Limist of data indicatiors for pupblic administrators Essay

Limist of data indicatiors for pupblic administrators - Essay Example Transparency International defines corruption as â€Å"the abuse of entrusted power for private gain."1 On the other hand, freedom is defined by Freedom House as "the opportunity to act spontaneously in a variety of fields outside the control of the government and/or other centers of potential domination."2 We need to realize that both corruption and freedom have a common factor – government. According to the assumptions of the media, countries with high levels of corruption, low levels of freedom, and high levels of unemployment, specifically among young men, are the main reasons why some countries face political vulnerability and turmoil. Table 1, located in Appendix I, shows rates of corruption according to CPI investigations and questions, which are based on methodology that measures countries according to two main categories – political rights and civil liberties. Data Perceptions: An interesting line graph forms after studying the data in the Table 1 (located in Appendix I). This line graph shows how close the rates of freedom and unemployment are. More specifically, the graph shows that the country with the highest rate of freedom (least amount of freedom) is Libya (7.0). To compare this with another country, Tunisia has a rate of 6.0.

Effect of Part Time Work Among Student Essay Example for Free

Effect of Part Time Work Among Student Essay In todays world, just as almost all individuals who are obligated to meet their own needs have to find a well-paid job, a myriad of students also fell obliged to work in order to afford their educational expenses because of their economical conditions. In this regard, there are a lot of positive or negative effects of this case in terms of gaining a sense of responsibility and academic failure. To begin with gaining a sense of responsibility, it is a well-known fact that having a job is a contributory factor in gaining a sense of responsibility. A job enables people to determine their prioritites and show respect to business ethics. Students who have a job could learn numerous useful knowledge on how to organize their time properly. Moreover, they would understand how to combat social and economical problems in their lives. Eventually, should you work and study at the same time,you need to be disciplined and self organized person. On the orher hand, academic failure can be regarded as the negative aspects of having a part time job. Ä °t is quite likely that students who are forced to work and study at the same time may not allocate sufficient amount of time to their studies. Due to this, although individuals in question show great determination to study,they may not pass their exams and they may fail in their studies. All in all, whilst gaining a sense of responsibility is the favorable aspects of having a part time job, academic failure can be regarded as the unfavorable outcomes of this. In this sense, in my opinion, positive aspects outweigh the negative aspects.

How Global Is The Global Media?

