Violence in Society †Sociology Essay

Violence in Society – Sociology Essay Free Online Research Papers Violence in Society Sociology Essay Violence exists in many different forms in our society. Unfortunately, many people believe that violence is the most effective way of solving the problems in our world today. It is a horrible resolution but is usually seen as the only option, and results in tragedy. Basically, man has not yet learned from his past mistakes and is not aware that violence just leads to more violence. Violence today accomplishes nothing and is a futile act that shows how many problems our society has. When used as a way to solve problems, violence is very useless. It is a senseless act because instead of resolving situations and trying to be more open minded, people just choose violence and show their intolerance felt for people unlike them. An example of this would be from the movie Mississippi Burning, when the Ku Klux Klan would chase and hunt down innocent black people and then hang them or shoot them. People would get killed just because of their skin colour or cultural beliefs. These kinds of racism and violence have been present since the 1950’s and 1960’s, when they were used constantly. Another example from these times is found in the life of Martin Luther King Jr. who was a preacher who believed in negotiation and peaceful means rather then violence, as shown in the video Martin Luther King Jr. that was viewed in class. He was just a man who was trying to solve the major issue of segregation experienced by the black people. He sought to copy the idea s expressed by Gandhi, which also dealt with peaceful means to solve problems. Tragically, Martin Luther King Jr. soon after was assassinated and murdered. This goes to show how much hatred and violence exists in mankind. Our world is basically run by our society and the people around us. Then what kind of society are we when we use violence against the helpless, and lack any sort of tolerance for those who differ from us? This goes to show us how many problems our society has these days, and has had for the past decades. An example of this would be Hitler, and how he killed off Jewish people to carry out his objective of â€Å"a perfect world† which consisted of blonde hair and blue eyed people (German culture). This kind of terrorism seems sickening and disgusting. However, there are certain types of people who exist in the world that share the same opinion of Hitler. Other examples include the disaster that occurred on September 11th last year. This was an act of terrorism and hatred. Osama Bin Laden was responsible for these terrible acts of violence towards the United States. These atrocious catastrophes have forever altered our sense of security. The usual way of solving problems that deal with violence rather then peaceful means, are not adequate anymore for the world in which we live. People are starting to realize who the â€Å"good† and the â€Å"bad† are. An example of this would be when peace marches with Martin Luther King Jr. would turn into a riot of innocent people running for their lives from the authorities, who mercilessly attack them and abuse them. These pointless acts led the people to finally realize what kind of government they were supporting, and helped them to understand and be more open minded about what was really going on. Thus, violence itself is not a solution to problems. It is more beneficial to society to question whether or not violence is really the answer. Only through thoughtful discussion and the realization that the solution lies in peaceful negotiation, will there be any hope for the future. Research Papers on Violence in Society - Sociology EssayEffects of Television Violence on ChildrenCapital PunishmentQuebec and CanadaWhere Wild and West MeetRelationship between Media Coverage and Social andTrailblazing by Eric AndersonComparison: Letter from Birmingham and CritoBook Review on The Autobiography of Malcolm X19 Century Society: A Deeply Divided EraAssess the importance of Nationalism 1815-1850 Europe

Transportation Geography

Transportation Geography Transportation geography is a branch of economic geography that studies transportation and all aspects related to it and the geography of an area. This means that it examines the transportation or movement of people, goods, and information in or across different regions. It can have a local focus in a city (New York City for example), as well as a regional (the United States Pacific Northwest), national or global focus. Transportation geography also studies the different modes of transportation such as road, rail, aviation and boat and their relationships to people, the environment and urban areas. Transportation has been important in geographic study for hundreds of years. In the early days of geography explorers used known sailing routes to explore new areas and set up trading outposts. As the worlds economy began to modernize and develop railway and maritime shipping became increasingly important and knowledge of foreign markets was essential. Today transportation capacity and efficiency is important so knowing the quickest way to move people and products is important and in turn, understanding the geography of the regions in which these people and products are moving is vital. Transportation geography is a very broad subject that looks at many different topics. For example, transportation geography could possibly look at the link between the presence of a railroad in an area and the percentage of commuters using rail to get to work in a developed area. Social and environmental impacts of the creation of transportation modes are other topics within the discipline. Transportation geography also studies the constraints of movement across space. An example of this might be looking at how the shipment of goods varies at different times of the year due to weather conditions. To gain a better understanding of transportation and its relationship to geography transportation geographers today study three important fields that relate to transportation: nodes, networks, and demand. The following is a list of the three major branches of transportation geography: 1) Nodes are the beginning and end points for transportation between geographic areas. The Port of Los Angeles is an example of a node because it is the start and end for the shipment of goods to and from the United States. The presence of a node is important economically because it can aid in the development of a city due to jobs for example. 2) Transportation networks are the second major field in transportation geography and they represent the structure and organization of transportation infrastructures like roads or train lines through an area. Transportation networks connect the nodes and are significant because they can directly affect the capacity and efficiency of the movement of people and goods. For example, a well-developed train line would be an efficient transportation network to move people and goods from two nodes, say, from San Francisco to Los Angeles. It is up to transportation geographers to study the differences between two networks to most efficiently move items between nodes. 3) The third major field of transportation geography is demand. Demand is based on public demand for different types of transportation. For example, if commuters are in constant traffic congestion on a daily basis in a city, public demand might support the development of a transit system such as light rail to move them within the city or two and from the city and their home. Overall, transportation is a significant topic within geography because the worlds economy depends on transportation. By studying how transportation relates to geography, researchers and geographers can gain a better understanding of why cities, transportation networks and the worlds economy have developed the way they have. Reference Hanson, Susan, ed. and Genevieve Giuliano, ed. The Geography of Urban Transportation. New York: The Guilford Press, 2004. Print.

