathering trends for arresting data of juveniles. According to the (Juvenile Justice Bulletin, 2000). Determining juvenile crime statistics the arrest data report the amount of arrest made by law enforcement in a precise year - nor the amount of individual arrested nor the amount of crimes committed. Data about juvenile crime, in particular violent crime, and statistics about the size and characteristics of the juvenile population have played an important part in the policy debates (Zimrin g, 1998). Overall Decrease in Juvenile Arrest Juvenile crime rates are a significant portion of the UCR statistics. (Uniform Crime Report).Most of the crimes in which juveniles committed were in fact violent crimes. The main crimes that were committed were drug abuse and simple assault. According to the FBI, juveniles accounted for 17% of all arrests, while 15% of those arrests were considered violent crimes. (Juvenile Crime 2001, 2003) Overall there has been aShow MoreRelatedJuvenile Crime Statistics677 Words   |  3 PagesAssignment; Juvenile Crime Statistics Paper CJA374 Juvenile Justice Systems and Processes Francisco Jorge Flores Sr. December 3rd, 2012 Mrs. Amy Gordon University of Phoenix Write a 700 to 1,050 word paper summarizing the key points of the â€Å"Juvenile Arrests 2008† article. Address the following; According to Puzzanchera (2009), on his Juvenile Arrests 2008, article published through the Juvenile Justice Bulletin from the Office of Juvenile Justice and Delinquency Prevention, juvenile arrestsRead MoreJuvenile Crime Statistics878 Words   |  4 PagesJUVENILE CRIME STATISTICS PAPER Juvenile Crime Statistics Paper CJA/374 September 19, 2012 The information in this article gives statistics of juvenile crime in America ranging from the late 1980’s to 2008. Its purpose is to take the information provided in these studies over the past 20 years or so to guide efforts and address the disparities among the youth to combat and prevent juvenile delinquency to better the lives of our children and for the future of our nationRead MoreJuvenile Crime Statistics Paper765 Words   |  4 PagesJuvenile Crime Statistics Paper University of Phoenix CJA374 May 10, 2011 Juvenile Crime Statistics Paper This paper will address and summarize four different points from the juvenile arrests bulletin from 2001. Such points included in the summary are the overall decrease in juvenile arrests, the increase in drug offenses and simple assaults, implications for juvenile females and minorities, and last an assessment of the tracking of juvenile arrests as a method of measuring the amountRead MoreJuvenile Crime Statistics Essay931 Words   |  4 PagesJuvenile Crime Statistics William Scott Bennett CJA/374 September 24, 2012 LeDetra C. Jones Juvenile Arrests 2008 Data is collected by law enforcement agencies within the United States and submitted to the Federal Bureau of Investigations for tracking purposes. These numbers are used by analysts at the FBI to indicate trends in crime and to possibly develop alternative policing methods. A statistician can manipulate numbers to show what they feel is relevant, but aside fromRead MoreJuvenile Crime and Justice1126 Words   |  4 Pagesï » ¿ Juvenile Crime Justice Introduction Are crime rates for juveniles in the United States on the rise or are they falling? What kinds of crimes are juveniles typically arrested for? Are all the laws and policies with reference to juvenile justice seen as truly fair? Should a juvenile be locked up for life without the possibility of parole? What has the U.S. Supreme Court ruled as to locking juveniles up for life without the possibility of parole? These and other issues will be discussed inRead More Juvenile Crime Essay example975 Words   |  4 Pages Juvenile Crime Introduction nbsp;nbsp;nbsp;nbsp;nbsp;Every year, millions of juveniles are involved in criminal activities. According to statistics, as of 1999, the arrest rate for juvenile crime has dropped from its peak in the mid-1990’s. Statistics about juvenile crime have shown a steady increase of juvenile arrests from 1987 to 1994. Although overall crime rates have decreased since 1994, they are still above what they were in 1980. The following paragraphs and charts show the crime ratesRead MoreThe Nature Of Youth Crime877 Words   |  4 PagesWhat is the nature of youth crime in Australia? Youth crime is the crime committed by juvenile offenders. It is the common issue in Australia. The age group between 14-19 years old is the popular group of youth crime. (News 2013) Different age groups commit different types of crimes. (The youth court 2009) Also, there are many kinds of crime and crime method in the society, such as, drug offences, robbery, burglary, assault and violent offenses. The group of people who crime together that is called criminalRead MoreEssay about Not All Offenders Should be Labeled Juvenile Delinquents505 Words   |  