Cybercrime in Indonesia Essay

Even if Indonesia has not ratified or signed the Convention on Cybercrime yet, officially Indonesia has implemented almost all cyber crime provisions set forth in the Convention. These provisions are set out in several articles in Law No. 11 Year 2008 on Information and Electronic Transaction. The seven provisions, among others; offense related to child pornography, illegal access, illegal interception, data interference, system interference, misuse of devices, and computer related forgery. The provisions of computer-related fraud and attempt and aiding or abetting are no longer regulated under this Act due consideration has been accommodated by the existing provisions in the Penal Code. Likewise, some offenses related to infringements of copyright and related rights are deemed to have been sufficiently set forth in the Law on Intellectual Property Rights. In addition to the above provisions, the Law No.11/2008 is the merely cybercrime statute in Indonesia, which also includes provisions on e-commerce and e-signature referring to the UNCITRAL Model Law and the EU Directives on such subjects. This is by virtue of the awareness of regulator about inevitable legal convergence of telecommunications, media, and informatics. By means of the principle of neutrality and efficiency, this product of law will be able to encompass the three specialties. Moreover, hacking, according to BATAN is defined as ‘infiltrating or breaching activities into an electronic system without rights, which usually aim to misuse or damage the system.’ Identical definition of hacking is also proposed by David S. Wall which is ‘deliberate unauthorized access to spaces over which rights of ownership or access have already been established.’ Therefore, hacking can be incorporated into illegal access provisions. In the Article 30, there are three paragraphs that organize illegal access, inter alia; 1. ‘Setiap Orang dengan sengaja dan tanpa hak atau melawan hukum mengakses Komputer dan/atau Sistem Elektronik milik Orang lain dengan cara apa pun.’ It means ‘any person intentionally and without right or unlawful access to computers and/or electronic system belongs to any other person in any way.’ 2. Setiap Orang dengan sengaja dan tanpa hak atau melawan hukum mengakses Komputer dan/atau Sistem Elektronik dengan cara apa pun dengan tujuan untuk memperoleh Informasi Elektronik dan/atau Dokumen Elektronik. It means ‘any person intentionally and without right or unlawful access to computers and/or electronic system in any way aim at obtaining electronic information and/or document.’ 3. Setiap Orang dengan sengaja dan tanpa hak atau melawan hukum mengakses Komputer dan/atau Sistem Elektronik dengan cara apa pun dengan melanggar, menerobos, melampaui, atau menjebol sistem pengamanan.’ It means ‘any person intentionally and without right or unlawful access to computers and/or electronic system in any way by infiltrating, trespassing, surpassing, and breaking through a security system.’ The first offenses are to be punished with imprisonment up to 6 years either with or without an administrative fine of up to IDR 600 million. Meanwhile the second offenses are to be sentenced by imprisonment up to 7 years either with or without an administrative fine of utmost IDR 700 million. The latter is to be sanctioned by imprisonment up to 8 years either with or without an administrative fine of up to IDR 800 million. During the past four years since enactment, a myriad of hacking incidents have taken place in Indonesia . However, only two cases were successfully expressed and processed in court. The first case is a case of hacking (defacing) the Election Committee website in 2004 by Dani Firman. While the second case is a similar case against the website of one Indonesia’s largest party, Golkar, by Iqra Syafaat. In fact, according to data from the Association of Indonesian Internet Service Provider (APJII), in 2003, it has recorded 2267 cases of network incidents and in 2004 there were 1103 such cases. It can be concluded that the cases which fails to trial far less. Furthermore, another concern is phishing, defined as ‘the pursuit of personal financial information that is subsequently used to defraud the victim and relies upon the recipient’s inability to distinguish a bogus email from a real one.’ Hence, it should be categorized into ‘computer related forgery’ provision. Article 35 states ‘Setiap Orang dengan sengaja dan tanpa hak atau melawan hukum melakukan manipulasi, penciptaan, perubahan, penghilangan, pengrusakan Informasi Elektronik dan/atau Dokumen Elektronik dengan tujuan agar Informasi Elektronik dan/atau Dokumen Elektronik tersebut dianggap seolah-olah data yang otentik.’ It implies ‘any person intentionally and without right or unlawful manipulate, create, delete, alter, or suppress any electronic document and/or information with the intent that it be considered as if it were authentic.’ Accordingly, this breach is to be sentenced up to 12 years in prison and a maximum fine of IDR twelve million. Unfortunately, there is no case hitherto which is brought to court proceeding. Finally, rare incidents of cybercrime exposed and processed in court trial as the aforementioned are caused by several factors, inter-alia; the lack of awareness among users, the absence of single identity number, the reluctance of victims to report, the limitedness of infrastructure or equipment and devices in the field of IT, and also the lack of law enforcement officers who have expertise in the field of IT. ——————————————– [ 1 ]. Indonesia Law Number 11/2008 about Information and Electronic Transaction, entry into force on April 21,2008 [ 2 ]. See (n 1) art 27 and art 9 in Convention on Cybercrime, Council of Europe, entry into force on July 1, 2004 [ 3 ]. See (n 1) art 30 and art 2 in Convention on Cybercrime, Council of Europe, entry into force on July 1, 2004 [ 4 ]. See (n 1) art 31 and art 3 in Convention on Cybercrime, Council of Europe, entry into force on July 1, 2004 [ 5 ]. See (n 1) art 32 and art 4 in Convention on Cybercrime, Council of Europe, entry into force on July 1, 2004 [ 6 ]. See (n 1) art 33 and art 5 in Convention on Cybercrime, Council of Europe, entry into force on July 1, 2004 [ 7 ]. See (n 1) art 34 and art 6 in Convention on Cybercrime, Council of Europe, entry into force on July 1, 2004 [ 8 ]. See (n 1) art 35 and art 7 in Convention on Cybercrime, Council of Europe, entry into force on July 1, 2004 [ 9 ]. art 8 in Convention on Cybercrime, Council of Europe, entry into force on July 1, 2004 [ 10 ]. (n 9) art 11 [ 11 ]. (n 9) art 10 [ 12 ]. Indonesia has several Laws on IPR such as Law No.12/1997 about Copyright, Law No.29/2000 about Vegetal Variety Protection, Law No.30/2000 about Trade Secrecy, Law No.31/2000 about Industrial Design, Law No.32/2000 about Layout Designs of Integrated Circuits, Law No.14/2001 about Patent, and Law No.15/2001 about Trademark [ 13 ]. See UNCITRAL Mode Law on E-commerce on http://www.uncitral.org/pdf/english/texts/electcom/05-89450_Ebook.pdf and UNCITRAL Mode Law on E-signature http://www.uncitral.org/uncitral/uncitral_texts/electronic_commerce/2001Model_signatures.html accessed September 28, 2012 [ 14 ]. (n 1) Explanation [ 15 ]. BATAN is an Indonesian government institution which constitutes one of consulting agents of ICT, http://www.batan.go.id/sjk/uuite.html accessed September 29, 2012 [ 16 ]. Wall, David S, ‘Cybercrime: The Transformation of Crime in the Information Age’, (Polity Press 2008) 53 [ 17 ]. (n 1)

