Letter to Newspaper Essay Example for Free

Letter to Newspaper Essay Traditionally adult learners are students who are pursuing education in either, college (undergraduate or graduate degrees), vocational or occupational programs, continuing education or noncredit courses, correspondence courses and tutoring, as well as courses and other educational activities provided by employers, community groups, and other providers (Adult Learner, 2012). The average age of an adult learner is 25 years or older, it usually is a diverse group of people (Adult Learner, 2012). These adult learners can be an independent student, employed full time, a person with dependents, a person who as a result of a death or divorce, is now single and wishes to complete a degree program and a veteran of the United States military (Adult Learner, 2012). There also the lifelong learners who generally have additional responsibilities such as family, career, military, or community, and are seeking a degree or other educational offering to enhance their professional and or personal lives (Adult Learner, 2012). Education is any formally structured learning activity in which there are an instructor and curriculum. According to Bringhamton University (2012), the largest and fastest expanding market segment for higher education is the adult learner. Universities and colleges need to adjust their infrastructure to attract better and serve adult learners. There is less high school graduates entering colleges versus the adult learner (Demographics, 2012). With less traditional aged students and more non-traditional or adult learners there will be less public support, political leverage, and legislative support to finance an educational system that is designed primarily to serve the needs of traditional aged students without considering the special needs of a more age diverse student body (Demographics, 2012). There is a push in Washington for more federal dollars in adult training. They believe the  return on investment (ROI) from adult education and training is positive as billions of dollars could be earned, saved, and pumped back into the struggling economy (Gonzalez, 2011). The argument at capital is that adult education actually saves governments money by reducing societal healthcare, public assistance, and incarceration costs. It also improves and expands the nation’s available pool of workers by helping motivated, but undereducated people get jobs (Gonzalez, 2011). The theory of adult learning is the assumptions about how adults learn. Emphasizes the value of the process of learning in adults (Adult Learning Theory, 2007). Malcom Knowles and American practitioner and theorist of adult education defined is as an art and science of helping adults learn (Adult Learning Theory, 2007). Knowles also defined six adult learning principles as adults are internally motivated and self-directed, adults bring life experiences and knowledge to learning experiences and are goal orientated. They also relevancy oriented and are practical learners who like to be respected when in the classroom (Adult Learning Theory, 2007). As educators, we need to foster the adult learner’s internal motivation to learn. Develop a rapport with the adult learner, encourage them to ask questions and explore concepts. Some adult learners come with years of experience and knowledge, with this as an instructor or teacher we need to harvest this information and have them apply it to their new learning experiences. The need to for effective adult education over the past few years have increased. It is important we support adult learners. As with the increasing adult learning population, we are also increasing our nation’s available pool of workers. It is important that we invest in adult education as it nurture’s creativity, imagination and fulfilling lives. Investing in adult education is also important for families, communities and our country as a whole. Education is an important first step for some adult learners as it is a second chance in learning. Adult education is a great way for students that didn’t finish high school to get their high school diploma and continue on with their lives. Adult education is usually at night, so that the adults who attend it may still continue to go to work. This allows theses adults to continue to progress in their lives while adding more education to their resume and mind. References Becoming familiar with adult learning theory and the six principles of adult learning. (2007). Retrieved from http://www.qotfc.edu.au/resource/?page=65375 Gonzalez, J. (2011). Adult-education leaders visit capitol hill to push for more federal dollars. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Adult-Education-Leaders-Visit/127448/ The effects of changing demographics on higher education. (2012). Retrieved from http://www.binghamton.edu/cice/documents/NYSTAKeynotePPT.pdf Who is an adult learner? (2012). Retrieved from http://universitycollege.illinoisstate.edu/adult/who.shtml

