Measure for Measure Essay: Isabella’s Moral Dilemma -- Measure for Mea

Isabella’s Moral Dilemma in Measure for Measure "O cunning enemy that, to catch a saint, with saints dost bait thy hook." A disturbing tale of suspense, dark comedy and corruption, Shakespeare's Measure for Measure explores sexuality, morality and the law, exposing the abuse of authority in high places amid the seething underworld of Vienna. This essay will explore Isabella’s moral dilemma. In the play, Claudio has been sentenced to death for getting his fiancee pregnant (his crime was not so much getting her pregnant, but having sex with her at all). Claudio's sister, Isabella, who is in the process of joining a nunnery, feels that Claudio has done wrong, has sinned and committed a crime, but she feels that the sentence--death--is too strict. So, she goes to the ruler of the city, Angelo, to plead for her brother's life. The previously virtuous Angelo falls into lust with Isabella, and he propositions her to save her brother by having sex with him (Angelo). Now, remember that Isabella is in the process of becoming a nun. She, of course, rejects this propos...

Bowl & Edward Maulthrop

Edward Maulthrop is one of the renown member of an artistic family of the Moulthrops. It is a dynasty of both the son, father and grandfather who have highly contributed to the sculptural wood world. This chain of the art fellows share a common vision and have a common procedure. This family is a representation of a three generation wood sculptures. For instance Edward was in his teenage years during the years of 1930s. Philip was a teenager at the years of 1970s. The present generation holds its central representation of the Moulthrop family through the youngster Matt who is believed to have just begun his career.Edward is believed to be and considered as the grandfather of wood turning. More often it was noted that he produced a body or pieces of work that meditated on one of the best forms of the lathe represented in a variety of works found in his home in the state of Georgia. These are some of the preoccupations that both Philip and Matthew Moulthrop use as the basis for their w orks. Edward has used a feature of curving wood referred to as wood turning. He begun turning immediately he put together cash he made from the delivering of magazines.He purchased his first lathe at a cost of $16. 95. Wood turning is a feature that can be achieved through use of lathe which gives a perfect three dimensional art forms. Lathe is a special material that gives an artist the powers to use a stationery blade for carvings. This gives a block of wood a beautiful, revolving and even attribute. During his carvings and especially the Bowl sculpture, Edward Moulthrop was trying to express some ideas in a crafty form. The Bowl is a contemporary form that he uses as a medium or channel for communicating his own ideas.The treatment given to the surface of this figure is magnificent and the rich concentration of beauty given to the local wood is a renowned work. Among the works exhibited at the Hauston Center for Contemporary Craft situated in Hauston Texas is Edward Moulthropâ₠¬â„¢s untitled Bowl. This work is a display of a unique yet capturing technique that is different from sculptures done by other wood artists. A renowned wood artist referred to as Christian Burchard, born in the year 1955, uses an also interesting technique.He turns through the walled vessels made from wood burls when the wood is still green that is wet and this makes the wood warp and crinkle as they dry. At this exhibition is a display of vessels that have warped according to different sizes. The exhibit achieves a dynamic attribute and places the frozen vessels in a motion. But the Untitled bowl is user oriented and captures attention of a viewer not only of its tantalizing beauty but its amazing size. The sculpture is huge to be precise. The sculpture is made from a Tulip Wood tree that must have been huge.It is made of grains that are carefully knotted making magnificent grain knots. There is a pattern of knots and burrows created all around the bowl. Seemingly Edward was leavi ng the viewer to have his own judgments of whatever representation the sculpture had. No wonder he has given the title†untitled bowl† to the piece leaving anyone wop0ndering whether this was a misappropriate title. At its non representational interpretation, the piece, is a mere vessel that is very beautiful and appealing to any viewer. The artist has used light to give the vessel even more life.The pattern-styled use of multithreaded beads all over the vessel gives it a tantalizing attribute and any art for art’s sake person would describe the piece as marvelous. Though the piece is given the unexplainable title, a closer look at the work