How much is John Proctor responsible for his own death Essay

â€Å"The Crucible† is set in 1692, in Salem, Massachusetts. It is written by Arthur Millar in the early 50’s. It follows the lives of a gang of teenage girls, meddling with witchcraft. Stifled by the crushing pity of their elders they end up doing strange things in the woods. The chief of the group of young ladies is a girl called Abigail Williams-her innocence lost in the bed f John Proctor, a married farmer who is the soul of the play. Suddenly the devil is let loose in Salem. The girls are discovered, spurred on by their terrified accusations and the entire village is consumed by cries of witchcraft. One by one, the blameless victims of mass hysteria are torn from their homes until, inexorably, Abigail’s vengeance is turned on Proctors wife. A timeless tale of truth on trial, the Crucible relentlessly a suspenseful drama of collective evil and personal conscience. It’s centre is a vastly moving story of guilt, love and redemption. Proctor is responsible for his own death in many ways, the main reason is infidelity in relation to Abby. The other contributing factors are morality, pride, religion, law and local grievances. This is the first time we see Proctor and Abby interact with each other, â€Å"Since Proctors entrance, Abigail has stood as though on tiptoe, absorbing his presence, wide eyed. He glanced at her then goes to Betty on the bed†(pg 17) We can tell the mood in the room instantly, Abby is stood there staring at him on tiptoes, indicating her need to attract him by making herself taller, as it is believed height is the figure of beauty. Where as Proctor is quite dismissive, and shows that he doesn’t want to be acknowledged by her by glancing at her and appearing quite cold and clinical. The issue of infidelity plays a major part in the lead up to Proctors death. As Abby is envious of Elizabeth and is also quite resentfully bitter towards her, regarding how Abby was thrown out of the household because of her entanglement with John. In this quotation Abby is clueing the audience in to her past affair with him, â€Å"I look for John Proctor that took me from my sleep and put knowledge in my heart! I never knew what pretence Salem was, I never knew the lying lessons I was taught by all these Christian women and their covenanted men! And now you bid me tear the light out of my eyes? I will not, I cannot! You loved me, John Proctor, and whatever sin it is, you love me yet! † For Proctor, we quickly realise their relationship belongs to the past-while he may still be attracted to her, he is desperately trying to put the incident behind him. Abby, on the other hand, has no such sense of closure as this quote makes clear. As she begs him to come back to her, her anger over flows, and we see the roots of what becomes her targeted, destructive romp through Salem. We also see in this quotation a fierce loathing of the entire town. â€Å"I never knew what pretense Salem was, I never knew the lying lessons†¦.. † Abigail hates Salem and in the course of â€Å"The Crucible†, she makes Salem pay. The adultery is a matter of morality, whether behaviour like this should be accepted in society or if it thought as on a negative note. Elizabeth finds out about it and time is needed to mend the relationship as the scab hasn’t not yet formed. Abby still has a flame for left for Proctor and is determined to win him over by accusing his wife of witchcraft, but Proctor gets in the middle of the feud and the tables turn and he, himself is accused of being in league with the devil. Another aspect of the build up to Proctors death is his pride. This is the human defence system coming into action, when we are threatened we feel we must create a certain image to gain respect and most of the time it works, the problem that Proctor faces is if he can sustain his pride. Proctor is a very honest, upright and bluntly spoken person and hates hypocrisy, he is also a good man, but one with a secret, his fatal flaw. In Act four, Proctor utters these lines when he is wrestling with his conscience over whether to confess to witchcraft and thereby save himself . â€Å"Because it is my name! Because I cannot have another in my life! Because I lie and sign myself to lies! Because I am not worth the dust on the feet of them that hang! How may I live without my name? I have given you my soul; leave my name! † (pg 115) The judges and Hale have almost convinced him to sign his life over to them, but the last stumbling block is his signature on the confession, which he cannot bring himself to give. In a way this unwillingness reflects his desire not to dishonour his fellow prisoners: as he would not be able to live with himself knowing that other innocent people died while he quaked at deaths floor and fled. More importantly, it illustrates his obsession with his good name as reputation is tremendously important in Salem. Religion is another contributing factor to Proctors death, as Salem is quite sacramentally run . You are judged if you are not a follower of the faith, which today would be frowned at. Pride and religion link together as; if Proctor didn’t have as much self-esteem, would he be civil to the clergy men and have an advantage in the situation? It would be deceitful yet it would help in this predicament, the only person who seemed to be on Proctors side of the court was Reverend John Hale. He was a stranger to the town and did not know of Proctors resilient character, and so he thought Proctor was in need of help and is on his side. Proctor: â€Å"There be no love for Satan in this house, Mister. â€Å"(pg 55) Hale: â€Å"I pray it, I pray it dearly. (he looks to both of them, an attempt at a smile on his face) Well, then-I’ll bid you good night. † By saying this it indicates that Hale understands Proctor’s problems, which is the accusation that Proctors household is in league with Satan. The law plays a big part in the lead up to Proctors death, as they have the authority to choose what the morally correct verdict is on the case. Law is linked in with religion as members of the clergy are judges, which shouldn’t really happen as they are biased on their answers due to religious beliefs. Parris is the main distributor of opinions, and always has a word to say on the matter. He seems to bring his religion up on quite a few occasions, as that is his speciality and strength so he knows he can out smart Proctor by discussing this. â€Å"Such a Christian that will not come to church but once in a month! â€Å"(pg 72) he is trying to imply that Proctor is a bad person which is prominently a disadvantage on Proctors name, which is an underserved judgement. Overall, â€Å"The Crucible† is quite a deep and meaningful play, even though the play itself has very few examples of symbolism beyond the typical witchcraft symbols (rats, toads, bats etc) the entire play is meant to be symbols with witch trials standing in for the anti-communists â€Å"witch hunts† of the 1950’s. Proctor is the protagonist, one of the chief contenders where as Abby is the antagonist, his opponent. I think the main issue that lead to his death was in the name of Abigail Williams. If Proctor didn’t get involved with Abby, then the finger wouldn’t have been pointed at him and his wife, it would have been directed at someone else perhaps even Parris, her own blood and flesh. Abigail strikes me as a very misleading character, at the start I got the impression she was just a girl who had made a mistake and was sorry for it, but as the play unfolded her character had a dark, malicious side it to it that was sharp and uneasy. The tone of the play is quite serious and compressed, as the language is almost quite biblical. The way they use â€Å"goody† for the name of their women and â€Å"mister† for their men is unusual and creates a flavour of period. It gives a sense that church dominates their lives. Proctor decided to die for Salem, in doing so he had finally purged his guilt, his wife said.

Expansion of Islam during the Medieval Period Essay

The development of Islam in world history has resulted in major political, economic, and military ramifications, not only in the Islamic world, but also in the global community at that period. Only decades following the first recitations of the Qur’an by Prophet Muhammad, a vast empire of the Islam religion can be traced from the Atlantic Ocean going all the way to Central Asia in the east. Islam has expanded greatly indeed during the Medieval Era. This new global order has massive implications, and resulted into various wars, and states and governments fought with each other and outside forces. Despite counter-revolutions in the spread of the religion, Islam continued to gain ground in the vast regions of Africa, the India, and Southeast Asia. The Islamic civilization was indeed one of the most highly developed in the world during the Medieval Era, which was later on exceeded by the Europe empires with the economic and military growth of the West. The advancement of Islam during the Medieval period was great and notable, as the religion that is fairly young grew to be one of the most dominant world religions even today, with an estimated more than 1 billion follower, second only in size to Christianity. The preceding paragraphs shall be the historical account of this rise of the Islam religion. Islam religion: Brief Overview The Islamic tradition finds its origins from the teachings of their prophet Muhammad during the 7th Century. Consisting of more than a billion followers all over the world, Islam can be said to be the 2nd biggest of all the world religions. The most holy text of Islam is the Quran, which is believed to have been given to Muhammad by God, or Allah. This religion also recognizes Moses and Jesus as prophets, and regard their teachings as important, which would account for certain parallelisms with world religions such as Christianity. The Islamic life is basically guided by the Five Pillars, which prescribes certain aspects of life and forms their culture and traditions. Believing in a single God whom Muslims would call Allah, most of the Quranic teachings are even used as laws of states that have Islam as the state religion. Like Christianity, the teachings of Jesus are one viewed with high regard; but for Islam, Jesus is a prophet rather than God, hence they reject the Trinity concept. Muslims follow certain codes of conduct, like the daily requirement of praying for a number of times a day and a strict diet, like the refusal to ingest pork. The church of Islam is called the Mosque, wherein like all other religions, certain rituals are being conducted. The history in the medieval era: Rise of the caliphate (632–750) Before starting his move to Medina, where he migrated, Muhammad commenced his teaching of Islam at the holy city of Mecca, and achieved the goal of uniting the Arabian tribes of Arabia into a unified Arab Muslim religious polity. Following the death of Muhammad during the year of 632, there were rising conflicts in the Islamic community on who would succeed him as leader of the community. Nominated to obtain such position was Abu Bakr, who was one of the closest people and collaborator to Muhammad; his name was raised by Umar ibn al-Khattab, also Muhammad’s companion. Abu Bakr was then became the first â€Å"caliph†, as his leadership gained great support. Although his leadership walso experience some opposition who would support another person in the name of Ali ibn Abi Talib, is argued to be a designated successor. The avengement of a defeat in war by the Byzantine forces was made one of the first agenda, although the Ridda wars, or â€Å"Wars of Apostasy†, which was an Arab tribe rebellion, were the first acts of Abu Bakr. The territory of the Caliphate in 750 Umar succeeded as the caliph, when Abu Bakr passed away in the year 634, which was then followed respectively by Uthman ibn al-Affan and Ali ibn Abi Talib, and these first four leaders where dubbed as the al-khulafa’ ar-rashidun or Rightly Guided Caliphs. Under their collective leadership, the Islamic territory saw continual expansion into Persian and Byzantine empires. When Umar was assassinated in 644, the election of Uthman as successor was met with increasing opposition. In 656, Uthman was also killed, and Ali assumed the position of caliph. After fighting off opposition in the first civil war (the â€Å"First Fitna†), Ali was assassinated by Kharijites in 661. Following this, Mu’awiyah, who was governor of Levant, seized power and began the Umayyad dynasty. These disputes over religious and political leadership would give rise to schism in the Muslim community. The majority accepted the legitimacy of the three rulers prior to Ali, and became known as Sunnis. A minority disagreed, and believed that Ali was the only rightful successor; they became known as the Shi’a. After Mu’awiyah’s death in 680, conflict over succession broke out again in a civil war known as the â€Å"Second Fitna†. Afterward, the Umayyad dynasty prevailed for seventy years, and was able to conquer the Maghrib and Al-Andalus (the Iberian Peninsula, former Visigothic Hispania) and the Narbonnese Gaul} in the west as well as expand Muslim territory into Sindh and the fringes of Central Asia. While the Muslim-Arab elite engaged in conquest, some devout Muslims began to question the piety of indulgence in a worldly life, emphasizing rather poverty, humility and avoidance of sin based on renunciation of bodily desires. Devout Muslim ascetic exemplars such as Hasan al-Basri would inspire a movement that would evolve into Sufism. For the Umayyad aristocracy, Islam was viewed as a religion for Arabs only; the economy of the Umayyad empire was based on the assumption that a majority of non-Muslims (Dhimmis) would pay taxes to the minority of Muslim Arabs. A non-Arab who wanted to convert to Islam was supposed to first become a client of an Arab tribe. Even after conversion, these new Muslims (mawali) did not achieve social and economic equality with the Arabs. The descendants of Muhammad’s uncle Abbas ibn Abd al-Muttalib rallied discontented mawali, poor Arabs, and some Shi’a against the Umayyads and overthrew them with the help of their propagandist and general Abu Muslim, inaugurating the Abbasid dynasty in 750. Under the Abbasids, Islamic civilization flourished in the â€Å"Islamic Golden Age†, with its capital at the cosmopolitan city of Baghdad. The Islamic Golden Age (750–1258) By the late 9th century, the Abbasid caliphate began to fracture as various regions gained increasing levels of autonomy. Across North Africa, Persia, and Central Asia emirates formed as provinces broke away. The monolithic Arab empire gave way to a more religiously homogenized Muslim world where the Shia Fatimids contested even the religious authority of the caliphate. By 1055 the Seljuq Turks had eliminated the Abbasids as a military power, nevertheless they continued to respect the caliph’s titular authority. During this time expansion of the Muslim world continued, by both conquest and peaceful proselytism even as both Islam and Muslim trade networks were extending into sub-Saharan West Africa, Central Asia, Volga Bulgaria and the Malay archipelago. The Golden Age saw new legal, philosophical, and religious developments. The major hadith collections were compiled and the four modern Sunni Madh’habs were established. Islamic law was advanced greatly by the efforts of the early 9th century jurist al-Shafi’i; he codified a method to establish the reliability of hadith, a topic which had been a locus of dispute among Islamic scholars. Philosophers Ibn Sina (Avicenna) and Al-Farabi sought to incorporate Greek principles into Islamic theology, while others like the 11th century theologian Abu Hamid al-Ghazzali argued against them and ultimately prevailed. Finally, Sufism and Shi’ism both underwent major changes in the 9th century. Sufism became a full-fledged movement that had moved towards mysticism and away from its ascetic roots, while Shi’ism split due to disagreements over the succession of Imams. The spread of the Islamic dominion induced hostility among medieval ecclesiastical Christian authors who saw Islam as an adversary in the light of the large numbers of new Muslim converts. This opposition resulted in polemical treatises which depicted Islam as the religion of the antichrist and of Muslims as libidinous and subhuman. In the medieval period, a few Arab philosophers like the poet Al-Ma’arri adopted a critical approach to Islam, and the Jewish philosopher Maimonides contrasted Islamic views of morality to Jewish views that he himself elaborated. Starting in the 9th century, Muslim conquests in the West began to be reversed. The Reconquista was launched against Muslim principalities in Iberia, and Muslim Italian possessions were lost to the Normans. From the 11th century onwards alliances of European Christian kingdoms mobilized to launch a series of wars known as the Crusades, bringing the Muslim world into conflict with Christendom. Initially successful in their goal of taking the Holy land, and establishing the Crusader states, Crusader gains in the Holy Land were later reversed by subsequent Muslim generals such as Saladin; who recaptured Jerusalem during the Second Crusade. In the east the Mongol Empire put an end to the Abbassid dynasty at the Battle of Baghdad in 1258, as they overran in Muslim lands in a series of invasions. Meanwhile in Egypt, the slave-soldier Mamluks took control in an uprising in 1250 and in alliance with the Golden Horde were able halt the Mongol armies at the Battle of Ain Jalut. Mongol rule extended across the breadth of almost all Muslim lands in Asia and Islam was temporarily replaced by Buddhism as the official religion of the land. Over the next century the Mongol Khanates converted to Islam and this religious and cultural absorption ushered in a new age of Mongol-Islamic synthesis that shaped the further spread of Islam in central Asia and the Indian subcontinent. Ottomans and Islamic empires in India (1258–1918) The Seljuk Turks conquered Abbassid lands and adopted Islam and become the de facto rulers of the caliphate. They captured Anatolia by defeating the Byzantines at the Battle of Manzikert, thereby precipitating the call for Crusades. They however fell apart rapidly in the second half of the 12th century giving rise to various semi-autonomous Turkic dynasties. In the 13th and 14th centuries the Ottoman empire (named after Osman I) emerged from among these â€Å"Ghazi emirates† and established itself after a string of conquests that included the Balkans, parts of Greece, and western Anatolia. In 1453 under Mehmed II the Ottomans laid siege to Constantinople, the capital of Byzantium. The Byzantine fortress succumbed shortly thereafter, having been battered by superior Ottoman cannonry. Beginning in the 13th century, Sufism underwent a transformation, largely as a result of the efforts of al-Ghazzali to legitimize and reorganize the movement. He developed the model of the Sufi order—a community of spiritual teachers and students. Also of importance to Sufism was the creation of the Masnavi, a collection of mystical poetry by the 13th century Persian poet Rumi. The Masnavi had a profound influence on the development of Sufi religious thought; to many Sufis it is second in importance only to the Qur’an. In the early 16th century, the Shi’ite Safavid dynasty assumed control in Persia and established Shi’a Islam as an official religion there, and despite periodic setbacks, the Safavids remained powerful for two centuries. Meanwhile, Mamluk Egypt fell to the Ottomans in 1517, who then launched a European campaign which reached as far as the gates of Vienna in 1529. After the invasion of Persia, and sack of Baghdad by the Mongols in 1258, Delhi became the most important cultural centre of the Muslim east. Many Islamic dynasties ruled parts of the Indian subcontinent starting from the 12th century. The prominent ones include the Delhi Sultanate (1206–1526) and the Mughal empire (1526–1857). These empires helped in the spread of Islam in South Asia. but by the mid-18th century the British empire had ended the Mughal dynasty. In the 18th century the Wahhabi movement took hold in Saudi Arabia. Founded by the preacher Ibn Abd al-Wahhab, Wahhabism is a fundamentalist ideology that condemns practices like Sufism and the veneration of saints as un-Islamic. By the 17th and 18th centuries, despite attempts at modernization, the Ottoman empire had begun to feel threatened by European economic and military advantages. In the 19th century, the rise of nationalism resulted in Greece declaring and winning independence in 1829, with several Balkan states following suit after the Ottomans suffered defeat in the Russo-Turkish War of 1877–1878. The Ottoman era came to a close at the end of World War I. Conclusion The history of the Islamic religion during the medieval era is great and dynamic indeed, as the rise into global prominence could be noted to be a magnificent and unprecedented event in world history. Truly, the historical struggle of Islam is one that has witnessed countless conflicts and eventually successes. Even today, even as the religion has not regained the glory of the Golden Ages, it remains to be one of the most dominant world religions in our global community, as billions of followers continue to adhere to the teachings of their prophet Mohammad.

