Unilever :: essays research papers

Unilevers Path to Growth Strategy Is it Working1.What are the chief elements of Unilevers diversification strategy? Is Unilever engage a multicountry or a global strategy? What aspects of the strategy do you like? What aspects of the strategy are you skeptical about and why?2.Did Unilever remunerate as well much to acquire SlimFast? Is there any reason to believe that SlimFast might be a better performer as part of Unilever than it would be a standalone enterprise? Explain. Is SlimFast a good strategic fit, given that there are no other important diet products in Unilevers product/ blemish portfolio? 3.What is going on at SlimFast in 2003? Why are sales nose-diving? What can be done to get things turned around? Should the SlimFast business be sold? Was the acquisition a mistake? Why did things look so good at the time of the acquisition and so dismal now?4.Did Unilever pay too much to acquire Ben & Jerrys? Is there any reason to believe that Ben & Jerrys might be a better performe r as part of Unilever than it would be a standalone enterprise? What problems will Unilever be likely to encounter with its Ben & Jerrys acquisition? 5.Did Unilever pay too much to acquire trounce Foods? Why or why not? What is your appraisal of Best Foods recent performance and business portfolio? Is Best Foods a good strategic fit?6.What is your assessment of the caliber of Unilevers lineup of businesses and brands as of late 2003? Did the acquisitions of SlimFast, Ben & Jerrys, and Bestfoods enhance Unilevers portfolio? Why or why not?7.How does Unilevers product/brand portfolio caboodle up against those of its chief competitors?8.What issues does Unilever management need to be concerned about? What problems do you see as of late 2003?

Ancient Advances In Mathematics :: essays research papers fc

Ancient Advances in MathematicsAncient fellowship of the sciences was of ecstasy wrong and whollyunsatiscircumstanceory by modern standards. further not all of the knowledge of themore learned peoples of the past was false. In fact without people equivalent Euclidor Plato we may not catch been as advanced in this age as we are. Mathematics isan adventure in ideas. at bottom the history of mathematics, one finds the ideasand lives of some of the most brilliant people in the history of mankindspopulace upon Earth.First man created a come in formation of motif 10. Certainly, it is not justcoincidence that man just so happens to have cardinal fingers or ex toes, for whenour primitive ancestors first discovered the enquire to estimate they definitely wouldhave used their fingers to help them along just like a child today. Whenprimitive man learned to count up to disco biscuit he somehow differentiated himself fromother animals. As an object of a higher thinking, man invented ten number-sounds. The needs and possessions of primitive man were not many. When theneed to count over ten aroused, he simply combined the number-sounds link upwith his fingers. So, if he wished to define one more than ten, he simply saidone-ten. indeed our word eleven is simply a modern form of the Germanic ein-lifon.Since those first sounds were created, man has only added five new basicnumber-sounds to the ten primordial ones. They are hundred, thousand, million, billion (a thousand millions in America, a million millions inEngland), trillion (a million millions in America, a million-million millionsin England). Because primitive man invented the kindred number of number-sounds ashe had fingers, our number system is a decimal fraction one, or a scale based on ten,consisting of limitless repetitions of the first ten number sounds.Undoubtedly, if nature had given man thirteen fingers instead of ten,our number system would be much changed. For instance, with a base thirteennu mber system we would call fifteen, two-thirteens. While some intelligent andwell-schooled scholars might argue whether or not base ten is the most adequatenumber system, base ten is the irreversible favorite among all the nations.Of course, primitive man most sure as shooting did not realize the concept ofthe number system he had just created. military personnel simply used the number-soundsloosely as adjectives. So an amount of ten fish was ten fish, whereas ten is anadjective describing the noun fish.Soon the need to keep curb on ones counting raised. The simplesolution was to make a perpendicular mark. Thus, on many caves we see a number ofAncient Advances In Mathematics essays research papers fc Ancient Advances in MathematicsAncient knowledge of the sciences was often wrong and whollyunsatisfactory by modern standards. However not all of the knowledge of themore learned peoples of the past was false. In fact without people like Euclidor Plato we may not have been as adva nced in this age as we are. Mathematics isan adventure in ideas. Within the history of mathematics, one finds the ideasand lives of some of the most brilliant people in the history of mankindspopulace upon Earth.First man created a number system of base 10. Certainly, it is not justcoincidence that man just so happens to have ten fingers or ten toes, for whenour primitive ancestors first discovered the need to count they definitely wouldhave used their fingers to help them along just like a child today. Whenprimitive man learned to count up to ten he somehow differentiated himself fromother animals. As an object of a higher thinking, man invented ten number-sounds. The needs and possessions of primitive man were not many. When theneed to count over ten aroused, he simply combined the number-sounds relatedwith his fingers. So, if he wished to define one more than ten, he simply saidone-ten. Thus our word eleven is simply a modern form of the Teutonic ein-lifon.Since those first sound s were created, man has only added five new basicnumber-sounds to the ten primary ones. They are hundred, thousand, million, billion (a thousand millions in America, a million millions inEngland), trillion (a million millions in America, a million-million millionsin England). Because primitive man invented the same number of number-sounds ashe had fingers, our number system is a decimal one, or a scale based on ten,consisting of limitless repetitions of the first ten number sounds.Undoubtedly, if nature had given man thirteen fingers instead of ten,our number system would be much changed. For instance, with a base thirteennumber system we would call fifteen, two-thirteens. While some intelligent andwell-schooled scholars might argue whether or not base ten is the most adequatenumber system, base ten is the irreversible favorite among all the nations.Of course, primitive man most certainly did not realize the concept ofthe number system he had just created. Man simply used the number -soundsloosely as adjectives. So an amount of ten fish was ten fish, whereas ten is anadjective describing the noun fish.Soon the need to keep tally on ones counting raised. The simplesolution was to make a vertical mark. Thus, on many caves we see a number of

