London Essay Example | Topics and Well Written Essays - 1750 words

London - Essay Example It augmented its populace from one million to six million in the twentieth century, and in this period, London became an international political, economic, and transaction center (Dickinson 2008, p. 78). In this condition, it was largely unchallenged until the later times of the century, when Paris and New York City started to bully its governance. However, as the city expanded in terms of richness as Britain’s property grew, London was also a city of scarcity where a significant number of people lived in congested and unhygienic areas during the 19th century. Nevertheless, the city was changed by the development of the railways (Porter 2004, p.45). A new system of municipal railways permitted the formation of outskirts in adjacent districts from which mid class and rich individuals could travel to the center. As this increased the massive outward expansion of the city, the development of greater London also exacerbated to the division of class as the rich people shifted to th e outskirts, abandoning the underprivileged to occupy the innermost city area. During the 19th century, there were various impacts that were experienced in London as a result of economic forces. For instance, being a vibrant city, long-standing jobs were altered, as new ones increased. The number of professions increased including civil engineers, clerks as well as accountants among others (Hosmer 2009, p.86). This new group, starting from the lower to the upper middle class, pushed its way between the customary skilled worker and the world of investment; it was a great overwhelming team and they offered the city much of its social and economic charisma. In the 19th century, traders who were not the most significant political team had to share privileges and power with the noble court, administration and social as well as political officials because London was not an developed focus like Manchester (Divall 2003, p. 80). The customary manufacturing section in London included the fact ory that hired the experts of the London, primarily, crafts worker in these plants who mass-produced diversity of products. However, in the beginning of the 19th century, the industrialized uprising enforced a shift to manufacturing of extravagance and user products for homegrown marketplaces. On the other hand, social and technological forces in London during the 19th century also affected differently on the lives of people; for instance, for the manual workers, industry and technology led to significant blessings in disguise (Littlefield 2012, p.42). This is because some laborers viewed their old-fashioned artisan abilities being lost as technology replaced them. A case in point was the introduction of iron shipbuilding resulted into a reduction in demand for the woodworking abilities of shipwrights. On the contrary, other people were more luck and had job opportunities established for them. For instance, the construction of the railway offered jobs for a significant number of unt rained workers as they excavated channels and cuttings or hauled away the wreckages from castigating channels in places (Christl 2009, p. 56). Accordingly, the engineers of the period of railway construction were also responsible for developing completely new talents to conquer individuals during the course of their working time. Despite the fact that, the old ship construction trades may have endured the introduction

Types of Services Offred by Bank Essay Example for Free

Types of Services Offred by Bank Essay (The Economic Times (India) Via Thomson Dialog NewsEdge)Banks offer the following services to account holders at their specified branches multi-city / Payable at Par (PAP) cheque facility, anywhere banking facility, trade services, phone banking facility, internet banking facility, credit card, debit/ATM card, mobile banking and Real Time Gross Settlement. Foreign banks are expanding the number of products on offer, their complexity such as derivatives, leverage financing. Doorstep banking facilities are being offered by some of these banks to cater to convenience lifestyle of its customers. Private banks are extending services including wealth management and equity trading apart from credit cards. How do banks price their services? The pricing mechanism is dependent on client relationship and the nature of the transaction. The pricing can be arrived at by profiling customers into different segments. The large corporate segment comprises of the bulk and large value transactions. This segment is characterised by multiple service relationships. The pricing in this segment is transaction based and depends on the size of transactions and on the banks relationship with the corporate. Hence, the pricing is decided on a one to one basis and public. The other segments comprise the brokers, small and medium enterprises (SME), other banks and the retail segment. In each of these cases, the pricing is not made public and is determined on the basis of the nature of the transaction and the banks relationship with the client, on a one to one basis. Typically, high volumes and low value characterise the SME segment. Therefore the pricing for this segment differs from that of the large corporates. Similarly the pricing for the banks is very different. In the retail segment, the bank publishes its tariff. How do services contribute to the banks income? Increasingly banks are witnessing a growth in their non-interest or fee-based incomes. With interest spreads decreasing, banks have little option but to ramp up their revenues from fee-based income. Fee-based income constitutes a major portion of a banks other income. The ratio of other income to total income is an indicator of the size of fee-based income. Treasury incomes of public sector banks are no longer the major revenue driver and have been coming down as a result of rising interest rates. Volatility of interest rates are compelling banks to increase their fee based income. What is non-fund based income? The non-fund based income comprises of revenues from both financial commitment and services rendered. Financial commitment includes guarantees, letters of credit and bankers acceptances etc. The fees charged may vary from bank to bank and is dependant on the relationship of the bank with the client and the size of the transaction. On the other hand, the revenues from services rendered include fees from funds transfer and enabling services like ATM, internet banking etc. The revenues from funds transfer come from corporate services such as cash management, foreign exchange remittances and from retail services including drafts, pay orders etc. Which is the most important component for the fee-based income of banks? The cash management business contributes to banks fee based revenue stream in a major way. The cash management business comprises four types of services including collection of outstation cheques, disbursement of outstation cheques, payment of dividends, interest, and refunds and e-business. The tariff differs depending on the volumes, the banks profitability and the banks relationship with the client. As a proportion of the total fee based income, cash management is the most important component. The other streams of income like auto loans, personal loans, loans against shares among others are residual. When did RBI grant freedom to banks to prescribe service charges? Indian Banks Association (IBA) has dispensed with the practice of prescribing service charges to be levied by banks for various services rendered by them. With effect from September 1999, the Reserve Bank has granted freedom to banks to prescribe service charges with the approval of respective board of directors. Why is RBI taking note of different service charges levied by banks? RBI has been receiving representations from the public about unreasonable and non-transparent service charges being levied by the banks. The RBI has directed the banks to display and update on their web sites, offices and branches, the details of the charges pre-scribed by them for various services. It has advised the banks to display the charges in specified formats. The display may also be in local language. Hitherto, it was left to the banks to fix charges consistent with the cost of providing these services and also to ensure that customers with low value/volume of transactions were not penalised.