Microeconimics Simester Assignment Essay Example | Topics and Well Written Essays - 1500 words

Microeconimics Simester Assignment - Essay Example The factors that commonly influence demand conditions (with other things held constant) are, changes in tastes and preferences, income of people influences the demand of normal and inferior goods, changes in the size of population, weather, changing expectations and prices of other related goods such as substitutes and complements. Changes in these factors will shift the demand curve. As the demand for bio-fuels increase, this will result in a higher level of production of bio-fuels. Bio-fuel usually use both corn and sugar as inputs where the yield of these crops is utilized in the production process (Vidal n.d.) As a result of an increase in demand of the bio-fuel, a substantial rise was reported in the demand of corn. Corn is now required as a source of food as well as an input for bio-fuel production. The image shows the increase in price as a result of the increase in demand of crops. The previous demand used to be D1 which was added with the demand of crops for bio-fuels and th is resulted in the new demand curve D1+D2. This graph also shows how an addition to the demand has resulted in the increase of prices of crops to PC*. If the increased demand is not addressed by added production, then the prices rise because the market forces come into play and determine the market prices (AmosWEB n.d.). The above graph shows that the supply curve does not shift and merely extended and as a result the prices have increased. ii) Supply refers to the quantity of a product that the producers are willing and ready to produce at a given price. The graph below shows supply function. The supply function is upward sloping. This is because the greater the price, the greater will be incentive to produce more and hence the supply will increase. Changes in supply curve can occur because of a number of reasons such as change in technology, the cost of producing other goods and services such as substitutes, taxes and subsidies, changes in input costs, number of producers in the m arket and weather. Change in these factors causes the supply curve to shift. In this case, since the product under consideration is corn which is an agricultural product, it is a difficult task to enter the industry of producing corn because there is often a limitation of land availability. The optimum solution seems to improve the agricultural and conversion technology. If there is an improvement in the seed quality, then it will result in a greater yield which will increase the supply. Also, there is often wastage in the conversion process but this wastage can be controlled if a new technique and technology is introduced. This will result in added supply available for consumption and thus the overall supply increases. As the supply increases in this case, the prices of the crops will go down. Here, the image on the right shows that the increase in demand has shifted the curve towards the right, even the supply curve is shifted to the right because of improvement in production tech niques. This increase in supply is greater than the increase in demand and has helped to keep the price down despite the increase in demand. In our case, the supply of the crop has increased as a result of an improvement in agricultural and conversion technology and this will result in keeping the prices lower. iii) The bio-fuels are the new addition in the oils industry throughout the world. The formulation of ethanol has addressed the growing concerns of

Global Competitive Strategy Essay Example | Topics and Well Written Essays - 2000 words

Global Competitive Strategy - Essay Example In order to vie in the competitive global food market, Delhaize adopted competitive marketing strategies in virtually all its business functions. The group has attained the ability to attract and retain qualified organizational personnel for all of its business needs. This provides them with competitive strength over rival firms in the industry to produce and supply quality products at reduced cost. (1). Dynamic growth in regional markets and retail concepts: The group identified the significant growth opportunity in the USA, Belgium, Central and Southern European and South East Asian markets and started building new supermarket stores in these areas. The growth strategy of the group is mainly based on starting new supermarket stores in important business locations in selected areas. The remodeling and enlargement of existing stores are continuously been carried out in order to maintain customer preferences and retain product viability of the stores. (2). Promote innovation and the use of technology: Delhaize Group is considered as the innovator in the food retail market. It is the pioneer of self service supermarket in continental Europe. The Food Lion in the Group introduced everyday low price concept in food retailing business and gets higher level customer acceptance. Adoption of innovative technology in production and marketing renders competitive edge to Delhaize. The Group introduced self scanning system in their super market stores and it facilitates extra convenience to customers and suppliers. Introduction of loyalty cards in the business provides high growth in the business transactions of Delhaize. The loyalty card holders contribute a major share of their total sales revenue. This scheme has proved successful in the market as it motivates the card holders to depend on the supplier for all market needs. Setting up of business- to- business exchange (B2B) system in the business operations is highly beneficial to the g roup to transact its

