History of Cricket Essay Example for Free

History of Cricket Essay Origin No one knows when or where cricket began but there is a body of evidence, much of it circumstantial, that strongly suggests the game was devised during Saxon or Norman times by children living in the Weald. It is generally believed that cricket survived as a childrens game. Adult participation is unknown before the early 17th century. Possibly cricket was derived from bowls Derivation of the name of cricket A number of words are thought to be possible sources for the term cricket. In the earliest known reference to the sport in 1598 (see below), it is called creckett. The name may have been derived from the Middle Dutch krick(-e), meaning a stick; or the Old English cricc or cryce meaning a crutch or staff.[2] Another possible source is the Middle Dutch word krickstoel, meaning a long low stool used for kneeling in church and which resembled the long low wicket with two stumps used in early cricket. Early 17th century Gambling and press coverage Cricket certainly thrived after the Restoration in 1660 and is believed to have first attracted gamblers making large bets at this time. In 1664, the Cavalier Parliament passed the Gaming Act 1664 which limited stakes to  £100.With freedom of the press having been granted in 1696, cricket for the first time could be reported in the newspapers. During the first half of the 18th century, press reports tended to focus on the betting rather than on the play 18th-century cricket Patronage and players Gambling introduced the first patrons because some of the gamblers decided to strengthen their bets by forming their own teams and it is believed the first county teams were formed in the aftermath of the Restoration in 1660, especially as members of the nobility were employing local experts from village cricket as the earliest professionals.[5] Cricket moves out of England Cricket was introduced to North America via the English colonies in the 17th century,[4] probably before it had even reached the north of England. In the 18th century it arrived in other parts of the globe. It was introduced to the West Indies by colonists[4] and to India by British East India Company mariners in the first half of the century. It arrived in Australia almost as soon as colonization began in 1788. New Zealand and South Africa followed in the early years of the 19th century.[5] Development of the Laws In 1744, the Laws of Cricket were codified for the first time and then amended in 1774, when innovations such as lbw, middle stump and maximum bat width were added. These laws stated that the principals shall choose from amongst the gentlemen present two umpires who shall absolutely decide all disputes. Cricket and crisis Cricket faced its first real crisis during the 18th century when major matches virtually ceased during the Seven Years War. This was largely due to shortage of players and lack of investment. But the game survived.Cricket faced another major crisis at the beginning of the 19th century when a cessation of major matches occurred during the culminating period of the Napoleonic Wars. Again, the causes were shortage of players and lack of investment. But, as in the 1760s, the game survived and a slow recovery began in 1815. In the 1820s, cricket faced a major crisis of its own making as the campaign to allow roundarm bowling gathered pace. 19th-century cricket International cricket begins The first ever international cricket game was between the USA and Canada in 1844. In 1859, a team of leading English professionals set off to North America on the first-ever overseas tourIn 1877, an England touring team in Australia played two matches against full Australian XIs that are now regarded as the inaugural Test matches. South Africa became the third Test nation in 1889 20th-century cricket When the Imperial Cricket Conference (as it was originally called) was founded in 1909, only England, Australia and South Africa were members. India, West Indies and New Zealand became Test nations before the Second World War and Pakistan soon afterwards in the closing years of the 20th century, three affiliate nations became Test nations also: Sri Lanka, Zimbabwe and Bangladesh. Limited-overs cricket In the 1960s, English county teams began playing a version of cricket with games of only one innings each and a maximum number of overs per innings. Starting in 1963 as a knockout competition only, limited overs grew in popularity and in 1969 a national league was created which consequently caused a reduction in the number of matches in the County Championship. The first limited overs international match took place at Melbourne Cricket Ground in 1971. It was tried simply as an experiment and to give the players some exercise, but turned out to be immensely popular. Limited overs internationals (LOIs or ODIs, after one-day Internationals) have since grown to become a massively popular form of the game The International Cricket Council reacted to this development by organising the first Cricket World Cup in England in 1975, with all the Test playing nations taking part. Increasing use of technology Innovative techniques that were originally introduced for coverage of LOI matches were soon adopted for Test coverage. The innovations included presentation of in-depth statistics and graphical analysis, placing miniature cameras in the stumps, multiple usage of cameras to provide shots from several locations around the ground, high speed photography and computer graphics technology enabling television viewers to study the course of a delivery and help them understand an umpires decision. In 1992, the use of a third umpire to adjudicate runout appeals with television replays was introduced in the Test series between South Africa and India. The third umpires duties have subsequently expanded to include decisions on other aspects of play such as stumpings, catches and boundaries 21st-century cricket Cricket remains a major world sport in terms of participants, spectators and media interest. The ICC has expanded its development programme with the goal of producing more national teams capable of competing at Test level. Development efforts are focused on African and Asian nations; and on the United States. In 2004, the ICC Intercontinental Cup brought first-class cricket to 12 nations, mostly for the first time. In June 2001, the ICC introduced a Test Championship Table and, in October 2002, a One-day International Championship Table. Australia has consistently topped both these tables in the 2000s. Crickets newest innovation is Twenty20, essentially an evening entertainment. It has so far enjoyed enormous popularity and has attracted large attendances at matches as well as good TV audience ratings. The inaugural ICC Twenty20 World Cup tournament was held in 2007 with a follow-up event in 2009. The formation of Twenty20 leagues in India – the unofficial Indian Cricket League, which started in 2007, and the official Indian Premier League, starting in 2008 – raised much speculation in the cricketing press about their effect on the future of cricket.