All forms of government welfare should be abolished Essay - 4

All forms of government welfare should be abolished - Essay Example money that is given to people who will not work even though they are physically able to will only encourage laziness and cause the economy of a nation to suffer. In most cases, unpleasant circumstances usually perfect a person’s character in the long term. The type of dependent behavior that is invariably encouraged by welfare just destroys a person’s capacity to grow. The American welfare program provides enough proof of the inadequacies of welfare. This program, while created to encourage jobless citizens to get inspired to look for work and sustain themselves, has only inspired a sense of entitlement in unemployed grown adults. The United States has become a foster parent of capable people who refuse to help themselves. Even though the American government began to provide welfare options for its needy citizens in the 60s, the poverty level has stayed the same, even though government welfare funds have continued to increase on a constant basis. At present, the American government sponsors 70 welfare programs at nearly $1 trillion annually (Voegelli, 2012). This figure is almost 13 times what it was when the welfare program was started in the 1960s (Voegelli, 2012). Put your claim/position and â€Å"evidence† through the â€Å"Scientific Method† and â€Å"Proving a theory† steps. Are there any steps on which your claim/position and evidence do not measure up to the examination? If so, what can you do to make them more acceptable? According to the American Census Bureau statistics in 2010, there are 114.8 million family units in America. If 34.2% of American families  seek assistance from welfare programs, this implies that roughly 39.3 million American homes get welfare benefits on a monthly basis. The American government spent more than $451.9 Billion on welfare expenditures in 2012. To expand one’s knowledge as regards welfare, this means that every family that was accepted as a welfare case received $11,500 that year. According to Voegelli (2012), the

Introduction to Organisations and Management Assignment - 4

Introduction to Organisations and Management - Assignment Example The various inputs in an organization includes human efforts in the form of workforce, financial inputs in the form of investments, informational inputs in the form of ideas and material inputs in the form of a structure and various equipment for the working of the staff. Utilizing these four inputs an organization is supposed to generate two major outputs, the first one is achievement of the set goals and targets which include production of quality products, provision of quality services and betterment of environment. The second output is the employee satisfaction. While working ‘employees develop a psychological contract with the organization which is based on expectations from each other, the managers and the organization’ (Schein, 1965). The expectations are always based on a feeling that the employee himself is contributing towards the success of the organization so he ‘considers himself entitled to enjoy the benefits of success’ (Armstrong, 2001). ... Since both the companies, Watsons Engine Components and H & M Consulting are operating in a global scenario therefore both are dealing with a complex dynamic external environment with large number of dissimilar external factors changing frequently. Political Factors: The political factors in case of both the organizations are same because both operate in a multinational scenario but H & M Consulting, being a large organization operating in different regions of the world have to adjust to various changing scenarios according the political situation of the region and therefore the managers in H & M Consulting encourage a flexible behavior and flexible approach to providing solutions to problems. While the organizational structure and approach at Watsons is rigid and conservative because it does not have to adapt to various political scenarios. This has created internal politics in Watsons while H & M Consulting is free from any kind of internal politics. Social Factors: Watsons is leas t affected by social factors because it is least concerned about the impacts of the organization on society, while various external social factors like the preference of technological advanced companies will reduce the customers of Watsons in near future. On the other hand the customers are very much satisfied with services offered by H & M Consulting because they have proper CSR programs, have incorporated technological advancement in their organization and are concerned about their repute in the society. Technological Aspects: The technology is advancing every other day but Watsons is not willing to incorporate latest technologies in its assembly line partly because of financial constraints and partly due to lack of initiative. As a result the company has a very so

Can a Historian Look at the Past Objectively?