Why Did The Scramble For Africa happen When it Did Essay

Why Did The Scramble For Africa happen When it Did - Essay Example European countries headed by Germany, France and Britain. During the conference, the African continent was divided, and different countries given colonies which were to be considered as their territories. This meant that if a country had been allocated a colony then other countries were not allowed to venture into such a country. Before missionaries came to Africa, the continent was neglected by Europe since they felt it was not of any value to them. But after the missionaries went back to Europe and reported on how Africa was rich in raw materials and minerals, European powers started to have an interest in the continent. Otto Van Bismarck came up with the idea of the Berlin conference because it was inevitable for conflicts to come up between European powers who wanted to own many colonies in Africa (Evelyn, 2010). The conference aim was to make sure that this did not happen by dividing the African continent instead of countries fighting over them. The African continent was divided as follows: France was given much of western Africa where it controlled countries such as Senegal and Mali. It was also given part of North Africa such as Algeria. Britain was given most of Eastern Africa such as Kenya and Uganda and part of North Africa, for example, Egypt. Germany got countries such as Tanganyika and Namibia. Other countries that were also given some partitions in Africa included Spain which controlled Morocco, Portugal which controlled Angola and Italy which controlled Somalia. Causes for the Scramble for Africa to Happen when it Did One major factor that contributed to the partition of Africa at the time it happened was the industrial revolution. The industrial revolution happened in the late 1700s to the early 1800s (Evelyn, 2010). After the industrial revolution, there was a huge demand for processed goods. This in turn resulted in the demand for raw materials such as coal, cotton and minerals in order for factories to keep up in satisfying the huge demand fo r processed goods. Getting these raw materials from Europe was becoming a headache since they were being depleted. This resulted in European countries looking for raw materials in Africa. The only way they would have been certain that they would fully exploit these raw materials is by colonizing African countries (Hodge, 2008). The abolishing of slave trade also resulted in the

Nursing research Essay Example | Topics and Well Written Essays - 250 words - 51

Nursing research - Essay Example In line with this, patients were given the opportunity to participate in their provision of care, which improved communication between members of staff, and between members of staff and their patients. In order to achieve a successful implementation of this change, it was essential to ensure that the hospital used principles of planned change to improve the chances of this planned change’s success. In line with this, the hospital relied on the principles of monitoring and reinforcement of planned change in order to ensure that the planned change was successful. In support of the importance of these two principles of planned change, Keele noted, â€Å"Continued monitoring and reinforcement of the practice change is important for sustainability† (237). Through implementing a process whereby the unit nurses supervised the handing over process in their units, the hospital ensured that there was an efficient way of monitoring the planned change. On the other hand, it is important to point out that the hospital held weekly meetings whereby nurses’ behavior regarding handing-over was reinforced with nurses discussing the challenges they faced while playing their

Argumentive Essay Example | Topics and Well Written Essays - 2250 words

Argumentive - Essay Example Similarly mass murders are carried out by boys more often. Results show that all these teens seemed to have harbored a deep feeling of hopelessness or rage. Other factors that compel boys to respond more to peer pressure includes the violence and music they face while playing video and television games (Decter, pars. 11-13). In the process of trying to prove themselves, boys tend to get attracted to power. With power comes responsibility. Misuse of it leads to delinquent behaviors. To be a part of a specific group, adolescents acquire specific traits. This helps them in socializing and the peer pressure compels them to remain rooted to those traits. A social ecological influence leads a person to adopt specific behaviors and hinders them from doing certain things. Certain studies are carried out that report the affect of peers on tendency towards delinquent behaviors. One such study is carried out that uses data from National Longitudinal Study of Adolescent Health. They conclude fro m this data that adolescents who hang around with delinquent peers tend to be more delinquent. Also, if the choice of their friends is not structured, they develop a tendency to be delinquent. They also conclude that to some extent age, gender, institution, or family structure does not intervene from the influence adolescents accept from their peers. This study has also divided their results based on socialization and opportunity models. A number of social and parental control variables are also considered in this study. This helps understand the impact of social circle of peers and their tendency to be delinquent (Haynie, pars 1-7). Delinquent behavior is not only the result of peer pressure but also societal issues that push people towards such extremes. Studies have shown that adolescents are forced towards delinquent actions to avoid being the outcast in a society. They get addicted to please people and do things to get in their good book that they won't do under normal circumst ances. Adolescents need to stay focused on principles in order to realize they are not crossing any lines when it comes to moral values. This can be achieved through values taught at their homes. It needs to be strongly embedded in the child's brain that they understand who they are and what they need and what ways are moral or immoral to attain their goals. The development of this understanding is only possible if the family is complete and not a broken home. Single parents may not be able to instill a sense of responsibility in their teens alone. They might require additional help as in the case of Hubert who was supervised by his mother alone. She had to look after other children as well and to make his space in society among people who do not mock him, he joined a gang. The importance of the role of father supervision in a boy's life is highlighted in this case. Adolescents who get carried away due to peer pressure need to be guided by a trusted but authoritative family member w ho can influence the adolescent and make the teen realize the implications of their actions (Greer, pars 2-4). The role of parents in controlling delinquent behaviors has been discussed a lot in the past. It has been noted that parents who spend more time with their children and keep in touch with their social circle seem to prevent them from delinquent company. This phenomenon can be categorized as exposure control as the parents control who their

BUS 171A Project 2 Essay Example | Topics and Well Written Essays - 250 words

BUS 171A Project 2 - Essay Example It is being anticipated by economists and pundits that BIT will bequeath the United States and China substantial benefits (including the strengthening of the Sino-American relations) as the US and the People’s Republic of China prepare to meet in the July 9-10 US-China Strategic and Economic Dialogue in Beijing. On the side of China, Barshefsky and Yongtu divulge that China has grown its total stock of foreign and direct investment in the United from zero to 17 billion US dollars, between 2000 and 2012. 4 billion US dollars proceed to the US from China in the year 2012 alone. Interestingly, despite all these humongous gains, China only accounts for less than 1% of the FDI in America. All the benefits and potential for investment growth are also likely to catalyse job creation and catapult the US economy onwards (Barshefsky and Yongtu, 31). Conversely, US firms have also built its presence in China. In 2012 alone, the total stock of the American FDI in China rose to 70 billion US dollars. Nevertheless, the US government only accounts for 3% of China’s internal FDI. This is a tiny fraction of what ought to be the case, should market barriers be removed. That the BIT talks are likely to be successful is underscored by the fact that in 2013, Washington and Beijing Administrations had met and agreed to effect nondiscriminatory treatment of Chinese and American investors in all trade sectors throughout all stages of development- from the pre-establishment stage to the conclusion

Wildlife Tourism Essay Example | Topics and Well Written Essays - 2500 words

Wildlife Tourism - Essay Example The industry is also a good employer giving almost 9% of total employment for 2011 and is expected to provide 10% of total employment come 2021 (World Travel & Tourism Council 2011). Tourism is indeed a lucrative business and one of its major attractions is the opportunity for people to see and enjoy nature. Aside from the scenery, tourists are enjoined to experience a closer encounter with wildlife. Hence, wildlife tourism has come to fore as one of the most sought after experience of tourists all over the world. It is quite understandable since the progress of man has been counterproductive to animals. About a century ago, the human population is still small estimated at only 25% of the current headcount. As such, there were bigger lands for animals to roam free. The sea is also teeming with marine life. Thus, stories from grandparents would be filled by the fascinating ways on how these creatures lived and such entertainment always took the fancy of many listeners. Today, most of these stories are shown live on television offering both learning and excitement to the viewer. However, although such a technology had been able to bring in wild animals closer to home, the actual experience is naturally absent. Still, it cannot be denied that because of technology, people today are more informed regarding these creatures (Higginbottom 2004). Thus, with increasing fascination fuelled by the images seen on television, people are driven from their comfortable homes to chase the thrill of experiencing the wild. And, with the economic contribution being provided by tourism, business and governments alike have been more than willing to cater to this demand. Wildlife tourism is not as simple as many would conceive it to be. This activity offers more than just bird watching as the activities may depend on whether the tour is dependent or independent of wild life. Thus, an activity is said to be wildlife dependent if the tour is focused on having actual encounter with wild life. Hence, the main reason for the tour is the opportunity for the tourist to be able to have some form of interacting with animals by being able to take pictures or videos, tracking the animals or even through hunting and fishing. On the other hand, wildlife independent tourism does not have the actual animal experience as the focus of the activity. Incidental encounters like unplanned sightings and even just by hearing the wild animals satisfies the tour objective (Sinha 2001). Both involve certain disruption to nature but naturally the wildlife dependent activities provide more disruption especially when people hunt wildlife. However, this should not always have to be the case since wildlife is important for this aspect of tourism. And with the money being brought in by the industry then perhaps there can be ways in which the wildlife tourism can help preserve these animals. Main body The wildlife The animals play a key role in wildlife tourism as they are basically the main at tractions for wildlife dependent tourism. These animals are gaining attention as evidenced by the increasing number of publications that focuses on wildlife. Likewise, these topics are being more and more integrated to tourism and leisure (Lovelock 2008, Newsome et al 2005 and Topelko and Dearden, 2005). These publications generated additional media mileage for wildlife that have helped integrate activities such as hunting to tourism. Basically, animals are either those in the wild, animals working in farms, pets, animals used as companions and animals that provide assistance. These creatures each have they

Juvenile Offenders Essay Example | Topics and Well Written Essays - 1000 words

Juvenile Offenders - Essay Example As the discussion outlines from a cost-benefit point of view, it makes sense to terminate the probation period. There are many costs associated with running intervention programs such as probation. Evidence shows that the defendant has reformed and is no longer a threat to the society. An early release will help reduce the costs associated with monitoring him during the probation period. It is therefore sensible to allow the defendant to integrate into the community and use the available resources to help other individuals through such intervention programs. The damages caused by the defendant are quite enormous, but these costs cannot be compared to the overall costs incurred by tax payers in financing such programs. By releasing the defendant, the court will send a message to the entire country and the world on the importance of saving costs through early termination of probation. There are many juvenile offenders who might be in a similar situation, and if this is applied to all, the country will save on these costs. This study highlights that the defendant, being only a 17-yealr old boy, is yet to complete school and start building his life. It is the desire of every citizen to see young men and women grow into mature and responsible adults. Termination of the probation period will help in achieving this. It will give the defendant enough time for his studies, and engage in income generating activities. However, by keeping him on probation, the defendant wastes precious time doing community service and other probation-related activities. Under the current circumstances, the probation period already served by the defendant appears to have yielded the desired result, and therefore it is important to allow him to build his life.