How Global Is The Global Media? With the emergence of globalization, it has enhanced digital communications between suppliers and consumers and flourished the commercial media market. However, are these media systems developing a truly global market? Are they communicating with the public in a truly global perspective versus transnational, national, regional and local? (Martin, 1988, pp 40) In the twentieth century, global media simply means technology/digital media, the internet is known as our global village where information and communications can reach thousands homes in spite of geographical and cultural distances. Being global means getting internationally united and integrated through interchanging of world views. During the 1960s and 1970s, globalization primarily refers to the evolvement of Americanization, firms that are originally based in the United States started moving across the globe in a rapid pace. (McChesney, 2001) Since the United States market is already well-developed and only seeking for incremental expansion, these dominant firms aim to invest in the foreign markets so as to strengthen their competitiveness amongst other powerful national corporations. (McChesney, 2001) Unsurprisingly, these American firms have become the dominant players in the commercial media market after the 1990s, the concentration of specific media industries such as Television networks, Music industries, Film Makings, Books and Magazines publishing, are gradually increasing since dominant parent companies began to set up subsidiaries across the globe. In the twenty-first century, the global media market is basically dominated by seven multinational corporations which are based in America: Disney, AOL Time Warner, Sony, News Corporation, Viacom, Vivendi and Bertelsmann. (McChesney, 2001) And according to McChesneys findings (2001), these companies own the major U.S. film studios, one of the U.S. television networks, most of TV channels in U.S. and worldwide, they even control up to 85% of the global music market. By all accounts, does a truly global media market include such a high level of media concentration? Scholars on globalization and cultural equality argued that the American dominance in the media industries has made it difficult for other developing countries to produce and distribute their own form of cultural media products and has limited the degree of cultural exchange between global countries. On the other hand, Morley (1996, pp37) believes that Americanization, also refers to media/ cultural imperialism, is just the side effect or process of globalization. He explains that in long run, the U.S. is striving to emerge a set of values and beliefs which largely shares amongst all nations through media. Media plays a significant role in spreading the word of mouth and is redefining the way the global communicates; (Morley, 1996, pp54) The flow of media communications can be multilayered, in this case, the U.S. is just taking the lead, media is going to wide spread across the globe layer by layer (local, regional, nation, transnational, multinational and global). Cultural media Imperialism A global media system supposed to be influential and powerful enough to mediate nations (organizations, groups and individuals) to communicate their differences and similarities through cultural exchange. However, Straubhaar (1991) has identified several key problems regarding the media flow in the 1970s: media and cultural imperialism. The spread of commercial media was seen to have constrained the distribution of media and its usage to a purely national basis. The media was perceived to be a one way flow of television and news from western countries like United States and France and the big four news agencies (Associated Press, United Press International, Agence France Presse and Reuters) respectively, to the rest of the world. (Straubhaar, 1991) Straubhaars concept of asymmetrical interdependence (1991) is able to explain the imbalanced set of relationships, where the original media flow of the world displays first world countries at the top, and third world at the bottom. It is very ironic to say that media/cultural imperialism is one of the stages to go through in the journey to media globalization. McChesney points out that the contemporary American culture is the most powerful and influential in history. The unequal distributions of income, the lack of industrial infrastructure, lack of government support and media resources in the third world countries (i.e. India and parts of Africa) not only have constrained them from creating their own media channels, it has also increased their dependency on the U.S for capital, technology and most media products. (2001) In the notion of global media, it encourages opening up to the world, sharing and exchanging instead of protecting your own culture; however, the dominant media coverage and financial and technologically lagging behind of the third world have even caused small countries to lose their cultural identity. (Morley, 2006, pp34) Living in a capitalist community, it is understandable for companies to be profit oriented; profits became the motor force to drive the expansion of U.S. media into international sales and investment. Nonetheless, according to Strabhaars findings, audiences preference is as well considered to be a key factor in producing socially determined television readings. (1991) For instance, the massive distribution (exports) of American global films has successfully promoted the U.S. culture and spread knowledge about the Americans to the world. Furthermore, multinational audiences choice of reading has been assimilated to the American style/layout/format media productions (especially films and dramas). (Martin, 1988, pp52) The international success of the U.S. media industries has flourished the media market in other European countries such as Britain, North American, Mexico etc. (Martin, 1988, pp 54) Matter fact that the American influence is giving way to the development of media industries in the third world. These firms are learning to take the first world models, and adapting it to their native settings such as developing non main stream media which is more economical. (Straubhaar, 1991) Accordingly, in less than ten years after the Americanization period, Brazil already owned its national radio station and theatre; India got its own community television channel; Egypt started its national media industry by introducing a new cinema and opera theatre. (Martin, 1988, pp 52) Cultural