Organisational Equality and Diversity: Māori and Non-Māori

Organisational Equality and Diversity: MÄ ori and Non-MÄ ori Lonita M. Tejano INTRODUCTION According to Lis Ellison-Loschmann (April 2006), outlined the benefits of health care status of the native peoples worldwide relevant to the underlying historical, socio-economic and political processes. The Maoris and non-Maoris health care status in the time of colonization by the British in New Zealand. The differences involve a variety factors in terms of accessibility of health care and racism. Improvement to the access to care is critical to address health disparities and increased information of Maoris and non-Maoris in terms of primary and secondary health care services. Alternatively according to the recent study Lis Ellison- Loschmann (April 2006) they use 2 principles on how Maori people improved their health care services seeking to improve health and quality of life for Maoris. According to Ramsden (1997), health status of indigenous peoples a variety factors that effect of historical, political, and social characteristics of environments their relation with the nonindig enous populations of the countries they lived. They direct on the health concepts of this common society in the effects on Maori health care services assemble in regard to their attitudes toward and social life of non-Maori population. Based on Lis Ellison-Loschmann (2006 April) outlined the benefits of life expectancy in New Zealand in this two group of people. They have a big impact in health care promoting and minimizing the indifferences that has been observed and seen by the researchers lately. According to Lis Ellison- Loschmann (2006 April) observed that Maori health in the country of New Zealand’s during the British colonization can give information in health status between the Maori ad non-Maori indifference. The government play the important role to access health care facility. The government provide two possible principle on how to promote the quality and easy way to access health care for the indigenous people firstly, how to develop the health care principle to the services secondly, and initiation of cultural safety education. BODY In a recent study, King (2003) showed that the Treaty of Waitangi and settlement that the Maoris in Aotearoa from the Pacific about 1000 years ago. According to Pool (1991) informing maybe a hundred of indigenous people arrived in New Zealand on the period of time some stories said that subsequent settlement patterns and become larger population from different version of information like verbal information and demographics recording. The expedition of James cook’s in 1769 the first encounter recorded to the Maori people and European settlers to New Zealand. Meanwhile, during the signing of Treaty of Waitangi in 1840 there was a written agreement between the Maori people protection of interest for the invaders and British settlements and they gather together with some of the Maori chiefs and representative of British crown. In this time there was 80 000 Maori population and 2000 settlers. After the signing of the Treaty of Waitangi a huge group of British immigrant and Maori population become decreased and settlers doubled the population. In 1901 New Zealand population significantly reduced to 770 313 settlers whereas the Maoris by 16.5:1.3. Based on Purie (1998) indicated that the British settlers introducing to the Maori people like the infectious diseases and the usage of guns there is major impact to mortality rates to Maoris population. Furthermore, historically the socioeconomic of Maori mortality rate after invading New Zealand the most important thing the Maoris’ loss of land, mortality rate increased from the disease to the extent among those indigenous peoples who wanted to keep their lands. By this time there was a big changes to their economic status like food supplies, and social networking as a whole country. According to Purie(1998) observed that from the land confiscation from the Maori population there was a huge impact of the legislation law like the Maori rights not used language in school as Maori which lead to disparities to health in Maori society. Based to Te Ropu Rangahau a Euro Pomare (2000) found that it has been argument that has been continued a differences in indigenous and non-Maori i n health care sectors and rights of indigenous community not being treated and protected by the said treaty of social, cultural, economic, and political factors cannot be noticed in terms contributory to their health care status as a whole. However, the Maori self-determinant to seek help for health. Based on Pool (1991) in addition to that, Maori health status in New Zealand the government started implementing health care services to Maori community provide services like health promotion programs, health inspectors to work and help gradually to the economy recovery. At this time decreases in mortality rate due to implementation of national health care scheme and community welfare system by the given year 1938 through the treatment methods. Maori community lived in rural areas then they moved to urban for employment opportunities in these areas subsequently led to big population to urban migration. According to Pool (1991) indicated that significantly changes in this country’s economy from their usual way of life like cultivating lands to producing manufactured goods. Due to According to Kunitz (1994) life span significantly increased among native groups of people in this country and western world including neighboring country like Australia, whole part of Unites States of America and Canada on this given time. In comparison of the nonindigenous populations of these countries. During this period of time population become reduced due to diseases like respiratory from the changing of weather, tuberculosis and hepatitis, heart diseases due sedentary lifestyles and diabetes, different types of cancer and accident like vehicular injuries due to reckless driving much higher among Maoris than non-Maoris. A recent study (Ajwani, Blakely, Robson, Tobias Bonne, 2003) mortality rates decreased as a period of time, in regard to the differences between the two groups of people in New Zealand still the same. Based on Te Ropu Rangahau Hanuora (2000) an explanations for health disparities are numbered and said not being equal in terms of health among the two groups of people in New Zealand some said that inequalities is that genetic underlying factors influenced. Nevertheless, not significantly to race and ethnic group that genetic factors about 85%. There are factors contributed to the disparities between Maori and non-Maori like lifestyle in each individual group, the socioeconomic like not having a good job and proper place to live and easy access to health care facility and racism. The explanations are not significant but it is useful to consider them as a precipitating factors that influenced that they linked together. The first studies to help to determine the significant role of socio-economic factors and health status in two group of people there was a research about the mortality rate in men at aged of 15-64 years. Based on Sporle, Pearce, Davis (2002) found that in the most recent years researchers said that Maori men doubled the figure unlikely to non-Maori men at the very young age maybe due to socioeconomic status as a whole and ethnical social community differs the mortality rate among this group of men. A good example the level assessments of socioeconomic deprivation by the usage of census data by the New Zealand deprivation Index. Russell, Parnell, Wilson (1999) found that smoking is a lifestyle factors that can lead to socioeconomic influence to health status. Furthermore, give more importance to consider the difference between Maori and non-Maori in their own lifestyles. The latest survey by the national said that Maori smoke tobacco is higher rate than non-Maoris (53% vs. 20%).Maori men and women are obese and they have some diseases like hypertension due to sedentary lifestyles. According to Lurie (2004) observed that the access to health care is very important role to decrease mortality rate of Maori the root of this ailments promoting effective health care accessible to this group of people. In this idea access to health has been described in terms of both â€Å"access to† and â€Å"access through† health care principles making a quality of health care services that being taken by. United States of America developed a framework for measuring disparities to access health care need of people and promoting quality of service that will includes broader environmental and societal factors example is racism that can effect to access to health care needs. A recent study (Sporle et al., 1991) found that in past 20 years being discriminated and racist is very alarming in health care settings tendency minority people will not seek health care services in the primary health care facility . The Maori Asthma reported that those educated and an educated health care workers to the illness contributed to the Maori people reluctant to seek medical care for their illness until if necessary. According to Krieger (2003) observed that Maori has bad experience first encounters with health care professionals and disempowerment like to access the checking blood sugar to distinguish diabetes diseases. According to Matherson (1992) in addition, to change in health environment to New Zealand’s country the government formulated in 1930s to provide free medical care given by working medical professionals. Thus, health care system specified subsidiary to a government facility services with a secondary care controlled funding whilst in primary care funded by individual doctors. However, Maori initiates concerned on how to promote health care access to their peoples firstly, to provide Maori health care services secondly, the development of cultural safety education. The Maori health care provider’s initiative beyond the services implemented. When the time which being implemented there was a problem with budget of the government funding. In 1991 health reforms being implemented to the development of Maori health care services provider. Blaiklock AJ., Ciro A., Davenfort E., Hassal IB.,Low W., they make reforms of health care and social services that can give more gap in ineq uality as a result of self-determination regarding to education, employment of the individual, types of housing and health status. In addition to that health reforms for Maori effect to health especially the children. According to Ramsden (2002) observed that cultural safety education is playing a golden role of Maoris health care services improvement like cultural safety being implemented to protect the health care professionals and evaluate the relationship between Maori community. Nursing and Midwifery body required Nurses and midwifery to take the registration examination in New Zealand. International Council of Nurses implemented the guidelines for cultural safety for nursing student and to practice all in 118 councils. CONCLUSION Therefore I conclude, disparities in health care status between Maoris and non-Maoris contributed most likely in British colonization in New Zealand. For the past 140 years ago there was an improvement as evidenced by the overall gap in life span between the two groups of people in New Zealand. Even though their differences include the variety influences in regard to socioeconomic and lifestyle factors and discrimination to seek health care delivery system. Maori society implement to improve health care access and have two principles to help between the development of Maori provider services and encouragement of the service through cultural safety education for the health care provider. It started with the people in the community how the response to the purpose like for instance the self-determinant of Maori community in health care services and to evaluate how to improve the health care services. The government of New Zealand provide organizations and cultural safety education an examples to initiates in the government policies that have been shown either for promotion or prevention to health status of indigenous peoples. REFERENCES Ajwani S, Blakely T, Robson B. Tobias M, Bonne M. Decades of Disparity: Ethnic Mortality Trends in New Zealand 1980-1999. Wellington, New Zealand: Ministry of Health; 2003. Blaiklock AJ, Ciro CA, Belgrave M. Low W, Davenport E, Hassall IB. When the Invisible Hand Books the Cradle: New Zealand Children in a Time of change. Florence, Italy: Innocenti, Research Centre; 2002. Working Paper 93. King M. The Penguin History of New Zealand. Auckland, New Zealand: Penguin Books: 2003. Krieger N. Does racism harm health? Did child abuse exist before 1962? On explicit questions, critical science, and current controversies: an Eco social perspective. Am J Public Health. 2003; 93: 194-199. (PMC free article) (PubMed). Kuritz S J. Disease and Social Diversity: The European Impact on the Health of Non- Europeans. New York, NY: Oxford University Press Inc.; 1994. Lis Ellison- Loschmann, and Neil Pearce,: Improving Access to Health Care among New Zealand’s Maori Population. New Zealand. Doi: 10.2015/ AJPH. 2005.0707680 PMCID: PMC 1470538, Am J Public Health; 96 (4): 612-617, 2006. Lurie N. Measuring disparities in access to care. Available at: http://www.nap.edu/openbook/0309085195/html/1.html. Accessed January 8, 2004. Matheson D, ed. Health where it hurts: The story of the Newtown Union Health Science. Wellington, New Zealand: Roger Steele; 1992. Pool DI. Te iwi Maori: A New Zealand Population, Past, Present and Projected. Auckland, New Zealand: Auckland University Press; 1991. Purie M. Te Mana, te Kawanatanga: The Politics of Maori Self-Determination. Auckland, New Zealand: Oxford University Press Inc.; 1998. Ramsden I. Cultural Safety and Nursing Education in Aotearoa and Te Waipounamu (dissertation). Wellington, New Zealand: Victoria University of Wellington; 2002. Ramsden I. Culture safety: Implementing Concept. The social force of nursing and midwifery. In: Te Whaiti P, McCarthy M, Durie A, eds. Mai Rangiatea: Maori Wellbeing and Development. Auckland, New Zealand: Auckland University Press; 1997: 113-125. Russell D, Parnell W, Wilson N, et al. NZ food: NZ People. Key Results of the 1997 National Nutrition Survey. Wellington, New Zealand: Ministry of Health; 1999. Sporle A, Pearce N, Davis P. Social class mortality differences in Maori and non-Maori aged 15-64 during the last two decades N Z Med J. 2002 ; 115 : 127-131 ( Pub Med). Te Ropu Rangahau Haura a Euro Pomare. Counting for nothing: understanding the issues in monitoring disparities inn health. Soc Policy J N Z .2000; 14:1-16.

