Discuss the basic qualifications in an organized crime group Essay

Discuss the basic qualifications in an organized crime group - Essay Example Therefore, the most common characteristics of an organized crime group are that they have no political goals; they are hierarchical and have exclusive or limited membership. Organized crime groups also do belong to a unique subculture, perpetuates itself and are willing to use illegal violence to obtain whatever they intend to. Finally, all organized crime groups are monopolistic and get governed by set rules and regulations. Activities that are carried out by organized crime groups involve money laundering, illegal drug distribution, illegal prostitution and human trafficking. Organized crime syndicates are not all the same. They differ in structure because they have different objectives to accomplish. They have different funding methods and how they communicate too. The most salient aspect of a syndicate is the loyalty of its members and their ability to keep their operations a secret. Any member of a syndicate usually has a death penalty for not being loyal to the

Evaluate an existing information management system within healthcare Case Study

Evaluate an existing information management system within healthcare organization in the Abudhabi hospitals - Case Study Example It is evident from the argument of research scholars that implementation of IMS in hospitals is a pertinent but hotly debated topic. Hence, the researcher has decided to dig deep in this topic by shedding light on existing IMS in hospitals of UK. Description and Functional Evaluation In UK, majority of hospitals are covered under the supervision of National Health Service Estate hence these hospitals show the common tendency while implementing a new IT application. Puig-Junoy (2000) and Tsai and Molinero (2002) have pointed out that in most of the cases, hospitals implement a new system in order to decrease the patient management cost. However, these researchers have suggested that hospitals should implant those systems which can save money and time of patients and deliver service in profitable manner. E-Prescribing has been selected by the researcher as the IMS to study in this paper. Hospitals like Chelsea and Westminster Healthcare NHS Trust has already been implemented the e-Pres cribing in order to manage cost of servicing patients (European Commission, 2012). Although e-Prescribing might sound like it’s the electronic version of formal prescription but in real scenario it’s much more than prescribing. E-Prescribing is the modified version of patient management facilities which requires active involvement of stakeholders such as doctors, nurses, patients and many others. Generally hospitals such as Chelsea and Westminster Healthcare NHS use e-Prescribing as packaged software but there examples, where hospitals use customized version of e-Prescribing. Now, the study will try to understand what exactly meant by e-Prescribing. NHS Connecting for Health (NHS CFH) (2009) has defined E-Prescribing as the information management system which is created in order to facilitate and enhance the communication of medicine order or prescription, increasing the options for administration of hospitals to provide medicine to patients in accordance with their pr escription, creating decision support and audit support system for the hospital to manage medicines used throughout the treatment of patients. In simple words, objective of e-prescribing is to manage patient information in efficient manner and help the hospital to audit its medicines used per patients. Many of the UK hospitals create the link between e-Prescribing and Enterprise Resource Planning (ERP) in order to help audit section of the hospital to conduct the cost-benefit analysis of its patient service. Implementation of e-Prescribing system is stepwise process which involves the engagement of various clinical stakeholders such as doctors, patient care division in the hospital, Information Management and Technology (IM&T) professionals, senior clinicians, senior managers etc. Specifically, IM&T is responsible for providing technical and infrastructural support to e-Prescribing (NHS CFH, 2009). E-Prescribing cannot be viewed as simple automation of manual task function for presc ribing medicines rather than it should be viewed as transformative process. For example, using e-Prescribing empowers doctor and nurses can change the traditional prescribing process and indicate the

