The Will of God and Ethics Essay Example | Topics and Well Written Essays - 750 words

The Will of God and Ethics - Essay Example The fundamental question of theology is, â€Å"Does God tell us what to do and therefore it is right, or does God happen to be right and tell us the right thing to do?† Does justice precede theology, or theology precede justice? The distinction is important. If one states that good precedes God, one might be being blasphemic, as God might do something evil; in any respect, obedience to God is a mere logical consequence, not a highest duty. But if one states that God precedes good, the question is, why? As Sayre-McCord puts it, â€Å"Many have thought the right answers to these questions are found in an appeal to God. On their view, moral principles are the expression of God's will — they are His commands to us — and they get their authority from their source. In important ways, though, this merely shifts the puzzles back a step. Whatever problems one might have making sense of eternal transcendent standards re-emerge when trying to make sense of an eternal trans cendent being who might issue commands...[O]ne is also left with the difficulty of explaining why God's commands are authoritative† (2007). ... in light of which He counts as morally perfect), in which case speaking of morality as consisting of God's commands will not explain the origin or nature of these independently existing standards...Alternatively, one might eschew an appeal to God's knowledge or goodness and claim that there is no independent standard for God's will and nature...If we reject the idea that God's commands reflect His knowledge of right and wrong, and reject as well the idea that God is all good, it seems reasonable to wonder why his commands have any special authority† (Sayre-McCord, 2007). Euthyphro exposes some of the obvious logical dilemmas of the theological position admirably. Socrates asks Euthyphro, â€Å"What is the meaning of "attention"? For attention can hardly be used in the same sense when applied to the gods as when applied to other things. For instance, horses are said to require attention...† When Euthyphros offers that piety is other obedience or care of the Gods, it begs the question, why would omnipotent entities care for what a human being has? Either the gods want the obedience of people who can offer them nothing, in which case the gods are either petty or helpless, or they do not, in which case the gods do not care. This difficulty is especially applicable to the modern world: Assuming an omnipotent and good God essentially obviates the idea of obedience or sacrifice, since God can get anything He wants. Further, Socrates exposes the issues of theodicy and hermeneutics, the question of what God or the Gods want. â€Å"And further, Euthyphro, the gods were admitted to have enmities and hatreds and differences?† If the gods had differences, then how could one be pious? Try to represent the general opinions of the god, or only obey directives of all the gods? Since

Slow Movement from Haydns Emperor Quartet Essay Example for Free

Slow Movement from Haydns Emperor Quartet Essay The slow movement from Haydns Emperor Quartet is said to be one of Haydns greatest works. He uses a simple yet classic melody throughout his piece that is the underlying feature of this movement. The melody is in the form AABCC but the movement itself is in the style of theme and variations. The music in the movement is played sweetly (dolce) and is in cut time. The Introduction to Haydns Emperor Quartet is in GM and has the violin 1 playing the melody. The cello and the Viola have similar rhythmic parts that are playing important harmonies to the violin 1 part. The second violin is harmonizing the melody. Variation 1 is a duet between the two violins where the cello and the viola do not play. Violin 2 has the melody throughout the variation. Violin 1 is playing sets of semiquavers which give the different harmonies in this variation. Most of the notes in the violin 1 part are in intervals of 3rds and 5ths or are in scale order. This variation is always soft (sempre piano). In the next variation the bass instrument of the quartet has the melody (the cello). The violin 1 plays on the off beats for most of the variation with groups of semiquavers filled in as a small counter melody. Violin 2 is harmonizing between the melody and the violin 1 part. The viola is playing long notes every so often emphasizing the melody. Variation 2 is quite heavy and dense in harmonies and instruments in contrast to the first variation which was quite light. In variation 3 the viola has the melody. Throughout this variation there are mostly three instruments playing at one time. The instrument that do not have the melody come in and out though the piece. Violin 1 comes in with the viola at the beginning and has a similar line to its part in variation 2. Violin 2 comes in at bar 3 with syncopated notes and then goes into a small melody of its own. The cello do not come in till about halfway through the  variation where it plays a simple harmonic rhythm. Variation 4 is similar to the introduction in that the violin 1 has the melody again but Haydn has made it different by changing the other parts. Also in bar 5 the melody moves an octave higher to what it was in the introduction. The other three parts have similar rhythmic lines. The start of the variation has mostly crotchets and minims but in bar 10 Haydn has made use of quavers till the end of the piece. The cello changes clef in bars 7 to 14 to an alto clef then back to a bass clef. The three parts having the similar rhythmic lines helps creates a thick texture of harmonies. The ending bars draw a closure to the movement with the long cadence ending softly.

Imperialism Essay -- essays research papers

Imperialism is often excused as a way of liberating people from tyrannical rule or by introducing the policies of a â€Å"better† way of life. It is based on the ground of a variety of causes running the gamut of economic pressures, greed, security, power, prestige, religion, and many other effective measures that can be taken given the circumstances. Arguments about the roots and virtue of imperialism can be put into four basic groups. The first is whether or not imperialism is economically beneficial. The second relates to the social aspect of imperialism and the natural desire to rule others. The third is protection and security, building up military powers around the world in order to help the main country when trouble erupts. Finally, the last is morals and their religious aspects. Because imperialism has its basis on power, it is often considered morally reprehensible. The thirst for power drove the European nations into a frenzy to control the continent based solely on the false belief that they were superior, thereby inflicting numerous evils upon both the African land and its people. Imperialism did benefit a small and favored group, but never the entire nation. For some people, capitalism and imperialism are the same and interpret imperialism as a late stage of capitalism when nations are forced to depend on monopolies in overproduction and surplus capital so that they can compete with other nations. At enormous expense imperialism has created an unsafe increase of markets, and has jeopardized the entire affluence of a nation in stimulating the strong resentment of other nations. During the nineteenth century, Great Britain had a huge empire, extending to many different regions of the globe. Before 1869, it only controlled a small amount of land in Africa. During the times before 1869, the British concentrated on imperialism in other, more profitable places around the world; places that would give them more markets for trade and more opportunity to increase their economy. Suddenly, the British were taking over land in places such as regions in Africa. The main reason for Britain’s interest in Africa was for the survival of their empire. Britain's economy has always depended heavily on trade, and creating more colonies was the way to expand their trade. Before the 1870s, Britain had little competition with various colonies. Their first act was against F... ...in reason for British imperialism in Africa was to bring Christianity, not to mention the European's idea of "civilization" to African countries. This decade witnessed the high spirit of self-confident, often self-congratulatory and always aggressive imperialism in which Britain, France, Germany, Italy, Japan and the United States conquered and annexed in the name of civilization. If anything, Europe was doing the exact opposite of spreading Christianity, all under false pretences. Imperialism was not economically beneficial, did not protect the â€Å"main† country by creating barriers, nor did it spread Christianity in mentionable portions. Nonetheless, imperialism did present upon a small portion of the elite a sense of power, though falsely earned. The animosities of imperialism did not help the people. Instead, it left them unprotected after the European nations had left, and left a hole in their culture. Word Count: 1,341 Sources: http://students.chs.lane.edu/~nbudu58/courses/intro2web/the%20dark%20continent/ http://www.smplanet.com/imperialism/toc.html http://www.indiana.edu/%7Ejah/teaching/2002_03/article.shtml http://www.boondocksnet.com/editions/morel/index.html

Why Is Assessment Important

4 Why is assessment for learning important? Adopting strategies that support Assessment for Learning can transform learning and teaching and take away the stigma that haunts assessment. In fact, research has shown that Assessment for Learning can have a significant effect on how well pupils achieve in terms of their attainment, behaviour, motivation, engagement and their ability to work independently. a) It Improves Performance -Black and William’s 1998 literature review examined 250 research articles from 160 journals published over a nine-year period.From this, they documented significant, and often substantial, quantifiable learning gains due to Assessment for Learning practices. Their review of over 20 studies on classroom assessment showed increases in primary and post-primary performance ranging from 15 to 30% compared to control groups. In post-primary, differential effects were measured at approximately half a level at Key Stage 3, over half a grade at GCSE, and two fu ll grades at GCSE after two to three years. They concluded that no other single improvement initiative improved performance levels to the extent that formative assessment did.Subsequent research in UK schools has substantiated these figures. For instance, research conducted in primary schools through the Gillingham Partnership’s Formative Assessment Project 2002 indicated improved standardised test scores in reading and numeracy as well as improvements in writing levels. Learning b) It Increases Learning Independence – Pupils who understand their own goals and their role in learning are more independent in managing their learning; they know what to do, how they have to work and take more responsibility for their own learning and assessment.Assessment for Learning helps cultivate these valuable skills by giving pupils a role in determining these components of the learning as well as experience in providing feedback and assessing themselves and their peers. The learning is no longer something they receive; it becomes something they pursue and have a hand in shaping. This can help learners later in life as well as in the classroom. c) It Improves Morale, Motivation and Risk-Taking – Knowing the goals and success indicators may help pupils to gain learning independence, but they are not the only influencing factors.Morale and motivation are also pivotal components, and here, too, Assessment for Learning plays an important role. Black and William found that many assessment approaches used in classrooms compare pupils with one another – particularly those that focus on marks and grades. Evidence shows that pupils interpret the prime purpose of these assessments to be competition rather than personal improvement. As a result, feedback from these types of assessment actually reduces pupil morale. It teaches them, particularly low-attaining pupils, that they lack ability, leading them to believe they are unable to learn. ) It Enhances Relati onships and Reflection – Assessment for Learning also helps foster a more positive classroom environment. It strengthens teacher-pupil relationships by increasing two-way communication. These interactions can make them more motivated to learn and more aware of their learning. Assessment for Learning can also improve planning and delivery of learning. This is because these practices lead you to analyse and make learning specific to pupils. It creates an opportunity to quality assure and amend activities to ensure they meet the learning needs. Why Is Assessment Important 4 Why is assessment for learning important? Adopting strategies that support Assessment for Learning can transform learning and teaching and take away the stigma that haunts assessment. In fact, research has shown that Assessment for Learning can have a significant effect on how well pupils achieve in terms of their attainment, behaviour, motivation, engagement and their ability to work independently. a) It Improves Performance -Black and William’s 1998 literature review examined 250 research articles from 160 journals published over a nine-year period.From this, they documented significant, and often substantial, quantifiable learning gains due to Assessment for Learning practices. Their review of over 20 studies on classroom assessment showed increases in primary and post-primary performance ranging from 15 to 30% compared to control groups. In post-primary, differential effects were measured at approximately half a level at Key Stage 3, over half a grade at GCSE, and two fu ll grades at GCSE after two to three years. They concluded that no other single improvement initiative improved performance levels to the extent that formative assessment did.Subsequent research in UK schools has substantiated these figures. For instance, research conducted in primary schools through the Gillingham Partnership’s Formative Assessment Project 2002 indicated improved standardised test scores in reading and numeracy as well as improvements in writing levels. Learning b) It Increases Learning Independence – Pupils who understand their own goals and their role in learning are more independent in managing their learning; they know what to do, how they have to work and take more responsibility for their own learning and assessment.Assessment for Learning helps cultivate these valuable skills by giving pupils a role in determining these components of the learning as well as experience in providing feedback and assessing themselves and their peers. The learning is no longer something they receive; it becomes something they pursue and have a hand in shaping. This can help learners later in life as well as in the classroom. c) It Improves Morale, Motivation and Risk-Taking – Knowing the goals and success indicators may help pupils to gain learning independence, but they are not the only influencing factors.Morale and motivation are also pivotal components, and here, too, Assessment for Learning plays an important role. Black and William found that many assessment approaches used in classrooms compare pupils with one another – particularly those that focus on marks and grades. Evidence shows that pupils interpret the prime purpose of these assessments to be competition rather than personal improvement. As a result, feedback from these types of assessment actually reduces pupil morale. It teaches them, particularly low-attaining pupils, that they lack ability, leading them to believe they are unable to learn. ) It Enhances Relati onships and Reflection – Assessment for Learning also helps foster a more positive classroom environment. It strengthens teacher-pupil relationships by increasing two-way communication. These interactions can make them more motivated to learn and more aware of their learning. Assessment for Learning can also improve planning and delivery of learning. This is because these practices lead you to analyse and make learning specific to pupils. It creates an opportunity to quality assure and amend activities to ensure they meet the learning needs.