Analysis - Second to Last Paragraph in Flannery O’Connor’s A Late Encou

An Analysis of the Second to Last Paragraph in Flannery O’Connor’s A Late Encounter with the Enemy This essay analyzes the first full paragraph on page143 (the second to last paragraph in the story) that begins with â€Å"The speaker was through with that war†¦Ã¢â‚¬ . This passage appears to be what is going through ‘General’ Sash’s head right before he dies. The passage begins by saying â€Å"The speaker was through with that war and had gone onto the next one and now he was approaching another†. The general goes on to state that all his words are vaguely familiar. This is because he has lived through all of these wars and as the speaker mentions them they all go by in the General’s mind as blurred events of the past. The General calls the graduates passing by in their robes a â€Å"black processional†; th...

Dependence of man on the environment Essay

Three experiments were conducted during week two. The first was to determine how many contaminates that we put into our water supply will reach our groundwater. The conclusion that I arrived at was, that there are still large remnants of contaminates in the groundwater supply after it has had a chance to be passed through soil. We emulated this affect by using smaller amounts of contaminates such as oil, vinegar and laundry detergent. Put them in a smaller amounts of water and then passed them though soil. Introduction In the introduction, I will list the problems with our world’s water sources. Contained in the articles written by: The Natural Resources Defense Council. Water. These sources go on to state problems that we are facing as a population with our water quality. Some of these problems are large amounts of water waste, the large cities that are going to face a climate change that will alter their dependence on water. They also note that dirty water is the worldâ€⠄¢s largest health risk and it continues to threaten the quality of life and the public health in the United States. The first problem is that people don’t know how important having clean water is until it’s no longer easily accessible for them. When people become more informed about the problems that we are facing and will face very soon as a society. We can take certain steps to try to prevent it and to ensure our quality of life not only stays the same, but improves. Little can be accomplished by one, but if we work together and try to  conserve and keep our water clean, it can last much longer. The objective of this experiment is relatively simple, to educate on how much we affect our environment by the actions we take and what we can do to improve our habits to ensure that our water supply will last much longer and have good quality. It also has the purpose to let people know that their actions don’t just affect them or only the people that they live around; it also affects the environment and the animals that inhabit it. During the experiment of the Water Quality and Contamination my hypothesis were; The Oil hypothesis was that if there is oil in the surface water then, I think when the water is passed through soil it will be able to filter out the oil before it reaches the groundwater. The hypothesis for the vinegar hypothesis was if there is vinegar in the surface water then, I think that when passed through soil it will still remai n in the groundwater. My laundry detergent hypothesis was if there is laundry detergent in the surface water then, when it is passed through soil it will still have traces of laundry detergent in the groundwater. The next experiment’s hypothesis was that using particular chemicals and methods of filtration, we should be able to remove most of the contaminates that are in the groundwater. This was the experiment that involved different methods of Water Treatment. The final experiment pertained to the drinking water quality and my hypothesis was that tap water will contain the most contaminates because of its path and unknown condition. The bottles of water are in a more sterile environment. The Dasani water is treated and Fiji comes from a natural spring. The treated water (Dasani) will have the least amount of contaminates. Materials and Methods The first experiment that was conducted used soil, different beakers, wooden stir sticks, vegetable oil, vinegar, liquid laundry detergent, water, cheesecloth and funnels. I poured water into each of the first 4 beakers, and then put vegetable oil, vinegar and laundry detergent in respectively. I stirred them with the wooden stir sticks and used the cheesecloth to line the funnel and put soil in and poured each of the different contaminates through, replacing the soil and cheesecloth each time. The second experiment involved beakers, soil, cylinders, sand, charcoal, gravel, wooden stir stick, alum, funnel, cheesecloth, bleach, stopwatch and water. I added  soil to a beaker and put water with the soil and mixed them with two beakers 15 times. I divvied some on the contaminated solution into a new beaker and added alum to it. I stirred the mixture with a wooden stick for 1-2 minutes and then let it sit for 15 minutes. I lined a funnel with cheesecloth and layered sand, charcoal and g ravel into the cheesecloth. I poured the clean tap water through the filter and repeated 4 times. I poured  ¾ of the contaminated water into the funnel and let it filter for 5 minutes. I annotated the smell and compared to the mixture in step 3. I added a few drops of bleach and stirred the combination for 1 minute. I then compared and annotated the now filtered water to the initial contaminated water. The final lab contained Dasani bottled water, Fiji bottled water, Ammonia test stripes, Chloride test strips, 4 in 1 test strip, phosphate test strips, iron test strips, beakers, marker, stopwatch, Parafilm, pipettes, foil packets of reducing powder and tap water. I labeled each of the beakers and poured Dasani, Fiji and tap water in each of the three beakers. I gathered the ammonia test strips and placed in the water and moved them up and down vigorously for 30 seconds each, I held each pad level for 30 seconds to get a reading. I did this 2 more times for each of the beakers. I then retrieved the chloride tes t strips and immersed the reaction zones in each of the three beakers one at a time for 1 second each. I shook off the excess liquid and determined what color the test strip was. I then used the 4 in 1 test strip and dipped in each of the beakers again, one at a time, for 5 seconds and wiggled back and forth. I briskly removed the excess water and waited 20 seconds to read the results. I then used the phosphate test strip by dipping in each of the beakers signally for 5 seconds and then removed and held horizontal for 45 seconds, leaving the excess water on the test strip and recorded the results. Finally, I used the Iron test strip and removed 70 ml of water from each beaker and tested 30 ml of each of the three beakers. I added one foil packet and covered with parafilm and shook the beaker for 15 seconds. I removed and dipped the test pad into the sample and moved it back and forth under the water for 5 seconds. I removed and shook the excess water off and tested and compared 10 seconds later.

Patton World War 2 essays

Patton World War 2 essays After being defeated in World War 1, Germany under new leadership was trying to regain and increase its power. Adolph Hitler had Germany invading surrounding countries trying to build up Germany and unite its people. Great Britain and France were trying to follow the act of appeasement and had allowed Germany to take over parts of Europe. Britain and France had no choice, but to declare war on Germany on September 3, 1939 after Hitler invaded Poland. The Unites States at this time was trying to avoid war by staying neutral, but was forced to sell goods to Great Britain in order for them to survive. The U.S. became involved in the war after they were attacked Japan, allies of Germany, at Pearl Harbor without warning on December 7, 1941. A day later, Germany and its allies declared war on the U.S. This sequence of events is what led the U.S. to becoming involved in World War 2. The Unites States first action in World War 2 took place in North Africa in 1942. General George S. Patton led the U.S. army and General Montgomery led Britains in an attempt to take control of northern Africa. The allies were fighting together under Dwight D. Eisenhower, U.S. President and General. This was important land for many reasons. One was that it would give them land so that they could set up an invasion into Italy which could be used as a backdoor into Europe. The second was that it kept the Mediterranean Sea open as well as the Suez Canal for trade routes. Pattons men were pushed back at first, but he and Montgomery forced the Germans led by Rommel into Tunisia. At Tunisia, the allies attacked from the west and south allowing them to take control of North Africa. The allies managed to take control of North Africa despite their tanks and other fighting machines were inferior at the time. Patton was known as a fighting general who was very confident with himself. He believed that the only way to fight war was to attack, attac...