Creating, Financing, and Marketing a Business Research Paper

Creating, Financing, and Marketing a Business - Research Paper Example With such a well diversified blend of people coming in to operate the business, a lot of costs can be saved in hiring other people to do these kinds of technical work for them. Moreover, in the case a loss occurs in a partnership, not all of it will be taken by a single person like in the case of sole proprietorship. Here, each partner will be liable to the maximum amount of their investments (or if agreed otherwise) they have made. Partnership also have a lot of cons. In case of partnership, often time the agreement are framed in such a way that if any one partner leaves, the entire partnership / business needs to be would up. This is one of the major problems in partnership as a mode of ownership. Yet another very important con is that there may be differences in views of partners as how they want to carry out the business or resolve a particular issue. In such case, usually voting is carried out to determine a way out. This would mean there would be several partners who would have to agree to something against their wishes. Funding Options For Small Business There are a lot of possible ways which small businesses can use to fund their operations. The options include debt financing, grants, equity financing, loans from friends and family, business angels or angel investors as they are better known, venture capitalists and strategic investors. A few of these sources re discussed in more detail below. Almost all small businesses finance their operations via loans taken from financial institutions. These loans are often easy to take come with a repayment schedule an interest rate that is decided upon at the time of cracking the deal. The plus side of debt financing is you don't have for equity financing, thereby you'll solve equity issue expenses. Secondly, getting a debt is pretty much an easy option as compared to floating a company's shares on the stock market. Government grants can also be used to fund the operations of small businesses. These grants are usu ally offered to businesses in the research and development side and those working in the technology sector (McCaffrey, 1992). Its benefits include the fact that this is literally free money that doesn't need to pay back and investors love the boost that such grants provide. On the negative side, the use of grant money is often dictated by the government and it cannot be used for anything else. How Managerial Accounting Can Help Managers With Product Costing, Incremental Analysis And Budgeting Managerial or cost accounting deals with costing techniques. It is generally concerned with providing price sensitive information to decision making managers, as they're the people who are responsible for product costing and control operations. Managerial accounting can help managers with to determine cost units and allocate them to different cost centers. Once all these cost units have been allocated to different cost centers, then the total cost per unit can be determined and hence product co sting becomes easier. Managers generally make decision by selecting between different alternatives available to them. Since a lot of information is available when deciding product costs, decision making becomes a much easier process when they only examine the amounts that differ between different decisions and make a decision accordingly. In such cases differences only occur between relevant costs, and they're the ones that need to be considered in incremental analysis since non