gives the lower or the forefront of the sculpture a bowl figure. The use of line quickly drifts the attention of a viewer to the upper part of the sculpture. He has waved the sculpture to make interest of a viewer peruse or go through the entire piece. Though the sculpture is huge, the waviness given to it makes it smaller when analyzing it hence concentration is given to the entire work.It might be that Edward Maulthrop was having the representation of a human figure when designing the art work. And to him maybe a very powerful female figure. This is because the woman figure is represented as a wavy figure. The richness of rings used adds the attribute of beauty. The use of light represents the full life in this flexible and very beautiful female figure. There is a mixture of light and dark to bring out contrast in the art piece. But richness of beauty is still perceived through the fully filled sculpture having a nice pattern of rings all over it. References1. Rebecca S Cohen, Art Gudo Texas, 2004, University of Texas Press, ISBN 0292712308 2. Suzanne Hoebl, America’s Art Museums, 2002, W. W Norton, ISBN 0393320065 3. Erwin Ottomas Christen, A guide to Art Museums on the United States, 2006, Dodd Mxad 4. Julia Hurvey, Julie Abrams, Wooden Statues of the old Kingdom, 2001, BRILL,ISBN 9004123571 5. Maureen Matherson, Barbara Cooper, Barbara Rosen, World Museums Guide 1974, 1973, and MC-Graw hill Education-Europe. 6. R. R Bowker Company, American federation of Arts, American Art Directory, 1952, Jacques Cattel Press, R. R Bowker. .

The Great Pueblo Revolt - Resisting Spanish Colonialism

The Great Pueblo Revolt, or Pueblo Revolt [AD 1680-1696], was a 16-year period in the history of the American southwest when the Pueblo people overthrew the Spanish conquistadors and began to rebuild their communities. The events of that period have been viewed over the years as a failed attempt to permanently expel Europeans from the pueblos, a temporary setback to Spanish colonization, a glorious moment of independence for the pueblo people of the American southwest, or part of a larger movement to purge the Pueblo world of foreign influence and return to traditional, pre-Hispanic ways of life. It was no doubt a bit of all four. The Spanish first entered the northern Rio Grande region in 1539 and its control was cemented in place by the 1599 siege of Acoma pueblo by Don Vicente de Zaldivar and a few score of soldier colonists from the expedition of Don Juan de Oà ±ate. At Acomas Sky City, Oà ±ates forces killed 800 people  and captured 500 women and children and 80 men. After a trial, everyone over the age of 12 was enslaved; all men over 25 had a foot amputated. Roughly 80 years later, a combination of religious persecution and economic oppression led to a violent uprising in Santa Fe and other communities of what is today northern New Mexico. It was one of the few successful--if temporary--forceful stoppages of the Spanish colonial juggernaut in the New World. Life Under the Spanish As they had done in other parts of the Americas, the Spanish installed a combination of military and ecclesiastical leadership in New Mexico. The Spanish established missions of Franciscan friars in several pueblos to specifically break up the indigenous religious and secular communities, stamp out religious practices and replace them with Christianity. According to both Pueblo oral history and Spanish documents, at the same time the Spanish demanded that the pueblos render implicit obedience and pay heavy tribute in goods and personal service. Active efforts to convert the Pueblo people to Christianity involved destroying kivas and other structures, burning ceremonial paraphernalia in public plazas, and using accusations of witchcraft to imprison and execute traditional ceremonial leaders. The government also established an encomienda system, allowing up to 35 leading Spanish colonists to collect tribute from the households of a particular pueblo. Hopi oral histories report that the reality of the Spanish rule included forced labor, the seduction of Hopi women, raiding of kivas and sacred ceremonies, harsh punishment for failing to attend mass, and several rounds of drought and famine. Many accounts among Hopis and Zunis and other Puebloan people recount different versions than that of the Catholics, including sexual abuse of Pueblo women by Franciscan priests, a fact never acknowledged by the Spanish but cited in litigation in later disputes. Growing Unrest While the Pueblo Revolt of 1680 was the event that (temporarily) removed the Spanish from the southwest, it was not the first attempt. The pueblos had offered resistance throughout the 80-year period following the conquest. Public conversions didnt (always) lead to people giving up their traditions but