Robinson Crusoe and The Tempest Essays

Robinson Crusoe and The Tempest Essays Robinson Crusoe and The Tempest Paper Robinson Crusoe and The Tempest Paper Essay Topic: Literature The Secret Life Of Bees The Tempest Throughout Shakespeares The Tempest and Defoes Robinson Crusoe, the protagonists roles as omnipotent rulers change dramatically. In this essay, I aim to compare and contrast Crusoe and Prosperos roles as rulers, specifically focusing on their relationships with others through which their omnipotence is demonstrated. As much as Defoes Robinson Crusoe is a story of survival against all odds and a spiritually fulfilling life lived in solitude, it also makes clear a persons need for society, and in Crusoes case, the need to be a leader within the societal structure of the 17th Century world. Defoe clearly defines Crusoe as ruler of his islands society. However, even before he is shipwrecked, Crusoe exercises power and authority, the tendencies of a ruler, over his fellow men. Most noticeable is Crusoes exploitation of slavery. Slavery was a key component of society within the British Empire and is first found in the novel when Crusoe himself is enslaved, kept by the captain. Upon escaping, Crusoe despite his disgust at his miserable enslavement bends a slave-boy, Xury, to his will by force after briefly considering drowning him. He offers the boy a choice; to either be faithful to him or to be thrown over-board. Crusoes immediate assumption of power over Xury tells us three things about rulers within the social hierarchy that Defoe was a component of. Firstly, due to Xurys foreign descent, Crusoe, an English man, considers himself instantly to be the master. Secondly, Crusoes maturity granted him ownership of the boy despite the fact that they were both slaves. Lastly, Crusoe believed the boy to owe him a life-debt due to Crusoes planning and initiation of their escape. Crusoe goes as far to consider that Xury may not be deserving of such slavery, calling him a better counselor than himself. Further more, Xury notifies Crusoe of, a lance, among the people they spot on their travels. Even though this observation may have prevented a life-threatening situation, Crusoe is proudly omnipotent as never in thought, word or deed gives thanks to Xury; though he recognizes the good advice, and keeps a safe distance. Crusoe, in accustom with his society, treats slaves as little other than possessions, even though a reader would expect sympathy from a man who has experienced slavery first-hand. Even when he is no longer permitted to trade in slaves publicly, he embarks on a secret voyage to kid-nap his equal share of negroes. Defoe presents Crusoe as a man who it seems will go to any extent to greaten his rule over others. He possesses a birth-given right to power in Defoes society, owned by all white, imperialist peoples as well as those with wealth and seniority. Slavery featured no less in the society in which Shakespeare wrote The Tempest, thus it is also found within the play. Just as Crusoe is established by Defoe as a master of others, Shakespeares play features a protagonist, Prospero, possessing two slaves, Caliban and Ariel. Unlike Crusoe and Xury, it is not entirely through saving their lives however, that Prospero becomes a ruler. It is by the use of knowledge and also the art of magic that Prospero acquires, and overpowers, his slaves. Undisputedly, Prospero reigns supreme within the social hierarchy of The Tempest, and although Ariel and Caliban possess a more unique magic then their master, they are in his debt as Xury is in Crusoes and are his slaves until he sees fit to free them. Neither of them are as seemingly content with their enslavement as Defoes Xury is Ariel begs for his freedom, reminding Prospero of the worthy service he has performed, how he has; Told thee no lies, made thee no mistakings, servd Without or grudge, or grumblings. Prosperos response is remarkably similar to one that Crusoe would inevitably give if ever challenged, he reminds Ariel of the way in which he saved and freed him, from what a torment, and more terrible previous master, The foul witch Sycorax. Calibans rebellions are far less pleading and more insulting, cursing Prospero with, wicked dew. Prospero responds with punishment an exertion, demonstration, and reminder of his omnipotent rule causing Caliban to suffer; cramps, side-stiches, that shall pen thy breath up ach pinch more stinging Than bees that made em. Although written a century apart, Shakespeare and Defoes opinions are synonymous. Both believe that power is held by those who free others for their own prosperity, and this exists in both presentations of their ruling protagonists. Crusoes power augments upon being ship-wrecked. He elevates himself from the position of Master to King, even going as far as to recognize the island as his, little kingdom, and his shelter as his, castle, he even administers justice upon the birds who threaten his crop! Although Crusoe is isolated, elements of materialistic society are found in his self-proclaimed wealth, having, two plantations in the island; one my little fortification or tent, and my country habitation. Such is Defoes description of Crusoes surrounding habitat that it seems almost luxurious it is definitely comfortable. However, no matter how Defoe presents Crusoes power and wealth in solitude, the author makes it clear that Crusoes omnipotence is meaningless as he is effectively only ruler of himself. Crusoe recognizes his need for another to represent the lower classes, and/or slavery in his imperialistic empire. He arrogantly fanaticizes that he may be, able to manage one, nay, two or three savages, in, whatever I should direct them. He rationalizes that acquiring such slaves is his, only way to go about an attempt for an escape, but from Defoes previous portrayals of his character specifically his domination of others to fulfill his superciliousness it is obvious to the reader that a slave would only complete his kingdom, giving him subjects to rule over. Fridays arrival upon the island is eagerly and frightfully anticipated by both Crusoe and the reader. Defoe makes it so through Crusoes many years deliberation over the footprint in the sand. In the past, Crusoe has feared sickness and Gods judgment upon his soul, but now he spends years fearing the arrival of men into his domain. It is not only the cannibals weapons he is afraid of for he is armed with seven muskets and made inconspicuous by a self-cultivated forest he fears opposition to his position of authority. Crusoes unjustified fear undermines his position of power as he is aptly armed to tackle anything other than a small, imperialist army. Crusoe has dreamt that a man would come running towards his hideout and that he would take him in and make him his servant. In reality, Crusoes rule falters in his indecision; he procrastinates, not immediately offering Friday safety but instead watching him flee murderous savages. A critic has said that many white-dominated narratives, such as Robinson Crusoe, have shaped the cultures and beliefs of the colonized, placing them at the ultimate mercy of the colonizer. This description exactly matches Defoes creation of Friday and Crusoes relationship and how Defoe depicts Crusoes advantageous use of it to restore his own power and arrogance. Defoe immediately places Crusoe in a position of power over Friday due to the life debt owed by Friday to his new master, similar to Xurys, Calibans, and Ariels situations. When naming the slave, Crusoe chooses the name Friday as a constant reminder of, the day I savd his life. This comparatively effortless saving of Fridays life on Crusoes behalf causes Friday to, set my foot upon his head swearing to be my slave for ever. This is not an image of service; it is undoubtedly one of slavery. More noticeably, Crusoe teaches Friday to call him master before teaching him any other English. Fridays purpose it seems is as little more than reinforcement to Crusoes emerging, omnipotent rule. Crusoes intentions, however, are good, if conceited, as his reaction to Fridays willingness to serve him is: I took him up nd encouraged him all I could. The fact that Friday possesses a faith other than Christianity causes Crusoe to call him a poor savage. True, as Crusoes faith has increased, so has his quality of life, but he dismisses the, brutish and barbarous, savages own beliefs, referring to his kind as blinded, ignorant pagans. Many aspects of Crusoe, beside his language and religion are utterly alien to Friday, and Defoe presents these as instilling uncertainty and fear. In reaction to Crusoe shooting a goat with a musket, Friday, came and kneeled down to me o pray me not to kill him. Crusoe, recognizing his fright, chooses to abuse this new found power by loading the gun, and not let him see me do it. Although Defoe describes the events with almost a farcical sense of humor, how it caused confused astonishment, in, the poor creature, the reader is more accustomed to Crusoes mannerisms and recognizes how he is exploiting his omnipotence simply for the fun of terrifying his only human company. Correspondingly, Prospero also possesses knowledge different to the natives he encounters. Similarly to Crusoe, he assumes this knowledge to be entirely superior and this creates distinctive parallels between Crusoe and Friday and Prospero and Caliban. Upon enslaving Caliban, Prospero teaches the spirit his language, in this sense, he strengthens his position as ruler, giving himself the means to converse with Caliban, leading to greater domination and control. It is an entirely selfish act, and Caliban describes his only benefit as the following: You taught me language, and my profit ont Is I know how to curse. Crusoe and Prosperos situations of rule are analogous, although, unlike Crusoes treatment of Friday, Prosperos attitude towards Caliban is cruel. He frequently insults Caliban, calling him; poisonous slave, got by the devil himself. Soon after, he goes even further, calling him, a devil. Caliban, similar to the negroes and savages Defoe describes, is at the bottom of social hierarchy. Unlike Crusoes slaves, however, he is not human, and is therefore considered even lower by his master, functioning to represent native cultures suppressed by European Imperialist societies. Prosperos abuse of Caliban leads to extreme paranoia. The spirit, upon noticing Trinculo, believes he is a spirit sent to torment him. He lies close to the ground, terrified that Trinculo might find him, and when Trinculo begins attempting to speak to Caliban, he apologizes as he would to his ruler, Prospero: Do not torment me prithee: Ill bring my wood home faster. Further more, Caliban and Ariel, like the slaves found in Defoes novel, are natives and it is the white colonialists assumptions that they are masters over them. Calibans claim that the island is his own, by Sycorax my mother, is met with insults from Prospero who calls him a, lying slave, showing 16th Century English societys attitude to foreign slaves, that they are permitted to possess only what is granted to them by their colonizing masters. However, Prosperos words and deeds as ruler over Caliban are not entirely unjustified. Shakespeare reveals that in the past, Caliban attempted to rape Miranda: In mine own cell, till thou didst seek to violate The honour of my child Prosperos insults and treatment of the spirit are consequence of horrific intentions in the past. Further more, Caliban is presented by Shakespeare as a naturally subservient character as shortly after meeting Stephano and Trinculo; he begs to serve them. As a native, he possesses greater knowledge than them, and yet he immediately begins to kneel to him [Stephano], calling him a god. Calibans willingness to serve a new master shows extreme imprudence as Stephano could treat him far worse then his current ruler, Prospero his rationality destroyed by Stephanos celestial liquor. Once again, Caliban is shown to be dominated by those possessing knowledge unknown, or property alien to him. In this sense, Prosperos rule of Caliban is not as imposed as it is sometimes shown, as Caliban naturally conforms to such dominance. Just as Crusoes role as King becomes one of Master with Defoes introduction of Friday; with the arrival of even more people, whom he also rescues from savages, his status of King is restored: My island now peopled, and I thought myself very rich in subjects how like a king I lookd. With his power, and, undoubted right of dominion, Crusoe has found supplementation to his haughtiness, and an almost capitalist existence things worlds away from his previous despair upon being ship wrecked. Crusoes status on the island is elevated even further when he frees the English Captain from the mutineers. At first, the captain believes Crusoe to be a God-sent angel. Upon realizing his mistake, the Captain and his crew choose to serve Crusoe, recognizing him as an English sailor, and calling him Governour. Once again, others feel obliged to serve Crusoe, his omnipotent rule relies on their willingness to repay the debt they owe. In contrast to Friday, his father, and the Spaniard, the Captain as a leader of men himself questions Crusoes authority, challenging Crusoes ownership of members of the mutinous crew. Throughout all the situations in which Defoe places Crusoe as a ruler, no one has ever disagreed with him. It is the pairs striking similarities which cause the Captain to challenge Crusoes rule. They are both English, middle-class, merchant sailors, who, by no fault of their own, have found themselves in situations of grave peril. Unlike the savages, the Captain is not scared by Crusoes weapons. I would even go as far as to suggest that he recognizes Crusoes arrogant manner, as that of 17th Century England. Crusoes restrained anger does little to quell what could be seen as subtle rebellion against his rapidly fading omnipotence, as upon witnessing two prisoners begging the Captain to spare their lives, the Captain pretended to have no power without Crusoe. The Captains authority over his mutinous crew has been restored whereas Crusoes power, over his people, has diminished. With the arrival of others on Prosperos island, the rulers status, opposite to Crusoes, increases. Prospero is in control of everyone who happens to visit, intentionally or otherwise, and he acknowledges this, using it to shape the direction of the play towards his will and overarching aim. Shakespeare presents Prospero less as a character but more as a divine, inventive force behind the plot, the most obvious example of this being his forming of the Tempest. Prosperos role as a director blossoms towards the end of the play. Like Crusoes slaughter of the savages, he exercises judgment upon others, acting Godlike when he prevents Antonio and Sebastian from committing murder he protects the innocent. In a reversal of power, Prospero is even in control of his mutinous brother Antonio. As Prospero explains to Miranda, Antonios actions, and evil nature, forced them to leave Milan, reducing Prospero to (in his own words) an, incapable poor man. Conversely, away from Italy and ship-wrecked on his brothers island, Antonios control is lessened to the same level as his fellow voyagers. Even Alonso, the King of Naples, is powerless when plunged into Prosperos magical domain, shown in his fearful words in Act II, scene iii; O, it is monstrous: monstrous: Methought the bellows spoke, and told me of it, The winds did sing to me: and the thunder (That deep and dreadful organ pipe) pronouncd The name of Prosper. The elaborate and powerful language that Shakespeare uses to describe the Kings fear is reflected in Prosperos own elaborateness as ruler and he simply, but terrifyingly, sums up his position of complete omnipotence in Act IV, scene i: t this hour lies at my mercy all mine enemies: Shortly shall my labors end, and thou Shalt have the air at freedom. Prospero is Shakespeare, in control of the characters lives and ultimately, the plot. In no other Shakespearean play is one single character given such omnipotent rule, and in the Epilogue, Prospero likens himself to a playwright, asking the audience for their applause of his creation: Let your indulgence set me free. In conclusion, both Defoes character Robinson Crusoe and Shakespeares Prospero are at times, if not permanently, omnipotent rulers over their fellows. Prospero differs from Crusoe in his conscious decision to end his rule whereas Crusoe cannot help but leave his subjects on his island to continue his legacy. Both their rules originate and increase due to possession of knowledge alien to the natives they come into contact with, and by saving lives in selfish acts of apparent chivalry. However, the protagonists acts seem more significant, questionable even, to modern audiences and readers, who view the characters as racist or presumptuous when they are merely adhering to the society into which they were created.