Online Relationships Essay Example | Topics and Well Written Essays - 750 words

Online Relationships - Essay Example In fact, virtual teams have become so important that many companies cannot do well without them because of the fact that some of the most brilliant ideas tend to come from such teams. The heavy reliance of these companies on the virtual teams has come to make them indispensable and because of this, they have come to attract dynamic groups of individuals from all over the world and this has enabled the development of ideas at a grand scale since they are a merger of ideas from diverse cultures. As a result, virtual teams have become essential in the modern economic world and it is most likely that they are here to stay. Working in virtual teams can be said to be a way through which employees of some organizations or institutions are allowed to work away from a centralized workplace, using available information technologies. In such cases, these individual do not have to go to work, and instead, they send and receive whatever assignments they have online, and this ensures that they are able to work from the comfort of their own homes and at their own time. Such working arrangements involve individuals within the virtual team working at a place, which is convenient for them. This may include at home, or at a coffee shop and this trend can be said to have been growing for more than thirty years and it is increasingly becoming popular especially because of the fact that many companies have little office space to spare. Virtual teams have been taken advantage of by many companies because they not only save on office space, but they also allow these companies to get more work done by having more employees without having to create space for them to work. In addition, because of the global availability of the internet, it has become easier to employ individuals from all over the world irrespective of their nationalities or cultural backgrounds. When working within virtual teams, the home might up becoming the workplace of those individuals involved in them and to make i t more of a comfortable working environment, such an individual will always equip with the necessary accessories. Even if the individuals in the team work at the office, on the other hand, it also gives them the ability to be able to collaborate with others on the same field not only in writing but also in the development of projects that come from the different ideas from the various members of the team. Since most of the individuals who work in virtual team can work from anywhere, either in their homes or at their offices, the differences between home and work eventually become blurred, and the privacy, which the home previously provided, is lost. This means that the home is no longer seen to be a refuge from a hard day’s work, but an extension of the workplace and it is possible that such situations may be problematic for some of these individuals because it leads to an increase in work related stress. In addition, the traditional way through which people worked and intera cted at the office is lost, since the close proximity and interpersonal interactions, which could be achieved at the workplace, is lost. Virtual teams encourage the isolation of an individual from any form of social life and this may be detrimental to their mental health. In conclusion, it can be said that virtual teaming is a growing trend

