Police Administration Essay Example for Free

Police Administration Essay Since the early part of the twentieth century, academicians and criminal justice practitioners have debated whether police officers should be required to have a college education as a minimum qualification to be hired. Today, there is general agreement that a college education will not necessarily make a person a good police officer, but a good police officer can be made better by having one. Many police executives believe formal college education can improve critical thinking skills of officers and that is becoming a more important factor as the complexity of police work continues to increase. 1 According to a recent article in Police Chief Magazine â€Å"We expect (police officers) to understand and apply the law evenly. We expect them to grasp the nature of social problems and the psychology of people with different attitudes toward the law. We expect officers to professionally and effectively handle disputes involving people from varying cultural, racial and socioeconomic backgrounds.† 2 The importance of possessing a college degree by police officers seems to have substantial support in the literature. If the need or desire is established for the possession of a college degree by police officers, then how do they get one? Traditionally, a college program involved students attending classes at a â€Å"brick and mortar† campus. This was difficult for many officers that already had substantial work and family commitments. With the advent of online (internet delivered) college programs, it is possible for officers to enter or return to college and pursue a degree where previously it may not have been practical for them to do so. With that being said, does an online program sufficiently address the desirable attributes for police officers that the possession of a college degree represents? Historical Perspective for College Educated Police In 1916, August Vollmer, the former Chief of Police of Berkeley, California, was the first to emphasize the need for police officers to have college  degrees. At about the same time, the University of California at Berkeley began to offer law enforcement related courses.3 In 1931, The National Commission on Law Observance and Enforcement (the Wickersham Commission) gave â€Å"national recognition for higher educational standards and more professional police officers.†4 Although the issue of college education for police officers was not specifically addressed, it laid the foundation for subsequent calls to increase educational levels for police. Largely due to Vollmer’s influence, the University of California at Berkeley created a School of Police Administration in 1933, followed shortly thereafter by a similar school at Michigan State University.5 In 1936, Vollmer wrote in his book, The Police in Modern Society, that police officers should be required to have a colleg e education.6 In 1967, the President’s Commission on Law Enforcement and Administration of Justice made specific recommendations regarding increasing the level of police education. This report was followed by the passage of the Omnibus Crime Control and Safe Streets Act of 1968, which established the Law Enforcement Education Program (LEEP). LEEP, in part, provided grants and loans to officers to enroll in college and earn their degrees. This infusion of money created a large incentive for institutions to develop academic programs geared toward law enforcement. As police officers began to return to or enter college, some institutions created accelerated or nontraditional programs in criminal justice. Officers could receive credit for experience in related courses and some courses were configured so officers did not have to meet as often as traditional courses. These types of programs were usually administered through the college’s extension program. Today, many public and private institutions offer nontraditional programs that are delivered in the online or e-learning format. According to the National Center for Educational Statistics, in the 2000-2001 academic year, forty-eight percent of all four-year Title IV8 degree granting public institutions and thirty-three percent of four-year Title IV degree granting private institutions had degree programs for undergraduates that were to be completed totally through distance learning.9 Today there are an abundance of distance learning programs being marketed to police officers, especially online programs. The flexibility of the course schedule makes it attractive to busy students. Police officers can do their course work when it is convenient for them and some courses are designed to  be completed at the student’s own pace. Many departments have made strides in requiring some college education as a prerequisite for hiring but most have not. The high school diploma still exists as the most common minimum educational requirement. Even where departments have not required a college degree for hiring, many require or make it desirable to possess a degree for promotion. As early as 1989, the benefits to having educated officers were noted to include:10 †¢ Greater knowledge of procedures, functions, and principles †¢ Better appreciation of their professional role and it’s importance in the criminal justice system as well as in society †¢ More desirable psychological make-up, which includes such qualities as alertness, empathy, flexibility, initiative, and