proximity and hybridisation Under the U.S. influence, media industries in Brazil tend to have adapted the American form of commercial media and cultural industry. Telenovela has been considered a distinct cultural industry product of Brazil since 1970s. (Straubhaar, 1991) Morley said that it is often being categorized as American style soap operas since it is translated from soap operas to Latin American by some Brazilian Americans. The Rich Also Cry is the first telenovela that went global which is exported to China, Russia, France, Malaysia, Japan and the U.S. etc. (2006 pp 43) The nature of cultural linguistic markets helps develop cultural proximity within regions more than the mass imported U.S. programs. (Movius, 2010) Telenovela helps spread sociocultural messages worldwide. Small communities like the Hispanic people who share similar cultural norms with the Americans and Brazilians, are attracted to watch Brazils telenovela even some of them are living in east Asian countries. (Movius, 2010) Straubhaar argues that even though some countries are sharing a similar culture or a common language, there are many media products, especially television programs being locally transplanted before they enter a local market; (1991) It is also very less likely to see pure imported media programs since the local audience usually prefer programs that are most proximate to them in terms of format, style, culture, tradition, custom and dialect. (Movius, 2010) Take for example, the Disney cartoon movie will be translated to Chinese when it enters the Chinese film industry, all the American slangs and jokes will not be presented in the same way or meaning since they cannot make any sense in Chinese. Regardless of the movies origin, viewers will interpret tem according to their cultural context and portrait it in their own urban lifestyle. (Morley, 2006, pp 35) To a certain extent, it is nearly impossible to assimilate worldwide cultures to one or else small nations will lose the unique aspects of their home, culture and environment. (Straubhaar, 1991) The global media means to enhance the exchange of cultural ideas, knowledge and values instead of overtaking others cultural image and identity. The success of Brazilian telenovela is considered as a combination of genre traditions and exchange of cultures between nations through media production. With reference to Martin (1988, pp 51), contraflow describes how the cultures interact and transform, without losing their own genres. Also, the exportation of telenovela Ugly Betty to the U.S. from Colombia is seen to be a great example of contraflow media, it proves that there is no longer a one way flow of media from the America. (McChesney, 2001) Initially, it represents a dependency upon the first world but succeeds in moving into a greater, but still asymmetrical interdependency. (McChesney, 2001) Cultural difference is no longer a communication barrier in the globalized world. The global media has broaden audiences social horizon as various media bring them new and compelling cultural knowledge. Mass media like radio, cinema and television has reconsolidated social groupings (closed cosmopolitan groups) and renewed cultural forms. (Movius, 2010) Apart of the Hollywood products from U.S., new layers of global production and access have emerged such as the worldwide flow of telenovela, Japanese anime and manga, Chinese Kung Fu films and Bollywood films. (Movius, 2010) It is not surprised that globalization is often associated with Americanization; the U.S. has indeed written the grammar of television and film production. Yet, starting from the 1990s, the global power has shifted to Asia. (Movius, 2010) Recently, the U.S. and Chinese film industries announced that they are going to set up a Hollywood co-production film studio based in Tianjin, China. (Pulver, 2012) At such, China would be able to nurture opportunities for cross cultural creativity and business investment in the future. This project also allows China to offer its rich heritage culture to the world. Asian countries seem to be turning the original imperialistic U.S. chain on its head in the 2010s, (McChesney, 2001) South Korea is a prime example of a turn of influential media flow and showing the crucial role of advancing technology. The KPOP (Korean music) culture favours a massive number of foreign listeners; Record companies encourage songs that combined Korean lyrics with rapped breaks and slogan-scaled English choruses, some of them even produce Japanese or Chinese song albums to attract the foreign market. In regard of the advance technology, the internet cannot be neglected as it is the most powerful and influential media that bridge communications amongst the global audience. It is known as the global village, the motor force that drives all nations together at once regardless of time and place. (Martin, 1988, pp 45) Social media like YouTube, Facebook, Twitter, MySpace takes on the job of the mass media to globalize peoples identity but in a larger degree, through an interpersonal space. These new global media players continue to grow which have also strengthen social relationships as well as increased accessibility to global information. (Movius, 2010) However, identities and media relations are still multi-layered with cultural geographical elements (McChesney, 2001) According to Straubhaar (1991), there are tendencies that the communication of media networks will be effected by cultural media traditions and regulatory systems. For instance, Facebook is censored in China due to some political reasons. At the same time, the Chinese media has developed their own social networking sites that function like Facebook: Weibo and RENN. This act has again challenged the notion of global media, showing that there are still countries which want to protect their domestic media and cultural industries to some point. (Straubhaar, 1991) As a conclusion, there is an initial change in the world media relations from dependence to relative interdependence. Though the United States still make up a high percentage of media ownership worldwide, other national media industries are consolidating an independent position in the world media market. (McChesney, 2001) The question to media imperialism and power inequality within the global media system is still very complex due to some political, social, cultural and economic implications. The global media is trying to deliver the same message worldwide, however, there are others forces and causes influencing such process.