Re-Crystallization of Boric Acid

Re-Crystallization of Boric Acid The purpose to conduct this lab is recrystallization of solid and then identify the effect on solids purity and yield. Part A: Reactions Table 1. quantitative and qualitative observations of reactions to form boric acid. Mass of borax (g) 10.0558g Appearance of borax White powder Time for solubility of borax (min) 5min Time for boric acid crystals to form (min) 12min Part B: Filtration Table 2. mass of watch glass and filter paper, mass of watch glass, filter paper and wet crystals from filtration and qualitative observations of crystals after filtration. Mass of watch glass1 an filter paper1(g) 33.3364g Mass of wet crystals, watch glass 1,filter paper from filtration(g) 44.6083g Appearance of crystals after filtration Soft, white solid formation. Part C: Re-crystallization Table 3. mass of watch glass and filter paper, mass of watch glass, filter paper ad wet crystals from recrystallization, and qualitative observations of crystals after recrystallization Mass of watch glass2 and filter paper2(g) 25.2834g Mass of watch glass2 ,filter paper2 and recrystallization (g) 28.0524g Appearance of crystals after recrystallization White shiny crystal in solid. Part D: Purity test Table 4.   qualitative observations for the purity test of crystals collected after filtration and recrystallization Observations of test tube 1, containing crystals after filtration, upon reacting with AgNO3 Observations of test tube 2, containing crystals after recrystallization, upon reacting with AgNO3 White precipitates formed cl are present , AgCl formed. Solution is clear, Cl are not present. Table 5. mass of watch glass, filter paper and crystals, and qualitative observations of crystals, after recrystallization and drying. Mass of watch glass 2 + filter paper2+dried crystals from recrystallization (g) 27.4848g Appearance of crystals White solid formation ,shining in appearance . Calculate the wet mass of crystals after the filtration and the recrystallization, and dry mass of crystals after the recrystallization. summarize your results on ONE table (you should have 3 masses recorded in this table) Write the balanced chemical equation for the reaction to produce boric acid. Determine which reactants the limiting reagent. Show all of your work. Calculate the theoretical yield of boric acid. show all your work. Calculate the yield of boric acid based on the dry mass of the crystals. Calculate the solubility of boric acid in the water at 250C and 800C using the equations of the best-fit curves that are found in figure 3-2. Explain Why water was an appropriate solvent to use for recrystallization in this lab. Explain the differences observed in the appearance of the crystals after filtration compared to the crystals after recrystallization a) Explain how the purity test is used in this lab to determine the purity of the product (include a balanced chemical equation in your answer). b) based on your observations, are the crystals that you collected following recrystallization  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   pure? Explain your answer. Other than performing the purity test that was performed in this experiment, explain two other methods that can be used to determine the purity of a product. Discuss the percent yield result. Fully explain two reasons (sources of error) for the loss of product during the experiment, including the specific step at which product was lost. Also explain how each of the losses can be minimized. If you recrystallized the crystals again, what would you expect to happen? Explain your answer. If during crystallization the solute fails to crystallize, what can be done to include the crystals to form? Explain two ways to induce crystal formation.