intelligence †¢ Greater range of interpersonal skills centered in their ability to communicate, to be responsive to others, and to exercise benevolent leadership †¢ Greater ability to analyze situations, to exercise discretion independently, and to make judicious decisions †¢ Strong moral character, which reflects a sense of conscience and the qualities of honesty, reliability, and tolerance †¢ More desirable system of personal values consistent with the police function in a democratic society Even back in 1978, though, researchers expressed reservations about the quality of criminal justice programs. The rapid increase in program offerings seemed to make some institutions gear their courses more vocationally than academically. Some recommendations were made to overcome what was perceived as major quality problems in college programs developed for police officers. In addition to perceived quality problems in criminal justice programs, there was a concern that police officers would take college courses just to get the degree. In 1979, Goldstein stated, â€Å"The factor that makes the whole movement toward college education for police personnel most vulnerable to attack is the emphasis which has been put on the acquisition of college credentials without sufficient concern for what is to be learned. Given the multitude of colleges and the number of people who attend them, the degree itself reflects little about the values or relevance of the educational experience.†11 Clearly, the need to ensure that a college program is delivering the appropriate academic curriculum is  critical. In the past, an officer attended a local school and it was more than likely regionally accredited. Today, online colleges can market themselves across the United States or even internationally, claiming accreditation from some official sounding group. Accreditation, curriculum, and instructor competence are all of critical importance in a college program. More than a decade ago, researchers articulated considerations that would be relevant as one considers the potential quality of an educational program. The recommendations included:12 †¢ No college credit should be given for police academy and similar training †¢ Technical and professional police subjects should be limited to a maximum of twenty-five percent of any curriculum †¢ A four-year baccalaureate degree should be the minimum educational qualification for entry into police service †¢ No one should be considered qualified to be a faculty member on the basis of experience alone †¢ Police education faculty should be held to the same standards as other college professors (i.e. Ph.D., master’s degree minimum; involvement in research and publication) These issues among others were discussed by a group of criminal justice related experts who were brought together in a nominal group setting to discuss online education and its potential effect on the future of law enforcement. The Nominal Group Panel As part of a California Peace Officer Standards and Training Command College project, a panel of interested professionals was formed to discuss future trends and events that may have an effect on law enforcement online educational programs in the next five years. It consisted of a Chief of Police of a medium sized police department, a professor who teaches online courses for a major public university and at a local community college, a deputy district attorney, a police officer who is a former high school teacher, a police officer who is a member of the executive board for a police officers association, the criminal justice program coordinator for the local community college, the editor of the local weekly newspaper, and a  counselor for a youth diversion program. There was consensus among the panel members that it is important for police officers to have a college education, and to possess the appropriate degree. The panel felt that a college education earned the traditional way (attending classes at a brick and mortar institution) was the best preparation for a person to be a police officer. The discussion included many of the issues published by researchers and criminal justice practitioners since the 1930’s. The panel felt it was critical for police officers to be socialized with diversified groups of people and exposed to differing viewpoints. The requisite skills of tact and diplomacy learned in a physically social environment, effective public speaking, and command presence are attributes that are learned and reinforced in a traditional educational setting. The panel recognized it may be difficult for a police officer to pursue a traditional degree due to family and work obligations. So what is this officer to do? Many of the officers returning to college or entering college for the first time have turned to online college programs. The panel concluded the flexibility of online educational programs was a tremendous opportunity for current police officers due to the demands of their course schedule. They also understood there was a proliferation of programs being marketed to police officers through police websites or law enforcement related magazines. Legitimate accreditation was a key concern about such programs. The panel members expressed that testing-retained knowledge could be problematic since testing is done in the same delivery format as coursework, and all tests were essentially open book. With regard to the value of such