Alienation in Lost in Translation

However, Copula suggests this inability to communicate is extrapolated by a paradigm of urgency, specifically instant ratification, as symbolized through the setting of Tokyo as a world of consumerism. This is conveyed in the opening scene when the low angle shots of neon advertisements and towering skyscrapers is coupled with the chaotic motion of the Shabbily crowd. Through this Copula presents individuals who are left behind by the pace of the global world.This is shown through the framing of the city which is often shot out of focus In relation to the individual who Is positioned behind symbolic barriers Like windows. Our desire for Instant gratification and immediacy Is further evinced through the onset of new communication technologies. For example, Bob communicates with his wife exclusively by the fax machine and Charlotte friend accepts that everything Is â€Å"great† despite her troubled state of mind. Indeed the suspicion that we can never truly communicate in a worl d where meaning is constantly deferred leads to alienation.The absence of meaning leads to ennui as represented through Bob's insomnia, Charlotte self help CD â€Å"A Soul's Search† and their hermetic occupation of the hotel, a traditional â€Å"non-space†. Thus, with emphasis on the 21st century, Copula conveys a sense of desalination brought on by our inability to understand and be understood a dilemma which has extrapolated the elliptical limitations of language. To this end Copula suggests that we are constantly lost In translation. In our rush to embrace the global, we must not lose sight of tradition.Evaluate In contrast, McLeod explores how the dilemmas of globalization, particularly the pressures of an economic paradigm, force certain Individuals to concede their traditions as a way to survive. In his story â€Å"In the Fall† he portrays Individuals' Limited ability to retain the tradition of kinship and sentimentality in a world which teen moral necessi ty symbolized through the father's desire to keep the horse, Scott, and material necessity, represented through the chickens that are being raised for slaughter.The characterization of the mother as a pragmatic woman is shown through her hair which is pulled back â€Å"severely', a characteristic which has been molded by the hardships of poverty. However with the successful transfer of the horse she lets her hair down a gesture which evokes her vulnerability, McLeod portraying the burdens and tragedies, the pragmatic if inhuman choices individuals must make in the face of necessity. This is portrayed through Manacle's use of pathetic fallacy. The sea which â€Å"crashes†¦ Relentless and unforgiving†, reflects the anguish of the characters which intensifies during the horse's transaction.Indeed the rain makes aggressive contact with them as suggested by the terms â€Å"slashes, stings and burns† imagery that evokes the global world's violent encroachment on the co mmunities that can't afford to keep traditions like sentimentality alive. To this end, McLeod portrays how individuals must lose sight of certain traditions if they are to survive in the global world, a conclusion which is ultimately represented by the ember diction of â€Å"my parents are blown together, only trying to hold their place† a lament for this loss of tradition.Yet at the same time, McLeod also explores how the erosion of tradition by the global world has sparked local movements of resistance in the form of cultural revivals. The miners in his story â€Å"The Closing Down of Summer† reaffirm their Gaelic traditions by returning home the centre where they can replenish themselves. As the miners shower beneath a waterfall, the idyllic imagery of the water which symbolizes life and vitality runs down their bodies to their feet which stand in the sea.This is then Juxtaposed with the â€Å"spraying shower nozzles of the world's great mining developments† an image of sterility which evokes the wholesome nature of tradition. Indeed cultural revival is also evinced through the revival of language. The narrator describes how Gaelic â€Å"so constant and unchanging began to bubble up within me† the introspective overtone suggesting how one preserves tradition to safeguard a sense of certainty. Yet the miner also concedes how some defining traditions of the local, such as physical hardship will be lost.This is conveyed through the line â€Å"[the narrators] children will grow fatly affluent before they are thirty' the fricative alliteration suggesting the narrator's bitterness towards the new generation that has embraced the alternative albeit easier lifestyles provided by the global world. Thus McLeod explores the how tradition is significant for identity and community but he ultimately reflects the permanence of loss and change -traditions are inevitably lost when choice becomes available and circumstances no longer dictate the way we sustain ourselves.

Free Essays on Team Cohesiveness

Team Cohesiveness Groups that are cohesive feel committed and unified: Cohesion has often been cited as a central and crucial element in the development of a team of people working together. The most widely used definition cohesion is â€Å"a dynamic process which is reflected in the tendency for a group to stick together and remain united in the pursuit of its instrumental objectives and/or for the satisfaction of member affective needs† (Carron, Widmeyer, & Brawley, 1997, p. 3). Group cohesiveness varies widely based on numerous factors including the size of the group dependence of members upon the group achievement of goals status of the group management demands and pressures. For example, group cohesiveness increases strongly whenever the membership perceives a threat from the outside. This threat produces the high anxiety that strong group cohesiveness can help reduce. Effective teams have the ability to be more than just a group of individuals. For the team to develop cohesion and co-operation team members must understand and be committed to the vision, process and structure of the team. When working in a group, you are committed to the good of the team in order to succeed on your project. As the old saying goes â€Å" There is no â€Å"I† in â€Å"Team†. You must be willing to put forth effort to work together for the greater good of the team in order to get your project completed. 2) The team and individuals within the team need goals, which are shared by the team members. Meaning you are all on the team for a reason, to succeed or in our case as University of Phoenix students, to graduate. If we all have the same common goal in mind, then working together should not be a problem. 3) The individual team members need to get personal satisfaction from being part of the team and achieving team goals. We all should respect each other as team members while working together. We all should gel together in order to get that p... Free Essays on Team Cohesiveness Free Essays on Team Cohesiveness Team Cohesiveness Groups that are cohesive feel committed and unified: Cohesion has often been cited as a central and crucial element in the development of a team of people working together. The most widely used definition cohesion is â€Å"a dynamic process which is reflected in the tendency for a group to stick together and remain united in the pursuit of its instrumental objectives and/or for the satisfaction of member affective needs† (Carron, Widmeyer, & Brawley, 1997, p. 3). Group cohesiveness varies widely based on numerous factors including the size of the group dependence of members upon the group achievement of goals status of the group management demands and pressures. For example, group cohesiveness increases strongly whenever the membership perceives a threat from the outside. This threat produces the high anxiety that strong group cohesiveness can help reduce. Effective teams have the ability to be more than just a group of individuals. For the team to develop cohesion and co-operation team members must understand and be committed to the vision, process and structure of the team. When working in a group, you are committed to the good of the team in order to succeed on your project. As the old saying goes â€Å" There is no â€Å"I† in â€Å"Team†. You must be willing to put forth effort to work together for the greater good of the team in order to get your project completed. 2) The team and individuals within the team need goals, which are shared by the team members. Meaning you are all on the team for a reason, to succeed or in our case as University of Phoenix students, to graduate. If we all have the same common goal in mind, then working together should not be a problem. 3) The individual team members need to get personal satisfaction from being part of the team and achieving team goals. We all should respect each other as team members while working together. We all should gel together in order to get that p...