[15][16][17][18] LAWS OF CRICKET Law 1: A cricket team consists of eleven players, including a captain. Law 2: a substitute may be brought on for an injured fielder but he can’t bat , bowl , act as captain or keep wicket Law 3: There are two umpires, who apply the Laws, make all necessary decisions, and relay the decisions to the scorers. In higher level cricket there is a third umpire Law 4:. There are two scorers who respond to the umpires signals and keep the score. Law 5: A cricket ball is between 8 13/16 and 9 inches (22.4 cm and 22.9 cm) in circumference, and weighs between 5.5 and 5.75 ouncesOnly one ball is used at a time, unless it is lost, when it is replaced with a ball of similar wear. Law 6: The bat. The bat is no more than 38 inches (97 cm) in length, and no more than 4.25 inches (10.8 cm) wide. The hand or glove holding the bat is considered part of the bat. the blade of the bat must be made of wood Law 7: . The pitch is a rectangular area of the ground 22 yards (20 m) long and 10 ft (3.0 m) wide. Law 8: . The wicket consists of three wooden stumps that are 28 inches (71 cm) tall. The stumps are placed along the batting crease with equal distances between each stump. They are positioned so they are 9 inches (23 cm) wide. Two wooden bails are placed on top of the stumps. The bails must not project more than 0.5 inches (1.3 cm) above the stumps, and must, for mens cricket, be 45⠁„16 inches (10.95 cm) long.. Law 9: Each bowling crease should be 8 feet 8 inches (2.64 m) in length, centred on the middle stump at each end. The popping crease, which determines whether a batsman is in his ground or not, and which is used in determining front-foot no balls (see law 24), is drawn at each end of the pitch in front of each of the two sets of stumps. The popping crease must be 4 feet (1.2 m) in front of and parallel to the bowling crease The return creases lie perpendicular to the popping crease and the bowling crease, 4 feet 4 inches. Law 10: the rules governing how pitches should be prepared, mown, rolled, and maintained. Law 11: The pitch must be covered before play to protect it from due and rain. Law 12: Before the game, the teams agree whether it is to be over one or two innings, and whether either or both innings are to be limited by time or by overs. Law 13: In a two innings match, if the side batting second scores substantially fewer runs than the side batting first, the side that batted first can force their opponents to bat again immediately. Law 14: The batting captain can declare an innings closed at any time when the ball is dead. He may also forfeit his innings before it has started. Law 15: There are intervals between each days play, a ten-minute interval between innings, and lunch, tea and drinks intervals. There are also provisions for moving the intervals and interval lengths in certain situations. Law 16: Play after an interval commences with the umpires call of Play, and at the end of a session by Time. Law 17: There may be no batting or bowling practice on the pitch except before the days play starts and after the days play has ended. Law 18:. Runs are scored when the two batsmen run to each others end of the pitch. Law 19:. If the ball is hit into or past this boundary, four runs are scored, or six runs if the ball didnt hit the ground before crossing the boundary. Law 20: If a ball in play is lost or cannot be recovered, the fielding side can call lost ball. The batting side keeps any penalty runs. Law 21: The side which scores the most runs wins the match. Law 22:. An over consists of six balls bowled, excluding wides and no balls. A bowler may not bowl two consecutive overs. Law 23:. The ball comes into play when the bowler begins his run up, and becomes dead when all the action from that ball is over. Once the ball is dead, no runs can be scored and no batsmen can be dismissed. Law 24: if the bowler bowls from the wrong place; or if he straightens his elbow during the delivery; or if the bowling is dangerous; or if the ball bounces more than twice or rolls along the ground before reaching the batsman; or if the fielders are standing in illegal places, a ball can be called no ball.. Law 25:. An umpire calls a ball wide if, in his or her opinion, the batsman did not have a reasonable opportunity to score off the ball. A ball is called wide when the bowler bowls a bouncer that goes over the head of the batsman Law 26:. If a ball passes the striker and runs are scored, they are called byes. If a ball that is not a no ball hits the strike r but not the bat and runs are scored, they are called leg-byes. Law 27: If the fielders believe a batsman is out, they may ask the umpire Hows That?, commonly shouted emphatically with arms raised, before the next ball is bowled. The fielding side must appeal for all dismissals. Law 28: Several methods of being out occur when the wicket is put down. Law 29: The batsmen can be run out or stumped if they are out of their ground. Law 30: A batsman is out if his wicket is put down by a ball delivered by the bowler. Law 31: An incoming batsman must be ready to face a ball within 3 minutes of the outgoing batsman being dismissed, otherwise the incoming batsman will be out. Law 32: If a ball hits the bat or the and is then caught by the opposition within the field of play before the ball bounces, then the batsman is out. Law 33: If a batsman willfully handles the ball with a hand that is not touching the bat without the consent of the opposition, he is out. Law 34: If a batsman hits the ball twice, other than for the sole purpose of protecting his wicket or with the consent of the opposition, he is out. Law 35: If, after the bowler has entered his delivery stride and while the ball is in play, a Law 36: If the ball hits the batsman without first hitting the bat, but would have hit the wicket if the batsman was not there, and the ball does not pitch on the leg side of the wicket, the batsman will be out. Law 37: If a batsman willfully obstructs the opposition by word or action, he is out. Law 38: A batsman is out if at any time while the ball is in play no part of his bat or person is grounded behind the popping crease and his wicket is fairly put down by the opposing side. Law 39: A batsman is out when the wicket-keeper puts down the wicket, while the batsman is out of his crease and not attempting a run. Law 40: The keeper is a designated man from the bowling side allowed to stand behind the stumps of the batsman. He is the only player from his side allowed to wear gloves and external leg guards. Law 41: A fielder is any of the eleven cricketers from the bowling side.