Greeks :: essays research papers fc

Greeks   Ã‚  Ã‚  Ã‚  Ã‚  Greek beliefs changed over time. In the beginning the Greeks believed strongly in the gods. These ideas were very similar to those of earlier peoples (Craig, Graham, et. al. 57). The Greek gods shared many of the same characteristics of the Mesopotamian deities (Craig, Graham, et. al. 57). The Greek pantheon consisted of the twelve gods who lived on Mount Olympus (Craig, Graham, et. al. 83). These gods were: -Zeus, the father of the gods, -Hera, his wife, -Zeus’s siblings: Poseidon, his brother, god of seas and earthquakes, Hestia, his sister, goddess of the hearth, Demeter, his sister, goddess of agriculture and marriage, -Zeus’s children: Aphrodite, goddess of love and beauty, Apollo, god of sun, music, poetry, and prophecy, Ares, god of war, Artemis, goddess of the moon and the hunt, Athena, goddess of wisdom and the arts, Hephaestus, god of fire and metallurgy, -Hermes, messenger of the gods (Craig, Graham, et. al. 83). The gods were seen as beha ving very much as mortal humans behaved, except that they possessed superhuman qualities and they were immortal (Craig, Graham, et. al. 83). These qualities are shown in many of the stories that are passed down through Greek history. The Greeks’ respect for their gods came partially out of fear. An example of superhuman qualities to be feared is stated in Theogony:   Ã‚  Ã‚  Ã‚  Ã‚  Then Zeus no longer held back his might; but straight his heart was filled with fury and he showed forth all his strength. From Heaven and from Olympus he came immediately, hurling his lightning: the bolts flew thick and fast from his strong hand together with thunder and lightning, whirling an awesome flame. The life-giving earth crashed around in burning, and the vast wood crackled loud with fire all about. All the land seethed, and Ocean’s streams and the unfruitful sea. The hot vapor lapped round the earthborn Titans: flame unspeakable rose to the bright upper air: the flashing glare of the thunderstone and lightning blinded their eyes for all that they were strong(Hesiod 10). The Greeks believed that the will of the gods was sacred: â€Å"So it is not possible to deceive or go beyond the will of Zeus:† (Hesiod 9).   Ã‚  Ã‚  Ã‚  Ã‚  As time continued the Greeks’ beliefs changed in some ways. Some Greeks began to speculate about the nature of the world and its origin. In doing this they made guesses that were completely naturalistic and did not include any reference to supernatural powers or anything else divine (Craig, Graham, et.