The story of Nick Traina Analysis essays

The story of Nick Traina Analysis essays Nick was like a burning cigarette tossed into the dry grass at the edge of a summer forest. He was a forest fire waiting to happen, and while the conflagration began to burn, and the flames began to devour him, none of us could yet see it. (pg. 55) Nicholas John Steel Traina suffered from a mental illness called bipolar, also known as manic-depressive. In the book His Bright Light Danielle Steel unravels the story of her tragic race against time to discover the key to her son Nicks happiness. She shares the joys and triumphs, the difficulties and trials of raising Nick. His mother, sister Beatrix, and his Guatemalan housekeeper Romelia raised Nicks until the age of three. Nick was an unexpected baby whose father was involved in the drug scene. The pull of addiction was to strong for Bill (Nicks father) causing him to be nonexistent for the first few years of Nicks life. After being through two divorces she believed she was ready again. When Nick was three Danielle met John Traina whom she admired and after six weeks became Nicks new father through marriage. John had two sons, Trevor and Todd who became Nicks brothers. This along with the fact that Nicks biological father decided to become a part of his life now was a lot of change for Nick at such a young age. So adapt to being the spoiled baby of the house he now had competition and it showed. Bill was now able to come visit Nick when he pleased. Clearly still using drugs, Danielle contacted the court and they decided that the many sporadic visits by a father Nick never knew could be tra umatic to his development. As a baby Nick developed mentally at an accelerated rate. He was saying words in both Spanish and English, and took his first steps at the age of 8 months, and spoke in sentences at one year, which is utterly remarkable. Nick had an appetite of a starving boy, ...

75 Names of Unusual or Obsolete Occupations

75 Names of Unusual or Obsolete Occupations 75 Names of Unusual or Obsolete Occupations 75 Names of Unusual or Obsolete Occupations By Mark Nichol The English language abounds with word describing occupations and professions that are rare or obsolete or are otherwise unusual and hence obscure. Here is an incomplete but extensive list of such terms, along with brief definitions. 1. ackerman: a plowman or oxherder 2. alewife: a proprietor of a tavern 3. alnager: a wool inspector 4. arkwright: a carpenter specializing in wooden chests 5. bowyer: a bowmaker 6. brazier: a brass worker 7. catchpole: an official who pursues those with delinquent debts 8. caulker: someone who packs seams in ships or around windows 9. chandler: a candlemaker, or a retail supplier of specific equipment 10. chiffonier: a wigmaker 11. cobbler: a shoemaker 12. collier: a coal miner or a maker of charcoal (also, a ship that transports coal) 13. cooper: a maker or repairer of barrels, casks, and tubs 14. cordwainer: a shoemaker 15. costermonger: a fruit seller 16. crocker: a potter 17. currier: a leather tanner, or a horse groom 18. draper: a cloth dealer 19. drayman: a driver of a heavy freight cart 20. drummer: a traveling salesman 21. duffer: a peddler 22. eggler: an egg seller 23. factor: an agent or steward 24. farrier: someone who trims horse hooves and puts on horseshoes 25. fishmonger: a fish seller 26. fletcher: a maker of arrows 27. fuller: someone who shrinks and thickens wool cloth 28. glazier: a glassmaker or window maker 29. haberdasher: an owner of or worker in a store for men’s clothing or small items used for making clothes 30. hawker: a peddler 31. hayward: an official responsible for fences and hedges 32. higgler: a peddler of dairy products and small game (also, a haggler, or someone who negotiates for lower prices) 33. hobbler: a person who tows boats on a canal or river 34. hooper: a maker of hoops for barrels, casks, and tubs 35. hostler or ostler: one who cares for horses or mules, or moves or services locomotives (originally, an innkeeper, who also maintained stables) 36. huckster: a peddler (now refers to a con artist) 37. ice cutter: someone who saws blocks of ice for refrigeration 38. ironmonger: a seller of items made of iron 39. joiner: a carpenter who specializes in furniture and fittings 40. keeler: a crew member on a barge or a keelboat 41. knacker: one who buys animals or animal carcasses to use as animal food or as fertilizer (originally, a harness maker or saddle maker) 42. knocker-up: a professional waker, who literally knocks on doors or windows to rouse people from sleep 43. lamplighter: someone who lights, extinguishes, and refuels gas street lamps 44. lapidary: a jeweler 45. lector: someone who reads to factory workers for entertainment 46. log driver: someone who floats and guides logs downriver for transportation 47. milliner: a designer, maker, or seller of women’s hats 48. muleskinner: a wagon driver 49. peruker: a wigmaker 50. pinsetter: someone who sets bowling pins back up after each bowl 51. plowright: a maker of plows and other farm implements 52. plumber: originally, one who installed lead roofing or set lead frames for windows 53. porter: a doorkeeper or gatekeeper 54. puddler: a worker in wrought iron 55. quarryman: a stonecutter 56. raker: a street cleaner 57. resurrectionist: someone who digs up recently buried corpses for use as cadavers 58. ripper: a fish seller 59. roper: a maker of nets and ropes 60. sawyer: a carpenter 61. slater: a roofer 62. slopseller: a seller of ready-made clothing, as opposed to a tailor 63. stevedore: a dockworker 64. tanner: someone who cures animal hides to make leather 65. teamster: a wagon driver 66. thatcher: someone who makes thatched roofs 67. tinker: a repairer or seller of small metal goods such as pots and pans 68. turner: someone who uses a lathe to turn wood for balustrades and spindles 69. victualer: an innkeeper, or a merchant who provides food for ships or for the military 70. wainwright: a wagon maker 71. webster: a weaver 72. weirkeeper: a fish trapper 73. wharfinger: an owner or operator of a wharf 74. wheelwright: a maker of wheels for carriages and wagons 75. whitesmith: a worker of tin Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Apply to, Apply for, and Apply withHow to Play HQ Words: Cheats, Tips and Tricks15 English Words of Indian Origin

(book) norwegian wood by HARUKI MURAKAMI Essay Example | Topics and Well Written Essays - 1000 words

(book) norwegian wood by HARUKI MURAKAMI - Essay Example The sensitive portrayal of the Japanese youth who were caught in the web of contrasting culture of the East and the West, has turned into a universal appeal for understanding. The protagonist of the novel is Toru Wantabe who becomes nostalgic about his student days when he hears his favourite Beatle song ‘Norwegian Wood’ while travelling on the plane. The book is his flashback into his student life while he was studying in the University of Tokyo. The protagonist, throughout his recollection, has maintained a tender spot for the love of his life and at the same time his encounters with death, in the form of suicide have forced him to contemplate the wider meaning of life. The author has seemingly used death as a reconciliatory medium as well as that of alienation so much so that it has almost become a second theme of the novel. The book is a subtle love story of Toru and Naoko who are probably caught by circumstances into a relationship. Naoko was the girlfriend of Toru’s best friend, Kizuku. After Kizuku commits suicide at the age of 17, Naoko is lost in grief and subsequently, loses touch with Toru. They meet each other after a year in Tokyo where both of them, have gone to study. They are drawn towards each other through their common friend, who is dead. Each of them want to keep in contact because it brings them closer to Kizuku, who is more alive than dead, in the memories of the two characters. The inability of the characters to move away from the past is the bond that ultimately becomes the main cause of their separation. Though initially, Toru befriends Naoko because she was a link with his best friend but later, his feelings change into love or so he thinks. The author has used the protagonist to represent the contemporary youth who are shy to proclaim their love but are least hesitant to experiment with sex on a casual and

European Law - law essay Example | Topics and Well Written Essays - 5000 words

European Law - law - Essay Example This exemption is also available to agreements, which engender technical or economic progress that proves beneficial to consumers. However, these agreements should not destroy the competitive market for similar products1. The Commission had published the Guidelines with regard to the applicability of Article 81 EC to horizontal cooperation agreements. By virtue of these Guidelines, the Commission has expanded its erstwhile perspective and relies on the market power of companies as the most suitable test in this context. In this manner, the Commission is aiming to render the prerequisites for applying Article 81(1) EC, proximate to the merger control norms. This approach seems to be unjustified from the perspective of policy decision, because it relaxes the standards set out for the relevant markets. In addition, it is also inadequate from a legal point of view, for the implementation of the provisions of Article 81(1) EC; because, the market power of companies constitutes an inappropriate test in this regard2. In order to adopt an economics – based application of Article 81(1) EC, the Commission would be hard placed to acquire the necessary human resources, which could prove to be quite burdensome. Furthermore, Article 81 EC does not cover all agreements. It only covers agreements that restrict competition. The Commission had extended its application purview to new thresholds such as free market shares through the Notice on agreements of minor importance of 2001. This Notice deals with agreements that impose non – appreciable horizontal and vertical restrictions on competition. However, it excludes hard core restrictions. The new parameters could possibly exclude agreements between small and medium sized companies3. Agreements, that attempt to prevent, distort or restrict competition in the common market, are in violation of Article 81(1) EC. If an agreement violates Article 81(1) EC, then it is not necessary to

Venous Leg Ulcer Essay Example | Topics and Well Written Essays - 1250 words

Venous Leg Ulcer - Essay Example Financial expenditures are also substantial with costs in the United States estimated to be $75 million to $1 billion per year. Individuals who experience venous leg ulcers place significant demands on health services, particularly community-based agencies. healing is time consuming and lengthened, requiring health care professionals to spotlight on the wound or the branch that is affected by the leg ulcer in providing care. Although this is vital, existing research suggests that a more holistic perceptive of the experience of breathing with a leg ulcer may also be advantageous. Due to the actuality that community health nurses are the major care professionals providing care for this challenging health problem, they have considerable opportunity to impact not just wound healing but also the patient's experience of living with a leg ulcer. Leg Ulcer Pain, functional restrictions, and emotional suffering have all been recognized as contemporaneous difficulties connected with living with a leg ulcer. classification of these symptoms and their effect on lifestyles may provide important information to improve health outcomes, both from a provider and a patient perspective. Goals of alleviating physical and emotional suffering as well as improving wound healing may contribute to decreasing costs coupled with leg ulcers. Venous leg ulcers, like any unremitting disease, require self-management on the part of the individual. Self-management, in turn, requires knowledge, functional capabilities, and power in order to sustain healing behaviors. This preliminary research study sought to determine if individuals with venous leg ulcers had the necessary knowledge to participate in self-management and whether they were capable of performing the self-management skills that would enhance healing. Nursing role in curing pain Nurses, by virtue of their role in the close and continuous care of patients, are privileged to hear the stories of people coping in times of illness, feeling vulnerable and at the mercy of the system. Such stories reveal that the health of a society is more than mortality rates and numbers of surgical interventions and more than clever science. It is about how we support those in our society who are unable to care for themselves so that we have a society in which the quality of life is at least reasonable for as many as possible. This means facing the difficult decisions about redistribution of funding, about what constitutes good health and a healthy society, about who should make the decisions and about whose interests should be served in a health care system. The issues raised in this section are by no means all encompassing of our major social ills and make no claims to be so. They are merely those that claim the attention of nurses today as they work towards addressing how to e nsure better outcomes both for individuals and for society. But they can only do this if they are supported by a system with similar values and priorities. Implementation or Treatment A report commissioned by the Agency for Health Care and Policy and Research in 1992 found that less than 50% of venous leg ulcer patients reported having adequate pain management in the post-operative period. Studies undertaken in general