rather drove the ceremonies underground. The Jemez (1623), Zuni (1639) and Taos (1639) communities each separately (and unsuccessfully) revolted. There also were multi-village revolts which took place in the 1650s and 1660s, but in each case  , the planned revolts were discovered and the leaders executed. The Pueblos were independent societies before Spanish rule, and fiercely so. What led to the successful revolt was the ability to overcome that independence and coalesce. Some scholars say that the Spanish unwittingly gave the Pueblo people a set of political institutions that they used to resist colonial powers. Others think it was a millenarian movement, and have pointed to a population collapse in the 1670s resulting from a devastating epidemic that killed off an estimated 80% of the native population, and it became clear that the Spanish were unable to explain or prevent epidemic diseases or calamitous droughts. In some respects, the battle was one of whose god was on whose side: both Pueblo and Spanish sides identified the mythical character of certain events, and both sides believed the events involved supernatural intervention. Nonetheless, the suppression of indigenous practices became particularly intense between 1660 and 1680, and one of the main reasons for the successful revolt appears to have occurred in 1675  when then-governor Juan Francisco de Trevino arrested 47 sorcerers, one of whom was Popay of San Juan Pueblo. Leadership PoPay (or Popà ©) was a Tewa religious leader, and he was to become a key leader and perhaps primary organizer of the rebellion. PoPay may have been key, but there were plenty of other leaders in the rebellion. Domingo Naranjo, a man of mixed African and Indian heritage, is often cited, and so are El Saca and El Chato of Taos, El Taque of San Juan, Francisco Tanjete of San Ildefonso, and Alonzo Catiti of Santo Domingo. Under the rule of colonial New Mexico, the Spanish deployed ethnic categories ascribing pueblo to lump linguistically and culturally diverse people into a single group, establishing dual and asymmetric social and economic relationships between the Spanish and Pueblos. Popay and the other leaders appropriated this to mobilize the disparate and decimated villages against their colonizers. August 10-19th, 1680 After eight decades of living under foreign rule, Pueblo leaders fashioned a military alliance that transcended longstanding rivalries. For nine days, together they besieged the capital of Santa Fe and other pueblos. In this initial battle, over 400 Spanish military personnel and colonists and 21 Franciscan missionaries lost their lives: the number of Pueblo people who died is unknown. Governor Antonio de Otermin and his remaining colonists retreated in ignominy to El Paso del Norte (what is today Cuidad Juarez in Mexico).    Witnesses said that during the revolt and afterward, PoPay toured the pueblos, preaching a message of nativism and revivalism. He ordered the pueblos to break up and burn the images of Christ, the Virgin Mary and other saints, to burn the temples, smash the bells, and separate from the wives the Christian church had given them. Churches were sacked in many of the pueblos; idols of Christianity were burned, whipped and felled, pulled down from the plaza centers and dumped in cemeteries. Revitalization and Reconstruction Between 1680 and 1692, despite the efforts of the Spanish to recapture the region, the Pueblo people rebuilt their kivas, revived their ceremonies and reconsecrated their shrines. People left their mission pueblos at Cochiti, Santo Domingo and Jemez and built new villages, such as Patokwa (established in 1860 and made up of Jemez, Apache/Navajos and Santo Domingo pueblo people), Kotyiti (1681, Cochiti, San Felipe and San Marcos pueblos), Boletsakwa (1680-1683, Jemez and Santo Domingo), Cerro Colorado (1689, Zia, Santa Ana, Santo Domingo), Hano (1680, mostly Tewa), Dowa Yalanne (mostly Zuni), Laguna Pueblo (1680, Cochiti, Cieneguilla, Santo Domingo and Jemez). There were many others. The architecture and settlement planning at these new villages was a new compact, dual-plaza form, a departure from the scattered layouts of mission villages. Liebmann and Pruecel have argued that this new format is what the builders considered a traditional prehispanic village, based on clan moieties. Some potters worked on reviving traditional motifs on their glaze-ware ceramics, such as the doubled-headed key motif, which originated AD 1400-1450. New social identities were created, blurring the traditional linguistic-ethnic boundaries that defined Pueblo villages during the first eight decades of colonization. Inter-pueblo trade and other ties between pueblo people were established, such as new trade relationships between Jemez and Tewa people which