Reward System in Educational Settings Essay Example for Free

Reward System in Educational Settings Essay The reward systems used in educational settings originates from psychology of behavior that specifically gives specific emphasis on promoting good discipline in educational settings. Education institutions are able to make significant differences in children’s behavior through setting out definite rules and stipulating sanctions and rewards for violating them. The fundamental nature of such systems is the idea that students can choose how to conduct themselves. Therefore, by rewarding and recognizing good behaviors whereas bad ones are punished, it is believed that students will aspire to choose good behaviors. A number of psychologists argue that in most cases education institutions focus on rectifying bad behaviors only rather than recognizing or reinforcing good behavior among students. They therefore criticize such an approach as being too basic because it eliminates the framework within which students’ conduct occurs and leaves total liability up on individual for their behavior. Although such criticizing arguments have been put forward, reward systems have been widely adopted in most education institutions especially primary and secondary schools. There are argued to impact positively on student’s behavior and performance as well as to teachers (Kohn, 1993). In regard to this, psychologists have explained the reward systems using a number of learning theories which relates the psychology and education disciplines. Learning is the means through which cognitive, emotional, and environment influences and experiences suitable for enhancing, acquiring, or making ones skills, knowledge, and values are brought together. Thus, the learning process puts emphasis on events that occur in the learning environment and this is explained by a number of learning theories. The learning theories clarify on how animals and people learn thus aiding us to understand the inherent complex learning process. All the learning theories which have been put forward by various psychologists are grouped into three categories: cognitive, behavior, constructivism and social-cognitive. Motivation of students is the basic necessity to guarantee success of any education enterprise. The dynamics of motivation can be explained as the types of academic and social goals which students brings into the classrooms, motivating elements of such goals, and the existing reward systems that together control the quantity and quality of learning as well as the will to keep on learning (Deci Ryan, 1986). Motivation has been categorized by psychologists into four groups: instrumental motivation, achievement motivation, intrinsic motivation, and social motivation. However, more than one type of motivation may occur to a student at a given time. Instrumental motivation as a type of motivation is exclusively extrinsic because students carry out tasks as they are influenced by probable final consequences such as the probability of acquiring material rewards or keeping away from a reprimand. Therefore, in cases of such motivation, teachers are supposed to ensure that tasks being performed are put in contexts that students perceive pleasant. Social motivation argues that students execute tasks in order to please people they admire, respect or whose views are of significance to them. In regard to this social motivation, rewards have no significance although tangible as well as immaterial. Besides, rewards are correlated expressly to the perceived association between the learners and the teachers or instructors whose underpinning activities such as praise and approval are considered important. Achievement motivation involves students learning and hoping for success and it has three components: cognitive drive –whereby students attempts to satisfy identified ‘need to know’; self enhancement –learners satisfy the call for self-respect; affiliation –learners seek support from others; Intrinsic motivation is characterized by the absence of external rewards hence tasks are undertaken for the pleasure and satisfaction they bring the students. It appears to be fundamental to high quality participation in an undertaking as well as being self-terminating and self-maintaining. Curiosity and a desire to meet challenges may characterize the learning of students motivated in this style (Ardord, 2006). To clearly explain the system of reward in schools, a few theories are explained. Maslow’s theory of motivation focuses on a person’s striving for excellence and he explained this through ‘hierarchy of human needs’. Maslow pointed out that every human being is a ‘wanting animal’ hence he supposed that an individual’s behavior at any given time is dominated by his/her needs that have largest potency. As lower level psychological needs of a person are sufficiently achieved, the needs for higher level psychological needs come in handy. In the context of education, Maslow’s theory argues that students cannot and/or are not willing to learn or put more effort if their basic needs are not provided or met. Therefore, students require psychological needs to be met alongside their safety feelings and a sense of belonging. Such leads to spontaneous sense as learners who are hungry will not concentrate, nor will learners who are bullied and neither will learners who perceive to be outsiders and without friends. According to Maslow, learners are motivated if they are self-actualized and any hindrances affects learning environment considerably (Ibid, 2006). Skinner came up with a theoretical framework referred to as operant conditioning to explain that human beings cannot learn best without being provided or promised with a reward. He argued that human beings like every other organisms makes a direct and anticipated response –operant- when they are aware that there is a reward. Therefore, in cases where a response happens and emphasized, there is increased probability that it will happen again when a comparable stimulus is present. Hence, skinner argued that student’s tend to learn best when behavioral change occurs. In his experiment, Skinner had come up with learning units referred to as ‘contingencies of reinforcement’. These are sequences within which behaviors or responses are followed by reinforcing stimuli. The outstanding learning principle in this theory states that behaviors/responses are naturally produced without bring out stimuli. Besides, such behaviors are operants as their production can be instrumental in punishing or reinforcing consequences among students. Therefore, this theory is useful in understanding a person’s learning, social interaction, and human development via making open a number of normal law relationships created into human life by God. Thus, the theory concurs on the necessity to have a system of reward in schools based on students’ behavior which seems notable (Tayo, 2001). Penn in his work argues that in self-worth theory, motivation is the one of most vital factors to determine the attitude of learners as well as their behavior as a sense of self-respect. The answer to self-worth is learner’s perception of his/her own capability particularly when compared to others. If an imaginary hierarchy of self-worth is drawn, learners will tend to give ability the first priority, followed by effort and performance. The theory as claimed can be explained by equating both worth and ability. The author quoting other psychologists writes that applying personal goal-setting arrangements (gives learners a chance to define their own criteria for success), outcome-based evaluation and instruction (slower learning students experience success without competing with faster learning students), attribution learning (facilitates uninterested learners to consider failure being the lack of effort instead of ability), and cooperative learning activities (facilitates learners in understanding that individual effort contributes to personal as well as group goals) removes barriers to achieving motivation and redirects learners’ behavior far away from letdown-avoiding activities in educational settings (Penn, 2002). Extrinsic and intrinsic motivation theories differ only in terms of goals that different student have. Intrinsic motivation argues that students study just for the sake. The learners derive personal satisfaction as well as learning new ideas from learning and regard the m as a reward (Anti-Bullying Network, 2000). On the other hand, extrinsically motivated students are influenced by outside influences for instance praise from peer and teacher, attaining good grades, and/or any other form of reinforcement a peer or teacher can offer. Some people have argued that intrinsically motivated students tend to learn more as compared to those who are extrinsically motivated. Reason may be because intrinsically motivated learners as well extrinsically motivated. However, extrinsically motivated learners are seldom motivated intrinsically. Extrinsic rewards encompasses use of tangible rewards such as payments and gifts so as to keep learners interested in particular subjects as well as motivate them (Deci Ryan, 2002). Intrinsic motivation has for a long time been criticized for its unconstructive influence on intrinsic motivation as well as being claimed to have a short term effect. In regard to intrinsic motivation, learners have the feelings of self-determination, pride, and competence. However, students are highly interested in activities when they are motivated by gifts, prizes, grades, or money as long as they received anticipated reward. Therefore, with time a student who receives a reward for their performance in a particular subject, they gradually become interested in it and develop intrinsic motivation. A big difference exists between tangible rewards (candy, money, certificates) and verbal rewards (praise, positive feedback). Tangible rewards influences intrinsic motivation negatively and destroy self-regulation (Wilson Corpus, 2001). Conclusion Although the reward system has for a long time been applied in schools, a couple of issues need to be addressed if it will remain effective. Teachers and parents needs to be consistent in using rewards and sanctions, the reward system whether individual, cooperative or competitive should be monitored on regular basis, keeping-off from rewards that have monetary worth or those that indicates that school tasks are of no value, and making certain that rewards are deserved and genuine rather than being routine (Anti-Bullying Network, 2000). Whichever the reward system an education institution adopts, a positive culture in schools is established reason being efforts and good behaviors of the pupils are recognized. Thus, most students tend to put more effort so as to achieve established rewards and as a result the overall performance of school improves.