Jane Eyre :: essays research papers

Jane Eyre is the main character in the novel Jane Eyre, written by Charlotte Bronte. She is a fictional character along with the book. The book takes place in the mid 1800’s. Jane lives in five different places which greatly affect her life. The first place Jane stays is Gateshead Hall. She then goes to live at Lowood School. From Lowood Jane proceeds on to Thornfield Hall. She then advances on to Moor House. Finally, Jane reaches her final home at Ferndean. All of this happens within two decades and the novel is told in first person, which is Jane Eyre. The first place Jane stays is Gateshead Hall. While at Gateshead, Jane is treated unfairly and is punished for things she did not do. After the death of Jane’s parents, her uncle, Mr. Reed brought Jane into his house. On her uncle’s deathbed Mrs. Reed promises to treat Jane like one of her own children. Jane’s aunt, Mrs. Reed, does not like Jane and has a very hard time doing this. She feels Jane was forced upon her family after the death of her parents. Against her husband’s request, Mrs. Reed does not treat Jane like a human being and is constantly criticizing and punishing her. In one example Jane was keeping to herself, reading a book when her cousin John Reed decided to annoy her. John then grabbed the book and threw it at her knocking her down and cutting her on the head, which bled and was very painful. Mrs. Reed then punished Jane by sending her into the red room, the room her uncle died in, for the entire night. While in the red room Jane became terri fied and thought she saw or heard the flapping of wings. The treatment Jane received caused her to become bitter and to truly dislike Mrs. Reed. Jane then goes on to live at Lowood School. While at Lowood Jane meets a young girl named Helen Burns. Helen taught Jane many things about life and religion. Jane recalls a time when Helen was scolded for not cleaning her nails or washing her face. Mrs. Scatherd, throwing out the fact that the water was frozen proceeded to punish Helen by smacking her on the back of the neck with a bundle of twigs. Jane is amazed at Helen’s ability to accept the punishment, eventhough it was not Helen’s fault.