XML as a programming tool Essay Example | Topics and Well Written Essays - 750 words

XML as a programming tool - Essay Example Deriving an electronic representation of the paper documents would allow users to view them on a computer screen, take their printouts or store them in the database; however, to achieve this objective, standard forms for different document types and accompanying style sheets would be required. At present, still most of the exchange of information in the health care industry is carried out through printed documents that convey the information in two ways: the content of the document that contains the words, pictures and other information, and the format of the content that provides visual clues for font, font size and location (Sokolowski & Dudeck, 1999). Recently, XML (eXtensible Markup Language), a subset of SGML (Standard Generalized Markup Language), has gained widespread popularity in the health care industry because it provides a mechanism to encode healthcare documents and their types into electronic form, and therefore, has led to the development of implementation recommendations in the form of a set of standard DTDs to standardize and match the electronic document requirements in the health care industry (Sokolowski & Dudeck, 1999). DTDs (Data Type Definitions) are crucial for health care informatics as they provide a facility for standardizing formats with style sheets, provide a document information model, provide context for narrative text, and allow for agreement on high-level structures. They describe the structure of the document, the names of the allowable elements, the content of each element type, the structure of the document including the order in which the elements must appear (Sokolowski & Dudeck, 1999). The Darwin Information Typing Architecture (DITA) is designed to provide an XML framework for developing product documentation and has seen rapid adoption and implementation as compared to other approaches for purpose of

Externalities Assignment Example | Topics and Well Written Essays - 1000 words

Externalities - Assignment Example Externalities Before considering the five questions we must first recognize that the example of gas emission by a local power plant is that of a negative externality. This is because emissions of such gases cause pollution which is harmful for humans, animals and plants. Although the society is not involved in the emission of these gases but it has to bear the costs (Perloff 2003). Hence the given example is a perfect case of a negative externality. 1. Although there are a number of ways to combat the negative externality, a policy maker must carefully decide on a policy before implementing it. There are a few costs and benefits of each policy and the policy maker should first carry out a Cost Benefit Analysis (CBA) of all the alternative policies before their final decision. Blinder (1987) has the following to say about solving the negative externality problem: â€Å"Especially when faced with environmental externalities, economists have almost universally objected to government re gulations that mandate specific technologies (especially â€Å"best-available technology†) or business practices. These approaches make environmental cleanup much more expensive than it has to be because the cost of reducing pollution varies widely from firm to firm and from industry to industry. A more efficient solution is to issue tradable â€Å"pollution permits† that add up to the target level of emissions. Sources able to cheaply curtail their negative externalities would drastically cut back, selling their permits to less flexible polluters.† Another solution proposed by Coase (1960 in his Coase Theorem is: â€Å"Under perfect competition, once government has assigned clearly defined property rights in contested resources and as long as transactions costs are negligible, private parties that generate or are affected by externalities will negotiate voluntary agreements that lead to the socially optimal resource allocation and output mix regardless of how t he property rights are assigned† Hence the two possible policies that a policy maker can adopt are using tradable pollution permits or government defined property rights. 2. In the first policy the government will give licenses to firms to pollute. Each license will specify the level of pollution allowed to the firm. Depending on its level of pollution a firm can buy a certain license. Firms that pollute less than the permissible level can trade their license with those firms who cannot keep their pollution levels low. In this way firms are given an incentive to pollute less (Bamford, Brunskill, Cain, Grant, Munday, Walton 2002). The second policy assumes that there are negligible transactions costs. According to Sloman (2007) making someone the owner of the air around the power plant eliminates the effect of a negative externality. Here the two parties involved are the power plant producing the negative externality and the society living in the vicinity of the power plant tha t is affected by the emissions. If the power plant owns property rights to the air then the society pays the power plant to reduce pollution by lowering its production to the optimal level. However if the society is the owner then the power plant will have to pay compensating money to the society for the pollution they cause by increasing production from the optimal level. 3. If the policy maker implements the tradable permits for gases emission it will have benefits for the power plant and government apart from reduced

XML as a programming tool Essay Example | Topics and Well Written Essays - 750 words

XML as a programming tool - Essay Example Deriving an electronic representation of the paper documents would allow users to view them on a computer screen, take their printouts or store them in the database; however, to achieve this objective, standard forms for different document types and accompanying style sheets would be required. At present, still most of the exchange of information in the health care industry is carried out through printed documents that convey the information in two ways: the content of the document that contains the words, pictures and other information, and the format of the content that provides visual clues for font, font size and location (Sokolowski & Dudeck, 1999). Recently, XML (eXtensible Markup Language), a subset of SGML (Standard Generalized Markup Language), has gained widespread popularity in the health care industry because it provides a mechanism to encode healthcare documents and their types into electronic form, and therefore, has led to the development of implementation recommendations in the form of a set of standard DTDs to standardize and match the electronic document requirements in the health care industry (Sokolowski & Dudeck, 1999). DTDs (Data Type Definitions) are crucial for health care informatics as they provide a facility for standardizing formats with style sheets, provide a document information model, provide context for narrative text, and allow for agreement on high-level structures. They describe the structure of the document, the names of the allowable elements, the content of each element type, the structure of the document including the order in which the elements must appear (Sokolowski & Dudeck, 1999). The Darwin Information Typing Architecture (DITA) is designed to provide an XML framework for developing product documentation and has seen rapid adoption and implementation as compared to other approaches for purpose of

Importance of I Have a Dream speech Essay Example | Topics and Well Written Essays - 1250 words

Importance of I Have a Dream speech - Essay Example Many icons still use such phrases to unite people and carry out campaigns and rallies, especially the concluding paragraphs of â€Å"I have a dream† speech: "And when this happens, when we allow freedom to ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God’s children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual, "Free at last! free at last! thank God Almighty, we are free at last!" (Herst, 2007). This has remained a uniting factor among Americans and reminds them of civil rights movement that alleviated racial discrimination and injustices. The speech has consistently depicted America as a country whose credo is liberty and justice for all and that the country men must live up to the precepts of the nation with all of its children (Frady, 2002). Martin Luther King Jr prese nted his speech as a civil rights activist not only black Americans but to all people of Americans. The speech has since promoted idea of unity and equality.   The goal of the speech was particularly for Americans to understand and agree with him.   The speech remains important to the public as it brings the issues of society that affect entire America logically and emotionally. Another importance can be drawn from the issue of civil rights that was clearly brought up by the speech: Martin Luther King Jr used rhetorical strategies to the audience that was racially mixed and viewed them as equal and not different in any particular way. The memory of the public cannot escape the... Martin Luther King Jr presented his speech as a civil rights activist not only black Americans but to all people of Americans. The speech has since promoted idea of unity and equality. The goal of the speech was particularly for Americans to understand and agree with him. The speech remains important to the public as it brings the issues of society that affect entire America logically and emotionally. Another importance can be drawn from the issue of civil rights that was clearly brought up by the speech: Martin Luther King Jr used rhetorical strategies to the audience that was racially mixed and viewed them as equal and not different in any particular way. The memory of the public cannot escape the bravery of Martin Luther King Jr, this is because at the time of the speech, there was an enormous amount of controversy that civil rights were facing. Martin Luther King Jr was even arrested few months prior to his speech in one of his anti-segregation dissents and protests, he however c ontinually fought for civil rights. The goal of the speech was to wholly eliminate all problems between the different American races, particularly Black versus White. In his speech he says: â€Å"But one hundred years later, the Negro still is not free.† (Branch, 2006) From the beginning of the â€Å"I Have a Dream† speech, Martin Luther King Jr brings the public back to when the Emancipation Proclamation was signed, the very beginning of America. This Emancipation Proclamation gave hopes and freed all slaves of America.