Causes of the Reign of Terror

The reign of terror was a period of violence in which occurred from 1793- 1794 after the strong onset of the French Revolution. It was a time of fierceness and anger, resulting in the deaths of thousands of people living in France at that period of time. The terror followed the trial and execution of King Louis XVI in 1793 and was incited by the conflict between the Girondins and Jacobins. Soon after, King Louis’ wife, Marie Antoinette, was executed in the guillotine- the new form of constitutionalist justice.Many of the people who were executed during this period of time were not aristocrats, but ordinary people who may have only stated a critical thought or judgment going against the revolutionary government. Many believe that once Robespierre became leader of the Committee of Public Safety, he overpowered France and dominated the public, leading to the terror. Some believe that the terror occurred to stop counter-revolutionaries, such as the War in Vendee, and happened beca use of the factions between the Jacobins and Girondins.The Reign of Terror was the governments reaction’s to counter-revolutionary threats occurring particularly in the Vendee region of France in 1793. Here the public armed themselves in order to attempt to overthrow the Republic and restore the monarchy to the way it was. The counter-revolutionaries in this region were strongly against Robespierre and upset he had launched a movement to de-Christianize the nation and persecute the Church- massacring priests, destructing churches and destroying religious images.During this time all of the people of Vendee loyally stood by the Church and the Catholic monarchy of France and could clearly be distinguished wearing Rosaries around their necks at all times and the symbol of the Sacred Heart of Jesus sewn onto their hats. The people of Vendee fought hard against the French revolutionary government, many calling the War in Vendee the first modern ‘genocide. ’ A French ge neral of the time, Francois Joseph Westermann, stated â€Å"We are shooting them non-stop†¦Mercy is not a revolutionary sentiment,† exaggerating the intensity of the situation in Vendee and the success of the revolutionary government against the West region, supposedly leading to the ‘Reign of Terror’ in France. A number of people living in France, including nobles, priests and the bourgeoisie fled the country during the French Revolution, abandoning the struggle the country was going through. Emigrating, they formed armed groups and moved to neighboring countries, acquiring the name of emigres.In 1791, legislation against the emigres was passed by the King stating that anyone caught emigrating would be punished with a death sentence, namely the guillotine. Due to the politics of the time period, France was inevitably drawn to War with Austria and its allies, including Prussia, declaring War against them on 20 April 1792. Robespierre opposed the occurrence o f War due to the fact that it would strengthen the monarchy and the military as well as attract the anger of ordinary people in Austria and its neighbouring countries.The Jacobins increased the size of the army, determined to have more soldiers who demonstrated their patriotism and trained ability effectively. The Republican Army of France dominated the battles and were able to overcome the Austrians, Prussians, British and Spanish- the countries against the revolutionary government, and the strong violence was a large part in why the Reign of Terror began. Factional disputes in the Convention caused for the replacement of the Girondins with the Jacobins as they desired for a centralized government in France. This dispute could have been one of the main causes of the Reign of Terror breaking out.They wanted to keep Paris as the national capital city and to have the temporary government of the time to take control of the economy as a whole. The Jacobins were able to utilize their pow er of the sans-culottes and gained much of the public’s support opposed to the Girondins. On June 22, 1793, 80000 armed sans-culottes gathered and surrounded the National Convention halls and demanded the arrest of the Girondin party, resulting in the immediate arrest of 29 Girondin members. The Jacobins then had firm control of both the National Convention and France as a nation, left to deal with the violence and repression on the streets of France.Robespierre became leader of the Committee of Public Safety in 1793, causing a shift in power from Georges Danton to Maximilien Robespierre, Danton being an implausible public speaker and having a stronger physical presence while Robespierre less passionate about the public in general and their needs. He encouraged violence in France during the political deterioration and the fact that the attempt to set up a workable constitutional monarchy under King Louis XVI‘s reign failed made him passionate about politics. He wished t o create a temporary dictatorship in order to save the Republic from falling completely.He believed that it was â€Å"One’s duty to punish traitors, to help the needy, respect the weak, defend the oppressed, do good to one’s neighbour and behave justly,† meaning he wanted to punish those who were against the government in any way and act justly- not something that he achieved. He believed that the â€Å"Terror is nothing but quick and hard justice,† granting that he wanted the terror to be something which was handled quickly and only for those who acted against their choices in any way. Robespierre was a large influence in the Reign of Terror and wanted the people who acted out to be punished for their actions.Many people believe that he was the reason why the Reign of Terror originally began. Many dispute that the Reign of Terror simply does not exist due to the fact that there was already violence occurring before this supposed period of time. The Storm ing of Bastille was a violent period in which happened on July 14, 1789 where a mob of people marched to the Bastille, a large structure in which was previously an eight-towered castle, in search for prisoners and gun powder that had been taken by the unpopular King, Louis XVI.The building was being used as a prison at this period of time and only guarded by 30 Swiss guards, making it easy for the mob to get through in possession of canons and 3000 rifles under their belt. This shows that before the Reign of Terror strong violence was already occurring and was a large part of the nation. The Reign of Terror was not a significant change of violence to what was already occurring in France at the time, causing people to argue that the ‘violent Reign of Terror’ never existed in reality; it was simply a continuation of the violence already taking place.The Reign of Terror began in order to repress counter-revolutionary groups, which forced the Committee of Public Safety, led by Robespierre, to use the ‘humane’ form of execution- the guillotine. This resulted in external enemies being executed and anyone living in France who was under suspicion or was overheard stating a critical judgment against the government put under the guillotine. Through these executions the Revolutionary government ained momentum against their political enemies and had confidence with all of the power they were given. The mentality of violence had built up gradually from the very beginning of the revolution, not particularly when the Reign of Terror supposedly begun in 1792; the strong violence and destruction progressively increasing and the death toll reaching to new heights in this time period. By 1794, the Jacobins’ power was overbearing as they started to become unpopular with the public and media- those with accepted opinions.Their bloodshed result of power and recognition in the nation caused the bourgeoisie and former Jacobins to prompt propaganda aga inst them, aiming to destroy the monarchy. The Reign of Terror impacted the people of France and forced them to conform to what was accepted by the Committee and the Jacobins, allowing for them to have no say or judgment in the events of the time. There were many causes of the terror, some in which included strong violence, others strong leaders, yet they all marked the same thing- the end and beginning of France again.