Titus :: essays research papers

Desdemona, on the other hand, is only heard talking naturally with other people. Yet, she too is developed through both the content and form of her speech. For example, Desdemona's conversations with Emilia, particularly at the end of the play (IV, iii), reveal aspects of her character as well as Emilia's character. Have students look at these and discuss what they reveal about each of the characters. ] When it was enacted upon the stage, Shakespeare's Titus Andronicus was most probably received by its 16th century audiences in much the same way as Dallas and Melrose Place are received by contemporary 20th century audiences. Therefore it is important to remember that art does not necessarily have to be haute couture in order to be an accurate representation of popular ideologies. In fact, more often than not, it is the entertainment of the bourgeois that is a better mimic of these ideologies. If we realize that Shakespeare's primary objective was not to make social commentary or criticize his own culture but rather to entertain, we can observe how his works, and indeed almost all works of art, as Frederic Jameson has stated, "as though for the first time, bring into being that very situation to which [they are] also, at one and the same time, a reaction." (Montrose essay, p.57) With this is mind I would like to reveal how Shakespeare's treatment of the female character Lavinia in Titus Andronicus is a window through which can be seen not only the objectification of woman in 16th and 17th century culture and some of the problems which arise when the woman is viewed as an assignable property, but also the subtle shift from the outward control of woman to the interiorizing of control of woman through her own self-image. Perhaps most easily recognizable is the objectification and assignability of 16th and 17th century woman. By objectification and assignability I mean the near-universal notion, and in many cases legal fact, that women, especially of the upper class, were accepted by their fathers, their husbands, and the state, to be bought, sold, and treated as property. At the very beginning of the play Lavinia is referred to as "Rome's rich ornament" by her suitor Bassianus (I.i.). When she actually enters the scene she has eight lines of praise for her father's valor and honor and then, after a cursory acknowledgment by him, she is silent. Meanwhile her father chooses the new king, the new king chooses her as his bride, her father agrees (although he seems more proud to Titus :: essays research papers Desdemona, on the other hand, is only heard talking naturally with other people. Yet, she too is developed through both the content and form of her speech. For example, Desdemona's conversations with Emilia, particularly at the end of the play (IV, iii), reveal aspects of her character as well as Emilia's character. Have students look at these and discuss what they reveal about each of the characters. ] When it was enacted upon the stage, Shakespeare's Titus Andronicus was most probably received by its 16th century audiences in much the same way as Dallas and Melrose Place are received by contemporary 20th century audiences. Therefore it is important to remember that art does not necessarily have to be haute couture in order to be an accurate representation of popular ideologies. In fact, more often than not, it is the entertainment of the bourgeois that is a better mimic of these ideologies. If we realize that Shakespeare's primary objective was not to make social commentary or criticize his own culture but rather to entertain, we can observe how his works, and indeed almost all works of art, as Frederic Jameson has stated, "as though for the first time, bring into being that very situation to which [they are] also, at one and the same time, a reaction." (Montrose essay, p.57) With this is mind I would like to reveal how Shakespeare's treatment of the female character Lavinia in Titus Andronicus is a window through which can be seen not only the objectification of woman in 16th and 17th century culture and some of the problems which arise when the woman is viewed as an assignable property, but also the subtle shift from the outward control of woman to the interiorizing of control of woman through her own self-image. Perhaps most easily recognizable is the objectification and assignability of 16th and 17th century woman. By objectification and assignability I mean the near-universal notion, and in many cases legal fact, that women, especially of the upper class, were accepted by their fathers, their husbands, and the state, to be bought, sold, and treated as property. At the very beginning of the play Lavinia is referred to as "Rome's rich ornament" by her suitor Bassianus (I.i.). When she actually enters the scene she has eight lines of praise for her father's valor and honor and then, after a cursory acknowledgment by him, she is silent. Meanwhile her father chooses the new king, the new king chooses her as his bride, her father agrees (although he seems more proud to