became stronger during the revolt era than they had been in the 300 years before 1680. Reconquest Attempts by the Spanish to reconquer the Rio Grande region began as early as 1681  when the former governor Otermin attempted to take back Santa Fe. Others included Pedro Romeros de Posada in 1688 and Domingo Jironza Petris de Cruzate in 1689--Cruzates reconquest was particularly bloody, his group destroyed Zia pueblo, killing hundreds of residents. But the uneasy coalition of independent pueblos wasnt perfect: without a common enemy, the confederation broke into two factions: the Keres, Jemez, Taos and Pecos against the Tewa, Tanos, and Picuris. The Spanish capitalized on the discord to make several reconquest attempts, and in August of 1692, the new governor of New Mexico Diego de Vargas, initiated his own reconquest, and this time was able to reach Santa Fe and on August 14th proclaimed the Bloodless Reconquest of New Mexico. A second abortive revolt occurred in 1696, but after it failed, the Spanish remained in power until 1821 when Mexico declared independence from Spain. Archaeological and Historical Studies Archaeological studies of the Great Pueblo Revolt have been focused on several threads, many of which began as early as the 1880s. Spanish mission archaeology has included excavating the mission pueblos; refuge site archaeology focuses on investigations of the new settlements created after the Pueblo Revolt; and Spanish site archaeology, including the royal villa of Santa Fe and the governors palace which was extensively reconstructed by the pueblo people. Early studies relied heavily on Spanish military journals and Franciscan ecclesiastical correspondence, but since that time, oral histories and active participation of the pueblo people have enhanced and informed scholarly understanding of the period. Recommended Books There are a few well-reviewed books that cover the Pueblo Revolt. Espinosa, MJ (translator and editor). 1988. The Pueblo Indian Revolt of 1698 and the Franciscan Missions in New Mexico: Letters of the Missionaries and Related Documents. Norman: University of Oklahoma Press.Hackett CW, and Shelby, CC. 1943. Revolt of the Pueblo Indians of New Mexico and Otermins Attempted Reconquest. Albuquerque: University of New Mexico Press.Knaut, AL. 1995. The Pueblo Revolt of 1680: Conquest and Resistance in Seventeenth-Century New Mexico. Norman: University of Oklahoma Press.Liebmann M. 2012. Revolt: An Archaeological History of Pueblo Resistance and Revitalization in 17th Century New Mexico. Tucson: University of Arizona PressPreucel, RW. (editor). 2002. Archaeologies of the Pueblo Revolt: Identity, Meaning, and Renewal in the Pueblo World. Albuquerque: University of New Mexico Press.Riley, CL. 1995. Rio del Norte: People of the Upper Rio Grande from Earliest Times to the Pueblo Revolt. Salt Lake City: University of Utah Press.Wilcox, MV. 2009. The Pueblo Rev olt and the Mythology of Conquest: An Indigenous Archaeology of Contact. Berkley: University of California Press. Sources This article is part of the About.com guide to Ancestral Pueblo Societies, and part of the Dictionary of Archaeology Lamadrid ER. 2002. Santiago and San Acacio: Slaughter and Deliverance in the Foundational Legends of Colonial and Postcolonial New Mexico. The Journal of American Folklore 115(457/458):457-474.Liebmann M. 2008. The Innovative Materiality of Revitalization Movements: Lessons from the Pueblo Revolt of 1680. American Anthropologist 110(3):360-372.Liebmann M, Ferguson TJ, and Preucel RW. 2005. Pueblo Settlement, Architecture, and Social Change in the Pueblo Revolt Era, A.D. 1680 to 1696. Journal of Field Archaeology 30(1):45-60.Liebmann MJ, and Preucel RW. 2007. The archaeology of the Pueblo Revolt and the formation of the modern Pueblo world. Kiva 73(2):195-217.Preucel RW. 2002. Chapter I: Introduction. In: Preucel RW, editor. Archaeologies of the Pueblo Revolt: Identity, Meaning, and Renewal in the Pueblo World. Albuquerque: University of New Mexico Press. p 3-32.Ramenofsky AF, Neiman F, and Pierce CD. 2009. Measuring Time, Population, and Residential Mobility from the Surface at San M arcos Pueblo, North Central New Mexico. American Antiquity 74(3):505-530.Ramenofsky AF, Vaughan CD, and Spilde MN. 2008. Seventeenth-Century Metal Production at San Marcos Pueblo, North-Central New Mexico. Historical Archaeology 42(4):105-131.Spielmann KA, Mobley-Tanaka JL, and Potter MJ. 2006. Style and Resistance in the Seventeenth-Century Salinas Province. American Antiquity 71(4):621-648.Vecsey C. 1998. Pueblo Indian Catholicism: The Isleta case. US Catholic Historian 16(2):1-19.Wiget A. 1996. Father Juan Greyrobe: Reconstructing tradition histories, and the reliability and validity of uncorroborated oral tradition. Ethnohistory 43(3):459-482.