Can a Historian Look at the Past Objectively? In the following lines, it is going to be discussed the statement It is impossible for an historian not to view the recent past through a moral or ideological lens. In order to offer a deeper insight in the topic, it has been considered appropriate to reformulate the statement, turning it into a question and formulating it in a positive way. As well, though we will go back to it later, it has been considered as well to remove the nuance recent from the question. Thus, this is the result: It is possible for a historian not to view the past through a moral and ideological lens?. These modifications, that as we may see dont distort the essence of the original proposal, will make easier to think about the topic, as facilitates the task of consider it from a historical and epistemological-based perspective, which enables us to give a broader picture about it and its historical roots. Anyway, in the conclusion, the original statement will be brought back again, and answered. The first step before going deep in this issue, is to define briefly what do we understand for moral and ideological lens. To question if history is written through a moral lens, applied to the case of historical studies, can be understood as questioning whereas all studies in the field are morally biased or not; what is to say, if beneath any text is it possible to find some clues about the moral position of the author. To explain what it is understood by ideological lens, it has been judged appropriated the definition given by professor Michael Hunt: an interrelated set of convictions or assumptions that reduce the complexity of a particular slice of reality to easily comprehensive terms and suggests appropriate ways of dealing with that reality[1]. Maybe this definition can seem too broad, but it has been chosen precisely because of that: it allows to include in thiscategory not only the structures of thought that are usually considered as ideologies, such as Marxism or Liberalism, but as well different intellectual trends or other theories of knowledge. In other words, ideology is understood as an accepted body of ideas that helps to conduct a research and explain processes, in the field of social sciences. Hence, an approach through an ideological lens consists on the analysis and reconstruction of historical events through the referential points given by this structure. So, the discussion about if it is possible for a historian whether to see or not the recent past through a moral or ideological lens is about his capacity of keeping his own position and concerns outside the view of the past that is offering through his writings. In the end, the issue under discussion here can be identified with the recurring argument in historiography about objectivity and subjectivity in historical research. Therefore, along the essay we will make a lot of references to it. Once the concepts have been focused, everything is ready to continue diving in our issue. As it has been seen, the matter that occupies us can be identified with the historiographical discussion of whether objectivity is possible or not. In the following lines, we will bring up the main positions stood among scholars around this question, and the shifts that those views have experienced along the last century. This will help to give some steps towards a solution to it. Traditionally, related to the issue of objectivity and subjectivity, from the theoretical positions among the scholars in the field, we could distinguish two currents. On one hand, those who defend that objectivity can be achievable, and that is mandatory; on the other, those who think that is not only an unrealistic aim, but an undesirable one. Of course, as always in social sciences, this distinction must not be intended to be pure and rigid. On the first group, we could find the pioneer of the discipline Leopold Von Ranke, and his line has been followed by other historians such as Trevelyan or David Thomson[2]. Quoting Ranke, the main position of this group can be summarized in the idea that history is about simply to show how it really was[3]; to learn it in its own terms. They justify this main statement in the idea that there is a need to give primacy to the facts, that them should be the main point of departure of any historical research. Hence, history should be about establishing facts in a first stance, and identifying connections, but with a total detachment from the object of study, without contaminating historical reality with personal prejudices[4]. Of course, we can find some variants among this group, as some objectivists will concede some space to speculation or personal interpretation. This is the case of Trevelyan indeed, or of a XIX century intellectual who stated that facts are sacred, opinion is free[5]. But they all share the main standpoint that primacy have to be given to the facts, and that interpretation and historical reconstruction must be perfectly distinguished. On the other hand, we could find a school of historians which can be englobed in a more subjectivist trend. In this group, we can find historians such as Benedetto Croce, in the early XX century, or Carr himself, in the sixties. One of the most enlightening summaries of this view Croces statement all history is contemporary history[6]; they understood that the task of the historian was to see the past through the eyes of the present, and to evaluate it (from it)[7]. Therefore, they argued that all his ideas, theories and assumptions, his ideological and moral background, were reflected upon the text. In this way, Carr would argue that, despite facts are the backbone of historical studies, are not its reason[8]. It can be said that what he was trying to say is that facts are necessary condition, but not sufficient. But this group distinction is not useful anymore, since the outbreak in the late XX Century of a new school of thought that shivered, and still doing, the foundations of historical theory: postmodernism. Despite all the differences of perspective that confronted both trends, they were discussing inside a shared paradigm: modernity. Maybe they didnt agree in the relationship of the historian with his work, in the idea of detachment, or on the primacy of the facts doctrine, but all of them agreed on the idea that the achievable aim of the discipline was related to historical truth. It can be counterargued that they stood a different conception of the concept of historical truth, but undoubtedly shared the standpoint that his works where referring to an external truth. The outbreak of postmodernism from the late sixties onwards broke with this shared paradigm. From the field of philology and philosophy, the idea that there is not linkage between reality and the works that try to explain it, spread to the other branches of knowledge. Postmodernists, such as the French philosopher Jacques Derrida, regarded that objectivity in historical studies must be understood as an unachievable myth, a mere product of what might be called the referential illusion[9]. Following the path charted by the early postmodernists on the sixties, some historians such as Theodore Zeldin[10] accepted these basis, assuming a relativism through the acceptance of the premises that historical texts are not bound to any historical truth, so are to be seen as mere subjective personal views.[11] These assumptions were elevated to the category of rights, understanding that every historical explanation should be regarded as a personal tale, concluding therefore, as Zeldin states, everyone has the right to find his own perspective[12]. As we can see, if we want to preserve the binary distinction of two confronted groups, to gain a faithful picture of the current discussion, we have to reformulate it. Then, in one side we find the post-modernist view, which claims not only that any view in history is biased by moral and ideological concerns, but that everything is ideology and morals, those of the author, who stands behind the tale. On the other, those who believe that reference to historical truth is achievable. Inside this group, we may find some differences about the specific definition of truth or the role of ideology and so on, but this main point unifies them. Nowadays, it is commonly accepted that some ideological and moral bias is unavoidable[13], but among this group it is denied that this doesnt allow to reach certain objective conclusions. So, if we want to stay in the frame of the current polemics in the field, the question about whether it is impossible not to view the past through a moral or ideological lens requires to inquiry in which way historians pre-assumptions are reflected on his work, to which extent does it distort the vision about the past, and whether this enables us to talk about an achievable objective historical truth or not. Until now, we have been focusing the question: first, by clarifying the concepts; later, by having a brief look to the status of the issue among scholars. The latter point lead us to the stance that is widely accepted that moral and ideology are present in any historical work. There is no one easy answer to what are the implications of it, and we have thought that the best way of understanding it is by revising some of the main elements that take part in historical research. Through a brief study of how history is made, we will be able to understand how the moral and ideological assumptions of the author, his subjectivity, are present on his works. But before that, as are very related to the question of How?, it would be interesting to have a brief look to the question of What is the historian looking for? and the reasons of why is it judged of interest. Of course, the questions of What? and Why history? would deserve a whole essay. But our aim is not to tackle with the topic of the nature of history. Therefore, we will devote just a few lines to these matters. 4.1) What? The question of what history is was first critically formulated by Ranke, who developed the idea that historys aim was to study it in its own terms, how it really was[14]. The idea was that the historian had to go to the archives, and collect facts which would explain how was the past. So, we can say, he understood that history was a reality that resided in the sources, and that was within reach for the historian, who could carry on a reconstruction of it. This conception of history explains why some historians from the positivist school, in the late XIX Century, thought that they were near the moment where, been all the archives revised, definite historical truth was going to be reached[15]. The problem is that it seems to be an out-of-focus vision. The past is not out there anymore, it is dead. This have been emphasized by some historians along the XX Century, such as Marwick who remarks the idea that past doesnt exist anymore, and that all we have from it are relics and traces through which the historian has to work in order to offer a more or less plausible synthesis of the past[16]. And this can be complemented with Carrs emphasis on the fact that historical research is made from the present, from a different context and perspective than its object of study[17]. Though sometimes is near falling in a relativist view often criticised by other scholars, asElton did[18], he has helped to develop among the discipline a valuable concern about how our study of the past is conducted by interests and ways of doing moulded by the present time. So, this leads us to a new idea of history as a discipline: instead of the reconstruction of the past, it is a representation where the role of the historian should be taken into account. The past is dead, and it is not going to be brought into live again. What we only have are traces, rests, ruins of it, and the task of the historian is to create explanatory models from them, trying to be faithful to the historical reality they refer to. In a metaphorical way, we can say that history is like the representation of a landscape painted by a painter backwards it, guided by the indications of a man in who he relies. He doesnt see the landscape, but he can create a more or less faithful image of it; depending on how skilful he is, on his capability of asking the accurate questions to his friend, on his ability of deduction and his experience and so on, he would create a better or worse representation of it. But the representation would not be an exact reproduction of the landscape. First, because it would not be the intention: it is a 2-D representation of a 3-D reality. But as well because a lot of data would be missed, even being his friend a good guide, and the painter would have to deduce some of the connections made on the canvas, implying all his capacities of reasoning, deducing, comparing, thinkingà ¢Ã¢â€š ¬Ã‚ ¦ always at service of the, for him fragmented, reality that is trying to portray. Following this example, a postmodernist could argue that is pointless to think that there could be a real bond between our blind painters representation and the landscape. So, he shouldnt try it; what he would have to do is to be conscious that his representation is a totally disengaged vision of the landscape, so what he would only be able to do is to create freely his own personal interpretation. But then he wouldnt be accomplishing the task he has been initially asked: to reach a proper representation of the landscape. He would create a beautiful and colourful composition, but a meaningless one. Coming back from the metaphor,the historian who is unaware of the object of study, history, cannot be conceived as a writer of history, but of poetry or literature. Hence, post-modernism is not applicable to history, as both are incompatible: the historian who fully accepts that premises cannot be called a historian, as he is rejecting the main foundation of the discipline: to offer a proper representation of history. So, what we can conclude from all this is: a) Historian aspires, at most, to a representation of the past. b) Hence, the historian, with his moral and ideological beliefs, is present on his work, as he interprets and establishes connections from the present. c) This doesnt mean that the outcome is a mere creation: his construction is supposed to be bonded to reality, to the ideal of how it was. If he rejects that, reducing it to a mere self-expression of personal moral and ideological points of view, is doing anything but history. 4.2) Why? This issue will be briefly sketched out, with the main aim of presenting the point of view stood along the essay. Why history? Why is historical inquiry of interest? We have found an almost infinite range of points of view along the bibliography selected, from its justification due to the explanation of development of human values through history, to the argument that is the only way of understand our contemporary context.[19] As we will see on following lines the Why? stood by the historian determines the How? is the research carried on. But, however, there is an essential characteristic that lies under any of the different points of view: interest in history stems from the interest of understanding the human being in society. And from there, different ways of facing this issue enrich the whole. Hence: a) There is not a specific answer to the question Why history?, but all can be summarized in the study of the past of the human being in society. b) The different ways and perspectives through it is studied enriches the whole. 4.3) How? Once the questions of the What? and Why? history have been overviewed, we are reaching the central point of this essay: to see which is the role played by the ideological and moral own views of the historian in his work through answering to the question of How is it done?. Having a look to some of the essential aspects that intervene in the process of writing history will enable us to see how historians personal concerns are reflected on his work and how does this happen. First, a brief insight to the relationship between the historian and the facts and sources[20]. Carr defines it through a comparison with fishery: [Facts] are like fish swimming about in a vast and sometimes inaccessible ocean; and what the historian catches will depend [à ¢Ã¢â€š ¬Ã‚ ¦] on what part of the ocean he chooses to fish in and what tackle he chooses to use- these two factors been determined by the kind of fish he wants to catch.[21] What he is trying to explain is how the historian is not a mere passive processer of data, but an active agent from the very starting point of selecting the information in which is going to root his research. But the question is: in base to what does he make the selection? In base to his own concerns? Or in base of the preferences of history? What is to say: the facts he looks for are determined by his own interests or by what history demands? As we have argued previously, history is about a representation of the past, where it is the main character, the object of study. So, it seems that would make sense to assert that the questions that the historian asks to the raw materials may be pounded faithfully to the preferences of history. Of course, at a first stance, when he hardly knows anything about the topic is going to study, his research will be driven by questions raised in the present, related to his concerns. But this will change progressively as he makes progress. Through inquiring the raw sources, to make them talk[22], the historian comes up with more questions, but this time not formulated in base to the present but to the foreign country[23] which is been re-visited. And by keeping this process, he manages to go deeper in the past, to understand better the people who lived there, the process that affected their lives. So, in theory, it appears to be possible the goal set by Ranke of getting to know the past in its own terms[24]. But when we examine any work of history, even the considered to be the best ones, we discover that, indeed, this doesnt happen. Every history book or paper can be classified in an ideological or moral spectrum due to its conclusions. In order to understand properly why does this happen, in the next lines we are going to proceed to an insight to what has been called the nature of the historian. Through this, we will go back to some of the issues which have just been covered. So, in the following lines we are going to deal with the issue of the nature of the historian in what pretends to be an invitation for the reader to think about who is the historian and how does his moral and ideological point of view affects his historical production. We will focus on three aspects, which are those who have been seen to be the most problematic: context, ideology as framework and categories as a vehicle for indirect judgement. As is aforementioned, the historian is not a machine, but a human who has his own beliefs and experiences emotions, who is part of his society, so shares the cultural background of his epoch and is affected by academic theories or trends. As Jordanova argues all historians have ideas already in their minds when they study primary materials- models of human behaviour, established chronologies, assumptions about responsibility, notions of identity and so on[25]. On the other hand, the historian is a professional devoted to the study from the past, through the construction of explanatory models of it in the most accurate way possible. Hence, we can detect the dual reality of the historian, which causes tensions. Lets have a look to how all this corpus of premises affects the historians craft. First of all, we have to bear in mind that the historian is part of a specific time and society that constrains him when creates his explanatory models about the past. For example, a historian in the sixties would be attracted by schools such as the cliometricians in the US or Annales in France, based on theories that championed more integration of the discipline with other social sciences such as sociology or economy, as some of them they understood that it was the way of reaching certain and objective conclusions[26]. This was translated into the predominance of a history based on the processing of data, quantifiable perspectives of the past, on analysis rather than narrative, predominance of social perspective rather than the study of individuals and so on.[27] Part of this schools where Emmanuel Roy de Laudurie and Lawrence Stone, who argued respectively that history that is not quantifiable cannot claim to be scientific[28] and that quantification was the way of pushing back widely spread historical myths[29]. But this conception wrecked partly because of its own exhaustion, partly because new trends surpassed it, such as post-modernist trends (that emphasized the study of the unconscious instead of data at a social level), radical historians (that argued for a more narrative history instead of analysis and promoted new objects of study such as what they understood of the hidden and oppressed of history)[30], and so on. And with this change of paradigm, a lot of supporters of the quantitative view changed their mind, as is the case of both Le Roy and Stone. The former wrote in the sixties a book about the collective imagery in a French medieval village; the latter is well known for having written a high-impact paper claiming for the revival of narrative[31]. As we can see, if changes the context where the ideological premises of the historian have been built, also changes the way of understanding it. In the end, changes the anthropological conception of who and how the human being is. Is the case of Le Roy: his idea of human as a being constrained by the means of production rooted in a materialist view of the world gave way to a new vision where the un-material (imaginaries and so on) was judged as more relevant in order to explain his anthropological basis. Hence, we can see that the context may influence heavily the ideological premises of the historian; and with a shift on it, changes, consequently, his way of ponderingthe past. Especially important is the case of that historiography explicitly based on an ideology. Maybe the most remarkable case is the Marxist historiography, which has kept a strong presence in the field during almost the whole XX century. Great historians such as E.P Thompson, Christopher Hill or Eric Hobsbawm didnt hesitate in defending Marxism as an especially useful point of departure for historical research[32]. As confessed Marxists they were, his studies focused on topics related to the world of labour from a materialistic perspective and dealt with categories and concepts such as bourgeois, class and class struggle, means of production à ¢Ã¢â€š ¬Ã‚ ¦ full of Marxists implications. The use of categories in history is another example of how present is historians moral and ideological point of view in his work. Categories are not neutral, but full of implications. As we have seen, Marxist historians are predisposed to explain history through Marxist categories. But we can think on an infinite range of examples: categories such as democratic or fascist, and so on, are often used as a way of setting moral judgements. Hence, through the mere choice of categories, the historian is, though implicitly, judging. Facing this picture, it could seem that post-modernist assumptions about the impossibility of getting over ones point of view and reach historical truths are certain. To counterargue this conclusion, has been found (as Evans also does) [33] to be very useful the concept of objectivity encouraged by Thomas Haskell, which regards it more as a quality of the historian itself than of the text: ascetic self-discipline that enables a person to do such things as abandon wishful thinking, assimilate bad news, discard pleasing interpretations that cannot past elementary tests of evidence and logic, and, most important at all, suspend [à ¢Ã¢â€š ¬Ã‚ ¦] ones own perceptions long enough to enter sympathetically into the alien and possibly repugnant perspectives of rival thinkers.[34] In the end, we could say that writing good history, capable of reaching historical truth, is about been able of transcending ones point of view and subordinate it to the historical reality faced along the study of the sources. It could be said that is a matter of primacy, of been able to give primacy to the history rather than to ones position. Lets examine this with some of the examples aforementioned. We have mentioned the case of Hobsbawm. As it has been said, he developed a historical analysis from a Marxist point of view. But when we say that we are not assuming that he was fitting his conclusions into that premises, enforcing reality to fit it into his ideological point of view. Indeed, he was able to reach conclusions which challenged the traditional Marxist point of view, as happens when asserts that macro-social analysis difficulties to understand the nature of Revolutions by exaggerating structure and devaluating situation, as them can only been explained historically, focusing on the specific, and not theoretically, through generalisations[35]. Or when writes about nationalism in a much more cultural way than just based on Marxists social theory and framework[36]. Marxist theory guided his historical inquiry, but he was not closed to re-interpreting it if the sources demanded it, and was opened as well to consider historical problems without absolutizing any kind of historical causes or perspectives. His capacity of considering all the points of view, of not closing his historical inquiry to his ideological preferences, and to giving primacy to the historical sources rather than to his personal ideological premises, makes his work valid until today[37]. A counter example would be the case of Carr, whose History of Soviet Russia has been often criticised because of overlooking Stalinist repression[38]. And is a precise critique: in what he said was an accurate accountant of the development of the Soviet state, he disregarded that crucial point due to a strong ideological bias. Or the case of some ideologically-motivated gender history, that absolutizes ahistorical concepts, such as patriarchy, fitting history into its predetermined framework[39]. Another example are Foucaultspseudo-historical writings, which are more a kind of philosophical works based on historical examples, where theory clearly outweighs historical rigor.[40] In this cases, the primacy of history is not preserved; far from that, it is toughly violated, as is placed at the service of the moral and ideological framework of the writer. We have mentioned as well the issue of categories as a way of implicit moral and ideological judgement. The historian will never get rid of it, but can perfectionate his ability to represent history accurately through them. Lets bring again the example of the category fascist. If the historian is able to understand it properly, and is conscious of all its implications, he will be able to make an appropriate use of it, according to historical standards. Then, if he remains faithful to the sources, would be in the position of identifying fascist movements, or fascist behaviours as were historically understood in the time studied. It will, for example, help him to differentiate it from other kind of authoritarian ideologies, point which is often confused. And this is the way that objectivity should be understood: as a capacity of detachment that allows the historian to overcome a fully present-minded and ideological interpretation. And departs from the assertion that primacy must be given to the demands of history, to the guidance of the sources. A way of assessing if this has been achieved is through the test of time: the validity of its conclusions through a wide span of time. Quoting again Tosh, is what made him to assert that Hobsbawms Age of Revolution still unsurpassed[41], even when Marxism is not anymore seen as a reliable framework of interpretation. All of this can be achievable only if this principle of objectivity is assumed. But it is just a necessary condition, but not sufficient. To accomplish it depends as well on the skill of the historian. But without it, doesnt matter how much skilful the historian is, that his work will not stand the test of time. Along this essay, we have revised some polemic aspects about the historians relationship with his object of study. First of all, after fixing definitions of moral and ideology, we have revised some of the attitudes across the historiography about our topic. Then, through answering to the questions What?, Why? and How? we have explored the relationship between the historian and history, between his perso