3 PagesNot All Offenders Should be Labeled Juvenile Delinquents Juvenile delinquency is a critical concern to the general public. When adolescents commit crimes or are accused of an offense, they automatically become labeled criminals, delinquents, and deviants in the eyes of the courts, of the state, and of various people. However, is it fair to label them as such? When a status offense such as curfew, vandalism, or even disorderly conduct, is committedRead MoreJuvenile Crimes1247 Words   |  5 PagesJuvenile crime is a growing problem that endangers virtually every American. Juvenile delinquency is enormously damaging to the health and well-being of the nations families and communities. A juvenile crime can consist of DUI, robbery, rape, minor in possession, weapon in possession anything an adult can be charged with. Individuals under the age of eighteen who commit these crimes can be charged as a juvenile delinquent. Statistics show that most juveniles that commit crimes are in a gang; weatherRead MoreJuvenile Crime and the Influence of Media Violence1463 Words   |  6 PagesJuvenile Crime and the Influence of Media Violence With several arguments for both sides can we truly determine if there is only one main role in juvenile crime? There are many statistics that show there is a higher aggression level formed in people who watched a great deal of violent television or played violent video games as a child. People must begin to consider that there are several contributors to youth crime and violence. Youth crime is often fueled by media violence and can depend on how

2019â€2020 SAT Score Release Dates

Because SAT scores can play an important role in the college admissions process, most applicants are eager to learn how they performed on the exam. Scores are typically available online about two to three weeks after the test date. The table below presents the exact dates.   2019–2020 SAT Score Release Dates SAT Test Date Multiple-Choice Scores Available Online Essay Scores Available August 24, 2019 September 6 September 9–11 October 5, 2019 October 18 October 21–23 October 16, 2019 November 8 November 11–13 October 30, 2019 November 20 November 25–27 November 2, 2019 November 15 November 18–20 December 7, 2019 December 20 December 23–25 March 4, 2020 March 26 March 30–April 1 March 14, 2020 March 27 March 30–April 1 March 25, 2020 April 16 April 20–22 April 14, 2020 May 6 May 8–12 April 28, 2020 May 20 May 22-26 May 2, 2020 May 15 May 18–20 June 6, 2020 July 15 July 15–17 The SAT is offered worldwide on Saturdays  seven times a year. This table presents more than seven test dates because of special school-day administrations of the exam. These weekday options—October 16, October 30, March 4, March 25, April 14, and April 28—wont be available or convenient for many high school students.   How Do I Check My SAT Scores? When you register for the SAT, you create  an online account to do so. Be sure to keep track of your login information, for you will use that same online account to retrieve your SAT scores. In the My SAT section of your College Board account, youll find the scores for every SAT and SAT Subject Test youve taken. Youll also find breakdowns of your scores and percentile rankings that show how you measure up compared to other students. Another benefit of the College Boards online score reports is that youll get a customized study plan should you choose to retake the SAT, and youll get access to free SAT practice materials through Khan Academy. What Time Do My SAT Scores Appear? In the past, scores would appear online at 8:00 a.m. EST. In recent administrations of the exam, the scores have rolled out throughout the day. If you live on the east coast, dont bother setting your alarm for the wee hours to get your scores early. They will not be posted before 8:00 a.m. Also, dont panic if the morning of the score availability date comes and goes and your scores have not yet appeared online. It could be the afternoon or even the evening before your scores appear. There have also been cases in which the College Board has missed the score date for logistical reasons, and locally scores may be delayed if there were testing abnormalities at your particular testing center. In short, be patient. The only reason you should worry about your scores is if your classmates who took the exam on the same date have received their scores, and a day later your scores still have not appeared. At that point, it may be worth contacting the College Board to see what the issue may be. Why Do  My SAT Essay Scores Appear Later Than the Multiple Choice Score? Youll notice that the College Board provides a later score availability date for the SAT essay than for the multiple-choice section of the exam. The reason for this is rather simple: the multiple-choice answers are scored by a computer whereas the essay section needs to be scored by