Puritans vs. Native Americans Essay

In 1608, a group of Christian separatists from the Church of England fled to the Netherlands and then to the â€Å"New World† in search of the freedom to practice their fundamentalist form of Christianity (dubbed Puritanism). The group of people known as the Native Americans (or American Indians) are the aboriginal inhabitants of the Northern and Southern American continents who are believed to have migrated across the Bering land bridge from Asia around 30,000 years ago. When these two societies collided, years of enforced ideology, oppression and guerrilla warfare were begun. The great barriers of religion, ethics and world-views are the three largest factors which lead to the culture clash between the Puritans and the Native Americans. Religion played a very important role in both Puritan and Native American society, though their ideologies differed greatly. According to Puritan beliefs, God had chosen a select number of people to join him in heaven as his elect. The Native Americans, on the other hand, believed that everyone was the same; no one was better than anyone else. As Sitting Bull once said, â€Å"Each man is good in [the Great Spirit’s] sight. (Quotes from our Native Past). This theory was in direct conflict with the Puritan’s view. The means through which the beliefs of these two groups were carried on also differed greatly. The Puritans had their Bible which detailed their entire religion and held the answers to all possible questions. The Native Americans on the other hand relied on oral transmission of their theology. Thus, while the Puritans had a constant place to turn to when they wanted to figure out what they believed, Native Americans were forced to fill in the blanks between stories they had heard when it came to their basic ideals. This aspect made them both unable to relate to one another. The most prominent difference between the two religions were their gods. The Puritans believed in one God and one God only. The Native Americans, though also worshipping their own almighty â€Å"Great Spirit,† took further reverence for all living (and once living) things, worshipping the trees and their ancestors as well as their omnipotent Tirawa (or Wakan Tanka). The Puritans, holding all aspects of the Bible literal and as divine mandate, saw this worship of beings other than their God as idolatry (which was in clear violation of the first commandment). Therefore, the Puritans held the Native American society as a society wallowing in sin. Sin was the basis for another big hurdle in Puritan/Indian relations; their differing sets of moral and ethical values. The Puritans valued their faith above anything else. They believed that their conviction for God held precedence over anything else. Even their actions were of less consequence than their faith. The Native Americans, on the other hand, lived their faith and used their actions as tools of their beliefs. Rituals like food preparation and dancing were all actions giving veneration to the spirits of nature. Puritans also believed in the buying and selling of land, a practice completely foreign to the Native Americans. As Crazy Horse said, â€Å"One does not sell the land people walk on† (Quotes from out Native Past). As for the augmentation of terrain, utilization of natural resources and â€Å"beautification† of the land (which the Puritans took part of and advocated), the Paiute Indian Wovoka was quoted, â€Å"You ask me to plow the ground. Shall I take a knife and tear at my mother’s bosom? Then when I die she will not take me to her bosom to rest. You ask me to dig for stones! Shall I dig under her skin for bones? Then when I die I cannot enter her body to be born again. You ask me to cut the grass and make hay and sell it and be rich like white men, but how dare I cut my mother’s hair? † (Quotes from our Native Past) The Puritans were unable to understand why the Indians viewed their cultivation of the land as barbarism, and the Native Americans were also unable to understand why the Puritans viewed their lack of clothing and lack of forced organized worship as savagery. The final, and arguably most important, of the factors leading to the Native American and Puritan culture clash was the conflict of self and world views held by the two groups. The Puritans viewed themselves as flawed and (basically) evil. According to Eagle Chief, a Pawnee Indian, â€Å"In our minds we are two, good and evil. † (Quotes from our Native Past). Also, the Puritans believed that the mortal world was temporary and of little consequence. They believed that the only place of significance was the next world; Heaven or Hell. The Native Americans, on the other hand, believed that the world they inhabited was the next world. They thought that by dying, they simply returned to the earth. With this train of thought, it seems unlikely that they would be forced into worship through fear if they knew that they were headed home no matter what practices they held in life. The Puritans believed in a specific set of religious ideals, while the Native Americans had a less conformist view of worship. The Puritans held things like faith and use of the land over the Native Americans’ daily ritual and reverence for nature. The Puritans considered themselves all evil and considered life as a momentary transition, while the Indians thought of themselves as equal halves of good and evil and mortal life (and its logical successor) as fundamentally the same thing. These three things all contributed to the cultural conflict that plagued the Native Americans and Caucasians for years.