The Driving Way :: essays papers

The Driving Way Selecting a career path is the easiest decision one can make; I have chosen five in the nine years since high school. The problem is selecting a path and following it to completion. When I returned to school for my most recent career path, I worked hard and did well for the first several months. Then, I started staying out late with a young lady, and the amount of time that I applied to school decreased by an order of magnitude. After several weeks with her, it was apparent that my grades were going to be bad. I told my father that I was not doing well in school, and that I was going to quit school to work full time again. He surprised me when he replied, "Do you remember the first time that I let you drive?" Although I vaguely remembered the event, I said, "Of course I do." Father then ask, "Do you still drive as poorly as you did that day?" Sensing one of the old man's long-winded speeches about to start, I harshly said, "No, what's your point?" After my abrasive reply, Father shook his head and started reading a book. Although I did not want to hear his speech, I could not keep from wondering what he wanted to say. I thought about the Saturday morning that my father let me drive for the first time. He drove me to a stretch of road so long and straight that you could see it converge in the horizon. He pulled over and told me to swap seats with him. Despite being nervous, I wasted no time getting behind the wheel. Timidly, I put the car in drive and pulled into the road. Father then said, "All that you have to do is point it straight and keep it between the lines." With father's advice about driving in mind, I carefully lined the car between the lines and headed down the road. I did well for the first several minutes. Then, my mind wandered, and I started paying less attention to the road. In a few seconds, I felt a thump and heard the car hit gravel. I overreacted and jerked the wheel; the car slid sideways, and suddenly we stopped. I was sure that my father was going to yell about my poor driving, but he quietly said, "Son, let me clarify my advice to you.

What Being American Meant In 1780

In 1780, the notion of being American meant different things depending on one’s identity. To Thomas Jefferson, among the architects of the new nation, it meant deserving one’s liberty, and he believed that certain people were ill-suited for what he considered the demands of an enlightened society.In particular, he believed blacks and whites could never coexist because of slavery’s legacy, citing: â€Å"Deep-rooted prejudices entertained by whites [and] ten thousand recollections, by the blacks, of the injuries they have sustained† (Binder, 1968, p.  55-56). In addition, he considered them intellectually inferior.He considered America an improvement over other nations, and while he felt ambivalent about slavery and sympathetic toward blacks, he did not envision a multiracial America. For poet Phyllis Wheatley, an African-American who spent years in slavery and lived in poverty, being an American meant barriers and contradictions based on race. Wheatley, w hose poetry Jefferson thought â€Å"below the dignity of criticism† (Robinson, 1982, pp.42-43), was well aware of America’s racial contradictions (a nominally free nation which still embraced slavery) but nonetheless asked white America for tolerance and acceptance. In â€Å"On being Brought from Africa to America,† the narrator is optimistic about America and grateful for being part if it – â€Å"’Twas mercy brought me from my Pagan land† – but also admits, â€Å"Some view our sable race with scornful eye, /’There colour is a diabolic die’† (Robinson, 1975, p. 60). However, her closing appeal is not for liberty and full equality, but simply a reminder that blacks can at least be equal as Christians, in God’s eyes.To Jefferson, part of America’s elite, being American meant freedom for those who met his standards, while Wheatley, aware of America’s racial situation, makes an appeal for at least spiritual equality. Being American meant being free – though race was used as a means of denying freedom to all. REFERENCES Binder, F. M. (1968). The Color Problem in Early National America. Paris: Mouton. Robinson, W. H. (1975). Phyllis Wheatley in the Black American Beginnings. Detroit: Broadside Press. Robinson, W. H. (1982). Critical Essays of Phyllis Wheatley. Boston: G. K. Hall and Company

Hercules in the Classical and Post Classical Depiction

In the classical depiction of Hercules, key themes of Redemption and suffering go hand in hand and are present throughout. When Hera (Zeus’s wife) drives Hercules to madness she sends him to brutally murder his own wife and sons. Hercules is overwhelmed with a sense of ‘blood guilt’ and suffering and condemns himself to exile. He then seeks the Delphic Oracle’s help, she tells him that he is to complete 10 labours for King Eurystheus in order to redeem and rid himself of the blood guilt and suffering and become an immortal (APOLLODORUS, LIBRARY 22. . 12. ) The idea of suffering makes heroes like Hercules relatable to the mortal audience and whilst Hercules is a demi god making him faster, stronger and more agile than any other hero- he remains human in character. No task of Hercules is an easy one but he is willing to go through these taxing adventures in order to redeem himself and set things right. In the post classical depiction- Disney’s 1997 mov ie Hercules- those themes of redemption and suffering are not so present instead themes of selflessness and true heroism are strong.Hercules is presented as Zeus AND Hera’s son and is a full god- until Hades poisons him, taking all but his strength. He is deemed mortal and lives with his adopted family in Thebes. Hercules begins the 10 labours in order to regain his immortality and live on Mt Olympus with the other gods. As Hercules begins attempting and completing the labours he becomes somewhat of a celebrity with the mortals and they begin to worship him.But the labours alone are not enough to make him immortal, he needs to show true selflessness and be willing to sacrifice himself in order to save another. When Hercules dives into the pool of spirits in Hades’ underworld to bring Megara back to life he risks dying to do so and only this is enough to be a true hero and regain him his immortality. Aspects of Hercules’ story have been modified to suit the viewe rs and be age appropriate but the theme of heroism has been dominant in both depictions and that is because Hercules himself was a true hero.