Second World War Music Propaganda Music Essay

Second World War Music Propaganda Music Essay From Wilhelm Richard Wagner to Irving Berlin, the music of World War II was used on both sides of the conflict to gain support at home and give a feeling of patriotism and boost morale. Interestingly, it was also used as a vehicle to express a vision of government, to attract the enemy troops to propaganda, and encourage the home troops as well. Looking at the music of this time provides insight into the attitudes and cultural tone of the political leaders to all different levels of society Adolf was a fanatical admirer of Wagner since his teens. His passion for Wagner knew no bounds and a performance was almost like a religious experience to the young Adolph. Adolph was carried away by Wagners powerful musical dramas, the evocation of a heroic, sublimely and distant mystical Germanic past. Adolphs first and favorite Wagner opera was Lohengrin, which is the saga of a knight of the grail, the epitome of the Teutonic hero, who was sent from the castle of Monsalvat by his father Parzival to rescue Elsa who had been wrongly condemned, but ended up betraying her. Adolphs philosophy was built upon the works of Wagner which can be seen in his statement These criminals who wanted do away with me have no idea what would happen to the German people, they dont know the plans of our enemies, who want to annihilate Germany so that it never can rise again. If they think that the western powers are strong enough without Germany to hold Bolshevism in check, they are deceiving themselvesà ¢Ã¢â€š ¬Ã‚ ¦ I am the only one who knows the danger, and the only one who can prevent it. The author Ian Kershaw sums up Adolphs statement Such sentiments were redolent, through a distorting mirror, of the Wagnerian redeemer-figure, a hero who alone could save the holders of the Grail, indeed the world itself from disaster a latter-day Parsifal. (Page 851). Adolph thought he could save Germany and the world, but how wrong he was in his thinking that he was an epic hero. As fascinated with Wagner as Adolph was One cannot help but wonder what Richard Wagner would have thought about Adolf Hitler, one of his all-time biggest fans! (Ferguson). Would Wagner consider Adolph and epic hero? One has to think not, but one could be wrong. German Songs Due to Hitlers fascinating with Wagner and especially the Germanic culture that Wagner promoted, the Nazis took a strong interest in promoting the music and culture of their remote ancestors through the use of radio and at the same time promote their propaganda. As with most dictatorial governments the Nazis had an obsession with controlling and promoting the culture of the people and as a result the common peoples taste in music was kept secret, but many Germans were able to use their radios to listen to Jazz which was hated by Hitler but loved by the world. Soldiers in the German army were expected to learn a repertoire of marching songs and traditional songs that they could perform on demand. (Les Cleveland page 8). Which is a type of propaganda. One of the most popular songs of World War Two was Lili Marlene which was popular with both the German and British forces. Based on the German poem Das Mà ¤dchen unter der Laterne which was set to music in 1938. The song was recorded in both German and English versions. German English Vor der Kaserme vor dem großen Tor stand eine Lanterne und steht sie nach davor so wollen wir da uns wieder sehen bei der Lanterne wollen wir stehen wie einst Lili Marlen Unsere beide Schatten sahen wir einer aus daß wir so lieb uns hatten daß gleich man daraus und alle Leute sollen es sehen wie einst Lili Marlen Schon rief der Posten, sie blasen zapfenstreich es kann drei Tage kosten Kamrad, ich komm so gleich da sagten wir auf wiedersehen wie gerne wollt ich mit dir gehen mit dir Lili Marlen Deine Schritte kennt sie, deine Zierengang alle abend brennt sie, doch mich vergaß sie lang und sollten mir ein leids geschehen wer wird bei der Lanterne stehen mit dir Lili Marlen? Aus dem Stillen raume, aus der erder Grund heßt mich wie un Traà ¼me dein verliebster Mund wenn sich die Spaten nebel drehn werdich bei der Lanterne stehen wie einst Lili Marlen Underneath the lantern by the barrack gate, Darling I remember the way you used to wait, Twas there that you whispered tenderly, That you loved me, Youd always be, My Lili of the lamplight, My own Lili Marlene. Time would come for roll call, Time for us to part, Darling Id caress you and press you to my heart, And there neath that far off lantern light, Id hold you tight, Wed kiss