Skydiving Essay -- Extreme Sports Skydive essays research papers

Why do we skydive?   Ã‚  Ã‚  Ã‚  Ã‚  Skydiving has been around since ancient Chinese times as a form of aerial stunts. Leonardo da Vinci and the Chinese are both credited for creating the parachute, but it was really in the 18th century when France both created it and used it by basically throwing themselves out of planes. Little did anyone know that skydiving would be one of the craziest sports today. Jumping out of a plane two and a half miles up into the sky would not be someone’s idea of a normal day. As bad as two and a half miles up in the sky is, try doing it traveling at a rate of one-hundred and sixty miles per hour with just a parachute to save you. To many people this would be a nightmare; but to some of us, it is the biggest thrill of our lives.   Ã‚  Ã‚  Ã‚  Ã‚  Many people will sit and tell me that I am crazy for jumping out of a plane. I would just sit and tell them a quote I heard before I did my jump. â€Å"Skydivers know why the birds sing.† The experience doesn’t feel like you’re falling out of a plane, yet more like you are flying. Once you pull the parachute, the result is the most calming feeling. Words cannot even express it. You are totally relaxed and inspired after that chute is pulled.   Ã‚  Ã‚  Ã‚  Ã‚  Another reason why someone would jump out of a plane is that it actually is a stress reliever. You can still call divers crazy; but once you are up in the air flying, you are going to be stress free. The dive inspires such a complete focus of attention that all other worries, aggravatio...

AP Bio Lab

However, the e pigments will eve up the chromatography paper at different rates because they are not e equally soluble to the solvent. Photosynthesis has two main stages, the lightheartedness reaction and the lightheartedness reaction. Light independent reactions occur only in the light a ND produce TAP and NADIA which are then used by the lightheartedness reactions to fuel its pr access. Part B of this lab involves differing variables of light and carbon dioxide and the effects they have on the rate of photosynthesis.In this experiment, the rate of photosynthesis will be assured through the floating of leaf disks in solution. Ill. Hypothesis, Materials, and Method part A: Hypothesis: The plant will produce varying bands of yellow and green pigment TTS along the chromatography paper. Part B: Hypothesis: The more light or carbon dioxide there is, the faster the rate of p Hottentots. IV. Variables Independent Variable: Colors of the bands Dependent Variable: Plant pigment part e: Indep endent Variable: Sodium bicarbonate solution Dependent Variable: Time each disk took to floatControl: Water/Soap solution without carbon dioxide V. Data and Observations. Part A: Plant Pigments and Chromatography Observations: The plant produced five visible bands of color: dark green, light green, green, light yellow and dark yellow. All of the bands were the same distance apart ex kept for band 4 and the solvent front which were both mm apart. Data: Band # Distance(mm) Band Color o. Scorn dark brown 2 1. Mm light green 3 2. Mm green 4 4. Mm light yellow Solvent Front 6. Mm dark yellow Part B: Photosynthesis

William Shakespeare s Richard IIi - 1216 Words

Women play a compelling part in the play Richard III. On one hand, they can be viewed of as vulnerable and weak as they base their lives on the power and deeds of the men. However, their curses appear to have a prophetic ability. In a way women are the possessions of the men who be wed with them, nevertheless the women advance themselves with absolute emotive potency. The women produce much of the spiritual strength behind the political activities of the play. Paying attention to the men solely we can see that the play would for the most part be about shrewd political strategizing and power and it is only when the women come in, do we really see the emotional actuality and the consequences of this politically unpredictable situation. Despite the fact the women in the play are powerless as they watch Richard s rule of terror, their prophetic curses indicate that they do maintain some power in the play. Queen Elizabeth was the wife of King Edward IV and the mother of the two young Princes and young Elizabeth. Prior to her marriage to King Edward, she was engaged to a man named Sir John Gray, which is why throughout the play, Richard enjoys insulting her by making reference to her as Lady Gray instead of Queen Elizabeth, which in return shows us as the audience that Richard is demoting her by not calling her Queen, and although it was frowned upon for a widower or a divorcee to take the throne or remarry, this is a fine example of the Misogyny portrayed right throughoutShow MoreRelatedWilliam Shakespeare s Richard IIi1414 Words   |  6 Pagespleasures of these days† (Shakespeare I.i.26-31). William Shakespeare’s Richard III depicts Richard, Duke of Gloucester’s, rise to power through means of manipulation, dishonesty, and violence. His actions lead to the eventual deaths of himself and those he seized power from. Based on historian Thomas More’s accou nt of Richard III, it is apparent that Shakespeare was greatly influenced by More’s writings. Thomas More places a great deal of emphasis on King Richard III being â€Å"[...] hard-favoredRead MoreWilliam Shakespeare s Macbeth And Richard IIi906 Words   |  4 PagesWilliam Shakespeare employs a variety of techniques in his plays to show good characters from bad characters; one such technique as the application of deformity or an abnormality manifests itself physically and psychologically with the dramas. The incorporation of a defect, whether it be physically or psychology, reveals flawed characteristics within the said character. Most of these flawed characteristics, though revealed in different situations, share similar problems and consequences. For exampleRead MoreWilliam Shakespeare s Richard IIi855 Words   |  4 Pagesof all, now fearing one / For she commanding all, obey’d by none† (4.4. 