Computer Repair :: Essays Papers

Computer RepairAt crossbreeding labour participation, we have a passion for Better Ideas. Whether pushing the limits of engine room and design, or bringing people together within a community, we work to approach any challenge with ingenuity and caring. Explore opportunities for doing business with us, visit the Investor Center, or learn more nearly us. Environmental Initiatives Learn what were doing to build vehicles that are better for the environs as well as promote conservation in communities, schools, and our very own facilities. Corporate Citizenship Explore what corporate citizenship means at Ford push back federation and how we are striving to make the world a better place. Safety & Security The safety of our vehicles and the families who rely on them is essential to Ford force back Company. Read about our latest safety enhancements and how were educating motorists to buckle up and drive smart. Design & Technology Were researching in Asia, partnering with NAS A, and innovating in our plants and offices around the world every day. position a preview of whats new and whats next at Ford Motor Company. Partnerships & Alliances We want you to know about the partners we work with and the programs we support. Our professional network includes some of the more or less exciting companies and collaborations in the marketplace today. Suppliers Ford Motor Company relies on strong relationships with suppliers and we welcome new suppliers with great products and ideas. Investor Information Access investor news, stock updates, and follow reports. Heritage Trace the history of Ford Motor Companylearn more about Henry Ford and 100 years of innovation. Newsroom Get news, realise press releases, and review our company policies on topics such as air quality and the Firestone recall. Global Sites Check out the websites, vehicles, and services that are available in over 120 countries. Careers Our success has been achieved through the concert ed efforts and corporal vision of a diverse workforce in the US and abroad. Find out about career opportunities with us. Site Map Privacy FAQs Contact Us Note leads to an external site Copyright 2001 Ford Motor Company. All rights reserved.Computer Repair Essays PapersComputer RepairAt Ford Motor Company, we have a passion for Better Ideas. Whether pushing the limits of technology and design, or bringing people together within a community, we work to approach every challenge with ingenuity and caring. Explore opportunities for doing business with us, visit the Investor Center, or learn more about us. Environmental Initiatives Learn what were doing to build vehicles that are better for the environment as well as promote conservation in communities, schools, and our very own facilities. Corporate Citizenship Explore what corporate citizenship means at Ford Motor Company and how we are striving to make the world a better place. Safety & Security The sa fety of our vehicles and the families who rely on them is essential to Ford Motor Company. Read about our latest safety enhancements and how were educating motorists to buckle up and drive smart. Design & Technology Were researching in Asia, partnering with NASA, and innovating in our plants and offices around the world every day. Get a preview of whats new and whats next at Ford Motor Company. Partnerships & Alliances We want you to know about the partners we work with and the programs we support. Our professional network includes some of the most exciting companies and collaborations in the marketplace today. Suppliers Ford Motor Company relies on strong relationships with suppliers and we welcome new suppliers with great products and ideas. Investor Information Access investor news, stock updates, and company reports. Heritage Trace the history of Ford Motor Companylearn more about Henry Ford and 100 years of innovation. Newsroom Get news, read press releases, and rev iew our company policies on topics such as air quality and the Firestone recall. Global Sites Check out the websites, vehicles, and services that are available in over 120 countries. Careers Our success has been achieved through the concerted efforts and collective vision of a diverse workforce in the US and abroad. Find out about career opportunities with us. Site Map Privacy FAQs Contact Us Note leads to an external site Copyright 2001 Ford Motor Company. All rights reserved.