good-night, My Lili of the lamplight, My own Lili Marlene. Orders came for sailing somewhere over there, All confined to barracks was more than I could bear; I knew you were waiting in the street, I heard your feet, But could not meet, My Lili of the lamplight, My own Lili Marlene. Resting in a billet just behind the line, Even thowere parted your lips are close to mine; You wait where that lantern softly gleams, Your sweet face seems to haunt my dreams, My Lili of the lamplight, My own Lili Marlene. Due to the popularity of the song it was used throughout the war not only as a popular song, but a propaganda tool. The best understanding of German Music from World War Two has to come from official Nazi government policy. Regrettably as the losers in the war, Nazi songs and German music from this time period has not been assigned the high heroic status as have British and American popular music of this time period. British Songs Although First World War poets [Rupert Brooke, Wilfred Owen, Siegfried Sassoon] are often presented as the literature of wartime, popular songs were important in keeping up morale.   Those from World War II have become especially well known. Some songs were overtly nationalistic, such as ThereHYPERLINK #There%27ll%20Always%20Be%20An%20EnglandHYPERLINK #There%27ll%20Always%20Be%20An%20Englandll Always Be An England. Other music was popular because it evoked emotional states common in wartime, for instance a sense of nostalgic sadness and loss. ( Modern History Sourcebook: Therell Always Be An England and other War Music.) Without question the most popular vocalist of World War Two would be Vera Lynn who sang almost ever well known war time tune in her concerts including Lili Marlene and Therell always be an England but her best know songs were Well meet again and White cliffs of Dover. These songs just give a hint of the differing varieties of wartime songs, other popular music genres included music with lush instrumental compositions as well as just silly songs. American Songs During the war, many people in the US and Great Britain found an escape by listening to the radio. Hit songs were a nice form of catharsis for the public; the lyrics were often about situations the average person could relate to, and it helped the listeners to feel that they were not alone. So, naturally, songwriters wanted to provide music that would be uplifting, encouraging, and of course, patriotic American Songs. A list notable songs of World War Two from America would have to include hits such as Boogie Woogie Bugle Boy which was composed by Don Raye and Hughie Prince and was recorded on January 2, 1941, nearly a year before the United States entered the war The storyline of the song told about, a renowned Illinois street musician is drafted into the United States Army during the draft. In addition to being famous, the bugler was the top man at his craft, but the Army had little use for his talents and he was reduced to blowing Reveille in the morning, which caused the musician to become dejected. Other hits were: Dont Sit Under The Apple Tree (With Anyone Else But Me), Ill Be Home For Christmas, Juke Box Saturday Night, Kiss The Boys Goodbye , Praise The Lord And Pass The Ammunition, and God Bless America which was written by Irving Berlin in 1918 but made famous by Kate Smith in an Armistice Day radio broadcast in 1938. This list could go on with all the notable songs from this time period but space and time will not permit. Conclusion Music goes much deeper, and reaches into our psyches for reasons other than its initial sound. Music evokes emotions of patriotism, fear, jubilation, sadness and many more emotions. As well as invoking emotional responses, music is used as a propaganda tool to get people fired up for a certain cause whether in war or even politics. Was the music of World War Two patriotic or was it propaganda, or was it both? It all depends from which side you view the question. Usually the winning sides music was patriotic and the losers propaganda In closing Susan Burns states from the article War, music, and evolution. No doubt, its dismaying to realize that warfare is so deeply a part of our makeup that well never have the war to end all wars. Those war songs touch a deep, dark chord. Yet, I consider myself better off for having this perspective on warfare.(Burns 2003). What kind of music will be used as patriotic music in the next major war? What music will be used as a propaganda tool? We may have to wait for the answers to these questions, but one thing is certain, as with all past wars, music will have an influence.