Freud and the Unconscious Essay Example for Free

Freud and the Unconscious Essay Few theories hold more intrigue than that of human psychology. Throughout history, many have sought to decode the structure of the mind. Amongst those who were determined to investigate the nature of psychic material, one of the most prominent remains Sigmund Freud (also known as â€Å"the archaeologist of the mind†). Freud had very pronounced views on the innate components of human psychology, within which one idea remained central the ‘unconscious’ mind; he uses this concept to make sense of phenomenons such as that of parapraxes. In his essay, â€Å"The Unconscious†, Freud introduces a unique perception of human thought, action, interaction and experience. He details a state of dualism that exists in our psychical life in stating, â€Å"consciousness includes only a small content, so that the greater part of what we call conscious knowledge must in any case be for very considerable periods of time in a state of latency, that is to say, of being psychically unconscious† (2). He argues that although we are blind to our unconscious mind, it determines a greater part of our behavioural being and participates just as much as psychical activity as our conscious mind. Freud also adds, â€Å"In every instance where repression has succeeded in inhibiting the development of affects, we term those affects ‘unconscious’† (7). He states that the unconscious is where repressed desires are stored, ideas that are suppressed from surfacing into the realm of our awareness e. g. we recognise our emotions we ‘feel’ because they have moved from amongst the elements of the unconscious mind to the conscious mind. The notion of â€Å"what you see is not all there is†, of the uncertainty of appearance or self-knowledge is a message that identifies very well with Freud’s theory of the unconscious. Freud’s arguments entail that a significant reality (and â€Å"most importantly† he would most likely say) exists in that which is intangible. He claimed that the unconscious could not be realized by the individual themselves through introspection, but is potentially made possible during psychoanalysis. In â€Å"The Unconscious†, Freud states, â€Å"[it transforms] into a qualitatively different quota of affect, above all into anxiety; or it is suppressed† (7), alluding that the unconscious mind, or rather a conflict between conscious and the unconscious intentions is the root of neurotic or histrionic behaviour. Thus, not only did he perceive psychoanalysis as a useful tool for uprooting unconscious ideas, but the very understanding of the concept played a central role to the successful treatment of his patients (that is to say, that Freud believed that he could lead his patient to recovery by making aware the unconscious idea that is conflicting with the individual’s consciousness). Freud believed that naturalized phenomenons such as innocent ‘mistakes’ (â€Å"parapraxes†) or the state of dreaming were in fact meaningful and were indications of the active unconscious, an idea which echoes to the notion of conscious and unconscious communications which we discussed in the second week of class that in both forms there were â€Å"logical relations†. This is the essence of Freud’s belief that there is psychical process in every movement or act (whether in a state of wakefulness or asleep/acts that are intended of ‘unintended’), which is to say that order exists in every action including the seemingly ‘disconnected’. With reference to this notion, he famously claimed that parapraxes (slip of the tongue, mishearing, forgetting, memory loss) were significant phenomenons worthy of interpretation, because they were evidence that the unconscious mind exists. In â€Å"Introductory Lectures on Psychoanalysis†, Freud explains his view in which the unconscious plays a significant role in the phenomenon of parapraxes. Though parapraxes are often disregarded as â€Å"small failures of functioning, imperfections in mental activity† (28), he explains, â€Å"They are not chance events but serious mental acts; they have a sense† (44). Before moving on interpret what Freud meant by this, it seems useful to first introduce an idea which Louis Althusser presents in â€Å"Lacan and Freud† (which was also touched upon in class), in which he states: â€Å"the ‘effects’, prolonged in the surviving adult, of the extraordinary adventure that, from birth to the liquidation of the Oedipus complex, transforms a small animal engendered by a man and a woman into a little human child† (22). The transformation that Althusser describes resonates with a sense of ‘humanization’ whereby a feral being is tamed by society and progresses into a ‘human’ existence; it alludes to the ultimate sacrifice that is made by the primitive soul in order to survive amongst civilization [the desire for instinctual satisfaction]. Keeping Althusser’s portrayal in mind, perhaps it could be said, then, that the unconscious manifests impulses whose intentions are deemed ‘too disturbing’ or unfitting with civil behaviour. This conforms to Freud’s argument that a ‘spontaneous’ or unexplainable error is an indication of a compromise between two conflicting aims of the ‘disturbed’ and the ‘disturbing’ consciousness (44). By means of distortion or substitution, the irrational impulse disguises its intentions under an appearance of rationality. He communicates, essentially, that parapraxes should be interpreted less as â€Å"faulty acts†, but instead, should be considered as faulty achievements of our unconscious desires. He indicates this when he states, â€Å"the disturbing purpose only distorts the original one without itself achieving complete expression† (35). Freud theorizes that an inaccessible part of our mind the unconscious does exist and evidence of its reality is apparent, such as in the very happening of everyday pathologies, or â€Å"parapraxes†. He maintains the significance of the unconscious mind as a meaningful, valid psychical force that pursues its own intentions (its presence undeniable in its ability to elicit bodily responses). In the discovery of this, Freud stresses the idea that individuals should place more value in what we so often dismiss as ‘mistakes’, ‘accidental’ or ‘random’ behaviour, because there may be significant meaning to the obscured intentions they convey. On a different note, the underlying notion that there is no such thing as ‘involuntary’ acts or ideas, reinforces more than ever a disparate sociological thought: that we, as individuals, are truly and solely responsible for our own actions.

Does Violence in the Media Contribute to Violent Children?

Does Violence in the Media Contribute to Violent Children? Alaina Davis While some people may disagree that violent media contributes to violent children, the fact remains that violence is now part of our everyday world. Many tragedies, from the Gulf War to the loss of the World Trade Center Towers were televised nightly or even 24 hours a day on some news channels. I am not suggesting children be deprived of the knowledge that there is violence in our world, rather I would suggest that children must be supervised for such programming, because children cannot always tell the difference between fact and fantasy. In this paper, we will look at three specifically violent events and the feelings of children who viewed the events on television, or were within close proximity to the violence and watched it televised as well. I do not personally believe that television has the exclusive power to create a violent child however; I do believe that it can be an integral part of a storm of events that can help to create a violent child. There is an amazing array of numbers and facts surrounding television alone, regardless of programming and the ages of the children who watch unsupervised. Fremont (2007), states that there is an average of three televisions in 41% of American homes. Children from ages 2-7 watch television unsupervised and alone 81% of the time. In this same age group, 33% have televisions in their own bedrooms. I personally feel that this is far too much television for children of this age to watch television so much with no adult supervision. It is obvious that television has indeed become the new babysitter. Another statistic from Fremont (2007) is that children watch televised news 65% of the time as compared to 44% who read newspapers. Television, and images in general tend to generate a more visceral reaction than reading printed text does. For example, I can write a text only report about the violence surrounding the Twin Towers Attacks on September 11, 2001, and it will no doubt stir up some reaction, in part because we all had such a large amount of television exposure to the event. However, even at that, reading a text only report, will not elicit the same visceral response as showing pictures will, and that response will heighten with each enhancement to the report. Videography, with a narrator and actual live footage of the event, elicits the strongest reaction to any event, good or bad. However, in our society, violence seems to elicit the strongest responses and the most interest. This is true of not only our news broadcasts, but of television shows, movies and video games. A few more facts, which will become more clear as we relate them to specific events: Less than 50% of children display feelings of anger, depression, or sadness after watching the news (Fremont, 2007). Bushman (2007), states that younger children are more likely to imitate what they see on television. Considering the amount of the age 2-7 group of children that are allowed unsupervised viewing and the psychological processing of that age group, it is easy to see why they would imitate what they see without reasoning for consequence. Browne Hamilton-Giachritsis (2007). have shown a correlation between homes that are violent in nature, children who watch large amounts of televisions in these violent homes, and juvenile delinquency in their teenage years. There are many forms of violence available on television, as entertainment, education, or in conjunction with television and the internet, such as on violent gaming. As a starting place, we are going to briefly visit three national tragedies, in order of happening because television coverage increased with each tragedy. As coverage increased, so did the amount of televisions available to view it on, as well as the time of the coverage. The first national tragedy is the Challenger accident, resulting in the destruction of the space capsule, as well as everyone on board, including a civilian female schoolteacher. Compared to the next two national tragedies, the Challenger received little airplay of the accident scene that was aired on the national news of the takeoff, and the very sudden violent explosion of the capsule. As an adult, I briefly remember the news coverage about the accident, and I remember that coverage was short lived. I had a 3-year-old daughter at the time, but she was never allowed to watch television unsupervised as a child, and she did not watch televised news. However, in a small study done at the time of 153 children from Concord, NH, and Porterville, CA, there was no initial reaction difference between the two coasts (Fremont, 2007). There was an increase in post-traumatic stress disorder symptoms in East coast children, as opposed to the West coast children (Fremont, 2007). Fremont (2007). did not state the ages of the children involved in the study, but we know that children under eight are generally less able to tell the difference between fantasy and reality. That is why children from 2-7 still believe in the Tooth Fairy, the Easter Bunny, and the monsters under the bed. Because they do not always process these events as real, and therefore not as horrific as older children, juveniles do and adults do, if they develop symptoms at all, it is likely as an emotional cue that this is how we are supposed to act in response to such a tragedy. The Oklahoma City Bombing was a personal event because I live in Oklahoma. There was more national coverage on the news, and for a longer period of time than with the Challenger accident. Neighbors talked about it for longer periods, even after the news stopped covering it. In another study, seven weeks after the event, 3000 children of middle and high school age were surveyed. Freemont (2007). noted that those who were bereaved through involvement, directly, or indirectly, were more likely to report symptoms than those who were not so closely involved with the incident. However, it is also important to note that the Murrah Building Bombing’s television exposure did lead to trauma related symptoms for more than 2 years past the actual event date (Fremont, 2007). Given the additional coverage time and duration of this incident, which occurred nine years after Challenger, it is obvious that violent television broadcasts do have an effect on children. Our final national tragedy is the day simply known now as 9/11. On September 11, 2001, hijacked jets being flown into each of its twin towers attacked the World Trade Center in New York (Manhattan). Television and radio coverage started before anyone even knew what was happening. First reports were only for a plane of undetermined size having crashed into the North Tower. Before it was all over, a third plane would have crashed into the Pentagon, and a fourth would be diverted by extremely brave passengers into crashing into a farm field, rather than its target, which was assumed to the be the White House. The second crash into the Twin Towers was televised in live time, as it happened. People all over America and the world watched as those towers burned, smoke rolling from them, and people jumping amid the papers blowing off the exposed upper floors. Finally the entire crash of first one tower and then the other, all taking place on live television, in real time. This was horrific f or a number of reasons: the amount of people initially dead and missing, relatives across the country, and around the world were uncertain if they were in shock for the nation, grieving personally, or both. Television coverage went on and on, replaying the horrific images repeatedly on 24-hour broadcasts. Other news was reported while these images played in the background on some channels. Fremont (2007). reports in a study done of grade 4-12 aged children in the New York City School system reported an increase of 8.5% of PTSD symptoms following this tragedy. A supporting study confirmed that there were symptoms of PTSD (particularly anxiety) in children who had excessive television exposure to this event even as far away as the West Coast. The difference was that children at a distance suffered more anxiety over whether a loved one was injured or killed; children on the East Coast suffered grief for those injured or killed in the attacks, as well as anxiety about their futures, and the impact this tragedy would have on their future (Wilson, A.C., Lengua, L.J., Meltzoff, A.N., Smith, K.A., 2010). Again, parental influences did have some bearing on how much stress a child suffered from this event. According to Wilson, A.C. et.al. (2010), children from single parent homes displayed more symptoms than homes where both parents were present. Another important point is that children who had parents who showed positive emotional responses following the 9/11 attacks, such as crying in grief were much more likely to seek out or ask for help with their feelings over the attack. We do see that violence has an effect on children, at least, on school age children. The three events we have discussed so far were real incidents, happening to real people, and being broadcast in real time on television. But what effect does interactive violent media have on our children? The more attractive video games, to the age 8 and above group, are violent. Whether it is fantasy violence, such as Angry Birds, or animated human violence, such as Halo, or other war programs, these are the games that are advertised heavily, promoted as â€Å"great gifts† and come with a great amount of attached peer pressure to play these games. Bushman (2007). noticed that females had become increasingly violent as the media and society supports the tough, aggressive female character. Traditionally, females are exposed to violent video games later than males, because they are not drawn to watch violent sporting events such as football and hockey (Bushman (2007). While news broadcasts of national tragedies obviously cause symptoms of stress and anxiety in older children, what about younger children? For younger children, violence seems to really have not much of an effect. We read Grimm’s stories to our toddlers; it rarely gives them cause for stress, or anxiety. They are unlikely to display infantile reactions to stress from being read Hansel and Gretel, for example by sucking their thumb, or wetting the bed after hearing the story. Yet, this story is violent; two children, left in the woods by their parent, found by a witch, who attempts to murder them. For children under the age of eight, most research seems to agree that televised violence, viewing video games, or even hearing stories such as Grimm’s Fairy Tales, have little to no effect. Kotler and Calvert (n.d.), support that younger children tend to use instrumental aggression; aggression that is used in the quest of controlling or obtaining an object. Therefore, an average preschooler may strike another child in the quest to get a toy, for example. However, by the time the child enters the first grade, at age 6 or 7, they are starting to use words to fight, rather than physical violence, and may even reject physically aggressive school peers. Supporting my theory that violent media alone does not make a violent child, Kotler and Calvert (n.d.) assert that by the time a child is a pre-adolescent or adolescent, they understand that the quest of revenge, such as is displayed in many video games, is the wrong moral path. However, those children without strong social ties, and who tend to be isolated, endorse violent revenge (Kotler Calvert, n.d.). Further support to the fact that while violent media does contribute, but is not the sole reason for violent children, is a study conducted by Johnson, et.al., over 17 years in a community of 707 individuals. In each case, there was significant support for those who watched violent television in early adolescence and subsequent aggressive acts in adolescence and young adulthood. Males outweighed females in the same age brackets, but routinely, those who watched television for more than 3 hours per day, regardless of the violent content, were 14.6% more likely, overall to engage in physical assault or fighting that would result in injury at age 16 or 22. For those same ages and the same amount of television, 12.7% were likely to engage in any aggressive act on another person. These statistics were true whether or not the adolescent had any of the other risk indicators present for aggressive behavior, or a history of aggressive behavior (Johnson, Cohen, Smailes, Kasen, Brook, 2005). I have to admit that when I chose this topic, I was not on the side of violent television causing violent children, or even being a major contributor. However, the facts are irrefutable; children who view violence after the age of 8, particularly when the situation of the children’s lives are coupled with a low income home that may be violent in nature, is more likely to become violent, or at least accept violent behavior in their adolescent and young adult years. Of course, contributing to my own view is the fact that when I was a child, most homes did not even own one television, programming was rarely violent in terms of today’s acceptable programming, and we were generally limited to an hour of prime time, supervised viewing with the entire family between dinner and bedtime. With the research conducted however, it is not possible to deny that younger children (under age 8) are less able to process and disseminate information, because they simply have no frame of reference for what is acceptable and unacceptable in terms of violence. I do not believe, however, that children of this age should watch television unsupervised, simply because they are learning to reference what they see. Without an adult present to help them interpret what they see, in later years, they will not have a frame of reference to fall back on. Society will never be perfect; we will always have those children, as well as adults who suffer rejection, bullying, and other forms of violence simply because they are different. However, I honestly believe if we all take the advice of the researchers, and supervise our young children, rather than forbid violence in all forms, we will raise children who will be able to survive those rejections, bullying’s and other hurts of growing up without becoming violent. On the other hand, limiting and supervising the viewing and use of violent media in the home may help those children who suffer from disabilities that already promote low empathy (such as Autism Spectrum Disorders like Asperger’s) to understand that violence solves nothing. Finally, parents must accept primary responsibility for their children, their children’s viewing and gaming habits, and ensure that their friends have parents who are involved and engaged with their children as well. Fremont (2007). recommends that the age group under eight not view television or other media without supervision. She also recommends that the adults in a child’s life be prepared to help them with responsible interpretation of any violent content that is viewed. References Browne, K.D., Hamilton-Giachritsis, C. (2005). The influence of violent media on children and adolescents: a public health approach. Lancet, 365(9460), 702-210. Retrieved from Ebscohost. October 29, 2011. Bushman, D. B. (2007, March 2). The impact of entertainment media on children and families. Retrieved October 30, 2011, from Iowa State University Extension: http://www.extension.iastate.edu/families/media/pages/qa.bushman.html Fremont,Wanda P., M.D., (2007, November 15). Reactions of children exposed to media coverage of terrorism. Retrieved October 28, 2011, from St. Josephs Hospital and Health Center: www.sjhsyr.org/sjhhc/pdf/chip_FremonReactions07.ppt Johnson, J. G., Cohen, P., Smailes, E. M., Kasen, S., Brook, J. S. (2005, March 29). Television viewing and aggressive behavior during adolescence and adulthood. Science, 295, 2468-2471. Retrieved from Ebscohost. October 29, 2011. Kotler, J. A., Calvert, S. L. (n.d.). Children and adolescents’ exposure to different kinds of media violence: Recurring choices and recurring themes (Research Paper). Retrieved from Children’s Digital Media Center/Georgetown University: http://cdmc.georgetown.edu/papers/children_and_adolescent’s_exposure.pdf Wilson, A.C., Lengua, L.J., Meltzoff, A.N., Smith, K.A. (2010). Parenting and temperament prior to September 11, 2001, and parenting specific to 9/11 as predictors of children’s post-traumatic stress symptoms following 9/11. Journal of Clinical Child Adolescent Psychology, 39(4), 445-459. Doi: 10.1080/15374416.2010.486317, Retrieved from Ebscohost. October 30, 2011