experienced readers. In fact, your essay will be read by two different people and then the scores from those two readers will be added together to arrive at your final SAT essay score. The logistics of getting the essay scores are much more complicated than for the multiple-choice section. The essay readers need to be trained for consistency in the scoring process, the essays need to be distributed to those readers, and then the scores from those readers need to be reported back to the College Board. Even though the essays are scored holistically (the readers do not mark up the essays or spend much time focusing on an essays minutiae), reading and scoring the essays is still a time-consuming process. It makes sense that the College Board can post the multiple-choice scores before the essay scores. That said, you may very well find that your essay scores  are available when your multiple-choice scores are posted. Paper SAT Scores and College Score Reports Once the College Board has your SAT scores, posting those scores online is quick and easy. Paper score reports, however, take more time, as do the reports you requested that will be sent to colleges. In general, you can expect paper score reports and college reporting within ten days of receiving all of your scores (multiple-choice and  the essay scores) online. Be sure to take this slight delay into account when you calculate when you should take the SAT. Youll want to make sure your score reports will arrive at colleges by the application deadline.   Can I Get My Scores Earlier Than The Posted Dates? In a word, no. Scoring and processing hundreds of thousands of answer sheets takes time, and the College Board isnt in a position to flag individual exams for expedited service. If youre applying Early Action or Early Decision, youll want to plan ahead so that you are taking exams that will get scores to colleges on time. The new August test date makes this easier, and the August and October exams should work fine  for early admission programs.   That said, for a fee, you can order rush service to get a score report mailed to a college more quickly (see SAT Costs, Fees, and Waivers). This doesnt change the date that scores become available, but it helps get a score report to a specific college a little faster if you didnt order the scores at the time of the exam. I Got My Scores. What Now? Once you have received your scores, youll need to figure out what the scores mean in relation to your college aspirations. Are your SAT scores good enough? Are you on target for admission to the college you hope to attend?  If time allows, should you take the exam again?  What are your options if your scores arent what you had hoped for?   To get a sense of how you measure up at some of the nations most selective colleges and universities, these articles can help guide you. They present SAT data for the middle 50% of admitted students at different types of colleges: SAT Scores for the Ivy LeagueSAT Scores for Top Liberal Arts CollegesSAT Scores for Top Public Universities Can I Challenge My SAT Scores? If your SAT scores seem far off from what you expected, you have some options for figuring out what went wrong. It is possible, for example, that your answer sheet did not scan properly. For a fee, you can request that your multiple-choice answer sheet be scored by hand. This needs to be done within five months of the test date. If it turns out that an error did occur in the processing of your score, the College Board will refund the verification fee. Note that the College Board will  not  rescore your exam if you failed to follow directions. For example, if you did not fill in the ovals properly or you used a pen instead of a #2 pencil, you will not be eligible to have your scores changed. With the SAT essay, the situation is similar. You can request that your essay score be verified in case of a score reporting error or a scanning problem. Your essay will  not  be reread. The College Boards essay scoring process has built-in safety measures to ensure accurate scores. Two readers will score your essay, and if the scores by those two readers differ by more than one point (on a 4-point scale), the essay will be sent to a scoring director who will score the essay. A Final Word on SAT Scores Theres no getting around the fact that SAT (and ACT) scores often play an important role in the college admissions process. That said, try to put the exam in perspective. Your academic record will matter more than the SAT, so be sure to work hard and do well in challenging college-preparatory classes. Also, realize that the most selective colleges have holistic admissions, so a winning application essay and meaningful extracurricular involvement can help compensate for less-than-ideal SAT scores. Finally, keep in mind that hundreds of colleges have test-optional admissions and dont consider SAT scores at all.