Education Journal Article Essay

I have been working with children for quite some time and I have always wondered why some children were coming to school being able to communicate better than others. With that being an interest of mine, I chose the article Ways of Talking: Patterns of Parent-Child Discourse and the Implications for Classroom Learning (Roseanne L. Flores, Educational Horizons 77 no1 25-9 Fall ’98). The purpose of this article was to examine parent-child talk within two groups of parents from the New York City area. The questions posed for this study were 1) Does home environment i.e, culture or socioeconomic status, lead to different types of discourse practices, and 2) Does one type of discourse practice parallel classroom discourse better, and if so, what are the implications for education (Flores, 1998)? The research was conducted at two sites in New York City. A Bronx city public school servicing kindergarten children from a low socioeconomic status composed primarily of Latino and African-American children, and an elementary school servicing gifted children ranging from nursery school to eighth grade from a diverse economic and ethnic background. There were a total of fourteen children and their parents who participated in the study. Seven children and their parents were from the public school and seven from the gifted school. Each parent and child set were given a tape recorder and were asked to record two mealtime conversations with their child; one conversation from the weekend and one during the week. The purpose of the recordings was to examine how parents and their children talk to each other in everyday contexts. The parents were able to select the meal they wanted to record,  the location of the tape recorder, and the time the taping began and ended. The dialogue practices engaged in by parents and children from this study were dramatically different between the groups (Flores, 1998). The results/answers to the questions are as follows: 1. Does home environment i. e, culture or socioeconomic status, lead to different types of discourse practices? -The parent-child pair from the gifted program engaged in more parent-initiated, child response, parent-evaluation dialogues than did the children selected from the non-gifted program. Children from the gifted program initiated more questions and had parents who responded to their questions by probing for additional information than did the children from the non-gifted program (Flores, 1998). The conversations from the students in the gifted program were more open-ended and mirrored classroom dialogue practices. The conversations from the students in the non-gifted program were more close-ended, yes-no-style dialogues (Flores, 1998). 2. Does one type of discourse practice parallel classroom talk more than other forms? – The information from the data indicated that there were different styles of talking that children and parents engage in and that in fact one style reflected classroom dialogue practice better. The results showed the children from the gifted program engaged more in patterns of dialogue with their parents that were reflective of teacher talk. Parents replicated teacher talk at home by evaluating and pushing children to think and they engaged in more topic-centered talk mimicking what teachers do in the classrooms. While the conversations with the parents and students from the non-gifted program were more yes-no interactions and closed ended discussions (Flores, 1998). In conclusion, parents and children from different social and economic backgrounds clearly engage in different dialogue practices. Certain styles of discourse mirror classroom practices more than others (Flores, 1998). The assumption made concerning young children’s ability to enter into school during their formative years and to engage in language as a means to communication is a faulty one. The research demonstrated the communication styles are often quite different even though the basic prerequisites for communication have been met (Flores, 1998). It is important to avoid the misapprehension that the children and their parents from the non-gifted programs are incapable of engaging in teacher-type talk. They may not talk in this way because it does not have the same meanings in their community (Flores, 1998). In order for students to engage in the conversations that are going on in the schools on a level where they understand, parents will have to learn to speak the language and participate in the school more. Teachers will have to work hard in convincing parents the importance of learning and functioning within the school culture so they will instill that in their children. The article clearly states that parents and their children should not stop talking in their â€Å"home-language† they just have to learn the art of â€Å"code-switching†, being able to know when to use certain dialogue. References Flores, R. L. (1998). Ways of Talking: Patterns of Parent- Child Discourse and the Implications for Classroom Learning. Educational Horizons 77 no1 25-9 ———————– 5

What is Justice essays

What is Justice essays Justice is a term used in many different contexts and has a range of subtle meanings. A common definition of justice is "The quality of being just; integrity, impartiality; rightness; the awarding of what is due: the (Chamber's Dictionary). This shows that justice can be perceived in many different ways; from the implementation of laws to moral and ethical and I understand the term justice in its broadest sense. I tend to view justice in a more Platonic way. Justice as a concept should not be separated from other related concepts such as morality, ethics and compassion. However, the idealistic view of justice must be married to the practical, and there are legal aspects of justice that need to be spelled out. These include aspects such as the protection of rights and property. However, the legal practicalities of law should never be dissociated from the wider moral context of humanity and understanding. The following quotation expresses the concept of justice as I understand it. "The concept of social justice is best understood as forming one part of the broader concept of justice in general. To comprehend it properly, we should begin by looking at justice as a whole, and then attempt to mark off that division of justice which we call social justice. It takes only a little reflection to realize that the terms 'just' and 'justice' have a broad use. (Miller, 1979, p. 17) The Platonic sense of justice is also relevant to understanding Justice in its "broadest context." Plato placed a high degree of emphasis on justice in his philosophy and he believed that justice was a cure for many of the social evils of his time. Justice, in his philosophy, is seen to be an important part of human nature, a virtue, which is in fact a form ...