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Neuropsychological Patterns of Learning - Essay Example Learning disabilities have remained uniquely linked to individual theoretical models. The methodology of assessing learning disabilities utilizes several factors in explanatory models and various levels of analysis. The objective of this analysis is to review the patterns of variations in learning for children with learning disabilities. The purpose for this analysis is to provide a scholarly critique regarding the patterns of learning of children with disabilities. According to a research conducted by Robert-Jay Green (1990, p. 145), he formulated two hypotheses in investigating the impact of family interaction and structure on information processing deficits of children with learning disabilities. The first hypothesis by Green seeks to research into the relationship between thought orders of schizophrenic children and parental communication. The study employed the use of a scoring manual designed to measure nonconformity in communication. The study highlighted the parent’s i nterpersonal linguistic skills in categorizing, naming, directing shared attention, and explaining world concepts to the children of different age groups and different chores. Green, however, indicates that family communication would have minimal effect on the long run on the child. Further, an environment based on uneven and unstructured communication styles would experience persistent cognitive disorientation and confusion. Hence, this leads to the impairment of a child’s ability to process and keep new information at school. The findings proposed a strong and reliable relationship between deviations in parental communication and diagnosis of schizophrenic and marginal conditions of children. This relationship would be associated to families with cognitively confused schizophrenic children. The analysis revealed a high rate of communication deviance for 87% of parents with children of learning disabilities (Green, 1990, p. 145). The second hypothesis focused on how an under organized family structure would enhance or maintain the attention deficits of children with learning disabilities. It utilized the method of interviewing families of children with learning disabilities and rating them. These children also labeled as Attention Deficit Hyperactivity Disorder or Conduct Disorder displayed an inability to maintain a focused attention. Clinical research indicated that certain features of families hinder a systematic flow of ideas in communication. For instance, erratic and unfocused parental control styles, abrupt topic changes, conflict resolution through threats, deficient communication in words and reasoning, and disciplinary based on moods. These families would be considered chaotic, under organized and detached. Thus, the two hypotheses established an association between family characteristics and children with learning disabilities (Green, 1990, p. 146). However, these two studies failed to establish the direction of impacts between parent and ch ild characteristics, and the role of environment and heredity in the emergence of these family patterns. Hence, the findings do not provide any results on the four etiological models; the genetic, environmental, ecosystem and stress models. Their research assumes that each model would fit only certain subtypes of learning disabilities. It would be recommended that further large-scale longitudinal research be conducted on parents diagnosed as learning disabled

Who has the right to write literature about war Essay

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The Proprietary versus the Entity Theory - Essay Example The proprietary theory suggests that business or other organizations tend to belong to one or more persons thought of as proprietors or owners, and their views are reflected in the accounting process used by the business. So assets of the business are considered as assets of the proprietors and their liabilities are considered as their liabilities. The balance sheet equation would thus be "Assets—Liabilities = Proprietorship.'' (Riahi-B, 2004) The stockholders are seen as individuals joined in owning a business and a corporation is thus not seen as fundamentally different from a sole proprietorship. The corporation is seen as a "device of a representative nature by means of which the association's business affairs may be conveniently administered with certain legal privileges and within certain legal limitations."' (Riahi-B, 2004) Using a proprietary theory, in accounting practice, the emphasis is on the proprietor's equity and the proprietors' net income and changes in income or other aspects of the proprietorship. The retained earnings also belong to the proprietors. However stockholders are distinct from creditors and the distinction is based on proprietorship as creditors may not be proprietors but stockholders are usually proprietors so proprietors in a business organisation include all stockholders. Usually most accountants consider shareholders as owners and proprietorship is more easily determined in a small business enterprise although proprietorships could range from individual proprietorships for each, a partnership, or corporation. Some features that proprietors seek are high profit (including minimizing taxes), little risk, continued existence, ease of sale of interests, etc (Lewis-Pendrill, accessed 2011; Riahi-B, 2004). One criticism of proprietorship is that it is not possible to determine the profits of individual common stockholders of a corporation and corporate profit when equated with personal gain of proprietors defines the propriet ary concept yet there isn't much support to this. The stockholders' share of increase in proprietorship through residual equity shows the applicability of the proprietary concept and stockholder control. Yet stockholders have to be responsive to the wishes of equity interests as they are the owners and have greater control and bear greater risks and rights of residual equity (Riahi-B, 2004, Mourik, 2010). Usually large businesses have stock option plans for their executives along with incentive bonus plans. This has resulted in management interests to increase profits and identify interests with those of proprietors (Hendriksen and Breda, 1992). The entity concept suggests that a business or unit accounted for or considered within accounting practice must be considered as entirely separate from shareholders and owners of the business. Thus the business is seen as not an ownership but a separate entity. The entity is thus seen as having a separate and distinct existence from its owne rs and the owners are almost seen as long term creditors. The balance sheet equation suggests that " Assets=Equities." (Mourik, 2010) However despite the simplicity of the concept , the entity theory faces some confusion and uncertainty and the nature of equities is not completely clear. There are also difference of opinions and although creditors and owners are seen as distinct, accounting processes treat them similarly