Blood Imagery in Macbeth - 857 Words

Shakespeare is legendary for his uses of symbolism. No other example is as evident as the bloody hands of Macbeth and his obsession with them. Macbeth has killed King Duncan and doesn’t stop there, he kills the guards making Duncan’s sons flee. This gives Macbeth the throne. However he becomes overwhelmed with the guilt. Shakespeare uses blood to show how it reminds Macbeth of the violent acts he has committed and how he has become obsessed with the blood on his hands. Initially the blood represents courage and bravery. For brave Macbeth-well he deserves that name- â€Å"disdaining fortune, with his brandished steel, which smoked with bloody execution, like valor’s minion carved out his passage(Shakespeare 408). Banquo praises his defeat†¦show more content†¦The play helps to personify the phrase â€Å"Blood is thicker than water,† because Macbeth and Lady Macbeth could never successfully wash away their sins and forget about the past, and this was why they ended up dead (Carramond). Macbeth is ultimately executed and his turning away from good to evil happened once he looked at his hands. His obsession was his ultimate downfall (Jordan). He could never clean the hands so he never tried to. He did what he believed was best for him. His character had become new and was further away from the brave Macbeth (Jordan). Shakespeare once again brings up the blood in Macbeth’s death scene. Of all men else I have avoided the e but get thee back; my soul is too much charged with blood of thine(Shakespeare 490). Macbeth refuses to kill Macduff because he would not kill a man who was born by a woman. This gives him the false sense of security that he so willfully stands behind (Carramond). The bloody death is the end of Macbeth. Blood is the main symbol used in Macbeth. It is seen in the first scene and in the last. Blood has always reminded what Macbeth had done to Duncan. This sin was something that he could never escape, according to him. He thus became paranoid with the blood, it was an obsession. Also, the irony that Lady Macbeth ridiculed Macbeth for being a coward at the bloody hands wasShow MoreRelatedMacbeth Imagery Blood1442 Words   |  6 PagesBlood Imagery in Macbeth Shakespeare’s plays are well known for the richness of their imagery. This is particularly true in Macbeth and the many allusions to blood. The use of blood imagery gives the reader some foresight into what is going on in the play and how the characters are thinking and feeling. Blood is used to represent heroics on the battlefield, evil and murderous inclinations, and ultimately guilt and shame. Shakespeare uses the symbol of blood to give the readers insight intoRead MoreMacbeth - Blood Imagery in Macbeth Essay990 Words   |  4 PagesWilliam Shakespeare wrote the Tragedy of Macbeth in approximately 1606 AD. He loosely based it on a historical event occurring around 1050 AD. Macbeth is the story of a nobleman, who, while trying to fulfill a prophecy told to him by three witches, murders his King to cause his ascension to the throne of Scotland. After the Kings murder, Macbeth reigns as a cruel and ruthless tyrant, who is forced to kill more people to keep control of t he throne. Finally, Scottish rebels combined with English forcesRead More Blood Imagery In Macbeth Essay590 Words   |  3 Pages In Shakespeares Macbeth a play, a man named Macbeth goes through a great transformation; Macbeth goes from being a heroic general in the kings army to an assassin and a tyrant. The theme of the play is never give into evil because it destroys no matter what the benefits are. Blood Imagery is very important in the play; it shows Macbeths evil ambition in the beginning, middle, and end of the play. In the beginning of the play, blood imagery is very important. quot;Till he unseamed him from theRead MoreTheme Of Blood Imagery In Macbeth872 Words   |  4 Pages MACBETH’S FALL INTO EVIL Shakespeare uses imagery to show Macbeth’s fall into evil. Darkness is invariably associated with evil and to a certain extent deception. William Shakespeare employs the imagery of darkness throughout his play of Macbeth. He uses dark images often to describe instruments of disorder and the evils which characters portray. Macbeth is a tragedy that was written by Shakespeare in the Elizabethan Era. In Elizabethan England night air was said to be impure and rheumy and itRead More Blood Imagery in Macbeth Essay1916 Words   |  8 PagesShakespeare’s Macbeth is a story taken from Scottish history and presented to the Scottish king James I. Shakespeare took this gory tale of murderous ambition, however, and transformed it into an imaginative tale of good and evil. Shakespeare brought about this transformation by relying upon â€Å"imaginative verbal vigor† that imbeds itself in the brilliantly concentrated phrases of this literary work. Critics have dubbed it his dar kest work, along with King Lear. In his critique of Shakespeare’s worksRead MoreBlood Imagery in Macbeth Essay1451 Words   |  6 PagesMacbeth is the ultimate story of a fight between the forces of good and evil. It tells the tale of a tragic hero whose quest for power leads to his ultimate downfall. Macbeth starts out as an honorable warrior but changes when his ambition becomes uncontrollable. As he becomes increasingly paranoid, Macbeth uses violent means to eliminate threats to his Scottish throne. As the play progresses, blood continuously plays a part in the events as the murders become more frequent. William ShakespeareRead MoreMacbeth Blood Imagery Essay1924 Words   |  8 Pagesâ€Å"HUGH, YOU ARE GUSHING BLOOD!!!