What ACT Percentiles Mean in College Admissions

What ACT Percentiles Mean in College Admissions Much of the ACT data on this site and elsewhere on the web show ACT scores for the 25th and 75th percentile of students. But what exactly do these numbers mean? Understanding the 25th and 75th Percentile ACT Numbers Consider a college profile that presents the following ACT scores for the 25th and 75th percentiles: ACT Composite: 21/26ACT English: 20/26ACT Math: 21/27 The lower number is the 25th percentile of students who enrolled in (not just applied to) the college. For the school above, 25% of enrolled students received a math score of 21 or lower. The upper number is the 75th percentile of students who enrolled in the college. For the above example, 75% of enrolled students got a math score of 27 or lower (looked at another way, 25% of students got above a 27). For the school above, if you have an ACT math score of 28, you would be in the top 25% of applicants for that one measure. If you have a math score of 19, you are in the bottom 25% of applicants for that measure. Understanding these numbers is important when you plan how many colleges to apply to, and when you figure out which schools are a reach, a match, or a safety. If your scores are near or below the 25th percentile numbers, you should consider the school a reach. Note that this does not mean you wont get in- remember that 25% of students who enroll have a score that is at or below that lower number. Why Do Colleges Present 25th and 75th Percentile Data? You may wonder why the standard practice for ACT score reporting focuses on 25th and 75th percentile data rather than the full range of scores earned by matriculated students. The reason is rather simple- the outlying data is not an accurate representation of the type of student who typically attends the college or university. Even the countrys most selective colleges  admit a few students with ACT scores that are well below the norm. For example, 75% of enrolled students at Harvard University scored a 32 or higher on the ACT. However, this graph of Harvard admissions data  shows that a few students got in with ACT scores that were in the mid teens. How, exactly, did these students get in? The reasons could be many: perhaps the student did not have English as a first language but was exceptional in many other ways; perhaps the student had straight A grades and 5 scores on AP exams, but simply didnt perform well on the ACT; perhaps the student had such remarkable accomplishments that the admissions folks overlooked a sub-par ACT score; perhaps the student had a disadvantaged background that made the ACT an unfair measure of ability. That said, if you have a 15 ACT composite score, you shouldnt get your hopes up for Harvard. Without some kind of exceptional story or circumstances, the 25th percentile number of 32 is a much more accurate representation of what youll need to be admitted.   Similarly, even non-selective colleges will get a few students who have extremely high ACT scores.   But publishing a 35 or 36 as the upper end of ACT data wouldnt be meaningful to prospective students. Those high performing students would be the exception, not the norm. Sample ACT Percentile Data for Top Schools   If youre interested in seeing what the 25th and 75th percentile scores are for some of the countrys most prestigious and selective colleges, check out these articles: ACT Comparison Tables: the Ivy League | top universities | top liberal arts colleges | more top liberal arts | top public universities | top public liberal arts colleges | University of California campuses | Cal State campuses | SUNY campuses | More ACT tables The tables will help you see how you measure up in relation to students who were admitted to each school. What If Your ACT Scores Are Below the 25% Number? Keep in mind that a low ACT score doesnt need to be the end of your college dreams. For one, a quarter of all admitted students got in with scores below the 25% number. Also, there are a lot of excellent colleges that do not require ACT scores. Finally, be sure to check out these strategies for students with low ACT scores.

How truckers can protect their mental health

How truckers can protect their mental health Attention all truckers: Of course you want to do your job well, which includes getting every haul to it’s intended destination on schedule, but do you know that taking good care of yourself, both mentally and physically, is a key component of being able to do your best possible work? It’s true- truckers often work long, grueling hours in cramped and isolated conditions, which can take its toll on their general well-being over time. When this happens, drivers aren’t doing themselves any favors or setting themselves up for long-term success on the job, which may be why burnout is a common problem among truckers.Smart Trucking recently published an article that features practical tips for truckers to maintain good mental health, so that they can perform all aspects of their jobs effectively while avoiding mental health issues and burnout. If you’re a trucker, and plan on being one for the long haul, consider taking advantage of the following tips for maintain ing good mental health.Consider a travel companionIf feasible and allowed, consider a co-pilot whenever you can, to help beat the road isolation that’s common for most truck drivers. A spouse, significant other, or even a pet in the passenger seat can help keep your spirits up when you’re making a long haul.Maintain a strong networkMake sure you’re taking care of your connections with friends and family while you’re on the road. These days it’s easier than ever to stay in contact with loved ones, so make sure you do so, which will help you stay grounded and feel supported through the seemingly endless miles on the road.Maintain a routineMost folks are creatures of routine and usually benefit from having one. A positive daily routine can give your life structure and also help you get things done. Although you spend most of your day behind the wheel, that doesn’t mean you can’t have a routine to stick to, from the moment you wake up unt il you go to bed.Exercise when possibleExercise does not just help keep you in good physical shape; it’s also great for maintaining a positive mental state. Try adding in some physical activity whenever possible to keep your mental health razor sharp.Maintain a good dietJust like exercise, a good diet is more than just good for your body- it’s good for your mental state. Although it can be tough to make healthy eating choices when on the road, do your best to try and you’ll be sure to see the benefits in your energy level, mood, and overall well-being.Bring some comforts from homeAlthough your truck cab may be small, that doesn’t mean you can’t make room for some comforting reminders of home. Some photos, knick-knacks, and small decorations can help keep you feeling positive and comforted when you’re driving.Keep your mind activeKeep your brain active and occupied while driving by listen to music, podcasts, or audiobooks. You can put that dr iving time to good use by expanding your knowledge and horizons.Make good grooming a priorityWhen we take care of ourselves and take the time to look our best, we feel better and our overall mood and outlook improves. Make the time to make good grooming a priority, and you’ll be glad you did.Make the most of your downtimeSure, truckers typically work long hours and have very little downtime. That said, when you do find yourself with some precious moments outside of your truck’s cab, make the most of it. Whenever feasible, get out from behind the steering wheel and enjoy your life.Sure, being a truck driver is hard work, but it doesn’t have to burn you out mentally and physically. Use the tips provided here to maintain a positive mental state when you’re driving, and hopefully you’ll sit happily behind the wheel for a successful career!

Biblical Quotes In Tess Of The D

# 8217 ; ubervilles Essay, Research Paper Biblical Quotation marks in Tess of the D # 8217 ; Ubervilles Thomas Hardy # 8217 ; s Tess of the D # 8217 ; Ubervilles portrays the romantic battles of Tess Durbyfield with nature and other unmanageable fortunes. Hardy crafts his novel with legion Biblical quotation marks and allusions. As a self-proclaimed atheist, Hardy manipulates Biblical quotes out of their intended context in the Bible for his ain significance and consequence. Although Hardy is an atheist, he is erudite in the Bible and its instructions. This is really apparent in his book with 63 documented Biblical quotation marks and allusions. Hardy most commonly uses the quotation marks in idiomatic phrases and as similes or metaphors to break depict a character or state of affairs in the original Biblical context, but he besides abuses Biblical quotation marks. Job 42: 5-6 provinces, # 8220 ; I had heard of thee by the hearing of the ear, but now my oculus sees thee ; hence I despise myself, and repent in dust and as hes. # 8221 ; In the Biblical context, to # 8220 ; repent in dust and ashes # 8221 ; means to atone with your whole being, which is made of dust and ashes. Hardy reveals Tess # 8217 ; s ideas about Alec: # 8220 ; Hate him she did non rather, but he was dust and ashes to her, and even for her name # 8217 ; s sake she barely wished to get married him # 8221 ; ( 80 ) . Hardy manipulates the Biblical significance and creates his ain significance for # 8220 ; dust and ashes. # 8221 ; Hardy # 8217 ; s definition implies that dust and ashes are scum and humble objects of no desire to Tess. Hardy exploits a Biblical quotation mark intended to intend every fibre of one # 8217 ; s being into the offal of Tess # 8217 ; s desire. Hardy besides eliminates the original purpose of Phillipians 4: 8-9: # 8221 ; Finally, brethren, whatever is true, whatever is honest, whatever is merely, whatever is pure, whatever is lovely, whatever is gracious, if there is any excellence, if there is anythi ng worthy of congratulations, think about these things. What you have learned and received and heard and seen in me, do. # 8221 ; The adjectives Jesus references exemplify the highest qualities of adult male and should remind Christians of the lone perfect homo, Jesus. In Tess of T he D’Ubervilles, Angel describes Tess as â€Å"being numbered among those who are true, honest, and merely, and pure, and lovely, and of good report† ( 192 ) . Hardy’s citation of the Bible is misdirecting and hypocritical of Tess’ true character. Tellurium was non pure, true, or merely. Tess loses her virginity before she is married and has a kid out of marriage. Tess besides commits slaying, withstanding one of the 10 commandments God set before adult male. The purpose of Hardy’s citation is non to touch to Tess as a Christ figure but instead to qualify Tess as the heroine, who Hardy adored, and demo Angel’s love for Tess. In a continuance of Hardy’s tendency, he molds another Biblical quotation mark into his ain context when he refers to Tess’ character. Hardy’s cagey handling of the different quotes’ original Biblical context establishes Tess’ character with an added genius and singularity. In Matthew 5: 44 – 45, Jesus says, # 8220 ; But I say to you, Love your enemies and pray for those who persecute you, so that you may be boies of your Father who is in Eden ; for he makes the sun rise on the immorality and the good, and sends rain on the merely and unjust. # 8221 ; This quotation mark refers to God # 8217 ; s blind love for everyone no affair if they are Christians or non. God does non seek wrath on evildoers, but instead he treats everyone every bit. Tellurium expresses that she would non # 8220 ; mind larning why # 8211 ; why the Sun does reflect on the merely and unfair alike # 8221 ; ( 125 ) . Tess # 8217 ; rhetorical ailment is precisely that and no more. God # 8217 ; s unconditioned love is non the point of Tess # 8217 ; duologue. Tess complains vocally that she feels life is non just. Hardy # 8217 ; s deceptive quotation mark shows Tess # 8217 ; ignorance of life # 8217 ; s unfairness, and she does non acknowledge that the original context of the quotation mark is to demo God # 821 7 ; s love. Hardy does non misapply Biblical quotation marks to turn out a point or raise inquiries from an atheist # 8217 ; s point of position. Hardy simply quotes the Bible out of context for word picture and dramatic consequence, giving new definitions to Biblical phrases that had antecedently been understood to connote other significances.