Sociology: Deviance

†Deviance refers to any behaviour that is considered to be violating social norms or to persons that engage in such behaviour† (Adler & Adler (2009: 21). Deviance does not just occur to any form of behaviour, but we need to bear in mind the fact that behaviour or people that are deviant are only defined as deviant if and only if society views that particular behaviour as deviant (Adler & Adler (2009: 21). Deviance can either be positive, which is over conformity but is at the same time positively evaluated by the audience (Heckert, 1998: 23).There is also negative deviance, which is under conformity but on the other hand negatively evaluated, rate-busting, which refers to those individuals who under conform but are negatively evaluated by society and there is also another term referred to as deviance admiration, which is the â€Å"bad boy† image, which is under-conformity but somehow admired and positively evaluated by society or groups in society (Heckert, 1998: 2 3). Deviance has no fixed definition but instead, it is broad and has various definitions linked to the term.There are however 5 basic definitions for deviance in sociology namely, the Reactive constructionist approach, the Normative approach, Violation of rights, Absolutist approach and lastly, the Statistical approach. The reactive constructionist approach focuses on the reactions of an audience, which is society to certain behaviours. This is when behaviour is only considered deviant if it has been condemned by society. It involves publicly labelling behaviour as deviant and also followed by an equally negative reaction by the public (Dodge, 1985: 18).The normative approach on the other hand defines deviance as a â€Å"departure† or going against the set or generally accepted norms in society (Dodge, 1985: 20). Usually, the norm that has been violated is not usually put into place or is not usually in existence until a behaviour, which society reacts to, is seen as unaccep table and therefore deviant and then the norm is put into place and into existence after such occurrences.The statistical approach focuses on the behaviours that differ from average or normal experiences of society. In this case, the deviant individual or group of individuals engages in behaviour that the majority of the people do not engage in (Heckert, 1998: 25). This form of approach is mainly applied when analysing organisations. With the violation of rights approach, behaviour is considered deviant if it, in any way, violates the rights of any other individual. The individual or individuals hat are considered are labelled and they receive a negative reaction from society for their behaviour. Lastly, the absolutist approach of deviance claims that deviance resides in the very nature of an act and is wrong at all times and in all places (Heckert, 1998: 28). It does not have to depend on the environment, the reaction of the audience or the punishment and severity of the act. Princ iples of right and wrong are applied and an act is deviant once it goes against those principles.With the case of Amanda, who was heavily criticised by the public for killing her sister by stabbing her with a bread knife, the reactive constructionist theory is most applicable because according to her mother, she was just an innocent girl, who made a terrible mistake and her family did not battle forgiving her, but because the media reacted in a certain way, which was negative and the reaction eventually spread and influenced the rest of society in which they started condemning Amanda and making her life miserable, to the extent that she also condemned herself and started hating herself to the point where she believed she was evil and deserved to die. Another issue with deviance is the issue of stigma.Stigma refers to the negative gap or some form of division between the deviant individuals and the people who are not deviant or do not go against the norms of society (Goffman, 1963: 3 ). There is usually a lot of tension by the â€Å"normal† people and it is always the deviants that have to suffer and manage the tension because they are usually the minority group in the cases of deviant acts (Goffman, 1963: 7). Amanda had the stigma of a killer or brutal murderer attached to her by the public and throughout the rest of her life, had had to endure suffering at the hands of the public. She had to cope with the labelling and the gossiping that constantly surrounded her.With the issue of stigmatisation, the individuals who are suffering also have the option of managing the stigma. In Amanda’s case, the one most relevant option that she did have and fairly used was turning to stigmatised others, such as people she was imprisoned with and by turning to sympathetic others, which in this case was her mother and her friends for support and coping because there was not much she could have done such as support groups etc. because she had spent a lot of time in prison (Goffman, 1963: 14). In Amanda’s case, she has her family supporting her saying she is not at fault, in other words that her behaviour was not deviant, while on the other hand, the public viewed her behaviour as deviant.This then brings us to the question about whether there is a difference between deviance and crime. Some crimes may be thought of as deviant but not criminal and other, criminal but not deviant. The safest route to go by is simply saying that the difference separating deviance from crime is the breaking of the law, which is considered a crime or the violating of the social norm, which is deviance (Marshal and Meier, 2011: 16). Basically, people could engage in criminal behaviour, which may be accepted in a particular society, such as drinking and driving, but because it is not generally frowned upon, those people are accepted and are not considered deviant by their society.One other person on the other hand, may commit a deviant act, such as Amanda, wh o was said to have attacked her sister unintentionally, but because society rebukes such, she is considered a deviant, an outcast and is labelled and has no freedom to live her live as she pleases without people making it miserable for her. Labelling, which is closely linked to stigma, refers to the public seeing the deviants as different to anyone else and