Marketing Creates Customer Needs Essay Example for Free

Marketing Creates Customer Needs Essay Marketing creates customer needs. The following paper will elucidate how consumers are made not born. Marketing entices customers to try new products or do new things that they may never have thought of before. Commercialism is everywhere you turn. From the glossy ads, pop ups on their computer screen, billboards, emails, tweets, radio, television, telemarketers, etc. You can’t get away from advertising wherever you go. The marketers would not be continuing if it was not so successful in getting people to buy more of what they are selling. The following paragraphs will give examples of successful marketing advertisement campaigns and how they were effective. According to Forbes, for advertising to be effective it needs to be: memorable, connect with the consumer by delivering a person meaningful message that tells them how their product would make their life a better place, stand for values beyond the product itself, and be intricately tied to the brand not to be confused with the competitor. (Greewald, 2014). The article gives several examples of successful ad campaigns. First, the Red Bull gives you wings campaign. The ads are inspirational telling consumers if you use our product you will do everything better from studying to doing your job better. It empowers people and gets them to relate to the product. Next, the Beats Dr. Dre advertising campaign. The advertisements tell the consumer that by wearing these headphones you will be able to overcome your critics and be empowered to believe in yourself. They depict athlete Kevin Garnett blocking out his critics and allowing him to focus on positive thoughts and the music he loves. Both advertisements connect with the consumer on a psychological level. They focus on you relating to our needs to do better and finding greatness in ourselves. It is what most of us  tell ourselves every day- don’t listen to the people that are our critics and believe in yourself. Find greatness and believe in yourself sounds more like a motivational s peaker however it works to connect the consumer to the product. According to Forbes both campaigns met all the aspects to be effective. Both these products are not necessary for humans to survive. Both products are considered a want not a need. The advertisers have convinced students far and wide to drink Red Bull because it will help you concentrate more and be successful. We all survived before without these products. They have successfully changed the mindset of consumers who now believe the opposite that they now can’t survive without them. One of the most successful marketing campaigns has been Apples’ I Phones. Hundreds of people stand in line when their newest product becomes available. Everywhere you look people have an I Phone. It is a sign of stature to have the state-of-the- art technology which includes the latest and greatest that Apple has to offer. It has become an item people can’t live without. I lost my I phone for 24 hours and thought I was going to have an anxiety attack. All my personal information, contacts, bank card information is all in the one little phone. I can’t remember any of my important phone numbers anymore because I don’t need to – they are all in the phone. They have made it irreplaceable in our day to day living. This is the ultimate in marketing and sales of a product. I lived 36 years without ever having a cellular phone and survived just fine. Now I see 8 year olds with I phones calling their friends and tweeting! Marketing provides a value to business in that it helps showcase their products and engage consumers in purchasing them. The value to society is that some of these products may make our lives easier and we can benefit from them. In conclusion, I believe that marketing creates a need we didn’t know existed until they showed us their fabulous products. They connect with us, make us believe that what they are offering will improve our lives and are necessary for our existence. I agree that marketers encourage consumers to spend money they do not have on non-essential items. So many Americans have credit card debt. The average American household has nearly $7000 of credit card debt as of December 2013. (Credit Card Debt Statistics, 2013). We continue to spend money on things we don’t really need with money we don’t have. It is a vicious cycle for many Americans that leave them broke and in some instances homeless. References: Credit Card Debt Statistics. (2013). Credit Card Debt Statistics. Money-Zine.com: http://www.money-zine.com/financial-planning/debt-consolidation/credit-card-debt-statistics). Greewald, M. (2014, July 10). Secrets of 7 of the Most Effective Ad Campaigns. Forbes.com: http://www.forbes.com/sites/michellegreenwald/2014/07/10/secrets-of-7-of-the-most-effective-ad-campaigns/