Why Did Israel Win the First Arab-Israeli War - 1248 Words

On May 14 1948, Israel declared its independence as a new state. A war that officially lasted approximately 19 months ended with the Israelis’ victorious and proud owners of a legal Jewish homeland. Despite the fact that there is a vast array of sources, especially with the opening of the Israeli and foreign archives, they are all immeasurably biased and all tend to have opposing opinions one nearly every aspect of both the Arab-Israeli conflict and War. A number of factors led to this outcome namely foreign involvement, military strength, impetus, leadership, and the lack of timing and preparation of the invading states. â€Å"The first war began as a civil conflict between Palestinian Jews and Arabs following the United Nations recommendation†¦show more content†¦Ã¢â‚¬Å"Both sides expanded their armies during the war, but by the end, the Arab forces were about 60,000 against 115,000 in the Israeli army, swelled by the rapid immigration of Holocaust survivors† . Other sources cite different numbers of soldiers. It is clear however that the Israelis had more troops and routed the Arab troops. The fact that the Arab troops were outnumbered and outclassed most certainly led towards Israel winning the war. Following World War II and the genocide of Hitler, the Jewish community was desperately searching for a homeland, a safe shelter. Having now where else to go, the Jews who had not been granted asylum and had nowhere else to go went to Israel and fought with great incentive. The armies of Israel and all the adult Israelis were on the defensive, they fought with vigor to protect their homes, land, family, religion, and the survival of the Jewish community. Unlike the Israelis who had something to fight for, the soldiers of the Arab League were just that, soldiers fighting for pay and nothing else, no motivation. The need for survival and lack of alternate options for the Israelis triggered the need to win, a need that undoubtedly led them to victory. A number of outstanding leaders and officials helped in guiding Israel to defeating the invading Arab League. The Jewish community in Israel set up a clear chain of command, for the prime minister down throughShow MoreRelatedEssay on The Arab-Israeli Conflict2283 Words   |  10 Pagescontributed to the wars between the Arabs and Israelis in 1956, 1967 and 1973. One of which was President Nassers personality. In the 1950s a new president, Gamal Abdul Nasser, came to power in Egypt. President Nasser had a very strong and determined character and was very eager to get revenge on the Israelis for the 1948 war, which Egypt lost. 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The Legacy Of The Reconstruction Era - 1303 Words

The Reconstruction Era America was in disarray following the events of the Civil War. Southern economy was in shambles while congress was struggling to find a middle ground between the radical republicans and Lincoln’s lenient policies. Many Southerners faced the aftermath of uprooting their society and their way of life while thousands of newly freed slaves struggled to find a way to support themselves. The country needed a strong leader, however on the 14th of April, 1865 President Lincoln was assassinated by John Wilkes Booth in the Ford Theatre in Washington (Farmer). Without the man that had once held the nation together, the country now faced an enormous obstacle; reconstructing American economics, politics and social life. The main economic hurdle the country faced was centered in the south. After the war many Southerners were dependant on federal aid subsistence and the emancipation proclamation cost the South $2 billion of it’s capital (Farmer). Furthermore, a griculture had been what maintained southern economy but post-war most farms and plantations were desolate and many of the few railroad tracks that were there before had been destroyed. Historian Charles Beard looks at the war as, â€Å"the triumph of the forces of industrialism over plantation agriculture.† However this is not entirely true. While there was some movement towards industry, the south was still primarily agriculturally based and had adopted a system of sharecropping to do so. It took until 1867 forShow MoreRelatedThe Legacy Of The Reconstruction Era1920 Words   |  8 PagesIn the years prior to the Reconstruction era, the nation was involved in a brutal civil war—one of the most destructive to ever take place. The North and the South were fighting against each other, with the Confederate States fighting for secession and slavery, and the Union fighting for an in tact country. 