Opinion paper Essay Example | Topics and Well Written Essays - 500 words - 2

Opinion paper - Essay Example Speech features in interpersonal communication, organizational communication, group communication, and public speaking. A good speech is audible and clear. However, the human auditory system can understand speech in adverse conditions. This paper will focus on the intelligibility of periodically interrupted speech in speech communication. The paper will, rely on a research study, â€Å"Effects of low-pass filtering on intelligibility of periodically interrupted speech,† by Pranesh Bhargavaa and Deniz BaÅŸkent. The paper will focus on audibility, effect of audibility on perception of interrupted speech and factors causing reduced intelligibility of interrupted speech with hearing impairment as analyzed in the study. The study involved use of meaningful Dutch sentences on eight young undergraduate Dutch native students of both genders. The sentences were low-pass filtered and were left uninterrupted, or were interrupted by modulating with a periodic square wave. The listeners were then supposed to listen and repeat verbally what they have heard (Bhargavaa and BaÅŸkenta Web). Audibility of any speech is very necessary in communication. One needs to hear clearly in order to interpret reasonably. Biologically, the ability to speak and hear clearly seems to depreciate with age. However, other biological and general factors can affect the audibility of an individual’s speech like diseases and physical disabilities. According to the results drawn from the study, slow interruption rates reduced speech intelligibility. However, there was no effect of the fast interruption rate without the interruptions. There was no effect of low pass filtering on the speech intelligibility except on the lowest cut-off frequency and the highest filter orders. It was also observed that the increase of the filter order, decreased intelligibility of speech (Bhargavaa and BaÅŸkenta Web). Concerning the factors that cause the poor intelligibility of interrupted speech in hearing

External environment , business strategy Coursework

External environment , business strategy - Coursework Example Under the competitive environment, also referred to as the task or industry environment, the strategist takes into consideration the decisions, actions and moves initiated by rival firms in the same industry. The PESTEL analysis and five forces model would delineate the opportunities that an organization can tap. At the same time, various threats that the organization should be vary of would also be uncovered with the help of this analysis. These threats and opportunities are kept in mind and correlated with internal strengths and weaknesses while deciding various strategic issues including which businesses should the company invest money in. The objectives are also set keeping in mind the opportunities available to the organization. Under the political factors, the strategist has to take into consideration the political stability, ideology of the ruling government as well as its attitude towards various businesses. The economic factors include interest rates, income levels, unemployment rates, and rate of inflation prevailing in the country. In general, recessionary conditions can have an adverse impact on companies. Rising affluence of people may prove to be a boon to companies especially to those operating in the entertainment and leisure sector. The social factors include the opinions, beliefs, values and attitudes of the people. Number of women in the workforce, concern for health and fitness are also socio-cultural aspects, the increase in which can provide a boost to certain industries. Technological aspects too impact businesses. A company operating in the cell phone or computer manufacturing industry may confront a short product life cycle. In order to sustain in such an environment such company will have to constantly invest in research and development and manufacture state-of-the-art technologically advanced products. The issue of global warming has necessitated that all companies adopt ‘green’ measures. This may

Marketing Luxury Goods to Chinese Case Study Example | Topics and Well Written Essays - 500 words

Marketing Luxury Goods to Chinese - Case Study Example The prices will also assist in controlling market prices and competition from Chinese firms that have invested in making fakes. Finally, the luxury makers should also invest in strategic Chinese markets where most consumers are located. The places include posh areas and major cities where consumers can easily access the goods. The makers should also analyze markets to have knowledge on the consumer trends. The consumer styles will be used to highlight potential areas where the luxury makers make market entries. The Chinese market was not affected much by the recession; hence leading to an increased economic growth of up to 30% per annum. The increased growth led to an influx of rich Chinese individuals that were the main targets for the luxury items. Additionally, the country also had increased industrial growth causing employment to most Chinese. Most workers invested in fancy items due to influence from other rich societies. The consumers also preferred purchasing goods from outside China because they believed that the products were of high quality (The Economist, 2014). China’s efforts to surpass Japan and the U.S in consumer ratings also contributed to the taste and preference of luxury goods. The Chinese rich class was also not affected much by the recession; hence providing market for the luxury goods unlike in other hit countries such as the U.S. The luxury makers took advantage of the increased economic growth that meant most Chinese could save and purchase luxury goods. They also ensured good product quality than that provided in the Chinese luxury makers. The Chinese also invested in impulse buying whereby their purchasing trends surpassed those of the Japanese. Moreover, the makers observed Chinese consumer styles such as more men customers than in Japanese markets. The Chinese men were ready to purchase more of the luxury goods compared to the Japanese women; hence leading to increased imports. The Chinese

Pressure Ulcers Risk Management Essay Example | Topics and Well Written Essays - 1500 words

Pressure Ulcers Risk Management - Essay Example Apart from being static in a position there are some other reasons responsible for this like fragility of skin, chronic problems like diabetes, lack of nourishment, mental disability, incontinence or old age. Pressure ulcer management has definitely changed dramatically over the last 3 decades or so. Earlier, pressure ulcers did not receive much attention and they were treated with betadine, maalox, heat lamps and there were no low air loss beds. After the works of Braden and Bergstrom, pressure ulcers began to receive the attention deserved. Still lot of work is yet to be done to get the word out. That is why this project needs to be taken up. In year 2000-2002, there were 474,692 new cases of pressure ulcer( Patient safety in American Hospitals, Health Grades 2004) it is about 0.17% incidence rate. Out of this 13.13% of pressure ulcer cases resulted in death. 34,320 deaths due to pressure ulcer were attributable to patient safety. It also has a cost factor to it. In the year 200-2002 in US, $2,574.02 million were spent to treat pressure ulcers. At the same time $2.57 were spent to prevent pressure ulcer. (WD) Regulatory agencies such as CMS, JCAHO & the State Departments of Health consider pressure ulcers to be preventable and so nosocomial pressure ulcers are the fault of the facility or agency in which they occur. Nursing Homes receive citations, fines and even criminal charges for these types of wounds. Patients sue facilities and nurses and win. This is such a hot topic that all the agencies that deal with this problem are busy updating information, preventative measures and heightened awareness. If a streamlined process can be developed that addresses education and a nursing focused approach, perhaps we will see a drop in pressure ulcers. The National Pressure Ulcer Advisor Panel (NPUAP) has recently (Feb 2007) released some updates. The staging system was updated to both clarify the four stages AND name deep tissue injury into the staging system. They have also added the definition of pressure redistribution to replace the old pressure reduction and pressure relief definitions. Thi s was mainly due to new findings associated with shearing injuries.CMS is changing reimbursement on nosocomial pressure ulcers. Basically, CMS will reimburse to acute care facilities for pressure ulcers if the patient was admitted with the pressure ulcer, but if it is a nosocomial pressure ulcer then CMS will not pay. JCAHO has added pressure ulcers to the 2008 National Patient Safety Goal list for long term care:- "Goal 14 Prevent health care-associated pressure ulcers (decubitus ulcers). 14A Assess and periodically reassess each resident's risk for developing a pressure ulcer (decubitus ulcer) and take action to address any identified risks." Braden scale Braden Scale is a clinically validated tool used in the medical profession to get a reliable score of the risk level for developing pressure ulcers in a patient. With its help even those nurses who do not have uniform level of experience and capacity of judgment, can have consistency in identifying the risk level of the patient. This also helps them to monitor their patient care in a busy schedule. It also helps them to pay appropriate attention to the six specific risk factors.

Physical Reality Essay Example | Topics and Well Written Essays - 750 words

Physical Reality - Essay Example As a matter of fact, scientifically speaking, my senses serve merely as extension cords to my brain. My senses cannot experience anything by themselves. It is my brain that decodes what is happening with my senses, and makes 'sense' out of that. Let us take a simple example to understand this. When I travel in a train, and look out of the window, my sense of sight tells me that all the trees and people are moving in the opposite direction. My brain, however, unscrambles the data received by my eyes, and informs me that it is I sitting in the train and the train itself, which move forward. And I am willing to listen to the message that my brain gives me, although it contradicts what my eyes 'see'. So it is my brain, and the way I look at the world, which dictates how I see and experience it, and which I term reality. (Note, that a child, whose brain has not been conditioned will insist that it is the trees and the people that are moving, and not the train!) There is no objective reality (as I stated earlier) even if for our arguments' sake we accepted that our brains processed data in identical ways (which they do not). For what my senses experience, and the data that my brain receives would differ, depending on the place where I stand when viewing phenomena. During a solar eclipse, if I stand in the umbra, I would claim that the sun is black, but if you stand within the penumbra you would see it as a sliver. So what we see or experience depends on where we stand, our perspective. My thought processes therefore gives me my reality, and my identity. ("I think, therefore I am" - Decartes )If we are asked the question, "which is softer, a starched linen napkin or a rose petal"(Chopra 186) we can answer this without having to actually find a napkin or a petal. The reason I am able to do this is because I have gone to a subtler level of the sense of touch, and am able to visualize that touch. Similarly I can go to subtle levels of the other senses (sights, smells etc.). Deepak Chopra states that this level of the mind is not the subtlest that we can reach. We can go deeper. When we meditate the visual image of the rose would become fainter on the screen of our mind, till nothing remains but the screen itself. "Then one would be at the true origin of the senses, the field of intelligence itself" (Chopra 186)There are several other dimensions of reality, apart from the 'physical', which, as we discussed earlier is not so objective a thing as we may imagine, but quite a subjective phenomenon. Time and energy are two of the other dimensions of reality. Think of time: what happens if we travel faster than the speed of light Reality as we know would cease to exist then, and we may travel into yesterday. Coming to energy - those who practice Reiki1 state that they experience the energy that they transmit and receive in the process of healing, as a feeling of warmth, or a tingling sensation. The fact that energy is a vital

Marketing Luxury Goods to Chinese Case Study Example | Topics and Well Written Essays - 500 words

Marketing Luxury Goods to Chinese - Case Study Example The prices will also assist in controlling market prices and competition from Chinese firms that have invested in making fakes. Finally, the luxury makers should also invest in strategic Chinese markets where most consumers are located. The places include posh areas and major cities where consumers can easily access the goods. The makers should also analyze markets to have knowledge on the consumer trends. The consumer styles will be used to highlight potential areas where the luxury makers make market entries. The Chinese market was not affected much by the recession; hence leading to an increased economic growth of up to 30% per annum. The increased growth led to an influx of rich Chinese individuals that were the main targets for the luxury items. Additionally, the country also had increased industrial growth causing employment to most Chinese. Most workers invested in fancy items due to influence from other rich societies. The consumers also preferred purchasing goods from outside China because they believed that the products were of high quality (The Economist, 2014). China’s efforts to surpass Japan and the U.S in consumer ratings also contributed to the taste and preference of luxury goods. The Chinese rich class was also not affected much by the recession; hence providing market for the luxury goods unlike in other hit countries such as the U.S. The luxury makers took advantage of the increased economic growth that meant most Chinese could save and purchase luxury goods. They also ensured good product quality than that provided in the Chinese luxury makers. The Chinese also invested in impulse buying whereby their purchasing trends surpassed those of the Japanese. Moreover, the makers observed Chinese consumer styles such as more men customers than in Japanese markets. The Chinese men were ready to purchase more of the luxury goods compared to the Japanese women; hence leading to increased imports. The Chinese