programs, panel members believed that a college degree earned through online programs was different than a college degree earned traditionally. The panel believed that criminal justice practitioners were overused in criminal justice programs especially in online programs. Their concern was the overall value of the college degree since true academic professors were not doing the teaching. They felt that for some disciplines, such as engineering, mathematics or history, an online program was sufficient. But when it came to being a police officer, class attendance and contact with other students face-to-face was preferred. The panel agreed, however, that much of what is done in a traditional setting could be done  online, such as submittal of written reports or studies and coursework assignments. The panel also felt that too much academic credit was given for experience in police work through online programs. The panel felt that rather than rely on a purely online program for an officer to obtain a four-year undergraduate degree, a cross or hybrid approach, with a traditional program could bring the desired benefits of both delivery methods. The Educational Hybrid Amy Fanter, a researcher in the field of hybrid education, noted that â€Å"Hybrid instruction, or hybrid courses refer to classes where there is a carefully planned blend of both traditional classroom instruction and online learning activities.†13 According to criminal justice researchers and practitioners (and supported by the expert panel) the most effective collegiate preparation for police officers are settings inclusive of a social environment. They should be exposed to other racial, ethnic, and diverse groups in an arena where ideas are broached, concepts discussed, and conflict is resolved through dialogue, research, and consensus. Many components of any particular course can be done using the online system (such as writing book reports, completing written requirements and posting of thoughts on issues). If a class was required to meet for a certain amount of time every week or every two weeks, or even once a month to be tested on retained knowledge, to be challenged by other students on stances taken on issues, to participate by speaking about issues, and so on, then the socializing of the officer can be effectively satisfied. No matter how effective, a distance learning program not offering this option will impact skills that might only be gained in this type of setting. Using a hybrid approach for coursework would allow for the flexibility of online educational programs and meet the some of the critical benefits of traditional programs. Those that may advocate for pure e-learning should remain mindful of the â€Å"soft skills† necessary for the modern law enforcement officer, and the best opportunities to acquire them. Conclusion The desire for a police officer to have a college education appears settled.  National commissions, criminal justice professional associations, academicians, attorneys, and courts have all expressed this view. The question remains; how does the individual peace officer best do it? Attending the traditional college program at a brick and mortar campus seems to be the preferred way. This method may not be practical for some officers, so the alternative of the hybrid approach should be considered. It blends many of the positives from both traditional and online programs. Certainly, there may be situations where even a hybrid approach is not practical. It seems Vollmer and many others would support an online program to gain at least the concepts and critical thinking skills a collegiate education offers. Progressive police agencies may take the lead to shape their future by entering into a partnership with a local public or private institution to develop a hybrid program to be implemented for their staff. In any case, police management should encourage officers and employees to return to college to earn their four-year degree. The result will be better staff and officers, and a better chance to meet the needs of today and tomorrow. ENDNOTES 1 Bueermann, Jim, â€Å"Redlands, California,† The Police Chief, August 2006, accessed February 1, 2007, available at www.policechiefmagazine.org 2 Bowman, Theron, â€Å"The Chief’s Perspective: Demolishing the Recruitment Myth,† The Police Chief, August 2006, accessed February 1, 2007, available at www.policechiefmagazine.org 3 Travis, Jeremy, â€Å"Education in Law Enforcement: Beyond the College Degree.† An address presented to the Center for Research in Law and Justice, Chicago, February 10, 1995, accessed December 19, 2006, available at http://www.ojp.usdoj.gov/nij/speeches/police.htm 4 Carter, David, Sapp, Allen, and Stephens, Darrel, The State of Police Education: Policy Direction for the 21st Century, (Washington, D.C., 1989) 1 5 Carter, David, Sapp, Allen, and Stephens, Darrel, The State of Police Education: Policy Direction for the 21st Century, (Washington, D.C., 1989) 4 6 Coons, Jeffrey, â€Å"Studies, Case Law, Quotes, Standards and Trends in Support of College Education for Police Officers.† An Information Paper for the Police Association for College Education, March 18, 2004, Accessed August 18, 2007, available at www.police-association.org 7 Carter, David, Sapp, Allen, and Stephens, Darrel, The State of Police Education: Policy Direction for the 21st Century, (Washington, D.C., 1989) 1 8 An institution that may participate in most Title IV federal student financial assistance programs, National Center for Education Statistics, accessed September 9, 2007, available at http://nces.ed.gov/ipeds/glossary/index.asp?id=465 9 â€Å"Distance Education at Degree-Granting Postsecondary Institutions: 2000-2001.