Victorian Law Reform Commitee :: essays research papers

Victorian Parliament Law Reform Committee Functions The functions of the Committee, as defined by Section 12 of the Parliamentary Committees Act 2003, are: 1) To inquire into, consider and report to the Parliament on any proposal, matter or thing concerned with – a. Legal, constitutional or parliamentary reform; b. The administration of justice; c. Law reform. 2) It is not a function of the Law Reform Committee to inquire into, consider or report to the Parliament on any proposal, matter of thing concerned with a. The joint standing orders of the Parliament; b. The standing orders or rules of practice of the Council or of the Assembly. Inquiry into Administration of Justice Offences Terms of Reference Law Reform Committee of Parliament is required To inquire into, consider and report to Parliament on: 1.  Ã‚  Ã‚  Ã‚  Ã‚  The current state of law in Victoria in relation to administration of justice offences (such as perjury, perverting the course of justice, falsifying evidence and threatening witnesses); and 2.  Ã‚  Ã‚  Ã‚  Ã‚  Whether these laws should be amended, and in what way, having particular regard to interstate laws and the recommendations of the Model Criminal Code Officers Committee Discussion Paper on Administration of Justice Offences (July 1997). PARLIAMENT OF VICTORIA LAW REFORM COMMITTEE Inquiry into Administration of Justice Offences The Governor in Council has asked that the Law Reform Committee inquire into, consider and report to Parliament on: 1.  Ã‚  Ã‚  Ã‚  Ã‚  The current state of law in Victoria in relation to administration of justice offences (such as perjury, perverting the course of justice, falsifying evidence and threatening witnesses); and 2.  Ã‚  Ã‚  Ã‚  Ã‚  Whether these laws should be amended, and in what way, having particular regard to interstate laws and the recommendations of the Model Criminal Code Officers Committee Discussion Paper on Administration of Justice Offences (July 1997). A copy of the Committee’s terms of reference and a copy of a Discussion Paper prepared by the Committee can be obtained by telephoning (03) 9651 3644 or from the Committee’s website, http://www.parliament.vic.gov.au/lawreform/ The Committee invites written submissions from individuals and organisations on any aspect of this reference. Submissions should be sent to the address below by 31 October 2003. All submissions are treated as public documents unless confidentiality is requested. Executive Officer Victorian Parliament Law Reform Committee Level 8, 35 Spring Street MELBOURNE VIC 3000 Mr Rob Hudson, MP Chair Recommendation 1 p. 55 MCCOC Model Code That a new statutory provision be created for perverting the course of justice that incorporates the common law elements of the offence so that the new provision would make it an offence to â€Å"do an act that is capable of and has a tendency to pervert the

Causes Of World War One :: World War I, WWI

  Ã‚  Ã‚  Ã‚  Ã‚  Many things led up to the start of World War I. There was much tension between the countries of Europe for more than fifty years. There were immediate causes, and long-term causes. Some immediate causes were the assassination of the heir of Austria-Hungry, Germany declaring war on Russia, Germany declaring war on France, and Great Britain declaring war on Germany. Some long-term causes or basic causes were imperialism, nationalism, and the arms race. The assassination of Archduke Frances Ferdinand, who was the heir to the throne of Austria-Hungary, was probably the last step on the long road to war. A Serbian patriot murdered Ferdinand in Sarajevo, on June 28 1914. The murder angered Austria-Hungary, leading them to declare war on Serbia. At the same time, Russia gets ready to attack Austria-Hungary as it mobilizes it army at the border. In Europe, there were two powers. The Allied Power were England, France, Russia, and later the U.S. The Central Power was the countries of Germany, Austria-Hungary, Turkey, and Bulgaria. When Kaiser William II of Germany became cocky and let the treaty between Germany and Russia became invalid, and then Williams declared war unto Russia. France then gets ready to fight Germany as they declare war on them by marching through neutral Belgium. As Germany declares war unto France and Russia, Great Britain declares war on Germany as they go through Belgium. Basic causes included imperialism. Imperialism is a country wanting to take over the world and be the most powerful. The need for raw materials and new markets Europe starts to take over land in Africa, China, India, and Middle East. The fight for obtaining the most land results in European countries fighting over who gets what land. Another factor was nationalism. Nationalism is the love for ones country and feeling your part of the country. It results in each country claiming that they are the best. The Arms Race is another contributing factor to the war. Due to conflicts over land, countries start to prepare for and build up their armies. In conclusion, World War I occurs because of many unresolved factors.