783). Queen Margret, in William Shakespeare’s, Richard I II, appears as a shadow of her former glory as England’s deposed Lancastrian ruler among current Yorkist rule. Widowed, deposed, and banished, she is a women deprived of power. Nevertheless, Margret plays a larger role than her shortcomings advertise. In Richard III, Shakespeare reinstates the Lancastrian monarch’s power by giving her a strong character and an adept controlRead MoreWilliam Shakespeare s Richard IIi1979 Words   |  8 Pageshis men. To go into more detail, Richmond addresses his â€Å"countrymen† (Shakespeare, 5.4.216) to provide a means of hope and strength for the upcoming battle against Richard III. There are two main themes or ideas that should be noted about this passage. The first, that Richmond uses his speech to create a divine shroud that serves to illuminate the concept of divine work that is (in his case, but not so much in the case of Richard II) at play. This concept of the divine right of kings had been an understoodRead MoreWillia m Shakespeare s King Richard IIi1258 Words   |  6 PagesRichard: What have you done to me! Shakespeare: My historical tragedy â€Å"King Richard III† is just my dramatic presentation of your exploits in your bloody pursuit of the throne. Pacino: My postmodernist docudrama â€Å"Looking for Richard† is my modern interpretation of Richard III. My attempt to establish connections that enhance our understandings and interpretations of our respective contexts, ideas and values, primarily involving the representation of the human condition through the character of RichardRead MoreWilliam Shakespeare s King Richard IIi1188 Words   |  5 Pagesresonate over time and are affirmed between texts as shown in William Shakespeare’s play ‘King Richard III’ (1591) and Al Pacino’s docudrama ‘Looking For Richard’ (1996). King Richard III examines the irrational behaviours and moral ramifications of a power lust Richard to explore ideas of the relentless pursuit of power, betrayal and deceit, reflective of the theocentric context of the Elizabethan society. Centuries later, Looking For Richard explores Pacino’s journey to reshape a Shakespearean textRead MoreThe Titular Character Of William Shakespeare s Richard IIi1537 Words   |  7 PagesThe titular character in Shakespeare’s Richard III is a man whose body has been weakened and warped by nature, and so must rely on his wit and cleverness to survive. Throughout the play, Richard uses wordplay and persuasive language to convince others to support him or at least cease working against him. Overall, Richard believes that his ability to use language makes him superior to others in the courts of London, as is evident in the following selection: â€Å"Was ever woman in this humour wooed?/WasRead MoreCompare the ways Shakespeare presents fear and doubt in Macbeth and Richard III?1222 Words   |  5 Pagespresented in Richard III and Macbeth Macbeth is a tragedy play written by William Shakespeare. The play is set in Scotland during the mid  11th century. But, the play was written in 1606 at a time where James I was on the throne. King James was a very superstitious man who believed in magic and witchcraft and these themes were presented in Macbeth to please the King. Also the political context is important as it was included in Macbeth with the ideas of excessive ambition. On the other hand, Richard III isRead MoreWilliam Shakespeare s Influence On The Course Of World History1440 Words   |  6 PagesWaldo Emerson, a famous essayist inspired by Shakespeare’s works. William Shakespeare was a renowned author, poet, actor, and playwright. He has contributed to many components of life today such as; founding modern English language, contributing to literature, contributing to modern theater, and contributing many of his works to modern English. William Shakespeare has greatly impacted the course of world history. William Shakespeare was believed to be born on April 23,1564, in his hometown of Stratford-upon-AvonRead MoreHistory Of King Richard IIi Of England1382 Words   |  6 Pagesa conclusion that is borne out by the facts. The case of the written history of King Richard III of England is an outstanding example of the lack of adequate research and actual perfidy on the part of historians. Richard III reigned for a brief period in the late 15th century, 26 June 1483 to 22 August 1485. He was the last Yorkist king and the last of the Plantagenet kings. He traced his ancestry to William the Conquerer. He was also the last English king to die in battle. He was succeeded

10 Types of Energy and Examples

Energy is defined as the ability to do work. Energy comes in various forms. Here are 10 common types of energy and examples of them. Mechanical Energy Mechanical energy is energy that results from movement or the location of an object. Mechanical energy is the sum of kinetic energy and potential energy. Examples: An object possessing mechanical energy has both kinetic and potential energy, although the energy of one of the forms may be equal to zero. A moving car has kinetic energy. If you move the car up a mountain, it has kinetic and potential energy. A book sitting on a table has potential energy. Thermal Energy Thermal energy or heat energy reflects the temperature difference between two systems. Example: A cup of hot coffee has thermal energy. You generate heat and have thermal energy with respect to your environment. Nuclear Energy Nuclear energy is energy resulting from changes in the atomic nuclei or from nuclear reactions. Example: Nuclear fission, nuclear fusion, and nuclear decay are examples of nuclear energy. An atomic detonation or power from a nuclear plant are specific examples of this type of energy. Chemical Energy Chemical energy results from chemical reactions between atoms or molecules. There are different types of chemical energy, such as electrochemical energy and chemiluminescence. Example: A good example of chemical energy is an electrochemical cell or battery. Electromagnetic Energy Electromagnetic energy (or radiant energy) is energy from light or electromagnetic waves. Example: Any form of light has electromagnetic energy, including parts of the spectrum we cant see. Radio, gamma rays, x-rays, microwaves, and ultraviolet light are some examples of electromagnetic energy. Sonic Energy Sonic energy is the energy of sound waves. Sound waves travel through the air or another medium. Example: A sonic boom, a song played on a stereo, your voice. Gravitational Energy Energy associated with gravity involves the attraction between two objects based on their mass. It can serve as a basis for mechanical energy, such as the potential energy of an object placed on a shelf or the kinetic energy of the Moon in orbit around the Earth. Example: Gravitational energy holds the atmosphere to the Earth. Kinetic Energy Kinetic energy is the energy of motion of a body. It ranges from 0 to a positive value. Example:Â  An example is a child swinging on a swing. No matter whether the swing is moving forward or backward, the value of the kinetic energy is never negative. Potential Energy Potential energy is the energy of an objects position. Example: When a child swinging on a swing reaches the top of the arc, she has maximum potential energy. When she is closest to the ground, her potential energy is at its minimum (0). Another example is throwing a ball into the air. At the highest point, the potential energy is greatest. As the ball rises or falls it has a combination of potential and kinetic energy. Ionization Energy Ionization energy is the form of energy that binds electrons to the nucleus of its atom, ion, or molecule. Example: The first ionization energy of an atom is the energy needed to remove one electron completely. The second ionization energy is energy to remove a second electron and is greater than that required to remove the first electron.