† National Center for Education Statistics, accessed Sept 9, 2007, available at http://nces.ed.gov/pubs2003/2003017.pdf 10 Carter, David, Sapp, Allen, and Stephens, Darrel, The State of Police Education: Policy Direction for the 21st Century, (Washington, D.C., 1989) 10-11 11 Carter, David, Sapp, Allen, and Stephens, Darrel, The State of Police Education: Policy Direction for the 21st Century, (Washington, D.C., 1989) 24 12 Carter, David, Sapp, Allen, and Stephens, Darrel, The State of Police Education: Policy Direction for the 21st Century, (Washington, D.C., 1989) 27 13 Fanter, Amy, â€Å"Hybrid Education: The Future of Instructional Models.,† World Wide Learn, accessed September 9, 2007, available at http://www.worldwidelearn.com/education-articles/hybrid-education.html

lion king the musical Essay -- essays research papers

Lion King: The Musical   Ã‚  Ã‚  Ã‚  Ã‚  The original Disney cartoon of a lion cub blamed for his father’s death has been remade into a Broadway musical acclaimed all over the world. Seen by over twenty five million people in over 15 thousand performances this intricately designed wonder has taken over 37 thousand hours just to build the puppets and masks. Julie Taymor the director and costume designer was faced with a problem of whether to create humans or animals playing the part and she decided to make masks that show the animal face, as well as, show the human face giving the character his or her personality. As for expressing other animals that are not part of the main cast or to express a certain theme, 2 different kinds of puppetry were used to express an African theme.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Masks are considered â€Å"functional works of art† and play a social purpose in Africa. They are used in storytelling and ceremonies and are made to be worn over the head rather than cover the face. This technique is also used in The Lion King so that the human facial expression is not lost and to support the beadwork, corsets and armor used to show the human qualities of a lion. The costumes on the other hand are made of silk cloth to hide the human form, break the shoulder line and to enhance the powerful joints and thighs. The masks are made in such a way that the actor can control the facial expression of the mask through cables ... lion king the musical Essay -- essays research papers Lion King: The Musical   Ã‚  Ã‚  Ã‚  Ã‚  The original Disney cartoon of a lion cub blamed for his father’s death has been remade into a Broadway musical acclaimed all over the world. Seen by over twenty five million people in over 15 thousand performances this intricately designed wonder has taken over 37 thousand hours just to build the puppets and masks. Julie Taymor the director and costume designer was faced with a problem of whether to create humans or animals playing the part and she decided to make masks that show the animal face, as well as, show the human face giving the character his or her personality. As for expressing other animals that are not part of the main cast or to express a certain theme, 2 different kinds of puppetry were used to express an African theme.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Masks are considered â€Å"functional works of art† and play a social purpose in Africa. They are used in storytelling and ceremonies and are made to be worn over the head rather than cover the face. This technique is also used in The Lion King so that the human facial expression is not lost and to support the beadwork, corsets and armor used to show the human qualities of a lion. The costumes on the other hand are made of silk cloth to hide the human form, break the shoulder line and to enhance the powerful joints and thighs. The masks are made in such a way that the actor can control the facial expression of the mask through cables ...

Heritage and Production of Archaeological Data

our site – CUSTOM ESSAY WRITING – EXAMPLE ESSAY Introduction This critical analysis essay centers on heritage, discussing what it demonstrates about the production of archaeological data through case studies. It covers a discussion of whether the production of archaeological data is always objective. There is an assumed synergy between heritage and archaeological data, as demonstrated by the concept â€Å"Archaeological Heritage Management† (Waterton and Smith, 2009: 41). Taking the archaeological point of view, heritage is often referred to as the material culture of the past, or those manmade structures and artefacts that comprise the archaeological record and are intended to explain the past (Waterton and Smith, 2009). The production of archeological data is a result of a study and observation of archeological record, which helps establish the domain of heritage (Binfold, 2009). Is the production of archaeological data always objective? The production of archaeological data is always objective, and this is recognised explicitly by the literature (e.g. Waterton and Smith, 2009). The ways in which heritage demonstrates this objectivity is seen in the tacit assumption embodied in the knowledge being produced from interpreting the past, which informs identity