are mainly carried out by moral entrepreneurs (Marshal and Meier, 2011: 17). There are three different forms of labelling which can be taken into consideration, which is primary deviance, secondary deviance and tertiary deviance. These forms or theories of labelling come with consequences as well.In the case of primary deviance, an individual is given a label but they are not affected by such, so they basically ignore and deny the label given to them by the public (Marshal and Meier, 2011: 21). The second scenario, which is secondary deviance, individuals are given a label and so as a form of escapism, they then live up to that l abel that they have been given, such as someone being call uptight, condescending or in simpler words, a snob, then tends to try and intimidate and bring people down by all means possible (Marshal and Meier, 2011: 20). With tertiary deviance, an individual is labelled, but refuses to neither deny nor accept and instead tries and proves that there is nothing deviant about their behaviour (Marshal and Meier, 2011: 19). In Amanda’s case she was both primarily and secondarily labelled.Her family tried denying the primary labelling for her, but rather she took up secondary deviance, where she actually accepted that she was a murderer and that she deserved to die like a murderer. Moral entrepreneurs are those individuals who try to create and enforce new definitions of morality and what is deviant and what is not (Adler & Adler, 2009: 136). These new definitions that they try and enforce are mainly put in place to try and benefit them and what they believe in (Adler & Adler, 2009: 137). In many cases, if not all, there is always a number of moral entrepreneurs and not just one and they are each trying to act at their own self-interest (Adler & Adler, 2009: 137).In Amanda’s case, the main moral entrepreneurs are the society, Amanda and her own mother. Society created a label for Amanda that she carried with her and was never removed until the day that she died. Society saw her as a criminal who deserved to be punished because in that society, killing people with bread knives was not considered moral, even though they did not know the main reason or what had exactly happened. Amanda on the other hand did not see anything wrong that she had done and instead got negatively influenced by the stigma that had been attached to her and therefore saw herself as a deviant that deserved the most severe punishment possible.With Amanda’s mother, she saw her daughter as the innocent one victimised by society. She blamed society for her daughters’ misery claiming that she had not done anything wrong, even though it was evident that she had murdered her own sisters for reasons unknown, but because she did not see anything wrong with her daughters actions, she believed that she should not be punished even though murder is considered a crime and should therefore be punishable. They then in a way were seen to be a folk devil, which means that they were viewed as a threat and a bad influence to society (Dodge, 1985: 28). It is rather astonishing how Amanda’s case eventually turned out.Some people, mainly family were on her side, while the whole public was against her. Now it is a mystery as to how such situations can be explained and justified. Why would, in one society, people have different beliefs? According to the Marxist socialist theory of deviance, society is not based on consensus and shared values, but rather, it is an outcome of the continuing struggle between the social classes, the elite and the proletariat (Marshal a nd Meier, 2011: 19). In this form of society, which is mainly a capitalist society, there are individuals who exploit others and those who are exploited and therefore those who commit crime are doing those who are exploited justice (Marshal and Meier, 2011: 19).In Amanda’s case, there is no clear reason as to why the crime was committed, but her sentence was not heavy and therefore this could also be a sign as to how much influence they had on the ruling system, showing how much those who are influential can control everything in society ranging from economy to politics and laws. Amanda’s case is a clear example of what we call moral panic. Moral panic, according to Cohen (1972), cited in Victor (1998: 542), is societal response to beliefs about a threat from factors or individuals known as ‘moral deviants’. The group of individuals become defined as a threat to the values as well as the interests of that particular society and they are presented in this w ay by the mass media and other key actors (moral entrepreneurs).Society managed to foster moral panic because a widespread concern about the issue was promoted by much attention by society and basically the whole issue eventually took center stage. According to Adler & Adler (2009: 137), moral panic must be triggered by specific event at the right moment, draw attention to a specific group as a target, have provocative content revealed, and supported by formal and informal communication outlets, which in Amanda’s case happened because now her tragedy attracted much attention from society and basically caused a panic. This again just proves how deviance has no set barriers, but instead the classification of deviance has no set or particular traits, but rather, behaviour is seen as deviant only based on the social definitions that vary from society to society at different times. Society is the biggest role player in distinguishing deviant behaviour and through moral panic, they managed to exclude, label and target deviants because they have gone against what is believed to be social norms.Reference List Adler, P. and Adler, P. (2009). (6th ed). Constructions of Deviance: social power, context and interaction. Belmon, Calif: Thomson/Wadsworth. Pages 135-138; Chapter 17. Cohen, S. (1972). Folk Devils and Moral Panics. St Martin’s: New York. Dodge, D. (1985). Deviant Behaviour: The over-negativized conceptualization of deviance. Los Angeles: California. Goffman, E. (1963). Stigma: Notes on the Management of Spoiled Identity. New York: United States. Heckert, D. M. (1998). Positive deviance: A classificatory model. New York: United States. Marshal, C & Meier, R. (2011). Sociology of Deviant behaviour (14th ed). Belmont: USA.