Stalin: In the Wrong? :: essays research papers

Stalin, by many people today, would be considered a horrible man who had caused much harm to the world. This, of course, is in modern terms. History has a way of reshaping the ‘morality’ of events over a period of time. Take, for example, the Crusades. The majority of Europeans at the time vastly agreed with their purpose. Now, however, they are seen as a religious leader’s abuse of power and an unfortunate loss of life. Will the same reversal occur with the view of Stalin? After all, he did completely reshape a backwards society. Since we cannot conceivable travel into the future, Stalin will be assessed from acclaimed people of the past. These people will have no prejudice towards Stalin in their ideals because they will not have known of Stalin nor the Soviet Union. However, their overall opinions will not fluctuate based on Stalin and thus Stalin will be judged. Stalin will be evaluated by the following three distinguished historical intellectuals: Plato, Mac hiavelli and Sir James G. Frazer.   Ã‚  Ã‚  Ã‚  Ã‚  The first person we shall introduce to judge Stalin is the Athenian philosopher Plato. Plato, in his dialogue in the First Book of The Laws, suggests a very simple, yet effective, test for selecting and educating men who can be trusted as statesmen. This test, which later became known as the wine test, was supportive of Plato’s views. It was not simply enough to be a wise ex-soldier, as many people believe Plato choose them to be the most qualified. In the dialogue, Plato states that drunkenness loosens a man’s tongue, which gives the presents public an idea what he is really like. By this simple test, Plato would readily support Stalin. Stalin was well-known to drink everyone else â€Å"under the table†. In fact, Stalin imbibed much more than his fellow British counterpart, Sir Winston Churchill, and his successor, Khrushchev. Stalin, being a Georgian, took great pride in his raising on a diet of mutton and wine, and as he grew, found wine no t potent enough, preferring to consume vodka. Wine, he said, was merely ‘juice’. Stalin, when he drank, rarely fluctuated from what he said when he was sober, proving to be a very consistent man. However, the people that he had at his little get-togethers were not, and often he used the information obtained here to ‘purge’ later victims.   Ã‚  Ã‚  Ã‚  Ã‚  Plato saw the wine test not as a means for him or others to get drunk, but instead loosen the tongue.