and is thus called ‘heritage’ (Waterton and Smith, 2009: 42), as well as the needed consistency of the data (both in terms of individual inventory and organisational inventory) so that they may be capable of use in the future (Barrett, et al., 2007). Since data must be consistent to this level, subjectivity has therefore no room in their production. Worthy of note is the fact that there are various contexts from which the production of heritage can take place, ranging from historical documents, archaeological excavations, values and meanings placed on heritage such as buildings and natural environment. Similarly, archeological heritage is commonly produced through research as well as academic discourses, which in fact help promote what is considered ‘heritage’ (Hicks, McAtackney, and Fairclough, 2007: 102). In managing the artistic heritage, the acquisition of data is an important aspect (Ferrari, 2010). Since archaeological heritage is produced through research and is formed by inferences through discourses, it is but proper to say that such process of production is objectively carried out since research itself is a field of objective characterisation. The notion that heritage is characterised by ‘multi-vocality’ (Habu, Fawcett, and Matsunaga, 2008: 38; Waterton and Smith, 2009: 42) does not automatically suggest that it is non-definitive and subjective in its production of archeological data. Archaeological data are material, and this materiality enables the concept of heritage to become intrinsically knowable and controllable. These knowable and controllable characteristics is seen in the extent through which archaeological heritage can be defined, discovered, recorded, managed, and conserved. The naturalisation of archaeological assumptions also supports this knowable nature of heritage in legal and policy documents (Waterton and Smith, 2009). Such process cannot therefore be merely placed in some subjective assumptions of data production. This is further supported by an assertion (e.g. Hodder, 2004) that archaeology can take an interpretive form, and its role is to facilitate the involvement of the past in the pr esent period through objective archaeological data. Smith (2004) also calls objects from the past as part of an objective archaeological record, reinforcing the general claim of the literature on the subject. Additionally, much can be learned about past history by using more theorised approaches to understand the relationship between history and archaeology (Robertson, Seibert, Fernandez, 2006). Such theory application is an objective stance of the archeological field (e.g. Cobb, Harris, Jones et al., 2012; Gibbon, 2014; Jones, 2002). Case studies on heritage and production of archaeological data A case study that may be cited in this paper is the Lodenice project in central Bohemia in the early 1990s, which is also known for a Viereckschanze (rectangular enclosure) excavation. This project identified an Iron Age settlement and remnants of decorative arm rings dating from 2nd to first centuries BC. This project, which produced a Celtic carved rag stone head, used an analytical fieldwork survey and multivariate mathematical analysis, combined with geographical information system (GIS) (Hicks et al., 2007). This example demonstrates the extent to which the production of archaeological data aims to be as objective as possible, for the archaeologies may simply assume the nature of data collected, but lack of definite measurements and other objective applications would place the whole investigation into mere assumptions. Another case that may be cited is the Bylany Project in Norway (1990s). Grants were used to finance archaeological research, enabling the excavation of Neolithic circular enclosures of Bylany’s complex. The integration of National Heritage Institute with rescue excavation administration has been a pending situation, which can negatively impact long-term archeological research in the Kutna Hora region. This archeological research is currently on systematic monitoring (Biehl and Prescott, 2013). The production of archaeological data informs of their use for future research and knowledge production as well as their objective and systematic production, reinforcing the idea that these data are always objective. Moreover in England, a data standard for the Sites and Monuments Records (SMRs) was established in the 1990s, facilitated by what is now known as the English Heritage’s National Monument Record. This data standard acknowledged the importance of records, including the activities of people involved in studying the resource, the sources of such information, and information on the process of managing the resource. This is to enable the successful management of the archaeological and historic environment within which archaeological data are derived (Barrett, Dingwall, Gaffney, et al., 2007). This manner of record-keeping for the production of archaeological data reveals the importance of objectivity. Worthy of discussion is the Tsodillo rock art in Botswana, which was the focus of intensive survey programme and recording by the Botswana National Museum during the late 20th century. The rock art holds the archaeological evidence that human settlement once existed in the landscape (Hicks et al., 2007). The recording and survey carried out by the Museum indicate the pursuit for objectivity in the investigation of the Tsodillo landscape. These