Exploring The Illusion Of Conscious Will Philosophy Essay

Exploring The Illusion Of Conscious Will Philosophy Essay The experience of conscious will can be defined as the feeling that we are doing things, that we consciously cause our actions. However, this feeling may not be an accurate interpretation of what is happening in our minds, brain and bodies as our actions are produced. If we had access to a variety of information we could uncover the mechanisms that activate our behavior and we could explain why we are acting in a specific way. However, another way to explain our actions is that we consciously willed what we are doing. There is a confliction between the ideas of conscious will and psychological mechanism, having never been reconciled in a proper way. One solution for bridging the gap is that the explanation given from the mechanistic approach is preferred for scientific purposes, but that the persons experience of conscious will is very convincing and important to the person and must also be examined and be understood as well. Conscious will can be perceived in two ways. First, we can assume conscious will as the experience of consciously causing an action. This feeling of voluntariness or performing an action on purpose can be considered as an indication of conscious will. Secondly, we can think of conscious will as a force of mind, in other words, as the causal link between our minds and our actions. One might infer that this two interpretations of conscious will are corresponding to the same thing but it turns out that they are completely distinct and we are often tend to confuse them. This confusion is considered as the source of the illusion of conscious will. By examining conscious will as an experience it is concluded that will is a feeling. In other words, will is not consider as a cause or a force by itself but the personal conscious feeling of such causing and forcing. Also, this experience of willing an action is accompanied by a feeling of doing, which is an internal force that certifies genuinely that one has produced the action. Experiences of conscious will can only be confirmed by self- reports. The problem is that self- reports are not always corresponding with some other external evidence of the experience. There are several examples in which the experience of will does not seem to accompany actions that appear to be willed by other external factors. Considering the alien hand syndrome which is a neuropsychological disorder patients typically experience one hand as acting independently, in its own conscious intention. In this case there is a problem classing the alien hands movement as willed or unwilled. On the one hand the a ctions that are performed by the alien hand are seemed to be willful while on the other hand the person states that these actions are not consciously willed by himself. Another example in which the feeling of involuntariness is observed is hypnosis. People in this case feeling that their actions are happening to them rather than they perform the actions themselves. The only difference between hypnosis and alien hand syndrome is that in the second case the person cant predict what the hand will do but in hypnosis conscious will is lacking even though the person knows that the action is present. Considering these examples it is useful to draw a distinction between action and the sense of acting willfully. There are four basic conditions of human action. In the first two conditions we can observe the expected correspondence between the action and the sense of acting willfully. More specifically there is no controversy when a person does something and feels also that he is doing it or w hen a person is not doing anything and feels he is not. However, the case in which the person does not have the feeling of will when there is in fact action encompasses the examples of the alien hand syndrome and hypnosis. These instances can be classed as automatisms and draw a distinction between action and the sense of acting willfully. Another special case that highlights this distinction is the illusion of control. This term was used in order to describe instances in which people have the feeling that they perform an action when they actually dont do anything. This illusion of control can be observed in the interactions between humans and machines or when someone is rolling a dice or flip a coin in a specific way hoping to influence the outcome. Examining these two last conditions it is concluded that the action and the feeling of doing are not coexist inevitably. This might happens because the process of mind that produce the experience of will is different from the process of mind that produce the action itself. As it was mentioned before will is not only considered as an experience, but also as a force. Wegner states that conscious experience is an immediate perception of ones conscious mind causing an action. From this point of view will is considered as a quality of power that resides in the person and causes his or her actions. There are two fundamental problems arising from this concept. First, conscious will is considered as an entity that explains a variety of thing but nothing can explains it. In this way this entity cannot be examined in a scientific way because assuming that will is a force that causes a persons actions is like saying that God is causing an event. This is a barrier to any other explanation because it is not predictable what will is going to do as it cannot be said what God is going to do either. Secondly, the assumption that will is a force that resides inside the person creates further objections. As Hume pointed out causality is not an attribution inhering in obj ects. Another thing that was stated by Hume is that it cannot be seen causation in something, but must only be inferred from the constant relation between cause and effect. Causation is not a characteristic that is nestled in objects but an event. Thus it cannot be assumed that causation is an attribution of persons intention. It cannot be observed that an action is caused by ones conscious intention but it can only be inferred from the relation between the intention and action. One reason why people confuse the experience of will for a causal mechanism is because they try to make sense of themselves as causal agents. Most humans perceive themselves and the other people as entities that acting independently in order to achieve a future goal. The concept of causal agency is very important for people because it helps them understand in a deeper sense human action. Humans are considered to be agents that are acting in purpose and they have the capacity to discern their goals consciously in advance of action. Thus the experience of will seems to be a causal agent. People perceive their own minds as systems that have mental causing properties, as causal agents and in this way they need to accept that the experience of conscious will is real. 2. Theory of Apparent Mental Causation What are the mechanisms that give rise to the experience of conscious will? Why do people feel like they are doing things? Wegner states that the experience of consciously willing an action is departing when people interpret their own thought as the cause of their action. In this sense conscious will is experienced independently of any actual relationship between ones thoughts and actions. This perception of will usually arises when people think themselves before the action takes place and that produces the sense of agency. In other words people seem to see themselves as the authors of an action when they perceive relevant thoughts about this specific action in advance and in this way they tend to infer that their mental processes caused this action. However will is not perceived as s force that causes action but as a conscious experience that depicts weakly the actual causal connection between the persons cognition and action. In this way, there is a fundamental distinction between mental process and the perception and the verbal report of that process. The mental process does not reveal the person any further information about the mechanism of this process and in this case it may be that the person uses prior causal theories to explain his or her own psychological functions. The conscious will may depart from a theory that was formed in order to explain the constant relationship between thought and action. But many scientific findings support that conscious will does not reflect the real causal relation. In fact brain events are those that determine intention and action while conscious intention itself cannot cause action. According to many studies the feeling of will is not tied inevitably to voluntary action and so must be considered as a distinctive phenomenon. Wegner propose a model of mental system that explains how people end up having the experience of will which is consistent with various empirical findings. According to this model, there are a series of events that end up to a voluntary action. In this network conscious thought and action are activated by unconscious mental processes which are may be linked to each other. But the path that gives rise to the experience of will is not actual but apparent. More specifically, when someone believes that his conscious intention caused the voluntary action he is experiencing a sense of will, that he willfully caused the action. The problem is that the perceived conscious will is not always corresponding with the actual mechanisms that connect the thought and the action. In other words, the experience of conscious will is not an indication of the actual relation between the mind and the action. What is truly might be happening is that conscious will arises from a causal illusion, from a third variable that interferes. As it can never be drawn with certainty that A causes B because there is always exist a variable C that cause both of them, in the same way it is not certain that ones thought cause his actions because there are unconscious mechanisms that produce both of them. Wegners theory proposes that experience of will is arising when people infer that their thoughts have caused their actions, whether this inference is true or not. According to this people tend to infer that thought causes action when the principles of priority, consistency and exclusivity are fulfilled. First, the thought must be appear in consciousness prior to the action (priority) secondly, it should be consistent with the action (consistency) and finally there must not be other potential causes of the action (exclusivity). Studies have shown that the perception of causality is based on these principles in order to be established a relationship between the cause and the effect. In fact, these principles do not depict an actual causal relation because the perceptions of causality that are based on these principles arise from reality. In a nutshell, the theory of apparent mental causation assumes that the experience of consciously willing our actions is a construction. When a thought appears to be prior and consistent with the action and exclusive of any other alternative causes this construction produces the feeling that we are the authors of this action. However, this feeling is just an inference that our thoughts cause our action, not a direct perception of this causal relationship. 3. Why do we have the illusion? Why do people occupied with experience of intention if it is no causally effective? As we mentioned before conscious will departs from the interpretation that our thoughts cause our actions. In this way, apparent mental causation is produced by an interpretive mechanism that is completely different from the mechanistic process that forms the real mental causation. Thus, the experience of will is considered to be an indication that mind determines our actions, is the way that mind illustrates their functions to us, not their real functions. These prior thoughts that people have are not intentions that cause things but previews of what we may do. Wegner states that conscious will is the minds compass. More specifically is the experience that alerts our minds when actions are present and that these actions are the products of their own agency. Therefore the will is an indicator that informs us about the way we operate, does not cause our actions. Will also serve another purpose, is it a feeling that gives us information about our understanding of our own agency. In other words, it is an emotion of authorship and functions as a guide to ourselves and marks out our own functions. It informs us about who we are and what we are able to do. Finally, the most important thing is that will cultivates feelings about our responsibility for our actions and our sense of morality and guilt. 4. Empirical evidence Is free will exists? What is causing our actions? Libet (1999) had taken an experimental approach in order to give conclusive answers to these questions. In his empirical study, he found that free voluntary actions were preceded by the readiness potential RP, that is a specific electrical shift in the brain, that starts 550ms before the action. The awareness of the intention to act comes 350-400 ms after RP begins but 200ms before the action. Therefore, the processing of the voluntary acting was initiated unconsciously. In this way it can be drawn that if the brain initiate this voluntary action before conscious intention is appeared then consciousness is too difficult to be the cause of the action (Blackmore). However, the conscious processing can control the result if it veto the action and that confirms that free will cannot be excluded. It is supported that free will is not able to initiate a voluntary action but it can control it (Libet, 1999). Libet experiments had raised many philosophical and methodological problems. First of all, he has been critised Mele(book) tried to interpret Libet findings in an alternative way. According to him there is a crucial distinction between the concepts of deciding and intending on the one hand and other states such as wanting on the other hand. Libet uses the terms of intending, urging, wanting, deciding, willing alternatively without making any discrimination among them. In particular, in order to explain how does a specific intention for an action arises in the subjects he strongly claims that the brain decides to initiate or at least to prepare to initiate the act before there is any reportable subjective awareness that such a decision has taken place. Therefore, Libet believes that decisions are causing our actions and that this electrical shift that happens in our brains seems to be correlated with the causes of our actions because they precede of the muscle motion by approximately half a second. In this way the brain made the decision 500ms earlier before the subjects become aware of that. B ut this can lead to contradiction because decisions cannot be made without being conscious of them. According to Mele, deciding to do something is completely distinct from having an urge or wanting to do something. One might want to produce an action but finally not decide to do it. In this way it is more plausible that brain produces urges rather than decisions because urges correspond to an unconscious processing. Thereafter, this unconscious urges helps the decision to be generated in order for the act to be produced. As Libet point out the conscious self can control or permit or veto the final motor action by deciding to do so and in this case the decision to initiate the action is more direct from the unconscious urge that initiated the whole process. In this way the conscious self that is intending and deciding still has a causal efficacy.(mele) Trevena and Miller (2009) disproved Libets core assumption that the electrophysiological shifts of the brain that prepare the action, that are present before the subjects are consciously aware of making the decision to move, is not evidence that voluntary action is initiated unconsciously. It is also concluded that these signs are not related only with the preparation of the movement. In the experiment that it was conducted the researchers compared the electrophysiological sign before a decision to move with signs before a decision not to move and they found that there were no significant differences between the signs in the two conditions. In this way these signs are not in charge of preparing these movements. Thus, Libet findings dont prove that voluntary actions are initiated unconsciously.