Satire and Fantasy in Kurt Vonneguts Cats Cradle Essay -- Kurt Vonne

Satire and Fantasy in Kurt Vonneguts Cats CradleFor this essay, I decided to pick two terms that describe Cats Cradle. I felt that satire and day-dream were two terms that suited the novel quite well. The rule book qualifies as a satire because it makes a mockery of things that were of concern in the sixties. For example, the Cuban missile crisis was a big issue in the early sixties. Religion was taken much more seriously, and the family unit was more tightly wound. In the novel, the threat comes not from a large warhead, but from a sm totally crystal of Ice-nine. Religion is satired in Bokononism, which is a religion that is based on lies. The family unit is satired by the Hoenikkers. The engender is detached from reality, the sister is a giant, and the brother is a midget. The Cuban threat is also satirized by San Lorenzo and its dictator Papa Monzano. Cats Cradle also has many elements of conceive of woven throughout. A small crystal that can freeze water and can destroy the gentlemans gentleman and can only be stopped by a temperature of 114 degrees is a good example of the fantasy element in the novel. It gives the story an almost futuristic feel, even though by modern standards the book is dated. Jonahs whole adventure is reminiscent of mythological tales. He journeys to a far away land, San Lorenzo. He is called to adventure by tritons letter. He finds a mystical talisman, Ice-nine. He falls in love with the beautiful maiden, Mona. The religion of Bokononism has a fantasy element to it. Johnson changes his name to Bokonon much like in Buddhism. There are all the writings in the Books of Bokonon, and the Boko-maru which are both fantastic ideas in themselves.Cats Cradle contains many elements of many types of genres. It could be consider... ...t has no real motivation, and why should he when he is going to be taken care of by Angela for the rest of his life. I like Newt because he does not feel sorry for himself, and treats everything matter-of-fa ctly and as if it is obvious, Isnt everybody self-taught? Newt appears to be a person who does not care what everyone else thinks and always strives to be an individual. I think that the satire alone in Cats Cradle is enough to embolden humanity to make a better world. Vonnegut makes things seem funny in the book that really are not funny in real life, such as an atom bomb, a father who ignores his child and everyone else, and an island where people are hung for practicing a certain religion. The book is amusing, but it made me think about what the world would be like if it really was that way. It would be horrible, and definitely nothing to laugh at.

Susan Brownell Anthony Essay -- Biography Biographies Essays Women Suf

Susan Brownell Anthony The Mother of America If the Majority of this nation agrees that George Washington was the founding father of America, then Susan B. Anthony would have to be the founding perplex of America. She was the ultimate leader in the womans suffrage movework forcet. The right to vote movement started around 1840 and in a way, it still continues today. Women have only been voting for 84 days (in America) while men could vote from the start of civilization. In her time, women were not allowed to have anything under their name from the moment they were born. If anything had the potential to be theirs, it would instead legally be their father?s or male guardian?s until she was married. Even then, the object would be given to her husband because women were not considered to be worthy of such(prenominal) things. There was only one college in the whole world that admitted women and women doctors and lawyers were unheard of. Although women are still not treated with complet e equality, the constitution fuly supports their right to stand for themselves. If the 19th amendment was not created in 1920, then it would have taken that much longer for women to gain respect. Susan B. Anthony revolutionized America?s outlook on women of all modify without her, women would not have attained complete enfranchisement in 1920. Susan was born on February 15, 1820 in Adams, Massachusetts to Daniel and Lucy Anthony. She could read and write at the age of basketball team and learned arithmetic even though most other girls weren?t allowed to. She continued her education at Miss Deborah Moulson?s Select Seminary for Females and became the assistant whiz of a boarding school in New Rochelle (Untermeyer 61). When she succeeded a man to work as a teacher, after havin... ...or giving them every right that men have been given. There are a few people who still discriminate women, but because women have rights, they are forced to accept the equality of women no matter of t heir opinion. Works Cited Burns, Ken. ?Our Big Time.? American Heritage. Nov 1999 98. Kowalski, Kathiann. ?Cady Stanton and Anthony Friends Fighting for the Cause.? Cobblestone. March 2000 14. Stansell, Christine. ?The Road from Seneca Falls the Feminism of the Mothers, the Feminism of the Daughters, the Feminism of the Girls.? The New Republic. 10 Aug. 1998 26-38. Susan B. Anthony. Thompson Gale. 9 Feb 2004 . ?Susan B. Anthony Women?s Suffrage Movement.? Monkeyshines on America. May 1997 28. Untermeyer, Louis. Makers of the Modern World. New York Simon and Schuster, Inc., 1955.

Susan Brownell Anthony Essay -- Biography Biographies Essays Women Suf

Susan Brownell Anthony The Mother of America If the Majority of this nation agrees that George Washington was the founding father of America, and then Susan B. Anthony would agree to be the founding mother of America. She was the ultimate leader in the womans suffrage movement. The Suffrage movement started around 1840 and in a way, it still continues today. Women have only been voting for 84 years (in America) while men could vote from the start of civilization. In her time, women were not allowed to have anything under their name from the moment they were born. If anything had the capability to be theirs, it would instead legally be their father?s or male guardian?s until she was married. Even then, the object would be given to her economize because women were not considered to be worthy of such things. There was only one college in the whole world that admitted women and women doctors and lawyers were unheard of. Although women argon still not hard-boiled with complete equali ty, the constitution fuly supports their right to defend themselves. If the 19th amendment was not created in 1920, then it would have taken that much longer for women to gain respect. Susan B. Anthony revolutionized America?s outlook on women of all colors without her, women would not have attained complete enfranchisement in 1920. Susan was born on February 15, 1820 in Adams, Massachusetts to Daniel and Lucy Anthony. She could get a line and write at the age of five and learned arithmetic even though most other girls weren?t allowed to. She continued her education at misplace Deborah Moulson?s Select Seminary for Females and became the assistant principal of a boarding school in novel Rochelle (Untermeyer 61). When she succeeded a man to work as a teacher, after(prenominal) havin... ...or giving them every right that men have been given. There are a few people who still discriminate women, but because women have rights, they are forced to accept the equality of women regardle ss of their opinion. Works Cited Burns, Ken. ?Our Big Time.? American Heritage. Nov 1999 98. Kowalski, Kathiann. ?Cady Stanton and Anthony Friends Fighting for the Cause.? Cobblestone. March 2000 14. Stansell, Christine. ?The Road from Seneca Falls the Feminism of the Mothers, the Feminism of the Daughters, the Feminism of the Girls.? The New Republic. 10 Aug. 1998 26-38. Susan B. Anthony. Thompson Gale. 9 Feb 2004 . ?Susan B. Anthony Women?s Suffrage Movement.? Monkeyshines on America. May 1997 28. Untermeyer, Louis. Makers of the Modern World. New York Simon and Schuster, Inc., 1955.