Physical Reality Essay Example | Topics and Well Written Essays - 750 words

Physical Reality - Essay Example As a matter of fact, scientifically speaking, my senses serve merely as extension cords to my brain. My senses cannot experience anything by themselves. It is my brain that decodes what is happening with my senses, and makes 'sense' out of that. Let us take a simple example to understand this. When I travel in a train, and look out of the window, my sense of sight tells me that all the trees and people are moving in the opposite direction. My brain, however, unscrambles the data received by my eyes, and informs me that it is I sitting in the train and the train itself, which move forward. And I am willing to listen to the message that my brain gives me, although it contradicts what my eyes 'see'. So it is my brain, and the way I look at the world, which dictates how I see and experience it, and which I term reality. (Note, that a child, whose brain has not been conditioned will insist that it is the trees and the people that are moving, and not the train!) There is no objective reality (as I stated earlier) even if for our arguments' sake we accepted that our brains processed data in identical ways (which they do not). For what my senses experience, and the data that my brain receives would differ, depending on the place where I stand when viewing phenomena. During a solar eclipse, if I stand in the umbra, I would claim that the sun is black, but if you stand within the penumbra you would see it as a sliver. So what we see or experience depends on where we stand, our perspective. My thought processes therefore gives me my reality, and my identity. ("I think, therefore I am" - Decartes )If we are asked the question, "which is softer, a starched linen napkin or a rose petal"(Chopra 186) we can answer this without having to actually find a napkin or a petal. The reason I am able to do this is because I have gone to a subtler level of the sense of touch, and am able to visualize that touch. Similarly I can go to subtle levels of the other senses (sights, smells etc.). Deepak Chopra states that this level of the mind is not the subtlest that we can reach. We can go deeper. When we meditate the visual image of the rose would become fainter on the screen of our mind, till nothing remains but the screen itself. "Then one would be at the true origin of the senses, the field of intelligence itself" (Chopra 186)There are several other dimensions of reality, apart from the 'physical', which, as we discussed earlier is not so objective a thing as we may imagine, but quite a subjective phenomenon. Time and energy are two of the other dimensions of reality. Think of time: what happens if we travel faster than the speed of light Reality as we know would cease to exist then, and we may travel into yesterday. Coming to energy - those who practice Reiki1 state that they experience the energy that they transmit and receive in the process of healing, as a feeling of warmth, or a tingling sensation. The fact that energy is a vital

Regular basis Essay Example for Free

Regular basis Essay The new four day work week is causing frenzy in the corporate world as more employees are writing proposals for a compressed work week. The advantages of this short, long-hour work week is the security of a full-time income in a fewer days of the week. Professionals with families and other social responsibilities are finding these advantages a great way to add more fulfilling events in their lives. The advancement of technology has allowed many professionals to remain home to complete majority of their assignments while shortening their commute to work on a regular basis. The advantage of a short week also gives professionals an opportunity to recuperate every other day instead of prolonged work hours as a regular 40-hour week. With these great opportunities comes more responsibilities including increased workload in less days, increased hours per work day, and childcare expenses to cover additional work hours in the four day week. The increased workload comes from the additional hours added into one work day versus the consistent 8-hour day many professionals work now. In reality, today’s professionals work approximately 50-60 hours a week anyway. A compressed work week could turn into 13-14 hour work days if they are not careful. The prolonged working schedules can increase the employee’s likeliness of high-stress, burnout, and fatigue from constant demands. Some professionals feel these advantages outweigh the disadvantages of the four day week. The impact of this opportunity affects the professional more than anyone. Employers must think of the workloads they are offering their employees, but the responsibilities to make those decisions are primarily up to the professional. The needs of freedom and consistency means there is a price to pay for the work completed by many professionals. Professionals driven by the four day work week could offer employer’s an opportunity to recuperate from a rigorous schedule too.