HIV/AIDS in the Workplace

  HIV[1] is the virus that causes AIDS[2], an epidemic that is killing working adults in their prime years with no cure in sight.   In fact, AIDS has become the second leading killer of adults in the United States today.The Center for Disease Control and Prevention states that approximately fifty percent of people infected with AIDS today are between the ages of 25 and 44 and are currently employed. In Per Austin/Travis County Health and Human Service Department, there were 4,239 documented cases of HIV/AIDS in 2005, and many were in the workforce.AIDS is sweeping across the nation and taking talent from the nations work pool at an alarming rate.   Many employees and employers are unaware of the increasing numbers of their peers that are plagued by this disease because of the lack of education in the workplace.   The effects of insufficient education are and will be costly for all employers in the future years.The stigma surrounding HIV/AIDS yields discrimination in the work environment.   Idle gossip and exclusion are the most prevalent forms of discrimination and often leave those that are infected feeling ostracized from their peers (Dunlap, Mary C, 35).Other forms of discrimination include, firing, unsupported transfers, and lost promotions.   Employees that are subject to these discriminations based on their illness can suffer from a myriad of problems including, low self esteem, hopelessness, and shame.The lack of education in the workplace encourages employees and employers to continue discrimination.   Because people bring their bias and prejudices into the workplace, it has become the job and responsibility of the employer’s human resources team to educate its employees on the topic of HIV and AIDS.Media hype also feeds the beast of discrimination by stereotyping people who are infected by HIV/AIDS and by providing false information about how the disease is transmitted from person to person.Although information in the last two dec ades has come a long way to educate the public, the population is still dumb to many facts about the virus and how it affects them in their daily lives when they come in contact with a person who is infected.The media in the last two decades is redeeming itself by providing truthful information about this disease.   There are many forms of materials from pamphlets, websites, newspaper articles, and public announcements that are now available to business to educate on the epidemic.These materials squash the myths that HIV/AIDS can be contracted through drinking fountains, toilet seats, and shaking hands.   Those employees that do not have access to this type of information, however, still believe the myths and are still discriminatory against infected peers.Discrimination against employees that are infected cost employers money due to work disruption, low productivity, and potential legal problems.   â€Å"Employers need to recognize that there are talented, motivated people l iving with HIV/AIDS who can bring valuable expertise to the workplace-and that current valued employees may contract HIV/AIDS.†(Franzoi, 5)By not recognizing this, employers are setting themselves up for a potentially huge loss.   Employers need to consider the big picture and what this catastrophic illness and the discrimination that comes along with it can mean for their business; because thus far, lawsuits arising from HIV/AIDS is more than any other disease in the history of the nation.They need to consider insurance and health care cost, job accommodations, disability requirements, and confidentially and privacy laws to name a few.  Ã‚   These effects could cost employers money in the long run.There are many laws that now protect employees who are infected with HIV and AIDS, but little is known about these laws and how they affect the working community of those who are infected.The Americans with Disabilities Act â€Å"†¦prohibits employment discrimination on th e basis of disability.†    The Family Medical Leave Act allows for protected, unpaid leave from employment for persons with serious illnesses, including HIV/AIDS for up to twelve weeks in a twelve month period; and the Health Insurance Portability and Accountability Act (HIPAA) protects against discriminatory treatments.Despite the increasing number of laws set up for persons who are infected, education is still needed to reduce legal problems and management errors.â€Å"73% of working Americans surveyed feel that their employers should offer a formal workplace AIDS education initiative.† (Employee) Also, â€Å"75% of American adults view their employer as the most reliable source for unbiased, trustworthy HIV education.† (Brown, 2).The desire for education has been voiced by the working public, so why do employers continue to make policies about HIV and AIDS in the workplace but not take the initiative to develop a formal training program?The Teacher Retiremen t Systems of Texas has a policy in place mandated by the state of Texas called Human Immunodeficiency Virus Services Act (1989).The policy brings awareness that discrimination against people infected with HIV and AIDS will not be tolerated, and the laws that protect them.   This policy is disclosed at the time of hire, but is not reviewed; and a mass email is sent yearly to current employees.When it comes to formal policy most people do not take the time to review the information on their own; therefore, employees are still ignorant to the facts surrounding HIV and AIDS in the workplace.