Mental Health in Holocaust Survivors - 1554 Words

American immigrant mental health among second generation holocaust survivors Sarah Getz Suffolk University Rationale†¨ Many American immigrants have been affected in both their mental health and family history by Nazi concentration camp experiences. This group of Americans has a unique cultural and psychological history. Many researchers have focused on this cultural group. The term survivor syndrome (Krystal, 1968; Krystal Niederland, 1971) was coined to describe some of the negative symptoms holocaust survivors experienced. This syndrome is characterized by fatigue and reduced energy, restlessness, inability to concentrate, mistrust of others, pathological expression of mourning related survivors feelings of guilt, chronic anxiety and depression, dread of the future, recurrent nightmares about traumatic experiences, insomnia, social isolation, and other psychological disorders. Various researchers have proposed that some of these symptoms were transmitted to the offspring survivors and even possibly the survivor’s grandchildren. This syndrome has been called the children-of -holocaust-survivors syndrome (CHSS). It has been proposed that the second and third generation survivors may experience loss of identity and difficulty in establishing and maintaining relationships. For example, in an investigation of children-of-holocaust survivors syndrome by Sigal, Silver, Rakoff and Ellin (1973), children of survivors at the Jewish General Hospital in Montreal,Show MoreRelatedMental Health Issues In Maus By Artie Spiegelman803 Words   |  4 Pagesfather is a Holocaust survivor, and a prisoner of war; this is the main event of the story. Artie uses imagery in the form of animals to display race in the graphic novel of Maus. The survivors of the Holocaust are burdened with mental disorders; Artie acknowledges the trauma and the effect it has on the survivors as well as the people around them. Artie uses figurative language and imagery to demonstrate relationships and mental health issues. Many characters’ lives are enveloped by a mental issue andRead MoreMental Health Issues In Maus By Artie Spiegelman803 Words   |  4 Pagesfather is a Holocaust survivor, and a prisoner of war; this is the main event of the story. Artie uses imagery in the form of animals to display race in the graphic novel of Maus. The survivors of the Holocaust are burdened with mental disorders; Artie acknowledges the trauma and the effect it has on the survivors as well as the people around them. Artie uses figurative language and imagery to demonstrate relationships and mental health issues. Many characters’ lives are enveloped by a mental issue andRead MoreThe Tragedy Of Hurricane Katrina Essay1599 Words   |  7 Pagesto have a similar effect: deterioration of mental health stability among those involved. Children and adults alike possess the risk of suffering from mental disorders, such as depression and PTSD, following exposure to a traumatic event. However, the circumstances of these events differ, simply because not all mass tragedies are the same. No matter what type of event occurs, a mass tragedy can mentally scar those involved, putting a population’s mental stability at risk. Various catastrophes strikeRead MoreThe Psychological Effects Of The Holocaust1190 Words   |  5 Pages Psychological effects are associated with the mental health of the suvivors. Imagine a situation where you are housed with a lion in one room, what will you feel? Would you be comfortable? That feeling is the exact feeling that the victims of the holocaust were experiencing during the periods they lived in the camps (Levine 350-360). The mental health of the Holocaust survivors was indeed complex and varied. Literature about the Holocaust reveals there was shock upon the arrival in the deathRead MoreThe Holocaust And Its Effects On Survivors1442 Words   |  6 PagesThe Holocaust was a really tragic event that took place in the period from January 30, 1933 to May 8, 1945, during the Holocaust about 11 million Jews were killed (Wikipedia) by a german group that saw the Jewish people as an inferior race, the Nazis, under the leadership of Adolf Hitler, mercilessly killed all of those unfortunate to be caught. To this day, there are still survivors that witnessed this horrifying event, there are also journals and articles that explain in great detail how the HolocaustRead MoreCamps1095 Words   |  5 Pagesand Ferracuti (687-700), In their research, they say that the conditions and the infections of the patients were not familiar with any doctor, it was not an obvious case of them thus resulting in difficulty in treating such. The patients and the survivors were therefore forced to endure the suffering and pain; the cure was not at their disposal. At some point, the scientist had thought there could be some drug that was being used to change these victims feelings and experiences. SignsRead MoreAnalysis Of Maus By Art Spiegelman1100 Words   |  5 PagesThe devastating era of the Holocaust will always be remembered from the scars it left behind. The series Maus, written by Art Spiegelman, puts the Holocaust in a different perspective for readers. Vladek Spiegelman, a survivor of the Holocaust told the journey of his survival to his son, Art Spiegelman. Initially, I assumed this graphic novel would be about the racism, torture, and injustice the Jewish faced during the Holocaust by the Germans, but the book was more than that. Reading these booksRead MoreThe Holocaust : The Causes Of Hate In The Holocaust1424 Words   |  6 Pagespeople turn on one another with just feeling hate towards them? The Holocaust being one of the many genocides in our history was indeed influenced by an intense dislike. That intense dislike was towards certain types of people it ended up taking multiple lives. One of the many races that were hated, and killed during the Holocaust were the Jews. Jews had an average life before the Holocaust. According to the United States Holocaust Memorial Museum website, in 1933, there were about ten million JewsRead MoreHolocaust : The Holocaust And Holocaust1247 Words   |  5 PagesWe all know the horrific experience, the Jews faced during the Holocaust and after it. Even after some survived the holocaust physically, they will always be tormented and haunted by those gruesome memories from those inhumane actions that were directed towards them. After, all they went through it is obvious the holocaust affected the survivor s drastically, but how about the future generations of Jews. In which I believe the holocaust did in fact affect the second generation, but the third generationRead MoreThe Genocide Of The Holocaust885 Words   |  4 Pages The Holocaust genocide lasted for approximately 4,482 days. There were nearly twelve years of planning and organizing the extermination of Jews in Europe. For most of those years, nearly all surrounding countries did not partake in assisting the survival of these Jews. Why? Why was there such insufficient help from countries around the world while the Holocaust had been occurring? Had other countries stepped in sooner to provide safety and rescue for the Jews, how different would history be?