case studies discuss what heritage demonstrates about the production of archaeological data being systematically acquired and processed, and thus entail the collaboration of specific government organisations in charge of heritage and archaeological data management. Thus, despite the perceived artistry of heritage, it is largely governed by some objectivity and system-specific characteristics in the production of archaeological data. Conclusion This critical analysis essay has discussed what heritage demonstrates about the production of archaeological data. It has focused on whether the production of archaeological data is always objective, illustrating the answer through cases studies. This brief claims that such production is indeed always objective, as reinforced by the extant literature denoting such objectivity and systematic stances. These data must necessarily be consistent in order for them to be of viable use in the future; hence, subjectivity has no room in their production. Moreover, archaeological data are material, enabling them to become inherently knowable and controllable and are thus definable, discoverable, recordable, manageable, and conservable. Case studies are provided, aiming to serve as evidence for the objectivity of the production of archaeological data. References Barrett, G., Dingwall, L., Gaffney, V., Fitch, S., Huckerby, C., and Maguire, T. (2007) Heritage Management at Ford Hood, Texas: Experiments in Historic Landscape Characterisation. England: Archaeopress. Biehl, P. F. and Prescott, C. (2013) Heritage in the Context of Globalization: Europe and the Americas. NY: Springer. Binfold, L. R. (2009) Debating Archaeology: Updated Edition. CA: Left Coast Press, Inc. Cobb, H., Harris, O. J. T., Jones, C., and Richardson, P. (2012) Reconsidering Archaeological Fieldwork: Exploring On-Site Relationships Between Theory and Practice. NY: Springer. Ferrari, A. (2010) The 8th Framework Programme of the European Commission and the Safeguard of Cultural Heritage: The EACH Project. Italy: CNR, Institute of Chemical Methodologies. Gibbon, G. (2014) Critically Reading the Theory and Methods of Archaeology: An Introductory Guide. Maryland: AltaMira Press. Habu, J., Fawcett, C., and Matsunaga, J. M. (2008) Evaluating Multiple Narratives: Beyond Nationalist, Colonialist, Imperialist Archaeologies. NY: Springer. Hicks, D., McAtackney, L., and Fairclough, J. (2007) Envisioning Landscape: Situations and Standpoints in Archaeology and Heritage. CA: Left Coast Press, Inc. Hodder, I. (2004) Theory and Practice in Archaeology. NY: Routledge. Jones, A. (2002) Archaeological Theory and Scientific Practice. UK: Cambridge University Press. Robertson, E. C., Seibert, J. D., Fernandez, D. C., and Zender, M. U. (2006) Space and Spatial Analysis in Archaeology. Alberta: University of Calgary Press. Smith, L. (2004) Archaeological Theory and the Politics of Cultural Heritage. London: Routledge. Waterton, E. and Smith, L. (2009) Heritage, Communities and Archaeology. London: Bloomsbury Academic.

Can’t Change Fate Essay - 1709 Words

Odysseus, the main character in Homer’s â€Å"The Odyssey†, uses his brain more than his strength when he is faced with an obstacle. Odysseus is known as a man of â€Å"twists and turns†; his supreme physical strength is secondary to the strength of his mind in â€Å"The Odyssey†. Throughout the story, Odysseus relies on his smarts, rather than strength to overcome each obstacle. He has the essential qualities of a Heroic leader such as being brave, strong, noble, mighty, but instead his intelligence makes Odysseus a hero. â€Å"Mind over Matter† or â€Å"Cunning over Strength† appears to be a theme of â€Å"The Odyssey†. Before â€Å"The Odyssey† Odysseus was victorious in the Trojan War; thanks to his quick thinking and ability to strategize. While his side was†¦show more content†¦Odysseus cunningly told the Cyclops that his name was Nobody, and then patiently waited until Polypemus was asleep to stab his eye, blinding him, yet leaving him the ability to open the doorway. It is significant that Odysseus claims to be â€Å"Nobody† to Polypemus; for the Cyclops yells out to his siblings that â€Å"Nobody stabbed his eye.† This shows that be cunning is more powerful than strength. Another example of Odysseus’ mind power is displayed through his change of identity and trickery when he came back from his journey. Odysseus is aware that he is no match for the youthful, strapping suitors in his palace; so he arranges a situation in which the suitors are locked in a room alone with him killing the suitors. Another example is the Sirens’ song, which no man can resist. Odysseus was a very curious and temped man so he has his crew tie him to his ship because he cannot resist the songs. These are just a few of the many challenges Odysseus faces in the Odyssey. Odysseus’ intelligence and strength of mind has the potential to live a full natural life; destined to die in peace. Not only did Odysseus a survivor of adventures and obstacles, he is considered a true hero. The first thing that makes Odysseus a hero is that he is favored by the gods. He was faced many dangerous and life threatening obstacles which no man has done before in his time. Thi s displays that this voyage was what heShow MoreRelatedThe Awakening, By Kate Chopin1478 Words   |  6 PagesFate is a highly questionable topic when it comes to how people live their lives. Many people can’t