Claudius Ptolemys Contributions to Science

Claudius Ptolemys Contributions to Science Claudius Ptolemy The ancient world can be traced back to times of mysterious and enigmatic people. Some mysteries, however, remained unfathomed till date. Life, during those times, was very different; humans performed activities and tasks that gave a lot of prominence to the Gods and were primarily based on the cycle of nature. On the contrary, today, life has taken 360 degrees turn. Our life today is almost dependent on technological gadgets. The transition from then to now has been enormous. There is a stark difference observed in the lifestyles of both the ages. And it is not just the lifestyle there is a vast difference even in the thinking. Since ages, many questions have often been accumulating in the human mind such as, what are the dimensions of the earth, how many continents are there on the Earth, and what are the functions of the Moon and the Sun in our day-to-day lives. Now, the answers to these questions are just a click away. But when a similar scenario must have emerged during ancient times, people might have associated it with some myth or an old wives’ tale. The transformation of people from an ancient era to the modern one was really a lengthy process where philosophers, thinkers, mathematicians, astronomers and geographers must have put across their observations and theories to the general public. However, change is never easy. Their ideas and concepts were not accepted instantly. In fact, they were all rejected outright and they were ridiculed as well as humiliated because of their beliefs and concepts. But all of them stood their ground and fought for what they believed was right. After a series of untiring efforts, they were rewarded and were proved right years after they passed away. It was the observation and contribution of these people which have now evolved into theories and concepts that help us simplify and demystify our lives. Let us shed light on the life of one such person who made a significant contribution in changing our lives. His name was Claudius Ptolemy. He was a Greek-Roman citizen, who displayed multiple talents of astronomy, mathematics, georgraphy, astrology and poetry. Decoding the Enigma In a distant town of Ptolemais Hermiou in Thebaid, Egypt, a child was born into the family of Ptolemies. The family was the descendant of Ptolemy Soter, a mighty General from the army of Alexander the Great in 90 AD. Although the family was rooted in Egypt, the Roman influence on the family was such that the infant was given a Roman name, Claudius. The name Claudius is a Roman nomen (Roman naming system) and the fact that Ptolemy bore it, indicates that he lived in Egypt under the rule of Romans . Nothing much is known about Claudius Ptolemy’s upbringing or his family. â€Å"Where did Ptolemy come from?†, â€Å"Where was he born?† are the questions which are still asked today but the answers have been lost with time. All that is known is Ptolemy started becoming renowned as someone who had a keen mathematical and astronomical sense. He became popular in Thebaid and later, in Alexandria, where he began to reside in his adulthood. Star Gazing Nothing much is known about Ptolemy’s ancestry, apart from what can be deciphered from the details of his name. However, the modern researchers are sure of one fact, that it was Ptolemy who wrote the great edict called Almagest at around 150 AD. Ptolemy wrote in Greek and utilised Babylonian astronomical data. In spite of being a Roman citizen, most of the scholars came to a common understanding that Ptolemy was ethnically Greek, although some others also had the opinion that he was a Hellenised Egyptian. In most of the later Arabic sources, he is referred to as, ‘the Upper Egyptian’, which means that he may have belonged to southern Egypt. Hence, the Arabic geographers and physicists referred to him by his Arabic name Batlaymus. Ptolemy built his reputation owing to his astronomical works, wherein he had recorded the existence of 1000 stars, out of which 300 were his finds. He is also credited with coming up with the first practical theory of Refraction of Light. He was precise in his discussions about the dimensions of the planet. Ptolemy came up with a compilation of the ancient view of astronomy in an astronomical manual called Almagest. He used the 800-year-old astronomical observations by his predecessors as a reference point for this purpose. He also added his conclusions on the basis of this reference as his vision of the universe. Ptolemy’s successors considered the Almagest to be the Gospel of astronomy for many centuries throughout medieval Europe. The ancient Greeks believed in the theory that the path of the planets was completely spherical, were discarded later as it was proved later that the orbits of the planets are elliptical. Even Ptolemy had been convinced by this earlier belief. Going Into the Orbit In Ptolemy’s manual, it was clearly seen that he followed the steps of Aristotle, whom he considered his ideal. Aristotle had come up with a theory that the planets moved in a continuous and uniform motion in perfect circles. As per Ptolemy’s observation he concluded that earth is a spherical object which remains freely suspended in the centre of the Universe. One of the studies revealed the stars to be bodies which were fixed to a strong exterior of the Universe which lay beyond the orbit of Saturn. A large number of these studies were based on Aristotle’s philosophy but Ptolemy added his inputs by calculating the motion of each planet in great detail and thus came up with his contribution to astronomy. One of his early works, the ‘Almagest’ provided a detailed study of the Mathematical theory of the movements of the Sun, the Moon and other planets. Ptolemy’s theory that the planets move in circular epicycles along their orbits, which was wel l-received during those days. The Almagest was preserved in Arabic manuscripts, like most of the Classical Greek Science. By the 12th century, it gained the desired reputation and was widely sought after. Due to its popularity, it was translated twice into Latin, once into Sicilian and then into Spanish. Like Ptolemy’s predecessors, his model was geocentric and received almost complete acceptance universally until simpler heliocentric models were introduced during the scientific revolution. Ptolemy’s theory of Planetary Hypotheses extended beyond the explanation given in the Mathematical model of the Almagest. The Planetary Hypotheses depicted the physical realisation of the Universe in the form of nestled spheres and used the epicycles of this planetary model to portray the dimensions of the Universe. According to his calculations, the sun was at an average distance of 1,210 earth radii, while the radius of the sphere of the fixed stars was 20,000 times the radius of the Earth. To calculate astronomical calculations in Handy Tables, Ptolemy introduced an efficient tool which tabulated all the data required to calculate the positions of the Sun, the Moon and the planets, as well as the rising and setting of the stars and the eclipses of the Sun and Moon. This Handy Tables became the basic model which was improvised later as astronomical tables or zijes. Ptolemy also worked on a star calendar or Almanac, which he prepared with the help of the positions of the hands and disappearances of stars during the solar year. This was presented in the Phaseis (Risings of the Fixed Stars). His observations made a huge impact in those days and made Ptolemy somewhat of a seer or scholar. Mapping it Out Apart from Ptolemy’s tremendous contribution to the understanding of astronomy throughout the world, he also laid down the groundwork to the future cartography or the study of maps. He wrote another treatise on the lines of the Almagest, compiling his knowledge of Geography, along with what was already known through the Roman Empire. An important source of information for the book, Geographia, written by Marinos of Tyre, an earlier geographer and the gazetteers of Roman and ancient Persian Empire. Ptolemy began the book with a discussion of the data and the methods used by him to write down the book. The book was written in a much organised pattern on the lines of following a grand scheme. He assigned co-ordinates to all the places and geographic features he knew in a grid that spanned the globe which was quite similar to the work of Marinos. The Latitude that we know of today and is measured from the equator was done by Ptolemy but he named it as climata, which was the length of the longest day rather than degrees of arc. For example, the length of the mid-summer day increased from 12 to 24 hours as one moved from the equator to the polar circle. In books 2 through 7, Ptolemy used degrees. He assigned 0 degrees longitude to the Blessed Islands or the Canary Islands, which was the most western land on the extreme left of blue sea of Ptolemy’s map. This was identified by the six dots that were also labelled as Fortunata islands. Most medieval mapmakers followed the instructions that Ptolemy had devised and mentioned it in the Geographia. The second part of the Geographia contained Ptolemy’s Oikoumene or the map of the whole world. The area of Oikoumene extended from 180 degrees of longitude from the ‘Blessed Islands’ in the Atlantic Ocean to the middle of China and about 80 degrees of latitude from Shetland to anti-Meroe or the east coast of Africa. His map indicated he knew only about the quarter of the globe. He improved the projections of his maps than they were since the third century BC. However, Ptolemy’s maps were inaccurate as compared to the modern maps because he took the size of the Earth as being only 500 stadia for a great circle degree on the globe. The Bible of Astrology Along with the Almagest which spoke at lengths about astronomy, it is believed by some that Ptolemy also wrote a 4-part treatise on astrology called the Tetrabiblos, which in Greek terms means, Four Books. But there are others who believe that Tetrabiblos wasn’t written by Ptolemy. In fact, many scholars state that he must have just given the term Apotelesmatika, meaning Astrological Outcomes, as it was found in some Greek manuscripts. It is said that Tetrabiblos was revered as much as the authority of a Bible by the astrological writers for more than thousand years. It is an extensive database based on the ancient principles of horoscopic astrology and as a result has been continuously reprinted. However, it could not come up to the level of Almagest as it did not touch upon some popular areas of the subject such as medical astrology and event astrology which was interpreting astrological charts for a particular moment to determine the outcome of a course of action to be initiated at that time. However, these were later incorporated into the treatise. Ptolemy was of the belief that astrology was a science which tried to describe the physical effects of the heavenly bodies on the terrestrial life but unsuccessfully. Although he had no issues with the basic validity of the traditional astrological doctrines but he worked at modifying the details so that aligns with the Aristotelian conception of nature, matter and change. Ptolemy had a practical view of astrology. He believed that astrology was conjectural like medicine as many variable factors had to be taken into account. While to assess the requirement of the medicine factors such as the race, country and upbringing of a person had been taken into account for astrology the deciding factors were the position of the Sun, Moon and the planets at the precise moment of their birth. So he considered astrology to be useful in life, but in no way, relied upon it completely. A later pseudepigraphical composition known as Centiloquium, a collection of 100 aphorisms ascribed to Ptolemy, was commented upon by the Arabic, Hebrew and Latin scholars. Striking a Chord Ptolemy had resided in the Roman Empire, where music was given a high status as an art form. His work called ‘Harmonics’, is an observation on Music theory and mathematics of music. Ptolemy was very critical of his predecessors’ approach to the Musical theory. As per his theory he based the musical intervals on mathematical ratios, which was contrary to the belief followed by Aristoxenus and in sync with the belief accepted by the followers of Pythagoras. Ptolemy further propounded the theory which was first spoken about by Pythagoras about the musical notes being translated into mathematical equations and vice versa in Harmonics. He also wrote at length about an intense diatonic scale, which was later incorporated by many musicians. Another commendable contribution of Ptolemy’s work is Optics. However today, the only Optics that has survived is in poor Arabic translations and in around 20 manuscripts of a Latin version of the Arabic, translated by Eugene of Palermo, Circa 1154. Ptolemy wrote about the properties of light, including reflection, refraction and the colour in it.. The work is a significant part in the early history of optics. The more famous Eleventh Century Optics by Alhazn (Ibn al-Haytham) was majorly influenced by this work. It contained the earliest surviving table of refraction from air to water, for which the values (with the exception of the 60 degree angle of incidence), although historically praised as experimentally derived, it seemed to have been obtained from an arithmetic progression. It had the earliest surviving table of refraction from air to water for the values with the exception of the 60 degree angle of incidence. It seemed to have been obtained from an arithematic progression although it is said to be derived experimentally. Ptolemy’s work is based on the combination of mathematical, philosophical and physiological traditions. His theory of vision was based on extramission-intromission theory; the rays (or flux) from the eye formed a cone, the vertex being with the eye and the base defining the visual field. The rays were sensitive and conveyed information back to the observer’s intellect about the distance and orientation of surfaces. The size and shape of the object get determined by the visual angle subtended at the eye, combined with perceived distance and orientation. This was one of the initial statements of size-distance invariance as a cause of perceptual size and shape constancy, which was a view supported by the stoics. Ptolemy provided explanations for many phenomena concerned with illumination, and colour, size, shape, movement and binocular vision. He also classified illusions according to those caused by factors such as physical, optical and judgmental. However, his explanatio n of the Sun or Moon illusion was obscure (the enlarged size on the horizon) which was the difficulty of looking upwards. Footprints in the Sand It is believed that Ptolemy died around 168 AD in Alexandria, the city where his work flourished. He left a lasting impression on most of the researchers existing during that time. Although his works were controversial, in recent times, it has been discovered that his studies still contain important clues and observations that are practical. Many objects or characters have been named after Ptolemy as a tribute to his immense contribution to the modern day Astronomy, Astrology and Geography. Some of them include, the crater Ptolemaeus on the Moon, the crater Ptolemaeus on Mars, the Asteroid 4001 Ptolemaeus, A Character in the Fantasy series, The Bartimaeus Trilogy, Track number 10 on Selected Ambient Works 85–92 by Aphex Twin, the Ptolemy Stone used in the Mathematics courses at both the St. Johns College campus. Sir Patrick Moore, an English astronomer and TV presenter called his cat by the name of Ptolemy and the name of a music magazine was called Ptolemaic Terrascope. With the information of Ptolemy’s life being virtually unknown, it is only his work and legacy that do justice to his biography.

The Red Badge of Courage as a Naturalistic Work with Realistic Tendencies :: The Red Badge of Courage

The Red Badge of Courage as a Naturalistic Work with Realistic Tendencies    The Red Badge of Courage by Stephen Crane, one of the most significant and renowned books in American literature, defies outright classification, showing traits of both the realist and naturalist movements. It is a classic, however, precisely because it does so without sacrificing unity or poignancy. The Red Badge of Courage belongs unequivocally to the naturalist genre, but realism is also present and used to great effect. The conflict between these styles mirrors the bloody clash of the war described in the book – and the eternal struggle between good and evil in human nature. There are many characteristics in Crane’s novel that would more readily fit within the category of realism: the ordinariness of his characters, the use of dialect, the portrayal of protagonist Henry Fleming as a complex individual, the description of nature as disinterested in human affairs, and the positive ending of the story. Realism, often described as "slice of life" or "photographic" writing, attempts to portray life exactly as it is, without twisting it or reworking it to fit it into preconceived notions of what is appropriate or what is aesthetically pleasing. In this book, Crane relies on neither the oversimplified rationalism of classicist literature nor the emotional idealism of romantic prose. Instead, he offers realistic, believable characters with average abilities. The soldiers are presented neither as epic heroes nor as bloodthirsty killers; rather, their most noticeable trait is their overwhelming normalcy. The soldiers of Henry’s regiment curse, fight, and argue just like normal people. This down-to-earth, gritty, everyday style is characteristic of realism. A particular convention used by Crane in convincing the reader of his characters’ existence is dialect. The distinctive speech of the soldiers enhances the photographic effect of the novel, lending it authenticity. Another distinctive trait of realism is complexity of character – a trait readily evident in Henry Fleming. As he switches between cowardice and heroism, compassion and contempt, and optimism and pessimism, the reader observes that he is more than just a stereotype. He is a person with fears, hopes, dreams, and foibles. Nature is often portrayed as indifferent or disinterested in the affairs of humankind. Whereas naturalism involves emphasis on the hostility of nature, realism lacks this trait. For example, after fighting a battle, "the youth [feels] a flash of astonishment at the blue, pure sky and the sun gleaming on the trees and fields. The Red Badge of Courage as a Naturalistic Work with Realistic Tendencies :: The Red Badge of Courage The Red Badge of Courage as a Naturalistic Work with Realistic Tendencies    The Red Badge of Courage by Stephen Crane, one of the most significant and renowned books in American literature, defies outright classification, showing traits of both the realist and naturalist movements. It is a classic, however, precisely because it does so without sacrificing unity or poignancy. The Red Badge of Courage belongs unequivocally to the naturalist genre, but realism is also present and used to great effect. The conflict between these styles mirrors the bloody clash of the war described in the book – and the eternal struggle between good and evil in human nature. There are many characteristics in Crane’s novel that would more readily fit within the category of realism: the ordinariness of his characters, the use of dialect, the portrayal of protagonist Henry Fleming as a complex individual, the description of nature as disinterested in human affairs, and the positive ending of the story. Realism, often described as "slice of life" or "photographic" writing, attempts to portray life exactly as it is, without twisting it or reworking it to fit it into preconceived notions of what is appropriate or what is aesthetically pleasing. In this book, Crane relies on neither the oversimplified rationalism of classicist literature nor the emotional idealism of romantic prose. Instead, he offers realistic, believable characters with average abilities. The soldiers are presented neither as epic heroes nor as bloodthirsty killers; rather, their most noticeable trait is their overwhelming normalcy. The soldiers of Henry’s regiment curse, fight, and argue just like normal people. This down-to-earth, gritty, everyday style is characteristic of realism. A particular convention used by Crane in convincing the reader of his characters’ existence is dialect. The distinctive speech of the soldiers enhances the photographic effect of the novel, lending it authenticity. Another distinctive trait of realism is complexity of character – a trait readily evident in Henry Fleming. As he switches between cowardice and heroism, compassion and contempt, and optimism and pessimism, the reader observes that he is more than just a stereotype. He is a person with fears, hopes, dreams, and foibles. Nature is often portrayed as indifferent or disinterested in the affairs of humankind. Whereas naturalism involves emphasis on the hostility of nature, realism lacks this trait. For example, after fighting a battle, "the youth [feels] a flash of astonishment at the blue, pure sky and the sun gleaming on the trees and fields.