Plagiarism These Words Are Not Yours. Eddie N Hudson,

Plagiarism: These Words Are Not Yours Eddie N Hudson, Jr. Augusta University Abstract Plagiarism is a word that is introduced as early as elementary school. Students are encouraged when writing research papers to use their own words. The rough draft is marked with the stains of red ink and a comment saying â€Å"these words are not yours.† This paper will give you a definition and different types of plagiarism. You will also be provided with steps to prevent plagiarism. Citations are an important element for producing research papers therefore, this paper will give insight on the different formats. In order to obtain clarity on the scope of plagiarism, several peer-reviewed articles were obtained and read. Several†¦show more content†¦It is disheartening when someone uses your hard work, ideas, songs, literary work, or research without giving you credit. This form of copying, passing off sentences that are not yours, stealing of thoughts, or copyright infringement is called plagiarism. United States law enforces rules to protect intellectual property. You can find more about this information under the Intellectual Property Law. Such property includes books, research papers, journals, poems, songs, music, ideas, portraits, videos, and film. Any intellectual property that is used or included within your professional research must be cited properly to avoid the accusation of plagiarism. Direct plagiarism, self plagiarism, mosaic plagiarism, and accidental plagiarism are all types of plagiarism. Direct plagiarism is copying and pasting someone’s work exactly the way the original author stated it without citations. In other words, it is typed or written word for word. Self plagiarism takes place when a work was previously submitted by you as an intellectual property. Even though your work is being resubmitted at a later date, it must be cited. Mosaic plagiarism takes place when an individual take parts of a sentence or catch phrases and never citing the source. A person may feel it is acceptable to change one or two words by using synonyms, but this too is considered plagiarism. Lastly, there are occurrences when plagiarism maybe accidental. An individual could