The Dead Poets Society By Peter Weir

The Dead Poets Society By Peter Weir Neil Perry is a confident and popular student who excels in his studies. He is well-liked by both his peers and teachers and is a natural leader. Inspired by his passionate English teacher, Mr Keating, he re-establishes the Dead Poets Society. This shows that he is prepared to challenge the schools authority. Neils aspirations to become an actor are snuffed by his controlling father who refuses to give Neil any choice about his future. As a result, Neil commits suicide at the end of the film. à ¢-  Todd Anderson Todd is a shy and introverted student who is new to Welton Academy. Todds older brother was a previous valedictorian of Welton and both the school and his parents clearly have high expectations of him. An obedient and studious young man, Todd tries hard to please his teachers but lacks confidence at the beginning of the film and this prevents him from reaching his potential. However, both Neil and Mr Keating support and encourage him and he consequently develops considerably as a character. At the end of the film, he is the first student to stand on his desk in support of Mr Keating. à ¢-  Knox Overstreet Though shy and academically focussed at the beginning of the film, Knox develops considerably as a result of his inchoate relationship with Chris. Romantic and idealistic, he pursues Chris relentlessly, applying Mr Keatings philosophies to his circumstance. By seizing the day and taking risks, he ultimately wins Chris, in spite of the fact that she is practically married to Chet Danberry, the son of a family friend. Knoxs character is evidence of the positive effect of Mr Keatings teachings. à ¢-  Charlie Dalton or Nuwanda Rebellious, recalcitrant and reckless, Charlie Dalton is the most extraverted and daring of Weltons students. He resists the authority of the school and is ultimately expelled for refusing to sign the document condemning Mr Keating. Attention-seeking and chauvinistic, he also invites two girls to the Dead Poets Society meetings. Though he admires and respects Mr Keating, he takes Keatings principles too far and takes several imprudent risks. à ¢-  Richard Cameron Cameron is an assiduous and ambitious student who conforms totally to both the schools and his parents expectations. Keen to succeed academically and win the favour of his teachers, he is very compliant and is prepared to betray his friends in order to further his own interests. Cameron is ultimately responsible for the dismissal of Mr Keating as he selfishly accuses Keating of encouraging Neil to commit suicide; he is complicit with the schools administrators. à ¢-  Steven Meeks Meeks is the most academically gifted of the boys and; this is certainly his reputation amongst his peers. Though studious and compliant, he is well-liked by the others and is a strong supporter of Mr Keating. Like others, he reluctantly joins the Dead Poets Society but ultimately embraces all that it stands for. à ¢-  Mr. Perry Mr Perry is Neils paternalistic and dominating father. He is determined that Neil will finish school at Welton and study medicine. To this end, he ensures that Neil is focussed and not distracted by unnecessary extra-curricular activities such as the school magazine. Neil rebels against this but unable to confront his father, ultimately decides that he is trapped. Mr Perrys refusal to support Neils acting aspirations ultimately lead to Neils death. à ¢-  Mr. Nolan He is the director of Welton School illustrating the four pillars of the institution tradition, honour, discipline, excellence. He is the opposite character of Mr Keating and represents the conformism of the high class society at this time. He assures to send his students in elitist colleges and possesses the complete trust of their parents. à ¢-  Gerard Pitts Pitts is an insignificant character but is part of the core group of boys who form the Dead Poets Society. Tall and lanky, he is socially awkward and somewhat withdrawn. Though he is introverted and does not seem to take risks, he rises from his seat at the end of the movie, demonstrating that he clearly respects Mr Keating. Different styles of Leadership Charismatic leadership vs. Authoritarian leadership In this part, we are going to focus on two characters and their difference of personality and behaviours through their leadership styles: Mr Keating and Mr Nolan. à ¢-  Mr Keating: a charismatic leader Charisma is linked to a number of criteria that we will develop. During the entire movie, Mr Keating seems to be someone who pays much attention to the person he is talking to. Hes making that person (the students) feel free to be who they are and feel like the most important person in the world. Hes able to create a climate of intimacy which is linked to the trust. For example, during his first class, hes talking to the students as individuals. He wants to make them realize that they all have their own desires and he wants them to follow their own path. Mr Keating pays a great deal of attention in scanning and reading his environment, and is good at picking up the moods and concerns of both individuals and larger audiences. In this way, he knows how to answer to the students needs and to adapt himself to these others. A good example is when he teaches in class: he knows hes subject to a number of interrogations but he adapts his exercises to the concerns of the students. He also uses a wide range of methods to manage his image. He engenders trust through visible self-sacrifice and takes personal risks in the name of his beliefs. He shows great confidence in his followers (the students). He is very persuasive and makes very effective use of body language as well as verbal language. Mr Keating has a deliberate charisma in a theatrical sense: he makes effective use of storytelling, including the use of symbolism and metaphor. Especially when he talked about The Dead Poets Society for the first time, he described the world of poetry which is linked to passion and aim of life. In the same time, we have the impression that all along the movie he tries to build a group, his group of students, by making it very clear and distinct, separating it from the other classes. No other group has classes outside or on a football field. In this way, he is building the image of the group, in particular in the minds of his students, as being different to all others, so superior in a way. Also, he attached himself firmly to the identification of the group, such that to join the group is to become one with the leader. In doing so, he creates an unchallengeable position for himself. Furthermore, Mr Keating appears as a Charismatic Leader because he may not want to force anything. His beliefs are by themselves highly valuable. As we saw, Mr Keating tends to be a charismatic leader. A number of criteria are relevant to emphasize this theory as his vision, his sensitivity to the environment, to students need, his personal risk taking and his unconventional behaviour. Besides, according to Emily Spencer charismatic leaders are the product of follower perceptions and attributions that are influenced by actual leader traits and behaviour, the context of the situation, and the individual and collective needs of the followers, we will study later how Mr Keating influenced his students and answers to their fundamental needs. A charismatic leader uses his personality and charms rather any form of external power or authority this characterizes Mr Keatings behaviour compared to Mr Nolans one. He never forced the students to do anything and he encourages them to find their freedom. Also, charisma is linked to a unique vision, which we will develop below. Mr Keating has his own vision and uses unconventional ways to express it. But because of his confidence in his own beliefs, he thought they were infallible, he didnt think about the impact of his changes even when he received adequate warning from others. Although he meant well, it was the cause of a lot of problems. à ¢-  Mr Nolan: an authoritarian leader A leader is a person whose charisma helps them to guide a group of people in a direction they believe is desirable. Someone with authority uses their power to guide a group of people in a direction they believe is desirable. Mr Nolan is the director of the School. Tradition, honour, discipline, excellence is his key words and his power is based on it. He is from the aristocratic and traditional society; his role is to preserve the integrity of the school and to prepare his students to get into the high society and to be their new models. If a person has the ability force a person to perform a certain act, or the ability to otherwise coerce them, than that person is an authoritarian. Mr Nolan can be recognized by how he makes his decision. There is no discussion or the discussion begins with a foregone conclusion. Also, he guides the students with negative motivation that leave them in a bad position. They feel that they are the only ones who disagree and that is why they have to be exiled. Ultimately, this means that the only way to really oppose Mr Nolan was with the support of a sizable percentage of the group. Mr Nolan will speak of betrayal in this case. Mr Keating would not, as a disagreement is never a betrayal unless there is an expectation of being followed and obeyed. In comparison, Mr Keating guided students by the infectious nature of his vision. They wanted to follow him, but they were free not to. à ¢-  The relationship between Neil and his father Neils aspirations are to become an actor but they are snuffed by his controlling father who refuses to give Neil any choice about his future. Mr Perry is a paternalistic and dominating father. He is determined that Neil will finish school at Welton and study medicine. In this part, we are going to show that Neils character has a charismatic behaviour and his father an authoritarian one. Thus, we will try to establish a comparison between the Mr Keating and Mr Nolan relationship and the Neil and Mr Perry relationship. From the beginning, Neil appears as a bright student, he is engaged in a lot of activities within school and he is recognized as the leader of the group of students. But this character feels a deep contradiction between his own dreams and the ones his father has for him. He is going to fight again the morality of his parents following Mr Keating beliefs. We notice that Neil has a charismatic attitude towards the other students at the beginning of the movie You say things and people listen. He is the one who decided to re create the Dead Poets Society and used of his power to convince the other. He became more and more attracted to Keatings philosophy and acted as if it was a revelation for him. He is discovering a new state of mind through Keatings words and poetry and he is ready to listen to his feelings. The scene when Mr Perry enters in Neils room is quite relevant concerning the relationship between the two characters. Neil had decided to follow theater courses but he didnt advise his father. When Mr Perry find out, he orders his son to quit. At this instant, the illusions of Neil are falling apart and he cant express his feelings. He feels trapped and he acts as a child who did a mistake. Mr Perry uses the expression absurd acting business and refers to the deception he might have feel. He gives orders and Neil has no other choice than answering Yes Sir and crying. Mr Perry concludes with You will not let me down. We observe that the relationship is based on authority. The two characters are quite different: Mr Perry is cold, quiet and he hides his feelings and Neil is full of hopes and dreams with a deep emotional sensitivity. Mr Perry character refers to Mr Nolan one. He thinks that his way of thinking is the best for his son; he doesnt consider creativity, pleasure and feelings. Both characters express their power in the same way: they order, people have to follow. They dont let the opportunity to other to discuss and they are acting as if they were carrying the weight of the world on their shoulders. We also can say that this kind of character is complex because in away they are following their own beliefs, as Mr Keating does, and are convince its the right one. We have no doubts concerning the good intentions of Mr Perry to encourage his son to follow a medicine career. He thinks it is the best for his son to succeed. This kind of character has difficulty to open up the box and to extend the horizons. Two values can be differentiated concerning these characters that we will describe later: realism versus creativity. We also notice that after his conversation with his father, Neil goes to Keatings office to ask him for advice. Neil realized that the teacher always had a dream and that he is actually living for it. He expresses his feelings concerning his father hes planning the rest of my life, he never asked me what I want. Neil decides to not quit his role in the play and invites his friends and Mr Keating to watch him. Unfortunately, his father heard about it and comes to the theater. On stage, Neil talks to his father through the character he is playing and his last sentence in the play is I have a dream. The last interaction between Neil and his father takes place at home. Mr Perry is desolated, he accuses Neil to have defying him and to have run his life. At this time, we know that Mr Perry would never change his state of mind and will never allow his son to follow his own way. Mr Perrys refusal to support Neils acting aspirations ultimately lead to Neils death. Other personality and behavioural differences: the followers The movie is based on different characters and we will focus on this part on the evolution of the group of students through the leadership of others. Even if we saw that Neil for example was considered as a leader within the group, all the students are characterized as followers concerning or the leadership of Mr Keating or the authority power of Mr Nolan. The movie shows a lot of personality and behavioural differences concerning the characters. We can analyze the evolution of the characters in three times which correspond with the three classes of Mr Keating and we can focus especially on the influence of Mr Keating in their interactions. First of all, we have to remind that they all are part of the tradition, honour, discipline, excellence system. They grew up in this environment and their life has been predicted depending on these criteria. Their model is obviously Mr Nolan who is trusted by the entire community and also the teachers of the school. When Mr Keating introduced himself at the first class, they are all already prepared to receive a poetry class as they have been taught last years. Keating starts by asking them to open their book and to read the preface which sum up the poetry as a mathematical figure. Then he asked them to rip out the entire page. They are all shocked and dont know what to do because they know it goes against the system they are used to live in. Then, Keating asked them to get out of the class room and to look at the important figures of the school in the hall way. They are not either used to be taught outside of a class room. Most of them are wondering if its not a trap, no one is moving until one decides to do it. The rest follows. This attitude towards this new teacher is going to last during