Teaching Philosophy :: Free Essays Online

Teaching Philosophy My teaching philosophy is that teachers need to relate the concepts that students learn to the world around them. Students attend an educational institution to prepare for future employment and to enter the real world. The basic skills that are needed to survive in society are taught in the classroom like reading and writing, but students must also be taught that the concepts that they are learning in the classroom will prepare them for the rest of their lives. The concepts that a student is learning must affect his or her life directly. To be more specific, students should be able to feel as if the subject matter that he or she is learning is somehow related to them and has an affect on the world that they live in. Students need to be able to relate to their school work to supplement further engagement. The more that a student feels they can relate to a specific subject, the stronger the possibility that the student will continue to be eager to learn the subject. For example, in an English classroom, students should be able to see themselves in an aspect of the literature they are reading. A group of seventh graders may have a hard time relating to a book about someone who is 5 years younger then them, but they may be eager to find similarities between themselves and a character that just happens to be of the same age. Showing your students that you care about their world allows your students to see that you care about them. If a teacher cares enough to relate the subject matter to a situation that may be occurring in his or her student’s lives, then the student will appreciate it. It motivates a student to excel and makes the teacher seem more approachable to the students. For example, the teacher should chose

“High Tide in Tucson” Barbara Kingsolver Essay

This Essay is from her book of essays â€Å"High Tide in Tucson† in which Barbara Kingsolver shares her beliefs and her commitments – specifically, in family, community, the common good, cultural diversity, the world of children, and child rearing, which she lets in or rushes out to embrace all the wonders, beauties, threats, and angers that life and earth can offer. It also touches on many aspects and nuances that make life worth living; she is able to draw from her experiences to teach others the many life lessons that she has learned about child rearing. This excerpt from her book has a very personal tone; this closeness makes her story more realistic and believable. It is this sincerity and openness that makes the story warm. The author has been known as an advocate of nature. She devotes much respect to the other inhabitants of her world. Not only does she love Nature for the sake of life, but she is also is a mother fiercely trying protect the world’s natur al beauty for her daughter to relish. There is much life throughout this writing and she does a great job of portraying things as they are, without many of the biases that we find in society today. â€Å"Raising children is a patient alchemy,† she declares; Most important are Kingsolver’s reflections on her mission: because it aims to convey truths we know but can’t feel, â€Å"good art is political, whether it means to be or not. The attention she brings to the natural world in her writing accomplishes what good writing should: it expands the universe and brings critical attention to things we might otherwise take for granted or never have even thought about. I’ve read a few of her essays and they are human and believable. (I.e. her feelings and thoughts about alternative families, feminism, sustainability and the environment) about; her 2-year-old daughter’s acts of defiance, and occasionally frustration at the state of the world in which we live she does so with passion. The essay gives a warm tribute to our animal nature and its ability to tune itself into the natural rhythms of life, despite ourselves and our absorption in a world full of wants.

Written Words Used as Propaganda

Written Word Used as Propaganda The Narrative of the Life of Frederick Douglass, an American Slave is an account of Frederick Douglass’ life written in a very detached and objective tone. One might find this normal for a historical account of the events of someone’s life if not for the fact that the narrative was written by Frederick Douglass himself. Frederick Douglass used this tone purposefully in an attempt to use his narrative as propaganda to convince others to join in the abolitionist’s movement. According to Donna Woolfolk Cross in â€Å"Propaganda: How not to be Bamboozled,† propaganda is â€Å"simply a means of persuasion† (149). She further notes that we are subjected daily to propaganda in one form or another as advertisers, politicians, and even our friends attempt to persuade us to use their product, vote for them, or adopt their point of view. Propaganda is usually considered in a negative sense. However, when viewing propaganda as just persuasion, one can readily appreciate that it is neither good nor evil; the good/evil effect is the direct result of the purpose for which it is used. Politicians and leaders have used propaganda to further their goals; Hitler’s use of propaganda as a means of controlling the population of Germany is the most recognizable example of propaganda used for evil. Martin Luther King’s â€Å"I Have a Dream† speech, in which he urges non-violent resistance in the cause of racial equality, portrays persuasion used with good intentions. Although speeches are highly effective at delivering ideas, the written word can be even more influential. In the early days of America, literature was used extensively as a means of persuasion. As early as 1589 Richard Hakluyt published stories in a book he wrote for the sole purpose of persuading people to sail to America and settle land. These stories which were told to Hakluyt by captains and sailors appeared to be straightforward and narrative, however Hakluyt edited each piece so that he was able to successfully persuade the people who read his stories to sail to America and settle the land thus securing critical natural resources for England. Such was the goal with the Narrative of the Life of Frederick Douglass, an American Slave. Douglass’ objective was to appeal to the middle-class people of that time and persuade them to join in the movement. Although the Narrative was ostensibly written to prove that Douglass had actually been a slave, Douglass, working for the abolitionist group headed by William Lloyd Garrison, wrote for a specific audience: white Puritan Christians whom the abolitionists hoped to convert to their way of thinking. Thus, what began as a telling of his life experiences evolved into a tool of persuasion. As with all propaganda, Douglass’ Narrative contains certain elements that appeal to the emotions of the reader. Douglass’ writing style was descriptive as well as convincing. This emotional hold allows the writer to sway the opinion of the reader. His horrific details of the time, helped him grasp the attention of the women who he hoped in turn would convince their husbands to help, by donating money and eventually ending slavery. He used his words effectively in convincing the readers that the slave owners were inhuman and showed how they had no feelings for other human beings as evident when he wrote: ‘The louder she screamed the harder he whipped; and where the blood ran fastest, there he whipped longest† (Douglass25). Although a self-taught writer and orator, Douglass makes use of sophisticated elements of persuasive writing. Simultaneously, he chooses these events for how they will affect the Northern audience’s opinion of Southern slaveholders. Considering the fact that this was written during the height of the abolition movement the novel had to be effective in order to advance the success of the movement. The distant tone was effective because if Douglass had written with an impassioned tone, readers would have noticed it and simply wrote it off as a biased work, unable to see the issue from both sides. Through personal anecdotes, Douglass draws an accurate picture of slave life. Douglass also shows that slavery was not a constant source of pain and suffering: â€Å"I was not old enough to work in the fields, and there being little else than field work to do, I had a great deal of leisure time,† (Douglass 71). This is effective in proving his point because it allows him to show the whole of slavery and not be biased in his views. Douglass uses family relationships, starting with his own birth, to gain the compassion of his target audience. â€Å"Frequently, before the child has reached its twelfth month, its mother is taken from it, and hired out on some farm a considerable distance off, and the child is placed under the care of an old woman, too old for field labor† (749). Douglass mentions this particular anecdote to specifically capture the compassion of his targeted audience; white women. In Douglass’ autobiography however, the elements alone do not prove his intent to write for any reason other than to prove his background as a slave and defend his credibility against the critics of the abolitionists that charge that Douglass could never have been born a slave as he claimed (McKivigan 18). The most convincing argument for the contention that this was written as propaganda is the manner in which the persuasive elements are used. The body of the narrative is written in a simple and straightforward manner; the story is told quite matter-of-factly, even the horrific scenes of the cruel beatings and killings of slaves. This lack of histrionics is true even when the targets of the overseers’ whips are Douglass’ own family members. Yet, when Douglass speaks of Southern Christianity defending slavery, he works himself into a fury of emotion and uses the more obvious elements of propaganda. When he writes of the religious practices and hypocrisy of the same slaveholders, he again reverts to persuasive rhetoric. Some chapters are genuine throughout, while others contain much propaganda. One segment in particular, that having to do with the fate of his grandmother, is written in a style that is not consistent with the rest of the book. Rather, extremely histrionic, in which the believable, factual Douglass disappears, and is replaced by someone writing solely for effect â€Å"My dear old grandmother, whom you turned out like an old horse to die in the woods-is she still alive?.. Send me my grandmother! † (Preston 167). It appears that Frederick Douglass did begin his autobiography with the intention of writing his story in a realistic manner; the basic narrative bears that out. But in the course of writing his intent strayed, and he became aware of the power that could be unleashed by inflaming the emotions of readers. Undoubtedly encouraged in his use persuasive rhetoric on an oratory level, he eventually created a masterpiece of propaganda. Works Cited Douglass, Frederick. Narrative of the Life of Frederick Douglass. New York: Signet, 1968. Douglass, Frederick. A Slaves Family Life†. Thinking and Writing About Literature. A Text and Anthology. Ed. Michael Meyer. New York: Bedford/St. Martins, 2001. 749. Cross, Donna Woolfolk. â€Å"Propaganda: How not to be Bamboozled. † Language Awareness. Ed. Paul Escholz, et al. New York: St Martins Press, 1994. 149. McKivigan, John R. , ed. Frederick Douglass. People Who Made History. Michigan: Greenhaven Press/Thomas Gale, 2004. Preston, Dickson J. Young Fredrick Douglass The Maryland Years. Baltimore: The Johns Hopkins University Press, 1980.