A Raisin in the Sun What’s Up With the Epigraph? Essay

What happens to a dream deferred? Does it dry up like a raisin in the sun? Or get on like a sore and then run? Does it stink like rotten meat? Or crust and sugar over like a syrupy sweet? Maybe it just sags like a heavy load. Or does it explode? Harlem by Langston Hughes. Lorraine Hansberry, playwright, author, and activist seemed to have gotten inspired by Hughes metrical composition as well as her own life experiences and decided to write A Raisin in the Sun. A Raisin in the Sun is a play roughly an African American family living on the South Side of Chicago during the 1950s. In the play, Lorraine essentially focuses on the dreams of the characters and the obstacles in their life they try to overcome to do them.Each member of the Youngsters family has a dream he or her wants to accomplish. Lena Younger (Mama) has always dreamt of moving her family into a nice neighborhood with a big backyard so her children can play and she can attend to her garden. Mama is a strongly religiou s woman who takes care of her family like a set about should. She wants the best for them, Mamas dream was not a dream she wanted for her family it was also what she and hate husband Big Walter always wanted. Big Walter worked passing hard to provide and support for his family. So hard it resulted in his death as Mama says he finally worked his self to death. Since Big Walters passing Mama has received a life insurance escort for ten thousand dollars. Taking to opportunity so that she can fulfill both her and Big Walters dream Mama decides to use that money to buy a house in an all-white neighborhood.Big Walters life insurance check cause a conflict within the familyRuth Younger dream is quite similar to Mamas. She wants to build a happy family for herself and believes getting away from their fasten apartment will do so. Ruth works very hard to take care of her family but with being overworked, financial problems, a downfall in her relationship with her husband, and an unexpecte d pregnancy Ruth cant seem to find any sort of happiness in her life. Thats why she feels a new beginning will change all that.Beneatha Younger dream is to go to medical school to become a doctor. Beneatha is a better meliorate than the rest of her family and is determined to use her knowledge to make a difference. Throughout the play, it seems as though Beneatha is struggling to find herself. With the changes in hobbies much(prenominal) as ahorse riding and playing the guitar also shes struck an interest in learning more about her African heritage. She is determined to be more than the others around her. Living in a time where women jobs are mostly cooking, cleaning.Walter Lee Jr. the dream is to invest in a liquor store so that hes able to provide for his family. Walter is not so happy with his dead-end job as a chauffeur and feels this investment will helper him make his own money so he can become his own man. Everyone tries to warn Walter that investing into a liquor store i s not such a bright ideaThroughout the play, A Raisin on Sun