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The first is the post-Civil War U.S. and the second focuses on the Southern United States (Wikipedia, n.d.). | 6) The post-Civil War conquest of the West, including the â€Å"displacement† of theRead MoreAbraham Lincoln And Its Impact On The United States1470 Words   |  6 Pagesthe United States because he abolished slavery. Also, his Reconstruction plan showed the South that they would have a say in the government, despite their size. This was significant because slavery was tearing the country apart. When the South threatened to leave the Union they complained about slavery and about not having a say in the government. Lincoln realized why they would feel that way and helped them out. By the time reconstruction was over, the Southerners had a more stable lifestyle andRead MoreEssay about Jim Crows Legacy 616 Words   |  3 Pagespre-Civil War/Reconstruction era. The insidious nature of Jim Crow easily converted bigotry and intolerance from vile vices to prized virtues. Although Jim Crow laws were settled by the 1954 court case, Brown v. Board of Education of Topeka, where all laws and public policy based on the theory of separate but equal were deemed unconstitutional; they were not fully eliminated until the mid 1960s, almost one hundred years after the end of U.S. Civil War and the beginning of Radical Reconstruction. Read MoreRace And Reunion : The Civil War1581 Words   |  7 Pagesthe war. The two major themes race and reunion, demonstrate how white Americans adjusted and altered the causes and outcomes of the Civil War to reflect their particular ideas regarding this catastrophic conflict between Northerners and Southerners era. Blight, addresses how these differences in cultures collided in the visions that they saw America becoming when reunited as a union after the Civil War, reconciliationists, White supremacy and emancipationist. Blight does an excellent job of showingRead MorePolicy Containment in the Northwest Ordinance and Missouri Compromise576 Words   |  3 Pageswas the end of the Reconstruction Era and allowed the South to â€Å"turn the tables† on the North. Democrats were able to regain control of the Legislative and Judicial branches of government. (http://history.ncsu.edu/projects/cwnc/exhibits/show/second-redemption/redemption-1877) In conclusion, containment was accomplished through stages that included the Establishment of the Northwest Ordinance and the Missouri Compromise that later led to the failure of the Reconstruction Era and allowed the Southern

Ethical Reflection on College Legacy Admissions free essay sample

Prestigious American colleges and universities, such as Dartmouth, Princeton, UVA, and Harvard, are internationally renowned for providing exceptional scholarly opportunities and ensuring an above-average career for the brightest minds; acceptance into one of these institutions is considered by many as a sign of great intellectual promise. Is it not shocking, then, that in many of these institutions, approximately 10 to 25 percent of the student body consists of legacy admissions, a majority of which would be considered academically incompetent for these institutions? In â€Å"Are Legacy Preferences in College Admissions Un-American? † Michael Lind argues that the tradition of legacy preferences, adopted by over three quarters of America’s selective colleges, is at odds with the fundamental design of a democratic republic because it reduces social mobility by promoting an economic and educational aristocracy. To further this point, it has been estimated that beneficiaries of legacy preferences are disproportionately white, Protestant, and upper income. Hence adding on to Michael Lind’s argument, legacy admissions are not only an un-American tradition, but also an important ethical issue, as they disadvantage meriting students of color, various religions, and lower income. We will write a custom essay sample on Ethical Reflection on College Legacy Admissions or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As noted by James Conant, â€Å"Each generation must have the possibility to start life afresh†¦ Sons and daughters must and can seek their own level, obtain their own economic rewards, and engage in any occupation irrespective of what their parents might have done. † It is clear that opting to keep legacy preferences would bring about the most harm if one evaluates the issue using the ethical decision framework, a method of finding alternative actions to ethical issues that considers the benefits and harms each course of action will produce, which moral rights will be affected by this course of action, whether or not a particular course of action shows favoritism