Slavery and Racism in Early American History Essay

Slavery and Racism in Early American History - Essay Example The second part of the paper is based on the following sources: Senator Lincoln's speech of September 18, 1858, and Frederick Douglass' 1852 speech, "What to the Slave is the Fourth of July?" In both parts of the paper the following fact is made clear: racism is closely related to slavery; the relationship between these two concepts is so strong that, often, the terms of their interaction are too difficult to be identified. Moreover, the following issue needs to be highlighted: both racism and slavery have been highly developed in America; the intervention of these concepts in the country’s social and political life is still high. The elimination of racism and slavery would be required for securing social justice. The terms of elimination of racism and slavery in America would be differentiated across states because of their different legal framework, at least up to a level, compared to the legal rules of federal government. Racism seems to be well established in the American history. In any case, the historical development of racism has been related to slavery. In order to understand the role of these two concepts in the American history, it would be necessary to refer to the initial perceptions of Englishmen on blacks. According to Winthrop (3) the first visit of Englishmen in West Africa took place about at 1550; it was then that Englishmen had their first contact with blacks (Winthrop 3). However, it seems that at that period, Englishmen did not perceive blacks as potential slaves but rather as buyers of goods (Winthrop 3). This phenomenon continued up to the mid seventieth century (Winthrop 3). However, it seems that the color of natives has attracted the interest of Englishmen (Winthrop 3), meaning that the difference in regard to physical characteristics implied also differences in terms of physical performance. Also, the difference in color implied the existence of other characteristics, meaning especially the dirt (Winthrop 3). It was in this co ntext that the first ideas on the low social status of blacks were developed; the potential use of blacks as slaves followed (Winthrop 3). However, slavery, as a social phenomenon, has not appeared before the 17th century, a period where the initial cases of use of blacks as slaves were reported. Indeed, as Winthrop notes, the enslavement of blacks has started almost since their arrival in America (Winthrop 26). Indeed, the first blacks arrived in Virginia in 1619 (Winthrop 26). A few years later, approximately by 1640, the first signs of enslavement appeared (Winthrop 26). In fact, it is noted that ‘between 1640 and 1660 there is evidence of enslavement’ (Winthrop 26). Reference is made to ‘the statute books of colonies’ (Winthrop 26), as evidence for proving the appearance of slavery in America. Through the decades, slavery was highly expanded across America (Winthrop 148), up to the elimination of the particular phenomenon due to its prohibition by the l aw (Winthrop 148). The term racism, as a term reflecting the rejection of equality among human no matter their physical characteristics (Winthrop 15), has appeared much later, approximately at 1950s (Winthrop 15), a point where the study of Winthrop (15) is aligned with that of Stannard (270). According to the issues discussed above, racism and slavery have been common concepts in American history. At this point, the

Who has the right to write literature about war Essay

Who has the right to write literature about war - Essay Example The first novel about war was written by the male because of their active participation in the war compared to women. Poem about with the theme of men, who walk away, is an explanation of the soldiers in the war. The poem serves as an example of the future generation of the behaviour of men during the war. The pre-war novels were about the role of women during the war. The women responsibility to take cares of domestic chores and had no voice during the war. Most women, who advocated their independence, challenged the novel. Women poets came up with poems that describe their role in the war as opposed to those written by men. Other writers wrote poets that explain if the war occurs or not, the authors state the reasons for the war to occur. For the war to happen there should be a reason. African American literature has been incorporated as part of American literature. However, it is independent of its styles and voices from the American literature. The independence has assisted in reach for many audiences of black origin. In United States, African American literature is criticized for the separation of the writing styles. The separation in literature advocated for women to write about their fellow women and African American to write about the blacks. The new policy in it literature was opposed by the many writers because hinder the literature to explore the entire human race. All the writers have equal right despite the race or the gender background to express their opinion in the literature about the war. In the past, the natives ignored the African American literature. Recently the diverse groups in America have accepted the literature written by the blacks in America because of the reduction in the racial discrimination. In conclusion, all the individuals have a right to write literature about war. The Africa American writers believe that that literature gave them political liberation. The literature presents the truth

Slavery and Racism in Early American History Essay

Slavery and Racism in Early American History - Essay Example The second part of the paper is based on the following sources: Senator Lincoln's speech of September 18, 1858, and Frederick Douglass' 1852 speech, "What to the Slave is the Fourth of July?" In both parts of the paper the following fact is made clear: racism is closely related to slavery; the relationship between these two concepts is so strong that, often, the terms of their interaction are too difficult to be identified. Moreover, the following issue needs to be highlighted: both racism and slavery have been highly developed in America; the intervention of these concepts in the country’s social and political life is still high. The elimination of racism and slavery would be required for securing social justice. The terms of elimination of racism and slavery in America would be differentiated across states because of their different legal framework, at least up to a level, compared to the legal rules of federal government. Racism seems to be well established in the American history. In any case, the historical development of racism has been related to slavery. In order to understand the role of these two concepts in the American history, it would be necessary to refer to the initial perceptions of Englishmen on blacks. According to Winthrop (3) the first visit of Englishmen in West Africa took place about at 1550; it was then that Englishmen had their first contact with blacks (Winthrop 3). However, it seems that at that period, Englishmen did not perceive blacks as potential slaves but rather as buyers of goods (Winthrop 3). This phenomenon continued up to the mid seventieth century (Winthrop 3). However, it seems that the color of natives has attracted the interest of Englishmen (Winthrop 3), meaning that the difference in regard to physical characteristics implied also differences in terms of physical performance. Also, the difference in color implied the existence of other characteristics, meaning especially the dirt (Winthrop 3). It was in this co ntext that the first ideas on the low social status of blacks were developed; the potential use of blacks as slaves followed (Winthrop 3). However, slavery, as a social phenomenon, has not appeared before the 17th century, a period where the initial cases of use of blacks as slaves were reported. Indeed, as Winthrop notes, the enslavement of blacks has started almost since their arrival in America (Winthrop 26). Indeed, the first blacks arrived in Virginia in 1619 (Winthrop 26). A few years later, approximately by 1640, the first signs of enslavement appeared (Winthrop 26). In fact, it is noted that ‘between 1640 and 1660 there is evidence of enslavement’ (Winthrop 26). Reference is made to ‘the statute books of colonies’ (Winthrop 26), as evidence for proving the appearance of slavery in America. Through the decades, slavery was highly expanded across America (Winthrop 148), up to the elimination of the particular phenomenon due to its prohibition by the l aw (Winthrop 148). The term racism, as a term reflecting the rejection of equality among human no matter their physical characteristics (Winthrop 15), has appeared much later, approximately at 1950s (Winthrop 15), a point where the study of Winthrop (15) is aligned with that of Stannard (270). According to the issues discussed above, racism and slavery have been common concepts in American history. At this point, the