Habeas Corpus

In this essay the subject of Habeas Corpus and what events that take place to have Habeas Corpus to he suspended by executive orders from the President’s of the United States. The circumstances, that transpired that empower certain presidents to have such authority gave down by Congress, to implement the extreme acts to protect our Nation. The two most important issues for our country are to keep National Security and Public Safety.But in the time war or an act of aggression on United State soil, Presidents have to use his commander and chief obligations without a lot diplomatic procedures. The objective of this essay is to give three of the most historical suspension of the Habeas Corpus Act of 1679 handed down from England, and to give what action were taken and how the writ of Habeas Corpus was re-instated by congress. On the final explanation, how right of Habeas Corpus and why inmates use this as the final resources to petition for re-investigate cases and the courts do n ot wrongfully imprison innocent people.Habeas Corpus and Why It Can Be Suspended From Detainees Habeas Corpus is a writ that was formed as Habeas Corpus Act of 1679 and is used to keep and individual from being unlawfully imprisoned. It is not to established guilt or innocence. In the history of Habeas Corpus, in the United States, Presidents had used their war-time executive order power to suspend Habeas Corpus Act of 1679 and/or declared martial law in some of the cases researched. Presidents Abraham Lincoln, Franklin D. Roosevelt, and George W. Bush are the most prominent names in concerning suspension of Habeas Corpus.In civilian courts, the U. S. Supreme overseer’s petitions for Habeas Corpus, but most cases are for prisoner’s death role or prisoners that are serving life sentence for murder, rare, or three-strike offenders. In all of this, suspension of Habeas Corpus Act of 1679, decisions were made carried out, and supported by legislative and judiciary branches of government to keep threat of National Security or public Safety, those said right to Habeas Corpus, should be suspended for those being detained. President Abraham Lincoln, in his first hours of his Presidency, was already responding with the start of the U.S. Civil War. Maryland was leading towards siding with the confederacy. Since Washington D. C. is encircled in the States, it was most important to have the state of Maryland, to be loyal to the union. Without this, Union troop movement, in Maryland, to defend the White House, would be impossible. The war would have gone in a Confederate victory. With all that, President Lincoln was facing to protect National Security; He issued an order to military commanders suspending Habeas corpus during the Civil War, which allowed the military to arrest and detain persons without trail for an indefinite time.Congress later passes a law suspending Habeas Corpus, (2005). After the Civil War was over, one detainee named Lambdin P. Milligan , who was charged with conspiracy, and sentenced to be hung. He appealed his case and the U. S. Supreme condemned President Lincoln’s order having military jurisdiction over civilian outside the war zone (1999). President Franklin D. Roosevelt, after Japans’ surprise attack on Pearl Harbor and the Declaration of War on Japan, exercised his executive authority. In the beginning of the U. S. ngagement in World War II, President Roosevelt was concerned with Japanese people residing in the United States. Because of the way Japan orchestrated the bombing of Pearl Harbor, and then a U. S. Territory, the threat of National Security was everywhere (1999). President Franklin D. Roosevelt issued orders authorizing the establishment of â€Å"military areas† from which dangerous persons could be expelled or excluded. This order was issued to designate the West Coast, a military area and to remove and imprison one hundred-twenty-thousand Japanese Americans in â€Å"relocati on location centers† for the duration.With the seriousness, then of national Security, of danger the U. S. Supreme Court upheld the order of relocation, during the war. In more modern times, on September 11, 2001, terrorists’ attacked the United States at New York City (World Trade Center) and Washington D. C. (Pentagon). Upon those attacks, congress authorized President George W. Bush authority to use force to fight a war on terrorism. President Bush issued orders, in October and November 2001, to mobilize National Guard and Army Reserve Units and ordered the detention Enemy Combat Personnel.President Bush held military trials for suspected terrorists. Many of these prisoners would be detained for an indefinite time. Even after President Bush presidency was over, most of his anti-terror policies are still being enforced, â€Å"because, well, they seem to have prevented further attacks. † In closing, Habeas Corpus Act of 1679 is essential to the due process of a trial, at a certain date, certain place, and certain time, for a court to examine the charges or release of custody from a detention center.In cases of extreme circumstances of a felony charges, which is a threat National Security and Public Safety the writ of Habeas Corpus should be suspended. When the authority of such punitive action is exercised, dangerous persons are out of harm’s way of the innocent by-stander. But for the wrongfully accused, it is their last chance to petition to the U. S. Supreme Court to review their case and possibly re-trial to prove detainees innocence. Habeas Corpus Habeas Corpus. The name of this play is quite strange, it made me think of death (corpse), maybe a hideous corpse. My first impressions when I heard that we were going to see the play were very confused. Written by Alan Bennett, Habeas Corpus was a play written by a playwright I had never heard of before, so I had no real expectations. The impressions I did have were completely different from the play I was presented with at the Theatre by the Lake. The theatre is in an idealistic setting in the heart of the Lake District, which is a main tourist area in the U.K., so this means that the majority of audiences will be mainly tourists on holiday and so will be from a wide range of backgrounds and a lot of different age groups. The venue was useful in the setting of the play. The set used a holiday theme and this was very effective and fitted in well with the plot of the play too. I didn't know anything about the director, so I couldn't think what sort of drama forms he might use. The performance spanned April to November, so I don't think that the time of year it was presented in is important, as it would be for example a pantomime at Christmas, but it just so happened to be on in the busiest time of the tourist season, so the holiday theme was appropriate here too. The play was performed on an end-on stage, of average size with a proscenium arch and a large apron, which was used effectively throughout the performance to help the actors communicate directly to the audience. The set was arranged around an acting area painted in white upon the stage, this was so the entire audience could see the whole play without missing any action on the extremities of the stage. However this meant that when an actor made his/her entrance they had to reach the area before they could deliver their line and move on and off with speed. In the middle of the area, there was the main piece of furniture, a white psychiatrists' chair that doubled up as a bench, bed, sofa and part of the pier. This was achieved by painting the bottom with a wood planking design, same as the stage to create an easily adaptable but bland stage not to detract from the actors' performance. The backcloth was a board surrounded with different colored lights, the purpose of which I will explain later. The main reason was to make a postcard/cartoon effect in the middle was a picture of the sea with stuffed seagulls mounted on the front, to add to the surrealist feel. To portray the doctors house, there were three cartoon pictures came down from the ceiling one a skeleton, to remind the characters that death is always looming, a typical old man to remind them that we are all getting older and closer to death and a busty young woman with an hourglass figure to remind them to seize the moment. The plot was very complicated and I feel the best way to explain it briefly is to name the main characters and their role in ‘life'. Dennis- a confused, sexually deprived, geeky young man who is a typical hypochondriac and thinks he is going to die, but is desperate for love (mainly sex) before he does. He falls in love with the voluptuously beautiful Felicity a rich young woman whom wants to use Dennis by marriage before he dies to annoy her mother, also sex mad. Dr Wicksteed is Dennis' father and a perverted doctor who likes nothing more than slyly touching up young rich paying patients, namely Felicity and is desperate for love before he dies. His wife Mrs. Wicksteed is in love with the head doctor Sir Percy Shorter, who doesn't love her any more but finds lust in Felicity who turns out to be his daughter. There are also extra characters like Connie Dennis's Aunt who is very pathetic (until she gets her wonderbra). She is engaged to The Perverted Vicar who preferred her when she looked like a boy. He also stared up the skirt of Felicity's Mother on the train, she had a war time affair with Sir Percy. Connie fal ls in love with the Wonderbra salesperson that is chased by Mrs. Wicksteed. Finally, there is the Suicide fanatic, a non-paying patient who is always trying to end his life via hanging throughout the play but finds no sympathy. The narrator is the Wicksteeds' family cleaner Mrs. Swabb, who guides us through this otherwise confusing play with humour. Not surprisingly, the main theme in this play was sex and relationships. There were also: – marriage – love – death – promiscuity as main themes. The play was set in the early 1970's when the promiscuous society was just becoming accepted. It was also very obviously a farce and a comedy even though it touched upon serious themes. The costumes reflected the characters that wore them. For example Dennis wore orange checked flares and a jumper too small for him, this symbolizes his inexperience and how he is still very much a youth, underneath he wore a dull red flowery shirt that went well with a purple jacket he used for the wedding. His make up was just spots all over his face and gel in his hair to make him appear greasy and unclean. All the characters wore colorful clothes, which stood out against the bland background apart from Connie who in the beginning wore brown unexciting clothes. This made her appear the same age as Dennis even though she was meant to be his Aunt. In the end though, she appeared in a spangled mini dress with fur and high heels, this showed that since she found love with the salesperson she had ‘come out of her shell'. Lighting was a main feature of the performance. For most of the time, there was just a main spotlight focusing on the acting area. . For special effects the lights I mentioned earlier, surrounding the backdrop were very important. In love scenes (e.g.-Where Connie and Sir Percy dance the Tango) the lights illuminated the stage in a soft red glow and when there was a game show section in the performance where they flashed on and off in different colors like a fairground. I found this very effective and it added variety to the performance. Sound was used very little in the production. One very effective use of sound and motion was when Connie opened her Wonderbra. Because it was made from the same material as the Apollo space crafts the music came on as the Apollo Mission Theme Tune and the actors ‘swooped' down to see the content of the box in very slow motion. This was both comical and made it interesting. The only other music was to dance to and a heartbeat in the quiz. Also there were bombing sounds to resemble the blitz when Felicity's mother was telling the story of how her and Sir Percy met. It gave the impression that you were there in the action as it was happening like when you were a child watching a good film. The rest of the actors were very still so they did not detract any attention from the story. Some of the drama forms used were subtle but worked well. Here is my favorite: -Still imaging- they made photographic poses around the centre of attention to focus our attention to the person and so we could see everyone in a way that was pleasing to the eye, colorful and interesting also this is related to the postcard theme of the set design. All the actors were very believable but not in a normal way. You know that they were too stereotypical to be true and that it was a farce but they still came through as real people. All the characters stood out to me in their own special way, and you could relate to all of them in some way so this made them interesting to watch. If you think about it, the farce comes out of laughing at your own faults and how stereotypical we are as much as we want to think we aren't. This was the most important thing in the play, the way they looked at society was original. I really enjoyed Habeas Corpus, it was thought provoking and made you look at yourself in a different light. It made me laugh and delivered a serious message at the same time- don't waste your life and seize every opportunity you get. Habeas Corpus Habeas Corpus. The name of this play is quite strange, it made me think of death (corpse), maybe a hideous corpse. My first impressions when I heard that we were going to see the play were very confused. Written by Alan Bennett, Habeas Corpus was a play written by a playwright I had never heard of before, so I had no real expectations. The impressions I did have were completely different from the play I was presented with at the Theatre by the Lake. The theatre is in an idealistic setting in the heart of the Lake District, which is a main tourist area in the U.K., so this means that the majority of audiences will be mainly tourists on holiday and so will be from a wide range of backgrounds and a lot of different age groups. The venue was useful in the setting of the play. The set used a holiday theme and this was very effective and fitted in well with the plot of the play too. I didn't know anything about the director, so I couldn't think what sort of drama forms he might use. The performance spanned April to November, so I don't think that the time of year it was presented in is important, as it would be for example a pantomime at Christmas, but it just so happened to be on in the busiest time of the tourist season, so the holiday theme was appropriate here too. The play was performed on an end-on stage, of average size with a proscenium arch and a large apron, which was used effectively throughout the performance to help the actors communicate directly to the audience. The set was arranged around an acting area painted in white upon the stage, this was so the entire audience could see the whole play without missing any action on the extremities of the stage. However this meant that when an actor made his/her entrance they had to reach the area before they could deliver their line and move on and off with speed. In the middle of the area, there was the main piece of furniture, a white psychiatrists' chair that doubled up as a bench, bed, sofa and part of the pier. This was achieved by painting the bottom with a wood planking design, same as the stage to create an easily adaptable but bland stage not to detract from the actors' performance. The backcloth was a board surrounded with different colored lights, the purpose of which I will explain later. The main reason was to make a postcard/cartoon effect in the middle was a picture of the sea with stuffed seagulls mounted on the front, to add to the surrealist feel. To portray the doctors house, there were three cartoon pictures came down from the ceiling one a skeleton, to remind the characters that death is always looming, a typical old man to remind them that we are all getting older and closer to death and a busty young woman with an hourglass figure to remind them to seize the moment. The plot was very complicated and I feel the best way to explain it briefly is to name the main characters and their role in ‘life'. Dennis- a confused, sexually deprived, geeky young man who is a typical hypochondriac and thinks he is going to die, but is desperate for love (mainly sex) before he does. He falls in love with the voluptuously beautiful Felicity a rich young woman whom wants to use Dennis by marriage before he dies to annoy her mother, also sex mad. Dr Wicksteed is Dennis' father and a perverted doctor who likes nothing more than slyly touching up young rich paying patients, namely Felicity and is desperate for love before he dies. His wife Mrs. Wicksteed is in love with the head doctor Sir Percy Shorter, who doesn't love her any more but finds lust in Felicity who turns out to be his daughter. There are also extra characters like Connie Dennis's Aunt who is very pathetic (until she gets her wonderbra). She is engaged to The Perverted Vicar who preferred her when she looked like a boy. He also stared up the skirt of Felicity's Mother on the train, she had a war time affair with Sir Percy. Connie fal ls in love with the Wonderbra salesperson that is chased by Mrs. Wicksteed. Finally, there is the Suicide fanatic, a non-paying patient who is always trying to end his life via hanging throughout the play but finds no sympathy. The narrator is the Wicksteeds' family cleaner Mrs. Swabb, who guides us through this otherwise confusing play with humour. Not surprisingly, the main theme in this play was sex and relationships. There were also: – marriage – love – death – promiscuity as main themes. The play was set in the early 1970's when the promiscuous society was just becoming accepted. It was also very obviously a farce and a comedy even though it touched upon serious themes. The costumes reflected the characters that wore them. For example Dennis wore orange checked flares and a jumper too small for him, this symbolizes his inexperience and how he is still very much a youth, underneath he wore a dull red flowery shirt that went well with a purple jacket he used for the wedding. His make up was just spots all over his face and gel in his hair to make him appear greasy and unclean. All the characters wore colorful clothes, which stood out against the bland background apart from Connie who in the beginning wore brown unexciting clothes. This made her appear the same age as Dennis even though she was meant to be his Aunt. In the end though, she appeared in a spangled mini dress with fur and high heels, this showed that since she found love with the salesperson she had ‘come out of her shell'. Lighting was a main feature of the performance. For most of the time, there was just a main spotlight focusing on the acting area. . For special effects the lights I mentioned earlier, surrounding the backdrop were very important. In love scenes (e.g.-Where Connie and Sir Percy dance the Tango) the lights illuminated the stage in a soft red glow and when there was a game show section in the performance where they flashed on and off in different colors like a fairground. I found this very effective and it added variety to the performance. Sound was used very little in the production. One very effective use of sound and motion was when Connie opened her Wonderbra. Because it was made from the same material as the Apollo space crafts the music came on as the Apollo Mission Theme Tune and the actors ‘swooped' down to see the content of the box in very slow motion. This was both comical and made it interesting. The only other music was to dance to and a heartbeat in the quiz. Also there were bombing sounds to resemble the blitz when Felicity's mother was telling the story of how her and Sir Percy met. It gave the impression that you were there in the action as it was happening like when you were a child watching a good film. The rest of the actors were very still so they did not detract any attention from the story. Some of the drama forms used were subtle but worked well. Here is my favorite: -Still imaging- they made photographic poses around the centre of attention to focus our attention to the person and so we could see everyone in a way that was pleasing to the eye, colorful and interesting also this is related to the postcard theme of the set design. All the actors were very believable but not in a normal way. You know that they were too stereotypical to be true and that it was a farce but they still came through as real people. All the characters stood out to me in their own special way, and you could relate to all of them in some way so this made them interesting to watch. If you think about it, the farce comes out of laughing at your own faults and how stereotypical we are as much as we want to think we aren't. This was the most important thing in the play, the way they looked at society was original. I really enjoyed Habeas Corpus, it was thought provoking and made you look at yourself in a different light. It made me laugh and delivered a serious message at the same time- don't waste your life and seize every opportunity you get.