What Makes a Good Society Discuss What Makes a Good Society free essay sample

Without our effort for this group project become reality and this project would never exist. The person who is really we want to give a billion thank you is our lecturer and also can best we describe as our guidance are Associate Professor Quah Chun Hoo. Prof also gives us his support and makes our way clear while we are in the process of making our project. Without his guide, we never can achieve the good project like we have now. Moreover, participation from our friends also gives us more knowledge to collect more information as we can and also encourage us for produce the best job. On the other hand, we have learned many things about the higher education and the steps how to write a business ethics term paper. And lastly but not least is our really thanks to all people that involved whether as direct or indirect in the process of making this project. Thank you. EXECUTIVE SUMMARY There are numerous marks of a good society: justice, equity, rule of law, economic opportunity,  reciprocity, prosperity, critical thinking, ethical standards, concern for good citizenship, right to defense, right to private property and so on. But where does the value of Goodness for Goodness sake ome in? In this paper, our group has made a research regarding on â€Å"What makes a good society? † Based on our research we explores some of the elements of what makes for a good society or community from a communitarian viewpoint, with consideration from a combination of social facts as seen by a sociologist. Additionally, ethical considerations with special attention paid to exclusivity and to equality, are addressed. There is some moral dilemma that occurs in doing this research. Where there are some questions bear in mind; what exactly is a â€Å"good society†, or a â€Å"good community†? And why has it come to have such a critical place in current discussions of problems in our society? In our research, we have made some argument that says that the good society does not just happen; it has to be made and continuously sustained. In this process, more people must be helped to share in the good society. Establishing and maintaining the good society require the cooperative efforts of some, often of many, people. It might seem that since all citizens benefit from the good society, we would all willingly respond that we each cooperate to establish and maintain the good society. But numerous observers have identified a number of obstacles that hinder us, as a society, from successfully doing so. From our research, we found that in order to understand how and why people make decision to act for the good society we have to explore the way people make choices about what they value, what they want to be a part of and how they want to behave. Based on the research that we have done, we also have to explore how people can be empowered to play as effective a role as possible in making the good society. INTRODUCTION As Malaysian watch the political stalemate in Malaysia, we can’t help but notice the conflicting views on what makes a society good. We might agree that it takes good people to make a good society, people reaching out to people. We might say that it takes good leaders to design a good society. Lyndon B. Johnson spoke of the Great Society which for him meant social reforms designed to eliminate poverty and racial injustice. Johnsons vision was formed by the radical changes of the 1960s and the Civil Rights Movement. He saw the nations greatness in terms of economic prosperity and opportunity. Plato was right that one cant live the good life unless one knows the Good. The hard part is defining â€Å"good† apart from self-interest. For many, good is what we perceive to serve us best. Society is good if it features personal comforts and benefits and generates a standard of living that we feel entitled to enjoy. But the reality and the dream are very far apart. We are a nation of overworked and underpaid wage slaves whose debt dampens our passion for the Good. Many are just trying to survive. Our standard of living never will be high enough to satisfy us. There always will be another convenience or technology toy just beyond our reach. We are no longer free. We are ruled by schedules, technology, taxes and our own discontent. And we tend to think our discontent is someone elses fault. Aristotle believed that free men are responsible for their voluntary and involuntary actions and behaviours. He did not include slaves in this scheme because to him the society of ruling men was the basis upon which to build a good society. For Aristotle, a society or state is held together by friendship more than justice. He regarded men with many friendships as good men. That friendship, or natural affinity, is the basis of a good society is evident to children who determine who is included and who is excluded from their group. No matter how often their mothers tell them to be nice and let everyone play together, children form groups according to their own rules. (And their parents dont play with everyone either. ) Yet children are more egalitarian than Aristotles society. Children slip in and out of different groups quite often. This is how they discover where they fit best. But in Aristotles society a person could never escape from his caste. Slaves were at the bottom of the caste system and they had no rights except those granted to them by their masters. Some slaves were highly skilled in medicine, arts, reading and writing. These were generally treated well by their masters because they had valuable skills, but they were not regarded as the equal of free men like Aristotle. So all the things we like about Aristotle the attitudes which seem fair and democratic really apply only to men of his Athenian social class. There is little application to our country, Malaysia, a society of myriad communities straining in diverse directions to achieve a good society. Sociologist Amitai Etzioni has written, The quest for a good