Augustine: Free Choices of Will Essay

St. Augustine’s On Free Choice of the Will elaborates on the relationship between God, free will, and evil. During the very beginning of Book One, he asks the question, â€Å"isn’t God the cause of evil† (Cahn 357). From this question, it can be ascertained that he searches for a connection between God and evil (sins), which inferred in the writing to be connected though free will. He believes that God does not create evil, but rather that evil is simply the lack of good, since God is completely good and, therefore, cannot create evil. God not being the source of evil is then further elaborated through his explanation of a crime and how it is caused by inordinate desires and human abuse of good things (Cahn 360). By explaining things this way, he shows that humans are responsible for evil, through their own wills. Of course, being that God is supposed to be in control, he further elaborates that God gives us free will in order to punish us righteously for this. He believes that God has given humans free will so that they would be able to sin and justifies God by writing that â€Å"the very fact that anyone who uses free will to sin is divinely punished show that free will was given to enable human beings to live rightly, for such punishment would be unjust if free will had been given both for living rightly and for sinning† (Cahn 361). Essentially, he is writing that God gives humans free will as a way to measure whether or not they can live righteously, while being tempted with ‘evil’ desires. I agree with Augustine’s logic regarding free will being the cause of evil, but there is a major fallacy which I will also explain. Augustine argues that â€Å"God is a cause of the second kind of evil, but in no way causes the first kind†¦ for there is no single cause of evil† (Cahn 357). While this statement is logical, since it can be said that God’s creations are the cause of evil and not God, it can also be somewhat interpreted as being flawed in the same sense. If God is the creator of everything, then does he not also have a hand in the creation of his creations? He is supposed to be the omnipotent being that has the master hand in every sense of life, so he should have more than just a secondhand blame for the creation of evil. However, since he is not directly the creator of evil and everything is inherently good, Augustine’s argument that God’s hands are ‘clean’ of evil is logically sound. Augustine’s assessment of free will being the cause of evil is also a logically sound argument. By providing an example of a mistreated slave killing his owner as a result of his innate desire (Cahn 360), he shows that it was through the slave’s ‘free will’ that evil was done. This shows that God, since he has given humans free will, had no part in said evil, since if he has indeed given the slave free will, then the creation of evil was entirely in the slave’s hands. If free will is indeed given to humans by God for the purpose of deciding if they can keep righteous through temptations, then it is clearly shown here that this is true. What a person manufactures in his mind is influenced by his surroundings and himself (multiple factors) and what he decides to do (free will) is completely in his hands. This logic shows that free will is the cause of evil. However, there is a major factor which I also disagree with and unravels much of the argument for me. The main issue is that God is omnipotent, but has given humans free will. That in itself is a huge contradiction, which Augustine attempts to answer by saying that â€Å"God foreknows this power [our will]†¦ since he whose foreknowledge never errs foreknows that I will have it† (Cahn 366-367). This sounds like he is simply speaking in circles about the subject. He tries to say that God knows about the future, but he knows about our free will, which will give us the power to decide things, but in the end is also foreknown by God. This is where I start to defer from his beliefs, since I believe that free will is the cause of evil, but that God should be taken out of the equation. While it can argued that God only knows of all the possibilities and not what will directly happen, which would make it so that he is providing free will and is part of a triangle relation between himself, free will, and evil, it is simply much more logical to believe that if there is a God, then there is no free will, and if that is such, God is the originator of evil. Augustine’s work is extremely logical and provides much evidence proving that free will is the cause of evil. He explains very clearly that evil is a result of human desire and their free will to do what they want. The most major flaw in his argument is that there is an omnipotent being that controls everything, yet doesn’t control everything, which would unravel his entire argument, resulting in evil being created by said being. Thus, the message that God exists would actually be detrimental to the argument that free will is the cause of evil. However, Augustine writes that â€Å"I hold by faith, not by something I see for myself† (Cahn 362), which means that God is not proven, so logically he doesn’t exist. Therefore, if God were to not exist, humans were innately given free will, and evil is not created from another source, it can be logically deduced that Augustine’s analysis of free will being the cause of evil is correct. Works Cited Cahn, Steven M. Classics of Western Philosophy. 7th ed. Indianapolis, IN: Hackett Pub. , 2006. Print.