History Paper 1877 – 1900

Over the years of 1877 to the 1900’s many changes were occurring. The Southern cities were changing faster than anyone could’ve imagined with new transportation, growing industries, and the end of slavery. Not to mention, the changing role of women. In the New South by the year 1880, steel and iron mills were progressing across the North. Railroad construction was fast paced in the 1880s. Comparing 1880 to 1890 the tracks had doubled with Texas and Georgia having the biggest growth. In 1886, an agreement was made to have a standardized width on the railroad tracks.This would help create a national transportation system. By creating this, the increasing demand of buying and selling goods would be fulfilled at a faster pace. Also, with this new transportation came new land for families to move into for work. The textile industry was growing significantly also because more people were traveling to the South. With immigrants and Southerners needing a steady form of income e ntrepreneurs took on the textile business not only to build good relationships with the people of the South but also to be less dependent on capital and manufactured products from the North.Tobacco was also a growing business with Virginia leading in the sales of chewing tobacco across the nation. When the discovery of bright-leaf tobacco was made, tobacco habits were changed into the form of cigarettes by James B. Duke. He had the first cigarette-making machine installed in his plant and by the year 1900, Duke’s tobacco company was controlling eighty percent of tobacco manufacturing in the United States. With these booming industries came low wages. The South experienced a downfall with the rise they were experiencing.Since the workers of the South were poorly paid they could not afford to buy much so the market in the South for manufactured goods was kept low as was the consumer demand. Low wages only brought in immigrants that were low-skilled so skilled laborers were more likely to go north and work complicated machinery to produce high-quality goods. The South had close to no capital reserves to expand leaving Northern financers to purchase the five major rail lines serving the South at a bargain after failing during a depression in the 1870s.Since the South was such a risk to invest in the textile industry stayed small-scale. On the other hand, the South’s largest industry, the lumber industry grew. Since it required little capital and provided unskilled laborers with a job, these raw materials were quickly produced. The tobacco industry unlike the textile industry avoided some turmoil. James B. Duke’s tobacco company was profitable enough to become its own bank. With enough capital to have the latest technologies on his plants, he was fortunate enough to buy out his competitors.In the late nineteenth century women began fighting to improve the status of women, sometimes by joining with men. Because women in the South were left with providing for their families when the South lost the war, some never wanting to depend on men again and others who dealt with Southern men who were shaken by defeat, they were not as motivated to campaign reform and threaten gender role changes. Despite such battles, southern women found opportunities in schools, and stores for example that expanded their social role twenty years after 1880.Women of the South, both black and white of the middle class, played important roles in civic work and reform. These middle class women began performing in activities ranging from lobbying for various causes, taking leadership on plenty of important issues and organizing clubs. Some of the first women’s clubs starting in the 1880s were self-improvement societies that did not care for reform. Women’s clubs grew and by 1890, most towns and cities had several women’s clubs. Some of the club’s and its members even began taking part in political issues.While both black and white women had their clubs, the activities of black women’s clubs were slightly different in comparison to the white women’s clubs. Black women’s clubs looked out for the women and children in their cities, supporting daycare facilities for working mothers and settlement houses in poor black neighborhoods. They also established homes for single black women so that they would not be an easy victim to sexual exploitation. Atlanta’s Neighborhood Union founded playgrounds, a health center and also received a grant to improve black education.These women also worked for woman suffrage. While both groups of women had strong beliefs and motives to speak their minds they rarely communicated with each other. Some white women would even use racial solidarity as a weapon to promote white women’s right to vote. They did this to prove the point that with white men and women’s votes combined they could further white interests. The black generation that ca me of age in this environment where blacks and whites could maintain cordial relations expected many privileges in society like the right to vote, work and attend school.Among these, they also wanted self-respect, dignity and to be considered equal to the white men and women. White southerners who came of age in this same environment saw blacks as the enemy. They wanted to preserve white purity and dominance. Because the tensions between blacks and whites continued to grow, not only on the view of equality but in jobs as well, violence against black people boomed in the 1890s. Some of these violent crimes included lynching. After two of the unspoken rules had been violated the lynchings started.White men began to see themselves as protectors of the weak, but it more importantly reinforced white solidarity and reminded the blacks that white supremacy ruled the South. When the Fifteenth Amendment guaranteed freedmen the right to vote, poll taxes, literacy test, understanding clause an d grandfather clause were all some of the disfranchising legislation that began to prevent blacks from voting. Blacks began moving to cities in the South where they could be somewhat free from white surveillance after feeling like American democracy had hung a â€Å"whites only† sign.Blacks began to create their own rich communities and the businesses and institutions they built during Reconstruction began to grow and some even flourish. By the year 1900, black southerners had less political power than they had before and were far more isolated from white southerners. Despite every obstacle, they were successful in building a comfortable community life and a rising middle class, all while being in a restricted environment.The changes brought over the time frame of 1877 to the 1900’s were the framework for some of the opportunities we have today. The South had plenty going on over the years, from building and trying to keep industries, to men and women moving into the S outhern cities with new opportunity that their ancestors did not have and Blacks fighting for their rights when white solidarity was having such a heavy effect on their lifestyles. The South was fast growing but holding itself back with segregation, and black disfranchisement.