comprehend giving their life up to chance, but many believe it to be the best way to live. Fate is the destined path given to each person to implement throughout their lifetime. It can’t be stopped, or reasoned with, merely accepted. Many characters struggle with idea of fate in The Awakening, but nobody accepts fate more than Edna. In Kate Chopin’s novel The Awakening, fate is used as an irrepressibleRead MoreFate1150 Words   |  5 PagesFate Some people believe that each step steps on the way of life is predetermined through the beginning to the end, and people are powerless to resist it. The main character who is the narrator of the short novel, â€Å"A Woman Like Me† by Xi Xi, is trying to convey to us the same concept which is called the fate. She has been an orphan since she was very young, and she and her brother were raised by her Aunt Yifen. Her aunt has so much pressure that she pays less attention on their education, so whenRead MoreThe Role of Fate in Shakespeares Romeo and Juiliet807 Words   |  3 PagesFate. Who would have guessed that this four letter, one-syllable word would play such a big role in Shakespeares Romeo and Juliet? Many people believed that it was free choices that led to the tragic ending of Shakespeares Romeo and Juliet, but it was really fate. When looking up fate using dictionary.com, it says that fate’s something that unavoidably befalls a person; fortune, but in Romeo and Juliet, fate is reality. Perhaps the biggest and most overlooked example of fate was in the PrologueRead MoreEssay about The Predestined Fate Of Oedipus the King1135 Words   |  5 Pages Predestined Fate of Oedipus nbsp;nbsp;nbsp;nbsp;nbsp;In ancient Greek society they believed that ones life is predestined and that ones fate is sealed. What is meant to occur will happen no matter what that person does. In quot;Oedipus Rexquot; Oedipus fate is doomed from his birth because of the actions of his ancestors. Unlike Oedipus most people today dont believe in predestined fate. People can be all they want to be regardless of their background or the circumstances of their livesRead MoreWilliam Shakespeare s Romeo And Juliet1549 Words   |  7 PagesLawrence and the theme of fate play decisive roles that hold responsibility in the turnout of events that lead to a tragic conclusion. Romeo, the lover himself is rebellious and desperate for love. His impulsive personality towards love and marriage establishes danger not only upon himself but as well as his partner Juliet. Friar Lawrence is well-regarded, but his rashness, ignorance, and ill-advised thinking place both lovers in puzzling situations. Finally, the theme of fate and its force acting uponRead MoreCharacter Is Fate1490 Words   |  6 PagesCharacter is Fate – Essay â€Å"A man’s character is his fate† once said the Greek philosopher Heraclites. By this he meant that our personalities and actions shape the outcomes of our lives and therefore our destiny. This statement opposes the traditional view that man’s fate is determined by an external force (name it god or even chance). This argument is basically one of faith: do you believe we shape our own futures by how we act, or are our lives programmed in a certain unchangeable way? In otherRead MoreAnalysis Of Oedipus Rex1024 Words   |  5 PagesSophocles, the story revolves around the central theme of prophecy, and forces the reader to seriously consider the extent to which the protagonist’s doom is dependent upon his own free will or is predetermined by fate. In the story, Oedipus was not a victim of only his actions or only his fate, but his actions and fatal flaws did affect the path that he took to his demise, through his pride/ignorance/temper, his unquenchable thirst for knowledge, and his cowardice. In the beginning of the story, OedipusRead MoreFate vs Free Will1663 Words   |  7 PagesOedipus The King: Fate Vs. Free Will The ancient Greek writer, Sophocles suggests that while there are factors beyond mankind’s control that we have the power to make choices that affect our destiny. In his play, Oedipus the King, Sophocles makes it quite clear that although everyone is born with a fate, you have the ability to alter its direction and toll. The main character of the play, Oedipus, is based on the way Sophocles portrays the equilibrium between fate and freewill, and shows theRead MoreLiterary Analysis Essay811 Words   |  4 Pagesthe end and they all live happily ever after. In fact, all protagonists’ fate is decided by the narrator’s hand. Just like the literary works we have recently read, including the poems â€Å"Sunday Greens† by Rita Dove, â€Å"Sinful City† by Jaroslav Seifert and the excerpt from Like Water for Chocolate from Laura Esquivel, the characters’ fate was sealed from that moment. Therefore, the most relevant theme through three works is that fate is for those too weak to determine their own destiny. We are fated,Read MoreMacbeth Fate vs. Freewill Essay948 Words   |  4 PagesFate vs. Freewill In Shakespeare’s Tragedy Macbeth, it is very debatable if fate, or freewill is what causes Macbeth to do the things he does through out the tragedy. Freewill is at work most through out the tragedy because Macbeth is convinced he can change or speed up the fate the three weird sisters prophesized for him at his own will. Throughout the play, Macbeth slowly begins to think he can modify his fate by using the prophecies told to Macbeth by the weird sisters and attempting to change