Educational stages Essay

Education in its general sense is a form of learning in which knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, research, or simply through autodidacticism. 1 Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts. Systems of civiliseing involve institutionalized teaching and learning in relation to a computer program, which itself is effected according to a predetermined nominate of the schools in the system.Schools systems were also ground on peoples religion giving them different curricula. edit Curriculum of import articles Curriculum, Curriculum theory, and List of academic disciplines School children in Durban, South Africa. In formal command, a curriculum is the set of courses and their content offered at a school or university. As an idea, curriculum stems from the Latin word for race course, referring to the course of deeds and experience s through which children grow to become mature adults.A curriculum is prescriptive, and is based on a more general syllabus which merely specifies what topics must be understood and to what level to achieve a particular grade or standard. An academic discipline is a branch of knowledge which is formally taught, either at the universityor via some other such method. Each discipline ordinarily has several sub-disciplines or branches, and distinguishing lines are often both arbitrary and ambiguous. Examples of broad areas of academic disciplines include the natural sciences, mathematics, computer science, social sciences, humanities and applied sciences.5 knowledgeal institutions may incorporate fine humanistic discipline as part of K-12 grade curriculums or within majors at colleges and universities as electives. The various types of fine arts are music, dance, and theater. 6 edit Preschools Main article Preschool raising The term preschool refers to a school for children who are not old enough to attend kindergarten. It is a nursery school. Preschool education is important because it can give a child the edge in a competitive world and education climate.citation needed While children who do not notice the fundamentals during their preschool eld will be taught the alphabet, counting, shapes and colors and designs when they begin their formal education they will be behind the children who already possess that knowledge. The true purpose behind kindergarten is to provide a child-centered, preschool curriculum for three to seven year old children that aimed at unfolding the childs physical, intellectual, and moral nature with fit emphasis on each of them. 7edit Primary schools Main article Primary education Primary school in open air. Teacher (priest) with class from the outskirts of Bucharest, virtually 1842. Primary (or elementary) education consists of the first 57 age of formal, structured education. In general, chief(a) education consists of six or e ight years of culture starting at the get on of five or six, although this varies between, and sometimes within, countries. Globally, around 89% of primary-age children are enrolled in primary education, and this proportion is rising.8 Under the Education For completely programs driven by UNESCO, most countries have committed to achieving universal enrollment in primary education by 2015, and in many countries, it is compulsory for children to cope with primary education. The division between primary and indirect education is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age. Some education systems have separate middle schools, with the transition to the final stage of secondary education taking place at around the age of fourteen. Schools that provide primary education, are mostly referred to as primary schools.Primary schools in these countries are often subdivided into infant schools and junior school. In India, compulsory education spans ove r twelve years, out of which children receive elementary education for 8 years. Elementary schooling consists of five years of primary schooling and 3 years of upper primary schooling. Various states in the republic of India provide 12 years of compulsory school education based on national curriculum framework designed by the National Council of Educational Research and Training. Students working with a teacher at Albany Senior High School, New ZealandStudents in a classroom at Samdach Euv High School, Cambodia In most contemporary educational systems of the world, secondary education comprises the formal education that occurs during adolescence. It is characterized by transition from the typically compulsory, comprehensive primary education for minors, to the optional, selective tertiary, post-secondary, or higher education (e. g. university, vocational school) for adults. Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gy mnasiums, lyceums, middle schools, colleges, or vocational schools.The exact meaning of any of these terms varies from one system to another. The exact boundary between primary and secondary education also varies from country to country and even within them, but is generally around the seventh to the tenth year of schooling. Secondary education occurs mainly during the teenage years. In the United States, Canada and Australia primary and secondary education together are sometimes referred to as K-12 education, and in New Zealand Year 113 is used.The purpose of secondary education can be to give common knowledge, to prepare for higher education or to train directly in a profession. The egression of secondary education in the United States did not happen until 1910, caused by the rise in big businesses and technological advances in factories (for instance, the emergence of electrification), that required skilled workers. In order to meet this new job demand, high schools were created , with a curriculum focused on practical job skills that would recrudesceprepare students for white collar or skilled blue collar work.This proved to be beneficial for both employers and employees, for the improvement in human detonator caused employees to become more efficient, which lowered costs for the employer, and skilled employees received a higher wage than employees with just primary educational attainment. In Europe, grammar schools or academies insure from as early as the 16th century, in the form of public schools, fee-paying schools, or charitable educational foundations, which themselves have an even longer history.