Les Demoiselles D’avignon Essay Example for Free

Les Demoiselles D’avignon Essay My museum paper is on the Les Demoiselles d’Avignon, painted by Pablo Picasso in Paris, June-July 1907. Oil on canvas, 8’x7’ 8† (243.9233.7cm). He became one of the greatest and most influential artists of the 20th century and the creator (with Georges Braque) of Cubism. A Spanish painter, sculptor, printmaker, ceramicist, and stage designer, Picasso was considered radical in his work. Born October 25, 1881, Malaga, Spain, and after a long prolific career, he died April 8, 1973 in Mougins, France. This was my first time at the Museum of Modern Art; I never went there because I never had everyone to go with me. I went with my cousin; she is an art teacher and who better to go to the Museum of Modern Art with then an art teacher. When we first got to the museum there wasn’t much to see in the lobby. We went on the escalator to the fifth floor were hundreds of people walking all thought-out the galleries. My cousin explained all the different types of art and artists to me as we were walking though the galleries. I ended up in the Alfred H. Barr Jr. Painting and Sculpture Galleries where I seen a painting from a French painter, Fernand Leger called â€Å"Women with a Book† I thought that was the painting that I wanted to do my report on, but when I seen art work from Pablo Picasso like, The Studio, Ma Jolie and The Three Musician I was speechless. Some of his work that I seen at the museum was breathtaking, but one in particular caught my eye; it was the Les Demoiselles d’Avignon. It is located in the Blanchette Hooker Rockefeller, Second Gallery. As you walk into the gallery, the â€Å"Les Demoiselles d’Avignon† is the first painting you see, because of how large it is, and all the bright colors in the art work. When I seen the Les Demoiselles d’Avignon in my art book I through that it was a nice painting, but when I stood right in-front of it I was astonish. The Les Demoiselles d’Avignon is not just a painting; it truly is a master piece. There had to be about thirty people standing around the Les Demoiselles d’Avignon and another twenty people looking at the other art work in the room. Some people were just standing looking at the painting, some taking pictures. As I, started taking pictures of Les Demoiselles d’Avignon I couldn’t help but notice the painting to the right, it was called â€Å"Repose† and to the left was another painting called the â€Å"Two Nudes† both are painted by Picasso. Les Demoiselles d’Avignon are the woman of Avignon, the term demoiselles (meaning â€Å"young ladies†), was a euphemism for prostitutes and â€Å"Avignon† refers not to the French town but to a street in the red-light district of the city of Barcelona where Picasso was a young artist. (Art A Brief History), pg 532. Print. The d’Avignon are actually five prostitutes, and these are five women naked. They’re looking at us, as much as we’re looking at them. The very early studies show a sailor walking into this curtained room where the ladies stand and the woman on the far left now has the traces of having been that man entering the room, and you can even feel a certain masculinity in the sort of sculptural carving of her body and the way that the very large foot is stepping toward the others. It almost seem like it’s a build-up of geometric forms, and if you look at the chest of the woman at the very top right, you can see one of these cubes making up the space underneath her chin, thus the name Cubism. One striking aspect of this painting is the way that it’s staged on which these women are painted, is almost looming out at the viewer. Rather than feeling like these woman are nice and safely set back in some kind of room, that you are peering into. I feel like the woman are almost piled on top of each other. Piled in such a way that the canvas is almost stepping out at the viewer. Its part of the desire of the painting to confront you, I think physically, psychologically, as well as intellectually with everything that’s going on in it. It’s painted in pinkish, peach flesh skin tones against a back drop of brown, white and blue curtains. The figures are very flat and theirs is little illusion that these are real bodies. Looking at the five figu res from left to right, the woman to the far left is standing in profile facing right with her left hand; she reaches up behind her head to hold an orange brown curtain back. She has long straight black hair falling down her back. Her head, from the neck up peers to be in shadow or sun-tan, it’s a darker brown than the pinkish flesh of her body. She stares straight ahead expressionless. Her right eye from the front view is large, simplified and out-lined in black with a black pupil surrounded by brown. Her right arm hangs stiffly by her side. Her breast jets forward in a ruff square shape. Beside this figure, in the center of this painting are two women looking directly forward, straight out of the canvas. Their black eyes are wide and uneven. Their left eye brows extend a sweeping line to form simplify noses. Their mouths are straight lines. The one on the left raises her bent right elbow and places her hand behind her head, as if posing seductively. Her black hair is pulled back and falls behind her left shoulder. Her breasts are half circles; none of the women’s breast has nipples. The women on the right, raises both arms and puts both hands behind her hand. Her dark brown hair is pulled into a high bun. The last two figures don’t fit in with the painting, they are unexpected. The one to the top right stands back, her raised arms parting the blue curtain on which she’s coming out from. Her black hair hangs down her back; one eye socket black and empty. Her nose, like her face is large and elongated, striped diagonally in green across her cheek, suggesting less the face of a human then the forms of an African mask. In front of her, is another woman she is sitting or squatting, elbow on one raised knee which jets forward at the center of the painting almost looks as if her back is facing the viewer, but that is not true because her dark tan face is turned towards the viewer. She raises her arm to her face and beneath her chin is a large ambiguous form recalling a boomerang, it might be her hand, or a piece of melon she’s eating. Her body is flat and her nose is also stripped. Her face looks like a mask, and she has one uneven eye completely white, the other completely blue. The drapery behind them doesn’t hang softly; it looks like shatter pieces of glass with blue and white tones. In the center at the bottom of the painting are assorted fruits on a wrinkle white cloth; a pear, an apple, grapes and a slice of melon. The pear and apple have shrieks of red in them, the melon is reddish too and the grapes are grayish white. In conclusion, my experience at the Museum of Modern Art was delightful. Walking through the museum and seeing ancient statues and painting from so many different decades was so fulfilling. I didn’t realize how much I enjoy looking at art work; I just wanted to see more and more. I kept asking myself, how did they do this? How did they do that? What were they thinking when they paint this? Even though I didn’t get all my answers I was like a sponge, soaking it all up. What a wonderful, amazing day. I will definitely go back. Bibliography: Cothren Michael W., and Marilyn Stokstad. Art: A Brief History 4th ed. Page.531, 19-7. Acquired through the Lillie P. Bliss Bequest (333.1939) Laurence King Publishing Ltd, London. (2010-2007) Print. Museum of Modern Art 11 West 53 Street, New York, NY 10019. April 29, 2012 Pablo Picasso. Les Demoiselles dAvignon. 1907. Oil on canvas, 8 x 7 8 (243.9 x 233.7 cm). Acquired through the Lillie P. Bliss Bequest.  © 2003 Estate of Pablo Picasso/Artists Rights Society (ARS), New York. http://www.moma.org/ Web. (2012).