Walt Disney and Mickey Mouse - Free Essay Example

Sample details Pages: 6 Words: 1862 Downloads: 5 Date added: 2019/10/30 Category People Essay Level High school Tags: Walt Disney Essay Did you like this example? It is said that a picture is worth a thousand words, Walt Disney is that picture. On the outside we see a man who was able to create a mouse named Mickey and a park called Disneyland. On the inside, there’s a man who lived through struggle, the great highs and deep lows of life, and someone who created a groundings for all those who dared to dream as he did. Don’t waste time! Our writers will create an original "Walt Disney and Mickey Mouse" essay for you Create order Walt Disney’s success was not as easy as picking a pencil and choosing what to draw. Disney lived through multiple times of woe, not just for him but for the world, including both World Wars and the Great Depression. However, this never stopped the imagineer from trudging through and finding the end of the tunnel. The Disney family was a very mobile family, they continuously moved which seemed to carry through the generations. Starting with those who came over from Ireland, Walt Disney’s ancestors relocated multiple times, for multiple reasons, and to multiple areas of the world. The lineage of the Disney’s travels practically stretched the entire East side of America including part of Canada and later stretched to California with Roy and Walt. Being born to a long line of Elias’, Walt joined the family in Chicago, Illinois and grew up there for a short period of his childhood in the South Side. Later, after the town began growing increasingly dangerous, the Disney’s packed up and moved to Marceline, Missouri where their father had bought a farm(Gabler 4-8). I said â€Å"joined the family† because it is highly debated whether Walt was truly born from his mother Flora or adopted from Spain. The conspiracy comes from missing and/or un-aligning information during the time of Walt’s introduction into the family. Walter Elias Disney’s birth certificate is non-existent which caused many to assume he was not naturally born from the Disney bloodline. Another story claims Walt belonged to Spanish migrant workers who brought their son to America from Spain, then later the child was adopted by the Disney family who they worked for (Gabler 9). Once in Marceline, the family settled on the plot of farmland just outside of the main town. While growing up here, Walt had the time of his life playing with his little sister and the friendly animals on the farm. He would often ride the family pig and their horse Charley. However, both instances usually ended with Walt being thrown off and into mud or on his back. Charley was especially said to go through the tree foliage and cause Walt and his brothers to nearly get their heads battered by the lower hanging branches (Stewart 5-6). Although having an array of fun animals found on a farm, Walt said his favorite was a dog that followed him around the farm until one day when the beloved Maltese Terrier never came back from following Roy, Walt’s brother, into town (Gabler 11). Everyone helped with farm chores. With the whole family being busy, no one had time to take young Walt to his classes. By the time his education came into play, Walt was seven and his sister Ruth was five also ready to be schooled. The result of this was the two of them attending school together despite the age difference, and Walt being completely embarrassed (Stewart 6). Growing up as a very cheerful, fun child, Walt always found ways to grab attention by making classmates or family members laugh (Stewart 1). He was very creative which gifted him the ability to only be bored for little amounts of time throughout his life. This imagination came in handy when he would come home from school. Disney and his friends would often venture to a pond near his house to fish and swim during warmer months. During Winter, the group of friends could skate and sled on the frozen surface of the pond (Stewart 6). Walt’s true love for performers and art came to him when a group came to Marceline, acting out the timeless story of Peter Pan. Walt would later turn the play into an animated movie. His school eventually did their own version of the play with Disney cast as the main character Peter. From this moment on, Disney was hooked on drawing and coloring all types of little cartoons/illustrations he could think of. At one point he got in trouble for using tar for the drawings on the side of his family’s house (Stewart 8-10). As great a life the Disney’s had in Marceline, the farm was not pulling enough money to satisfy the big family. Elias had to sell the farm to another local family and move everyone to another area of Missouri: Kansas City. The Disney’s considered their new conditions a step down from their wonderland in Marceline. The new house was located in what was classified as the working-class homes and contained no indoor plumbing. While there in Kansas City, the family owned and ran a newspaper route. Once again, the whole family was involved and Walt would still doodle to create a little fun in his life. According to his little sister Ruth, things were not as bad as they sounded. Ruth and Walt would go to the fences of the nearby amusement parks and look at all the fun and beauty of inside, however, they were not able to go in and enjoy it as others could (Gabler 19). It was in Kansas City where Walt developed a likeness of trains. His uncle who worked on the passing tracks got him a job selling candies and newspapers between the stops of Marceline, Kansas and Fort Madison, Iowa. Disney worked on the train during summers (â€Å"Walt Disney† Biography). Walt’s parents eventually had financial issues again and had to sell the paper route. The family relocated, moving back to Chicago where his father began business with fruit jellies (Stewart 18). Walt went to highschool back in Chicago and took multiple art involved classes at the local Chicago Academy of the Fine Arts. While in high school he drew cartoons for the town newspaper and the school paper. Walt was enthralled with being a cartoonist, and he must of been good at it because the McKinley Voice wrote an article just on Walt and his abilities to draw and create. At one point, the manager of the paper began pulling Walt out of class just to draw and get started on his creations for the paper’s next issues (Gabler 33). About a year later, he dropped out of school and the paper companies. Attempting to join the US Army (he was a cadet at McKinley), he was turned away due to his in-eligible age of 16. however, Walt was able to join the Red Cross and spent a year in France where he drove an ambulance (â€Å"Walt Disney† Biography). Once in France, Disney didn’t get much experience in the field. Most of the battle had already been fought in the areas he came through so he was mainly tasked with chores such as driving important officers where they needed to go or running errands for those officers. Walt did not stop drawing during this journey, he found new places to cartoon and fun ways to spread the cheerful drawings. Walt would put his creations along the canvas coverings of his ambulance for all to see as he passed by (Stewart 21-22). Once back in the United States, Disney was eighteen and prepared to try his own luck in life. He was not a fan of joining the jelly business. Walt choose to move back to Kansas City where he got a drawing job at a local art studio (Stewart 25). While at the studio Disney met a fellow artist named Ub Iwerks. He and Walt got along very well and eventually ended up at the Kansas City Film Ad Company together. It was at this company that Walt first began learning about animations and creating them. The company taught Walt many valuable lessons about animations and how to use a camera. From this point, Disney and another fellow worker Fred Harman created their own business where they intended to create and sell cartoon animations to local theatres (â€Å"Walt Disney† biography). The new company would go on to create a short film called Laugh-O-Grams, they sold this to multiple theatres in the Kansas City area. Laugh-O-Grams was also the name of the new company. Disney and Harman needed help coming up and creating more ideas so they hired two artists: Hugh Harman and Ub Iwerks (â€Å"Walt Disney† Biography). Their first project as a group was a group of animated films that stepped into new territory. They combined real human filming with animations. These films were called Alice in Cartoonland. However, before finishing the films, the company went bankrupt and they had to abandon the films (Stewart 31). With the money left and what they could scrape together, the Disney brothers, Roy and Walt went to California in search of a fresh beginning, Hollywood to be exact. Surrounded by major film companies, the brothers began to put together a new studio they would name the Disney Brothers’ Studio. Ub Iwerks also moved out to California and met up with Walt and Roy (â€Å"Walt Disney† Biography). The trio restarted the Alice cartoons but were missing one thing: Alice. Alice, a real girl named Virginia Davis, was still back in Missouri and someone had just hired Walt and company to create a brand new cartoon. Needing even more help, the Disneys had hired more people, including Walt’s future wife Lillian Bounds. Bounds was an illustrations painter who got to know Walt very well. Very short after, Walt convinced Virginia Davis’ family to move out to Hollywood so she could be a part in the animated series. These films went over well and the Disney Brothers’ Company was ready to create another story (Stewart 35). Oswald Cartoons were the next creations produced by the company which had now changed to Walt Disney Studios, and were being shown all around the nation. However, another company wanted Oswald to themselves and hired away all of the Disney’s illustrators (Stewart 39-40). From this point, Walt did not trust many people with his next idea, the only ones were his brother, his wife, and Iwerks. Originally named Mortimer, the new cartoon was of a mouse that would have adventures and play tricks on some friends. Enjoying the name, Walt’s wife Lillian suggested Mickey, and the name stuck (Stewart 45). From that moment on, Walt’s life would change forever. He would still go through challenges, such as losing his parents, but he would keeping working hard. Never slowing down, Disney’s visions set platform for hundreds of films and characters to come to life and be there for children when they needed a friend or something to relate to. Today, the Disney company is one of the biggest in the world. Walt wasn’t done when his time on Earth came but he left it up to us to continue his path, and he always reminded people: â€Å"It all started with a mouse.†