Conditioning and Mind Control Essay

An orangish, a Tomato, and Mind Control A comparison between Anthony Burgess A Clockwork Orange Jonathan Demmes The Manchurian Candidate and George Orwells 1984 in relation to mind control and human conditioning. Mr. Robinson ENG 4U Nykki Armstrong January 10. 13 The greater the major power, the more dangerous the curse Edmund Burke Muammar Gaddafi, Benito Mussolini and Adolf Hitler all have unity vital thing in common these men all had an overwhelming greed for power and control.It was through consternation and subtle conditioning that they won their power, and it was at the height of their power that the societies they had oppressed rebelled. Just as Edmund Burke says the greater the power the more dangerous the misdirect, it was their abuse of power that led to their demise. This idea of how achieving complete power over society and the individuals therein through conditioning cannot last forever, and will inevitable contribute to a rebellion and retaliation is explored by the apologues 1984 by George Orwell and A Clockwork Orange by Anthony Burgess, as well Jonathan Demmes film The Manchurian Candidate.Both A Clockwork Orange and The Manchurian Candidate develop this mind through the use of an unlikely anti-hero (who is also the spokesperson for the authority sweating to gain control), the individual struggle to maintain the or so basic control (while the authority counters their every effort), and the juxtaposing attributes (that mirror how society is violating the natural order). In Burgess novel the protagonist, Alex, is a typical delinquent he breaks any and all rules without any concern for the repercussions.Naturally, the reader comes to dislike him. Unexpectedly though, Burgess makes the reader feel Pathos for Alex, as he becomes a test display case for the governments new Ludovico Technique. In an attempt to rid the streets of teenagers like Alex, they select him being the worst of them all to become their spokesman of sorts. The do ctors involved in his give-and-take go to extreme lengths to rid him of any qualities they have deemed unacceptable in a perfect society.The beginnings of their treatment seems to mimic the basis of Skinners operant conditioning, although they take things many steps farther than he could, Skinner employed punishment in one early experiment and was so disturbed that he never utilise it again, whereas the doctors in A Clockwork Orange do anything they feel necessary (Freedman). The doctors turn his every action against him, and pillow slip him seemingly never-ending mental anguish, eventually conditioning him to conform to essentially anything they decide. The plan of the government backfires as soon as they release him.Once society has seen what the government has done, they vehemently go down the idea. After this, societys view of Alex changes drastically he switches from a fearsome troublemaker to a fragile victim Another victimA victim of the modern age (Burgess 113). This id ea of society and the individuals therein rejecting the controversial plans of their government is also prevalent in the film The Manchurian Candidate. In an attempt to gain all the governmental power, Sergeant Raymond Prentiss Shaw has his mind controlled by high authorities.Due to his own ideology, without being under anyones control, Sergeant Shaw would be an ideal presidential candidate, but he would be an independent one, I believe in freedom(The Manchurian Candidate). The people of power in the film believe that in order to achieve a perfect utopia, they must govern everything. When presented with the idea that his thoughts may not be his own, Sergeant Shaw is in disbelief, and thus begins the viewers idea of him as a protagonist. Similarly to Alex in A Clockwork Orange he begins an internal struggle to overcome the conditioning and mind control that has been enforce on him.At the end of the film, he successfully overpowers the control that was being held over him, and rebels against it. It is his rebellion that causes the entire plan to fail, thus making him a victimised anti-hero in the resembling sense as Alex. Contrastingly to both Alex and Sergeant Shaw, the protagonist in Orwells 1984 does not become a hero at all. charm he does struggle to gain power and the most basic control over his life, Winston does not succeed. Rather than being the force to overthrow the corrupt and sleeprictive society in which he ives, he becomes yet another powerless victim. In this sense, he mirrors both Alex and Sergeant Shaw they are all powerless against their oppressors. The key fruit flaw in the strategies of the government in both A Clockwork Orange and The Manchurian Candidate is that they explicitly tried to condition their subjects using physical and bullying processes. The reason that Big Brother in 1984 was so successful in oppressing nearly everyone is that they did their controlling more implicitly through reality control, and by coercing the citizens to condition themselves.They began using a Hitler-like control method turning everyone against each other to guarantee that no one will help anyone. The society in 1984 is a mob mentality everyone is so caught up in the moment that they do not dare counter the group, Of course he chanted with the rest during the two minutes hate it was impossible to do otherwise to do what everyone else was doing, was an instinctive response (Orwell 19). It is through the events that victimised him that Sergeant Raymond Shaw begins to understand his own thoughts and his unclear past.Once he