Understanding Of Media Audiences

Understanding Of Media Audiences Audiences are a critical subject in studying media. Audience is the term used to describe a large number of unidentifiable people, who usually united by their participation in media use. (Hartley, 2002) Media has a huge power to influence audience thinking and behaviour. There are many approaches to deconstruct the relationship between the audience and the text. The question arise here is, how do human receive text from television, or internet etc.? How do human analyse and affect by the text? In this essay, we will discover two approaches looking into the audiences and how will they related the media or how do we understand media audiences from these approaches. In term of media, Uses and Gratifications (UG) Theory and two-step flow theory are the essential approaches of understanding the audiences. There are many academic studies developed under the UG theory since this idea arises over the past 100 years. On the other hand, two -step flow theory explains that the audiences will be influenced by the media or other opinion leader. Although these two theories has been criticized and negated, they help us to understand the relationship between the media and receiver. In the first part of the essay, we will discover two theory of study the audiences. The first approach is Uses and gratifications theory, this approach focus on the consumer and the audience, rather than the message. It is concern about how people (media audience) made choices and what they did when consuming texts. According to Katz (1959), ask not what the media can do to people, but what the people can do with media. In other words, audience should be an active role to use media for pursues their own needs. Blumler and Katz in The uses of mass communication bring up an idea: à ¢Ã¢â€š ¬Ã‚ ¦something of the way in which individuals uses communications, among other resources in their environment, to satisfy their needs and achieve their goals, and to do so by simply asking them. (Blumler Katz, 1974) Blumler and Katz (1974) concluded that different people use the same media for different purposes; therefore, the same media content may satisfy different needs for different individuals. Rosengren (1974) developed the idea of Katz and other scholars and presented the following diagram: mmm Figure 1 (Blumler, 2004 p.271) The diagram put more attention to the society and individual characteristics affect much of people needs. In term of individual characteristics, not just Psychological Set-up, but also added the Social Position, and Life History. Moreover, Rosengren build up `Perceived problem and solutions it explains human psychological process between needs and motives. Those elements not previously emphasized by Blumler and other scholars. In the diagram, basic needs, individual characteristics and society structure are three factors interact and result in people use media for variety of gratifications. Lucas and Sherry (2004) put more simplified model of Rosengrens paradigm.   According to psychologist Maslows hierarchic theory of needs, (1943) basic needs are divided five main cataloguers including physiological, safety, love and belonging, esteem and self-actualization.(Maslow, 1943) More detail shows in the following figure: http://levelupliving.com/wp-content/uploads/2010/10/hierarchy-of-needs3.png Figure 3 (ICT Learning, 2010) However, in media perspective, according to Katz et.al put `needs into five different categories: cognitive, affective, personal integrative, social integrative and tension release needs. (Iqbal, 2010) In term of individual characteristics and society, we can clearly see these factors including psychological set-up, social position, life history and media structure in figure 1. Audience thinks perceived solutions when he realizes there is a perceived problem and thereby creates motives. After that, audience use the media, make choice to choose different types of media, how much time they going to spends with media etc. Audience also uses with other behavior such as personal contacts or other means of communication. At the end, audience decides to continue use the media while he could obtains gratification or non-gratification. Blumler et.al. concern audiences use media as a sough gratification. They point out UG theory is built up on five assumptions. The first assumption is that the audience is conceived as active (Blumler Katz, 1974) In other words, UG establishes people play the active role to discover their own satisfied information for different reason and in different ways. Secondly, they assume in the mass communication process much initiative in linking need gratification and media choice lies with the audience member. (ibid.) This is an idea that people can allow the media to influence them. `The media competes with other sources of need satisfaction. (ibid.) is the third assumption of UG. This is an idea that mass media is only one of the resources to satisfied people needs. Therefore, mass communication must compete with other non-media resources such as interrelationship communication aim to produce the need. The forth assumption is `many of the goals media use can be derived from data supplie d by the individual audience members themselves. (ibid.) It assumes audience is rational, and can fully understand their choices and motives. Audience also are able to explain them clearly. The last assumption is `value judgments about cultural significance of mass communication should be suspended while audience operations are explored on their own terms. (ibid.) This assumption believes people determinate the value of the media. These five assumptions help us to understanding the relationship between the media and audiences. For the motivation for media use, McQuail, Blumler, and Brown (1972). proposed a model of media-person interactions to classify four different gratifications: diversion, personal relationships, personal identity and surveillance. (Katz, E.) Diversion refers to people escape from reality like everyday problem and the constraints of routine. Secondly, personal relationship is about social interaction, people using the media as a substitute companionship. Thirdly, personal identity is including people referencing, learning and exporting themselves from the text. Lastly, surveillance is means the information could be helps our life such as weather report and news. In 1983, McQuail purposed four typology of common reasons for media use, there are information, personal identity, intergration and social interaction, and entertainment. (Chandler, 1994.) This is similar with media-person interactions in 1972 which have been mentioned above. Nevertheless, this typology had emphasis more on soc ial environment and psychological. With other theory, UG theory received some criticism. Ang, L claims that theory did not emphasis on social context and audience is individualistic. UG ignore the content of media, stressed that is the active audience needs. The research found out that the audience is not selective on the messages delivered to them. The result is a contradiction with the theory of assumption that audience is active to make choice for the use of media. The terms of need, motivations, and expectation have not clearly define while gratification sought and gratification obtained is indistinguishable. Despite this theory challenged by these factors, still has its value of researching by the audiences point of view of media. The second approach to understand the audiences is Two-Step Flow of communication. (P. E. Lazarsfeld, 1944) Lazarseld, Berelson and Gaudet introduced their hypothesis in 1955. Research had been carried out on the decision making on a Presidential election, the result of the research had concluded that information does not flow directly from the text into the audiences mind but is filtered through `opinion leaders then leader influence other audiences (followers). (Katz, 1955.) There is two distance stage of media text transmitted. The figure illustrates the how this theory works: Figure 4 (Katz, 1955) In the diagram above, messages no longer dispatch from the mass media (producers) to the receivers directly. Messages were first transmitted to opinion leader who then interpreted and give the information to other (followers) in face-to-face. (ibid.) This explains why media may have failed to alter audiences attitude or behavior. In other words, the effect of mass media is not universal, must be assessed to other media channels to influence the information or opinions. Unfortunately, this hypothesis has criticized and being questioned, For example, figure 4 shows followers only received message from opinion leader. Obviously, we can receive the information from mass media directly. In additional, some scholars discover that transmitting information in society not only two step flow. It is involved multi step flow. (Inglis, 1990) The transmitted is more complicated than we imagine. Moreover, we might get confuse who is the opinion leader. It is a general assumption that a person who influences other people can be opinion leader because they use media more, and socially active. Baran, S,J. defines opinion leader as a ` people who initially consume media content, interpret it in light of their own values and beliefs, and then pass it on to opinion followers. (Baran, 2002.) In other words, most of the opinion leaders social position or status or by virtue of their grater interest in the topic at hand. (Robinson, 1976) Nonetheless, we cannot be certain who opinion leader is? For instance, A is an opinion leader of fashion; however, A is a follower in music while B is an opinion leader. Therefore, opinion leader is depends on the position, background and issue etc. These theories receive many critics from scholars due to the confusion of the position of the person. In spite of those criticisms, two-step flow receives praises and influence mass media especially advertising. The theory refined the ability to predict the influence of media messages on audience behavior,(Dave, 2009) and the reason why people sometime does not influence by media. In the second part of the essay will be illustrate how those two approaches contribute to our understanding of media audiences. Through the study of uses and gratifications and two-step flow theory, we can understand what audience can do with media, their motivations to use media and how media can be transmitted. Put these knowledge into a mass media and into the society, we can explain some social phenomenon and why audience influences by each other. Uses and gratifications approach is very suitable in explaining why people watch television. To apply this theory into the context of audiences which watch TV, watching TV provide the basic needs, society media structure and individuals characteristics which will sum up to gratifications in Blumeler Theory where by they are information, personal identity, integration and social interaction, and entertainment. TV channels provide information such as news and advertisement. Audiences can easily find themselves on TV programme like quiz show. For example, audiences can compare with the experts, laugh at the contestants mistake. (Chandler, 1994) In term of integration and social interaction, audiences may watch the TV together and so create an interaction or communication. They also recognize and more importantly to interact with the highly stylized images presented by TV programmer, especially those entertainers, talk show hosts. (Levy, 1979) Audiences entertained by TV programme such a s game shows and soap operas. They are able to relax, escape from reality. Despite new means of media counties come out namely internet and telephone, still, television can `survive in the completion because tally audience needs of UG theory. Subsequencetly, we can use UG theory to explain audience use other means of media such as magazine and radio. On the other hand, many companies and advertiser may apply to two step flow approach. They agree that customer might change their view of the product or company because of other users opinion. Evidently, a business would be a success as long as they gained the opinion leader support. This is because opinion leader will promote for the business. For instance, social network such as Facebook reaches nearly 500 million active users in 2010 since Facebook founder Mark Zuckerberg launch the website reaches mere 1 million active users in 2004. (Facebook, 2010) In this case, word of the mouth is `I add you on Facebook or `how come you dont have facebook? The initial opinion leader on Facebook is the founder and his university classmates. The aim of communication within the campus, however, communication has power to influence other. When a follower became an opinion leader, number of users will dramatically increase. Although the initial aim of founder is not a business, which shows how two -step flow works. Again, that theory can apply to other media or business, especially in this information explosion era. People can easy to obtain information or review from `opinion leader. And other example of two step flow is the source of Lazarseld et.al study -election campaigns. They concluded that only 5% of the people changed their voting behavior as a result of these media messages. (Katz, 1955.) The voters influence by their interpersonal communication (such as friends, politic tradition) and short-run considerations (such as candidate attractiveness or current social issue). This view of media effects known as limited effects theory. Audience is a giant subject of studying media. Beside these two approaches, we can extend the study of understanding audience. Those audiences have different preference or motivation in using the media. We can construct the audience to different cataloguers. In some study, gender, ages, and social class are the elements to decide the audience to use media. For instance, newspaper readers in different gender, age and social position will choose to buy/read different newspaper. The following table shows the newspaper readership: (Griffiths, 2010) In conclusion, uses and gratification and two-step flow theories are the important theories to study audiences behavior. Through this theory of UG, we can understand what people do with the media, how audience satisfy their need by using media to establish such needs and why people using different kinds of media or communication such as radio and television. In the same way, we can see sometime media not fully influence the audience in the theory of two step flow. This approach also suggests audiences are influenced by or face-to face communication with the opinion leader who is more active in media uses. There are many other approaches which provide knowledge for understanding the audiences behavior. In spite of some criticisms of these two theories which we had discussed in the essay, Uses and gratification theory and Two-step flow hypothesis are significant theoretically.

The Errors in Affirmative Action :: Critical Thinking Essays

Although much of the reasoning behind Affirmative Action is good, it goes wrong in a few major ways. Affirmative action is meant to bring an end to discrimination. In trying to do so, though, it elevates the so-called disadvantaged minorities above other groups. In addition, the members of the particular minority groups are stereotyped according to the group they are in rather than being looked at as an individual. Affirmative action also makes the assumption that minority groups are, in fact, disadvantaged. Another result is that the tables are turned and whites are discriminated against. Lastly, and most importantly, Affirmative Action can force people to go against their religious beliefs, and in doing so, it breaks the First Amendment to the Constitution. To begin with, Affirmative Action is meant to bring an end to discrimination. In reality, it creates more discrimination in many different ways. For example, members of minorities are elevated above those in other groups. As the book states, Affirmative Action "seeks to correct the effects of past discrimination by favoring the groups who were previously disadvantaged. Favoring one group isn't any way of solving discrimination problems; it just creates more dissension between groups. According to Merriam-Webster's Collegiate Dictionary, discrimination means "to mark or perceive the distinguishing or peculiar features of." Affirmative Action directly creates discrimination. People of minority groups are stereotyped, often incorrectly, as being disadvantaged, simply because they are a member of that group. Not only is it stereotyping of minorities, but also of whites. It creates the assumption that whites are better off than minorities. Affirmative Action looks at the members of a group and makes assumptions, stereotyping the members in the group rather than taking each member of the group and examining that person. Members of minority groups often feel inferior because, as members of those groups, they get special privileges. According to the first amendment to the Constitution of the United States, the government cannot make laws "respecting an establishment of religion." The government cannot both support Affirmative Action and uphold the first amendment at the same time. The goals, actions, and restrictions resulting from Affirmative Action can easily be against a person's religious beliefs. Take, for example, beliefs on homosexuality. What happens to a religious organization that is against homosexuality and wants to have only straight members of their religion hired. According to Affirmative Action, they can't discriminate based on sexual orientation or religion.