society points to one that allows communities to maintain some limitations on new membership while at the same time greatly restrict the criteria that communities may use informing such exclusivity. The criteria for exclusion cannot be race, thnic origin, religion, sexual orientation, or a host of other criteria based on ascribed statuses. Rather, the bonds of good communities, it follows, should be based on affinities whose nature remains to be defined. Contrary to political correctness, the good society limits membership by law. It is predicated on affinity, not on grand schemes or social engineering. Societies are organic. They develop according to their social DNA, and cant be designed. (Socialists neglect this truth. ) Unless natural communities can be connected in friendly ways, nation building is impossible. The good society works as a confederation of tribes, each honouring the others right to exist and all responsible for the most vulnerable and the poorest. MORAL DILEMMA In this topic, the moral dilemma occurs when the questions click in mind, what exactly is a â€Å"good society†, or a â€Å"good community†? And why has it come to have such a critical place in current discussions of problems in our society? A good society is a notion that originated over two thousand years ago in the writings of Plato, Aristotle, and Cicero. Sociologist Amitai Etzioni has written in The New Golden Rule come out with some of dilemma questions; How can a society balance its members’ needs for both order and autonomy? , Where do the core values of a community come from, and how can these values be developed and maintained? And what is a â€Å"moral voice†? How does a community develop and maintain a distinctive moral voice? The debate regarding what constitutes a good society has been championed primarily by individualists (who treat individuality as the most important social good) and social conservatives (who treat social order as the most important social good). Etzioni suggests communitarianism (which strikes a balance between order and autonomy) as an alternative social philosophy that would better support the elements of a good society . ARGUMENTS The contemporary ethicist, John Rawls, define a good society as the sum of those conditions of social life which allow social groups and their individual members relatively thorough and ready access to their own fulfilment. Good society, then, consists primarily of having the ocial systems, institutions, and environments on which we all depend work in a manner that benefits all people. Examples of particular good society or parts of the good society include an accessible and affordable public health care system, and effective system of public safety and security, peace among the nations of the world, a just legal and political system, and unpolluted natural environment, and a flourishing economic system. Because such systems, institutions, and environments have such a powerful impact on the well-being of members of a society, it is no surprise that virtually every social problem in one way or another is linked to how well these systems and institutions are functioning. As these examples suggest, a good society does not just happen. Establishing and maintaining good society require the cooperative efforts of some, often of many, people as a common good only to the extent that it is a good to which all have access. First, according to some philosophers, the very idea of a good society is inconsistent with a pluralistic society like ours. Different people have different ideas about what is worthwhile or what constitutes the good life for human beings, differences that have increased during the last few decades as the voices of more and more previously silenced groups, such as women and minorities, have been heard. Given these differences, some people urge, it will be impossible for us to agree on what particular kind of social systems, institutions, and environments we will all pitch in to support. And even if we agreed upon what we all valued, we would certainly disagree about the relative values things have for us. While all may agree, for example, that an affordable health system, a healthy educational system, and a clean environment are all parts of the common good in good society, some will say that more should be invested in health than in education, while others will favour directing resources to the environment over both health and education. Such disagreements are bound to undercut our ability to evoke a sustained and widespread commitment to the good society. In the face of such pluralism, efforts to bring about the good society can only lead to adopting or promoting the views of some, while excluding others, violating the principle of treating people equally. Moreover, such efforts would force everyone to support some specific notion of the good society, violating the freedom of those who do not share in that goal, and inevitably leading to paternalism (imposing one groups preference on others), tyranny, and oppression. A second problem encountered by proponents of the good society is what is sometimes called the free-rider problem. The benefits that a common good in good society provides are, as we noted, available to everyone, including those who choose not to do their part to maintain the good society. Individuals can become free riders by taking the benefits the common good provides while refusing to do their part to support the good society. An adequate water supply, for example, is a common good from which all people benefit. But to maintain an adequate supply of water during a drought, people must conserve water, which entails sacrifices. Some individuals may be reluctant to do their share, however, since they know that so long as enough other people conserve, they can enjoy the benefits without reducing their own consumption. If enough people become free riders in this way, the good society which depends on their support will be destroyed. Many observers believe that this is exactly what has happened to many of our good society, such as the environment or education, where the reluctance of all person to support efforts to maintain the health of these systems has led to their virtual collapse. The third problem encountered by attempts to promote the good society is that of individualism. Our historical traditions place a high value on individual freedom, on personal rights, and on allowing each person to do her own thing. Our culture views society as comprised of separate independent individuals who are free to pursue their own individual goals and interests without interference from