begins to bayion specific aspects of his life such as the events that occurred while he was at war he is able to discover what is really going on. In order for him to be controlled, a specific line must be recited. When Sergeant Shaw is aware of how his mind is being controlled, he is able to attempt to clamber it. This is depicting his mental struggle to maintain control over himself. At one point, Rosie, a woman affiliated with Sergeant Shaws platoon-mate says Maybe I was feeling fragile at the time (The Manchurian Candidate).This line encapsulates the underlying theme throughout the entire movie the fragility of the human psyche, especially when one is out of control of themselves. It is Sergeant Shaws battle to overcome this fragility that leads to his eventual rebellion. This fragility is mimicked by Alex in Burgess novel, through Alexs reaction his life and his struggle to maintain his personality while undergoing the Ludovico Treatment. Alex views himself as a leader, and therefore he must conserve that powerful role in his inner circle to continue to have his sense of self.When that power is threatened by George, Alexs preservation instinct is triggered and he physically fights to regain the order that had previously been realized Now were back to where we were, yes? (Burgess 42). This struggle to cope with a change of power is also seen during his stay in the Ludovico Tr eatment center when he realizes he has been learn, You are being made sane, you are being made healthy That I will not havenor can I understand at all (Burgess 81). When all power has been taken by the higher authority, Alex has been turned into something other than a human being (Burgess 115).This sense of dehumanising a person coincides with the theme of countering the natural order to gain ultimate power shown through the images used in Burgess novel. One of the key symbols is that of the clockwork orange. Creating a clockwork orange is to completely obliterate all that is natural about it, thus ruining it, in an effort to create something controllable and mechanised. Bruce Olsen states in his analysis of the novel that a clockwork orange applies to the conditioned Alex as well Though he appears natural from the outside, he is thoroughly unnatural within.This statement becomes a theme in both the novel and the movie The Manchurian Candidate. Another symbol is Beethovens Ninth Symphony which is a peaceful breed, and for Alex, the only way to feel appropriate emotions. During the Ludovico Treatment, the song is used against him in order to condition him again, taking something beloved and natural and making it evil, Using Ludwig like that and I was really sick (Burgess 85). Another reoccurring symbol is that of water. Water is typically associated with renewal and life, which is how it is portrayed in Burgess novel.Alex imagines his body being like emptied of as it might be dirty water and therefore filled up again with clean, symbolizing his new start after his rebellion against his oppressors (Burgess 127). Another piece of literature in which water is used to wash away sins and aid in the renewal process is Shakespeares Macbeth. The main instance in which the symbol of water is used for cleansing the sacred body is when Lady Macbeth is attempting to wash the blood from her hands in her sleep. Like Alex, she realizes it makes her impure and yearns fo r an opportunity to remove it from her body and mind.Water is also a prevalent symbol in The Manchurian Candidate. Unlike in A Clockwork Orange the water in the film is juxtaposing its typical meaning. In the film, Sergeant Shaw kills his competitor in the lake. Clearly, strike is unnatural and for Sergeant Shaw, as is the case for most people, it is unthinkable. Unthinkable that is, until the authority controlling him tells him otherwise. This illustrates the complete control held over him by whoever is dictating his actions, leaving him with no power of choice any longer (Burgess 115).Coinciding with the clockwork orange motif in Burgess novel, there is a tomato motif in Demmes film. Likewise to an orange, a tomato is natural. In the film, it is used for testing to reconfigure genetics and implantation of memories. The government plans on taking something natural, and using it for their own awful needs in their quest for ultimate power. Finally, though it is natural to want basic control and power over oneself, violating another individual or societys right to that same control will have dire consequences.As seen through Burgess A Clockwork Orange, Demmes The Manchurian Candidate, and Orwells 1984, oppression and gross abuses of power will finally lead to the destruction of said power and the rebellion of the oppressed. Referencing what Edmund Burke is quoted as saying above, any large amount of power will eventually cause greed and destruction. Burgess and Demme use the archetypal anti-hero, the internal conflict within that hero, and the reoccurring symbols to explore that theme of the destruction caused by misused power, whereas Orwell offers the alternative succumbing to the power, and accepting a total loss of control.Works Cited Burgess, Anthony. A Clockwork Orange. London Penguin Books, 1972. Print. Orwell, George. 1984. London Penguin Books, 1987. Print. Demme, Jonathan, dir. The Manchurian Candidate. 2004. Paramount Pictures. DVD-ROM. Olsen, Bruc e. A Clockwork Orange. Masterplots, Fourth Edition(2010). Journal. Freedman, David H. The Perfected Self. Atlantic MonthlyJune 2012 42-52. Literary point of reference Center. Web. 9 Jan. 2013. .