or discrimination, which course of action will advance the common good, and lastly, which course of action will bring about the development of moral virtues. As Michael Lind argues, legacy preferences promote privileged access to one of the most precious income-generating assets– diplomas and professional credentials— as well as ration access to higher education partly on the basis of birth rather than solely on the basis of individual abilities. Although often advertised as a means of â€Å"breaking the tie† between candidates, research suggests that legacy adds 160 SAT points to a candidates record, increasing ones chances of admission to a selective institution by approximately 20 percentage points. This tradition of quasi-hereditary aristocracy of MBAs, MDs, and PhDs can hardly be justified by any of the ethical approaches, whether one considers the utilitarian, rights, justice, common good, or virtue approach. With regards to the first, legacy preferences produce the most harm as they advantage only a select undeserving few. Legacy preferences also fail to score points with the rights approach, as they greatly violate the rights of applicants to be selected based on merit, although some might argue that the university has the right to select the kind of individuals that make up their student population. However, this argument is destroyed if one considers the justice approach, which considers whether a particular option treats people equally or proportionately. Seeing as the beneficiaries of legacy preferences tend to be white, Protestant, and rich, legacy preferences are unethical. It is evident that banning legacy-based admissions would be the ideal and logical solution. Admittance to a college would be based solely on merit, ensuring that applicants would not be discriminated against as a result of their color, religion, or socioeconomic status. In accordance with the common good approach, a ban on legacy preferences would be beneficial to the entirety of the community rather than to the privileged few who hold a majority of the political and economic power. Furthermore, considering the virtue approach, merit-based admissions would enable deserving people to receive the necessary formation needed to become world-changing individuals. Although the solution to this issue seems obvious, our society has yet to recognize that the tradition of legacy preferences is actually an ethical issue. Many remain unconvinced that legacy preferences even pose a problem because they believe can benefit from them or because they have accepted legacy as a criteria for selection. Yet, when presented with all the facts, it is evident that legacy-based admissions disadvantage all but a few wealthy elite.

Time Transfixed Essay Example

Time Transfixed Essay RENE MARGRITTE, TIME TRANSFIXED, 1938 Time transfixed by Rene Margritte is a surrealistic painting. By watching the painting We see a very sharp and clear painting with dark colors close to the red. The painting look so real that fools the eye and the observer has the impression that it is a computer graphic and not a real painting. The composition its ruled by straight diagonal lines. But there are some vertical lines to break the monotony and to relax our eye. Our vision goes straight to the fireplace because its the only object on white and attracts our attention. It is a strange composition. There is a fireplace and a train coming through it. Its the train that travels through the time. But why come through the fireplace? That because is surrealistic. On the top of the fireplace are two candles. The candles are not lit. But the painting is illuminated by natural light coming from the right. The candles symbolize the knowledge. In meddle of two candles is a black watch showing 1 oclock. The watch symbolizes time and the mystery of time! On the back is a mirror. It reflects only the shape of the candle and the watch and nothing else. There is void space on the mirror. Thats because the mirror symbolizes the mystery of the Universe and our ignorance for the mysteries that Universe hides and the forth dimension TIME. By seeing the painting the observers has the impression that there is void space in the room too. The mirror and the fireplace, which looks like an empty box, give that impression. We dont know if there is void space in the room because we see only a part of it. There are also implied lines. Its the painting line that goes from the left to the inside right and the light line that goes from right to inside left. Those lines meet together at an another horizontal line, which passes through the train and the watch. These lines give more focus to the train and