Phaedra as an Example of Enlightenment Values - 802 Words

Phaedra, originally part of the large body of Greek mythological works, has been adapted, modified and presented in new contexts in recent centuries. For example, following the original conception of this tragedy by Euripides, versions of it have appeared in Latin, Italian, French, Spanish, etc through the authorship of such great writers as Frencesco Bozza, Jean Racine, Miguel de Unamuno, etc. Eugene O’Neill’s incorporation of it as a subplot in his ‘Desire Under the Elms’ testify to the everlasting appeal of the story. This enduring appeal makes relevant its study in relation to enlightenment values. It is especially relevant to read Phaedra’s life and events in the backdrop of values espoused by the Enlightenment. The Age of†¦show more content†¦(Disch, 1989) In sum, it is fair to say that the tragedy of Phaedra could have been avoided had she applied more balance and propriety to her decisions. In the heat of passionate feelings, her mind was muddled and in no state to let reason thrive. In this sense, the play can be seen as a testimony to the validity of Enlightenment values and corresponding individual virtues. The most striking aspect of Phaedra’s behavior is her disdain for rationality and judiciousness. In a way, such behavior is sub-human, for it is humans who can exercise their will and apply restraint in their actions. By showing that she was not capable of either, Phaedra had caused her own demise and that of the innocent Hippolytus making her twice guilty. The application of Enlightenment values at crucial moments in the play would have led to a different final outcome. Works Cited †¢ Berlin, Normand. The Secret Cause: A Discussion of Tragedy. Amherst, MA: University of Massachusetts, 1981. †¢ Chong-Gossard, J. H. Kim On. The Silence of the Virgins: Comparing Euripides Hippolytus and Theonoe. Antichthon 38 (2004): 10+. †¢ Disch, Thomas M. Phaedra Britannica. The Nation 23 Jan. 1989:Show MoreRelatedPhaedra and Enlightenment768 Words   |  4 PagesPhaedra and Enlightenment values The Enlightenment period was began shortly after the Edict of Nantes in 1685 and lasted through the 18th century. This was an â€Å"intellectual movement† and the writers of this period disapproved of religion and politics ruled by absolutism. â€Å" The movement would question almost every aspect of social and political life in Europe†(Hunt, 522). The writers and scholars that had enlightened views were those who believed that all people are able to apply reason orRead MoreCompare Candide and Tartuffe5528 Words   |  23 Pagescenturies. The Neo-Classic time period contributed in the expansion of peoples view of life.   The Enlightenment period writers focused on reason, knowledge, and rationality as major themes. In this era the  Catholic Church  was still an extremely powerful institution operating throughout much of Europe; however reason was beginning to emerge as an alternative to faith and religion. As a result, Enlightenment writers began to look at the world critically and rationally. Much of the important literature