others. In this individualistic culture it is difficult, perhaps impossible, to convince people that they should sacrifice some of their freedom, some of their personal goals, and some of their self-interest, for the sake of the good society. Our cultural traditions, in fact, reinforce the individual who thinks that she should not have to contribute to the communitys , but should be left free to pursue her own personal ends. Finally, appeals to the good society are confronted by the problem of an unequal sharing of burdens. Maintaining a good society often requires that particular individuals or particular groups bear costs that are much greater than those borne by others. Maintaining an unpolluted environment, for example, may require that particular firms that pollute install costly pollution control devices, undercutting profits. Making employment opportunities more equal may require that some groups, such as white males, sacrifice their own employment chances. Making the health system affordable and accessible to all may require that insurers accept lower premiums, that physicians accept lower salaries, or that those with particularly costly diseases or conditions forego the medical treatment on which their live depend. Forcing particular groups or individuals to carry such unequal burdens for the sake of the good society, is, at least arguably, unjust. Moreover, the prospect of having to carry such heavy and unequal burdens leads such groups and individuals to resist any attempts to secure common goods. All of these problems pose considerable obstacles to those who call for an ethic of the good society. Still, appeals to the good society ought not to be dismissed. For they urge us to reflect on broad questions concerning the kind of society we want to become and how we are to achieve that society. They also challenge us to view ourselves as members of the same community and, while respecting and valuing the freedom of individuals to pursue their own goals, to recognize and further those goals we share in common. CONCLUSION Based on arguments in thesis statement, we conclude that a good society is one in which certain minimal conditions exist that permit people to flourish. These conditions include physical well-being, safety from violence, the ability to make thoughtful choices about one’s life, and political and civil rights. The ability of societies to meet these conditions is heavily conditioned by their institutional arrangements such as individualists which treat individuality as the most important social good, social conservatives which treat social order as the most important social good and communitarianism which strikes a balance between order and autonomy. Institutions influence our behavior and expectations by exerting power. Their exercise of power constrains us at the same time that it creates predictability, reducing insecurity and anxiety in social life. Institutions limit freedom and simultaneously make its enjoyment possible. Therefore how to establishing and maintaining good society or what the moral dilemma occurs frequently in our institutions remain to be solved. Those challenges consist of inconsistent with a pluralistic society inconsistent with a pluralistic society which is even if we agreed upon what we all valued, we would certainly disagree about the relative values things have for us may lead to paternalism, tyranny, and oppression. The second problem is what is sometimes called the free-rider problem. This may produce the social parasites If enough people become free riders in this way, the good society which depends on their support will be destroyed. The third problem is that of individualism. In this individualistic culture it is difficult, perhaps impossible, to convince people that they should sacrifice some of their freedom, some of their personal goals, and some of their self-interest, for the sake of the good society. Finally, appeals to the good society are confronted by the problem of an unequal sharing of burdens. All of those problem we face are badly in need of will arranged. SIGNIFICANCE RESEARCH There are few studies that have been done upon the topic â€Å"What a makes a good society? † Commenting on the many economic and social problems that society now confronts, Newsweek columnist Robert J. Samuelson recently wrote: We face a choice between a societies where people accept modest sacrifices for a good society or a more contentious society where group selfishly protect their own benefits. Newsweek is not the only voice calling for a recognition of and commitment to the good society. Daniel Callahan, an expert on bioethics, argues that solving the current crisis in our health care systemrapidly rising costs and dwindling accessrequires replacing the current ethic of individual rights with an ethic of the good society. Sociologist Amitai Etzioni suggests in a good society a social order exists that is in line with the moral commitment of its members. Moreover, the maintenance of social order relies primarily on normative means such as education, leadership, moral dialogue, and moral voices. Etzioni also suggest that members of the society share a commitment to a set of core values, and abide by those values most of the time. Individualism is not favored over the social good (and vice versa); these two social virtues are maintained in a careful equilibrium. BIBLIOGRAPHY Amitai Etzioni, ‘The Good Society’’ Journal of Political Philosophy, 7 (1999), 88-103 Amitai Etzioni, The New Golden Rule: Community and Morality in a Democratic Society (New York: Basic Books, 1996). C. f. H. L. A. Hart, Law, Liberty and Morality (Oxford: University Press, 1963);Patrick Devlin, The Enforcement of Morals (Oxford University Press, 1965) Etzioni, The New Golden Rule, 85-118 Manuel Velasquez, Claire Andre, Thomas Shanks, S. J. , and Michael J. Meyer, Issues in Ethics  V5, N1 (Spring 1992) Robert Bellah, Richard Madsen, William M. Sullivan, Ann Swidler, and Steven M. Tipton, The Good Society (New York: Vintage, 1991); and Walter Lippman, An Inquiry Into the Principles of the Good Society (Westport: Greenwood Press, 1943) The New Golden Rule: Community and Morality in a Democratic Society (New York: BasicBooks, 1996), 160-188 http://en. wikipedia. org/wiki/Lyndon_B. _Johnson http://plato. stanford. edu/entries/african-ethics/ http://angeloallen. com/? p=810 http://www. scu. edu/ethics/practicing/decision/framework. html MARKING GRID Academic Content| | 60| Moral Dilemma| | 10| Originality and Reference| | 10| Bibliography| | 10| Significance of Research| | 5| Overall Presentation| | 5| Total Marks| | 100|