† Our heads spin around to see bright, red blood all over his shoes, feet, and the boat. The sight of blood immediately made my stomach drop and put everyone into an instant frenzy. Blood causes people to react because of the stir of emotion it causes, and the same can be said for imagery. Authors of all types of literature use imagery as a tool to engross their readers and make their senses come alive, specifically Shakespeare. In all of Shakespeare’s work a key instrumentRead MoreTheme Of Blood Imagery In Macbeth1001 Words   |  5 PagesShakespeare’s use of Blood to Represent Guilt â€Å"Guilt is cancer. Guilt will confine you, torture you, destroy you as an artist. Its a black wall. Its a thief† (Dave Grohl, BrainyQuote). In Shakespeares play Macbeth, Shakespeare uses Macbeth’s guilt as a recurring theme. Macbeth is about a man who receives a prophecy from three witches who tell him he will become soon become the king of Scotland. In his quest to become king, Macbeth will do anything, even kill one of his best friends, regardlessRead MoreImagery of Blood, Light and Clothing in Macbeth by William Shakespeare540 Words   |  3 PagesImagery of Blood, Light and Clothing in Macbeth by William Shakespeare Imagery, the art of making images, the product of imagination (Merriam- Webster). Shakespeare uses many forms of imagery in his writing of Macbeth. Three main forms of imagery in this play are blood, light and darkness, and clothing. Within each form of this imagery Shakespeare incorporates symbols that the reader must understand if they are to interpret either the passage or the play as a whole. In Macbeth blood symbolizesRead More bloodmac Shakespeares Macbeth - Images and Imagery of Blood and Sleep922 Words   |  4 PagesBlood and Sleep Imagery in Macbeth  Ã‚   Macbeth screams imagery!   Shakespeare uses imagery of blood and sleep   to create an atmosphere of horror, during the killing of Duncan, which contributes to our sense of Macbeths growing insanity.   Eventually Lady Macbeths final scene is enhanced with the use of blood imagery which reflects her guilt.   Shakespeares use of imagery connects the feeling of horror from audience to play.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Macbeth held such potential for himself. He was

Portfolio for Journal of Undergraduate Student- myassignmenthelp

Question: Discuss about thePortfolio for Journal of Undergraduate Student Research. Answer: Branch, C. (2015). 3D Printing In Healthcare.The Review: A Journal of Undergraduate Student Research,16(1), 1-4. In the journal, the implication of 3D printing technology has been discussed with respect to healthcare. The author has evaluated the working process of 3D printing technology, the applications of the technology in the present as well as future and the limitations that the technology has. The article also discusses the 3d printing concepts and how the technology can be utilized to replace the CT scan technology (which is used in health care services). The article emphasizes the advantage of using 3D printing technology in replacing the scanning technologies that are used currently in healthcare systems. The article evaluates the limitations of the mentioned technology and how it cannot be used to scan at cellular levels. The current medical applications of the 3D printing technology has been discussed in the discussion section of the article such as prosthetics, polymers and artificial jaw bones. The author also discusses how the 3D printing technology can be used in the future such as stem cell research and advanced vasectomy. The journal concludes by stating the bright future that 3D printing technology has and how the technology has the power to change the landscape of the healthcare services in the coming years. Inspite of the advantages proposed by the technology, the author should have demonstrated the working process of the 3D printing technology. The article has failed to demonstrate a conclusive approach to the future applications of the technology. Moreover, the authors should have mentioned the technical aspects of the technology and how the users of the technology will react to the technology being used on them. Kianian, B., Tavassoli, S., Larsson, T.C. and Diegel, O., 2016. The Adoption of Additive Manufacturing Technology in Sweden.Procedia CIRP,40, pp.7-12. The authors have mentioned the use of additive manufacturing in this journal article with respect to Sweden. The article discusses the sample dataset of different users in this journal article. A survey has been provided in the article where a quantitative research has been taken to check the usage of technology among various users. Moreover, the article also discusses the different types of rapid prototyping and production. A total of 70 users has been taken where 55 users belong from institutes such as Swedish companies and research institutes. The extra 15 users has been taken from other fields excluding the mentioned institutes. The article states a final analysis which shows that the technology is used in small organizations mostly (around 58%) and the rest 42% are used in medium as well as large industries. The article evaluates the latest applications of 3D printing technology such as rapid prototyping. The authors have also emphasized on the different usage of the technology among different users in the country. The future applications of the mentioned technology has been evaluated in brief besides the present applications of additive manufacturing. The implications of the technology on the prospective users have been determined as well in the journal article by the authors. The article fails to determine the influence of additive manufacturing in workplaces beside the mentioned institutes. The article also fails to provide a conclusive result of the survey as the number of users were very limited. At least, 100 users should have been included in the survey for a better understanding of the context. Bibliography Branch, C. (2015). 3D Printing In Healthcare.The Review: A Journal of Undergraduate Student Research,16(1), 1-4. Kianian, B., Tavassoli, S., Larsson, T.C. and Diegel, O., 2016. The Adoption of Additive Manufacturing Technology in Sweden.Procedia CIRP,40, pp.7-12.