three classes. They dont dare to do something different, something which goes against their principles, to open up their perspectives and thats exactly what Keating tries to emphasize. But we notice that no one will directly be opposed to Keatings methods. They will all follow. They wait for someone to take the initiative, most of the time Neil. Someone who is recognized as their leader, they trust him. There is only one scene during the classes which shows that one student is opposed. At the third class, when Mr Keating asks his students to walk through the garden and to find their own way of walking, one student told Keating you invite us to find our own freedom, Ive the freedom to not do it. But the others continue because they found their new leader, Mr Keating. Thus, we notice that the characters of the movie can be considered as a group: they are re creating the Dead Poet Society under Neils recommendation, they are united by a group, a secret society which they are all members ofà ¢Ã¢â€š ¬Ã‚ ¦ But in the same time, they are becoming less dependant on each other because they are all trying to find their own way. Their independence within the school is significant during the scene which shows two of them dancing on the sound of Radio Free America or when one of them declares For the first time of my life, I know what I wanna do. As we talked about in the characters description, all the students are differentiated by their own actions in the movie. At the beginning they are characterized by being students from the same school then they can be perceived as different individuals. Through Todd Anderson and Knox Overstreet characters, we can analyse the evolution of the characters. Todd Anderson is really shy and seems a bit younger than the others but he likes writing except that he doesnt have enough self confidence to do it. At the beginning, he is not able to stand up in front of the class and is always trying to hold Neil back from his desires. But at the end, he appears as the first one to show his opposition to Mr Nolan and to stand up on his table to show that he is grateful to Mr Keating. Knox Overstreet is a shy and academically focussed student at the beginning of the movie but influenced by Mr Keating he is going to listen to his feelings and to believe in himself. He will fall in love with a girl who is actually engaged and is decided to conquer her. Before kissing her for the fist time, he repeats to himself carpe diem and after telling his friends that he wrote her a poem, he says She didnt say anything but at least I did it. Besides, when the school is trying to accuse Mr Keating for being responsible for Neils death, we can note some different attitudes and behaviours. As we analysed before, their behaviours are linked to the notion of dependence or independence and its relevant to notice their different attitudes towards the institution at the end of the movie. All along the movie, these students formed a group. They have been influenced by Mr Keating, he was defined as their mentor and for some of them, their life changed considerably. As we saw, they were united by the Dead Poets Society and the beliefs of Mr Keating were ingraved in their mind. But at the end, under the pressure of Mr Nolan and their parents, they all betray their new principles and sign a paper which attests that Mr Keating had a bad influence on them and that he is the direct responsible of Neils death. Ironically, the only one who refuses it is Charlie Dalton, the only one who was opposed to Keatings exerciseà ¢Ã¢â€š ¬Ã‚ ¦ Their dependence to Welton academy is stronger that their dependence to Mr Keating and in this case, we can say that the Mr Nolans authoritarian model wins. The direct consequence on this is the break of their friendship. The group doesnt exist anymore because of the different attitudes they have towards Mr Keating or Mr Nolans influence. Different thematic The power of a myth : a necessity to unit Welton Academy versus the Dead Poets Society Even if Welton School and the Dead Poets Society are perceived as two different institutions and are opposite by their beliefs; nevertheless they have a similarity: they both are based on strong values established a long time ago constituting a model for students. In this part, we will focus on the power of myths and we will establish a comparison between tradition, honor, discipline, excellence referring to Welton and carpe diem referring to the Dead Poets Society. Besides, we will see that in both cases, the myth is a necessity to unit. à ¢-  Welton Academy tradition, honor, discipline, excellence The story of the movie is set in Welton Academy in Vermont in 1959, a conservative and aristocratic preparatory school where education is understood to be a rigorous academic learning program combined with the shaping of the students characters according to explicitly traditionalist ideals. The movie begins with a processional march of the students into the main auditorium of the school, where teachers and parents are awaiting the address of Mr. Nolan, who inaugurates the new school year by reminding everyone of the high standards of the institution, and the schools high success rate in sending its graduates to Ivy League universities. Students carry banners on which are embroidered the four pillars of Weltons pedagogical program: Tradition, Honour, Discipline, and Excellence. The key to your success rests on our four pillars. These are the bywords of this school, and they will become the cornerstones of your lives. Most of the students at Welton are from respectable families; most are destined to follow in the footsteps of their fathers and become doctors, corporate lawyers, or bankers. Also it is really clear that Welton has a conservative spirit and is dedicated to give to the students its traditionalist way of thinking. The school represents tradition and the teaching methods are very established, which is opposed to the innovative and creative way of teaching of Mr Keating. Honor represents the renown that the school receives by placing a lot of students in elite universities. The institution is well known and prestigious; Mr Nolan has for role to maintain the reputation of the school and to keep high standards. He is only here to watch that the students are taught in a traditional way. Discipline means repression in Welton. Its goal is to establish a framework for the students by controlling them. In the movie, the respect of discipline is really important to insure uniform behaviour and the repression of the students individuality and creativity. Their personal desires cant exist without discipline. Welton has a lot of rules. Fist of all, the school is only for boys and girls are not allowed in the institution. The students have to wear a uniform and have to spend their free time to study. Some extra activities are planned but even being part of the redaction of the school newspaper is a lost of time for Neils father. The code is really strict and can be perceived as old school concerning the punishments. Concerning the excellence, it refers to not simply succeed in what you are doing but being the best and get the approbation of the institution. In the movie, we notice that it is more important to get good grades than understanding what the subject is about. The school is a preparatory school to get into prestigious universities and all parents are counting on Welton to make their child succeed. It doesnt matter how they are treated and if they are happy or not, they just have to be excellent and behave the way the institution is expected them to. As we saw in the movie, with Mr Keatings influence, most of them realize that they have desires but the school will not allow them to develop their instincts. The authority of Mr Nolan and the pressure of their parents emphasize the importance of academic studies to get a successful career and also to answer to their parents dreams. Also, they cant recognize excellence if it is out of the frame. Neil could be really good at acting but his father doesnt even take that into consideration. Welton is an institution based on a philosophy where tradition, honour, discipline and excellence are the key words. It is also a school where the self reflection, the personal development, the creativity, the non conformityà ¢Ã¢â€š ¬Ã‚ ¦ are not recognized and not tolerated. Students nickname the school Hellton. Mr Nolan, model of authority and obedience, represents the traditionalism and the conservatism of Welton: an institution opposed to the individualism of Mr Keating and the Dead Poets Society philosophy. à ¢-  The Dead Poets Society Carpe Diem One day, Neil finds an old yearbook with Mr. Keating in it. After seeing that Mr. Keating listed Dead Poets Society as one of his activities, the boys ask Mr. Keating what this was. He replies that the Dead Poets Society was dedicated to taking the meaning out of life. To do so, the members would sit in an old Indian cave near a certain pond and in the enchantment of the moment . . . let poetry work its magic. When Knox has doubts about a bunch of guys just sitting around reading poetry, Keating claims that they were not just a Geek organization, that they were romantics, that they didnt just read poetry. Spirits soared, women swooned and gods were created, gentlemen That evening, under Neils leadership, the boys reconvene the Dead Poets Society. Neil honors tradition by opening the new chapter of the society the way Keating and his classmates used to open it, by reading the passage from Henry David Thoreau. I went to the woods because I wanted to live deliberately I wanted to live deep and suck out all the narrow of life To put to rout all that was not life And not when I had come to die Discover that I had not lived This first meeting of the renewed society is a tremendous success. The boys really get into reading poetry, including the concluding lines from Tennysons Ulysses, which Neil reads and which, in the context of the movie as a special significance. Come my friends, its not too late to seek a newer world We can notice at this time that Neil is completely influenced by Mr Keating character and curious about The Dead Poets Society. When he starts reciting poetry, he seems to have discovered a new way of thinking, it is a revelation for him. The words that he pronounces have an echo in himself. The Dead Poets Society is also the link between the past and the present which makes the students think about their future. It is also a way for them to avoid their parents values that are really heavy: it gives them the opportunity to have a special time to avoid constraints which create a strong link between all of them. Now the group of students is united by this secret. This intimacy allows them to act on their own, they are using it as a way to know all the things which are forbidden inside the school. They are smoking, drinking, playing music or bringing girls. We can say that they are experimenting the pleasures of life which give a real sense for Keating and which represent the devil for Mr Nolan. Also, we observe that tradition, honor, discipline, and excellence are represented in having taken the initiative to reconvene the Dead Poets Society, despite the fact that the school would not look too favourably upon it. Furthermore, The Dead Poets Society which could represent a place of decadence for Welton Academy is illustrating the values that Mr Keating is believing in. It refers to one of the first sentence he pronounces in class Life exists and identity. We see all along the movie that the Dead Poets Society will take more and more importance in the students life and that it will become their creed. I promise. The Dead Poets Society is my word Mr Keatings vision Carpe Diem, seize the day is the phrase that the movie is focusing on and is reflecting the vision of Mr Keating, an English teacher who has just been hired, and who displays ideas and a spirit that deviate sharply from the established Welton practices and norms. Keating propagates an anti-authoritarian philosophy of life and he will soon profile himself as the provocative and inspiring educator of the students of whom he is in charge. During his very first class session Keating demonstrates that he is not just there to convey academic information, but also to show what students can do with such knowledge in their everyday lives. The first class session is, indeed, not so much a lesson in English literature, but a dramatic philosophical wake-up call. Word and images can change the world The human race is filled with passion Examining some poetry lines, Mr Keating interpolates his students Why does the poet write these lines?. He answers Because we are food for worms, lads! Because were only going to experience a limited number of springs, summers, and falls. One day, hard as it is to believe, each and every one of us is going to stop breathing, turn cold, and die! To drive home this point Keating makes the students look at the old photographs of former Welton students that decorate the hallways. They are not that different than any of you, are they? Theres hope in their eyes, just like in yours. They believe themselves destined for wonderful things, just like many of you. Well, where are those smiles now, boys? What of that hope? The students are sobered by what Keating is saying. Then his vision is directly highlighted after pronouncing But only in their dreams can men be truly free. The students thought it was another quoting from famous poets but Keating revealed them it was from him. Here, we see that Mr Keating really want to express his vision and to change the way of thinking of Welton Academy. When the students leave the building after class, most of them are in thought. Keatings words are having an effect on their feelings, and Carpe Diem is becoming a firm reference point in their reflections and activities. Some of them will have occasion to quote the maxim while they are pursuing their various goals during the fall term. Then, we will see that Keating will manage to underline his conception of the liberal arts. He told them to not focus only on academic fields but to be interested in what seems at first only secondary importance. The human race is filled with passion! Medicines, law, bankingà ¢Ã¢â€š ¬Ã‚ ¦ these are necessary to sustain life. But poetry, romance, love, beautyà ¢Ã¢â€š ¬Ã‚ ¦ these are what we stay alive for. Mr Keating wants to make them think about their own life, about what makes them happy and what their absolute needs are. Passion is the word for him. He knows that these students have been sent in this school to succeed in their career but he wants them to understand that they only have one life and that the human race is filled with passion. Consider what you think Its not too late to sick a newer world Boys, you must strive to find your own voice We will see through this part that the vision of Mr Keating is underlining some values, opposed to the traditional Welton values. In this way, his teaching methods appear as unusual (by the standards of the 1950s). During the whole movie, he is attached to tell the students to keep an open and flexible mind and to and to look at things from different and changing points of view. We must constantly look at things in a different way even though it may seem silly or wrong, you must try! To illustrate his point, h