African Americans and the Prison System Essay

I. The History of Oppression and African Americans? K? K? K? K? K? K? K? K.. III. The lasting effects of slavery sustained heaviness? K? K? K? K? K? K? K a. The up invest sense of ending and cultural pride Feeling of inferiority b. No economic insane asylum c. Unleveled playing field IV. Maintaining conquest? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K. PART 2 THE NEW AGE SLAVERY The prison house System I. The Prison Institution? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K II. Race and the Prison System? K? K? K? K? K? K? K? K? K?K? K? K? K? K? K? K? K.. III. The lasting oppression? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K.. IV. The effects of oppression? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K a. Demise of the scurrilous family b. Lost political voice V. Solutions? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K. VI. Closing? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K? K I. Introduction In the book the Mugging of Black America, Earl Ofari Hutchinson relays an interesting experience by a reporter.The reporter, who spent both and a fractional hours watching suspects march before Washington, D. C. Superior Court Judge Morton Berg, noned that all but one of these put for state of wards was Black. He stated, ? There is an unmatchable air just about the swift afternoon? Xan atmosphere same that of British Africa in colonial times? Xas the procession of tattered, troubled, scowling, poor blacks plead guilty or not guilty to charges of drug possession, drug distribution, assault, armed robbery, theft, breaking in, fraud and arson. According to Hutchinson, the reporter witnessed more than a courtroom scene he witnessed the bequest of slavery.This paper will attempt expand on Hutchinson? s theory. It will do so by first describing slavery and its lasting impact therefore it will attempt to show how the current illegal justice system mir rors slavery. PART 1 thralldom I. The History of Oppression and African Americans The history of the oppression as it relates to African Americans began in 1619. It was this year in which a Dutch ship brought the first slaves from Africa to North America. Following this arrival of twenty Africans in Virginia, washrag European-Americans created the institution of slavery.Slavery spread so quickly that by 1860 the original twenty slaves turned into nearly four trillion. In the beginning the legal placement of these Africans was undefined. This absent definition created a lack of certainty which allowed for some slaves to grow free after years of service. This save lasted briefly. In the 1660s, however, the colonies began enacting laws that defined and regulated slaves and the institution of slavery. One of the most important of these was the provision that black slaves, and the children of slave women, would serve for life. These ? breedinglaws were just the beginning. Soon, sl avery in the United States was governed by a approach pattern of laws developed from the 1660s to the 1860s. Even though every slave state had its own slave code and case law, it became universal that slavery was a permanent condition. In addition to slavery being a permanent condition, slaves were also, under these laws, considered property. Slaves, being property, could not own property or be a party to a contract. Since marriage is a form of a contract, slave marriages had no legal standing. Most codes also had sections regulating free blacks.Under these codes blacks who were not slaves were still subject to stamp downs on their movements and employment. These laws served not further as a physical limitation, but an ideological one also. In addition to granting slave owners and fresh people ply over slaves and in some cases free blacks, the laws also granted slaveholders and white-Europeans an intangible source of world power. Socially, the institution of slavery allowed wh ite slave owners to believe they had not only physical control, but physical and mental superiority over the slaves. With only a few exceptions, all slaves were Africans.This fact placed the label of inferiority on black skin. The actual institution of slavery as it relates to master and slave lasted up in till the polite war. The American Civil War was fought, in part, over slavery. During the war, President Abraham Lincoln issued the Emancipation Proclamation, which ? freed all slaves. This seemingly, brought the end of slavery throughout the United States, but unfortunately left a lasting impression. From this saddle on slavery took on a new form as former slaves being associated with the label of inferiority. II.The lasting effects of slavery continuous oppression Slavery is defined by Webster? s dictionary as ? The state of being under the control of another person . Aalthough the actual physical control and violence supposedly ended after the emancipation proclamation, The i ntangible theory of supremacy derived from the institution of slavery resulted in some lasting effects. These effects in and of themselves ar a form of force, a form slavery. a. The lost sense of culture and cultural pride Feeling of inferiority Slave drivers made great(p) efforts to eliminate African culture.For instance Africans were beaten if they were caught speaking their native languages or carrying out native rituals . Therefore, they were not able to effectively pass the languages, stories and traditions on to their children. This squeeze crushing resulted in the loss of verbal records and a rich legacy of history. It is no secret that there is pride in culture. Taking away the culture takes away the pride and the motivation and results in feelings of worthlessness. b. no economic foundation Slave drivers not only attempted to deprive the Africans of there culture and pride, but they successfully robbed them economically.Slaves were forced to work without pay for years while padding the pockets of the slave owners. This deficit of economics resulted in an inability to establish an economic foundation in the United States. c. Unleveled playing field Along with the deprivation of financial resources, another significant factor concerning the state of African Americans is arrested development. Slaves were deprived of opportunities to learn and become more competitive in many areas of society. Black people were not allowed to read or learn to read, so they could not take advantage of pen text.All these lasting effects placed blacks in a severely disadvantaged state when slavery was abolished, led a socioeconomic structure in which white people generally held the highest ranks and Black people generally held the lowest ranks. III. Maintaining oppression In order to maintain this socioeconomic structure, there always seems to be a new form of oppression set in place to maintain ? slavery. As if the above detrimental effects of slavery were not enough, the sinlessness southerners were anxious to maintain more direct power and control over people with black skin, despite there classification as ?free. The White southerners pertinacious to, again, use the law in order crystallize there theory of inferiority and keep black people at the lowest ranks. In 1865, southerners created Black Codes, which served as a way to control and inhibit the freedom of ex-slaves. These historic Codes controlled almost all aspects of life, and prohibited African Americans from almost all the freedoms that had been won during the Civil War. The codes, which were blatantly racist and oppressive, were eventually suspended in June 1866, during the ?reconstruction era.During this time period in America and despite resistance, African-Americans were slowly becoming part of this terra firmas inclusion. By 1868, the 14th Amendment to the Constitution confirmed the long awaited citizenship for Blacks in America. By 1870, the 15th Amendment was added to the Co nstitution which made it illegal to deny the proper to vote based on race. The Reconstruction era, although short-lived, showed the first real attempts of inclusive freedom for African-Americans since the abolition of slavery.Gains were taking place Citizenship, Voting, Education, and Politics. But, the underlying desire to have power over those in black skin never subsided. Just like the black Codes, this desire to dominate again manifested itself in another form, Jim Crow Laws. These laws promoted difference and the denial of equal protection by law. Just like the codes, they too were eventually abolished. Just like the Codes, Jim Crow laws, the desire of our society to suppress those in black skin will soon take another form. Today that form is the Criminal Justice System.PART 2 The New Age Slavery The Prison System I. The Prison Institution Prisons are big in the United States. During the past 20 years, the United States experienced a massive join on in incarceration. The pri son population increased fourfold, from 330,000 in 1980 to nearly 1. 4 million in 1999, and the incarceration rate increased from about 140 to about 476 per 100,000 resident populations. Today there are more than two million Americans behind bars. But even more startling is the fact that more than half of these incarcerated Americans have black skin.Although black Americans only make up about 12% of the US population, they account for more then 30% of all arrests, 44% of all prisoners and 40% of prisoners on death row. II. Race and the Prison System These obvious disparities in the criminal justice system can be attributed to many different things ranging from racial profiling to the lack of opportunity and poor education, but most criminal justice observers believe that these disparities have emerged from the underlying assumptions rooted in slavery. The assumption that slaves were inferior has carried over to today.Currently this theory of inferiority and desire to maintain oppre ssion limits one of the major policies in place attacking African Americans today, the ? war on drugs. Most of the shocking disparities in the criminal Justice System as it relates to African Americans in prison can be attributed to the ? war on drugs. According to a study by Human Rights Watch, African-Americans comprise 62 percent of the drug offenders admitted to state prisons. In seven states, blacks constitute amid 80 and 90 percent of all people sent to prison on drug charges. According to studies of the U.S. Commission on Civil Rights, African-Americans constitute 15 percent of the national drug users, but comprise an amazing one-third of all those arrested on drug charges and 57 percent of those convicted on drug charges. The criminal justice system generally, and contemporary crime and drug policies in particular, serve as a means for White America to control the African Americans like they did in the 1600 . III. The lasting oppression Similarly to the black codes and se gregation implemented after the abolition of slavery restrictions are placed on prisoners after they are released.Once a prisoner is released from prison, parole and the bans on public assistance, public housing restrictions, etc. create barriers and a seemingly doomed cycle of dominance. Since half of the prisoners in prison are African American, these barriers, like the lasting effects of slavery, have a disproportionate effect on our black communities. III. The effects of oppression According to the Department of Justice? s Bureau of Justice statistics, the tot of cock-a-hoops in prison, jail, or on probation or parole reached almost 7 million during 2004. Since Blacks comprise 30 percent of probationers and 41 percent of prisoners.That means around 4,500,000 African Americans are affected directly by the criminal justice system. regrettably those African Americans sent to prison or under parole are not the only people affected. The impact on the black association does not sto p at the prison door, conversely it goes far beyond. Even after a prisoner is released there are lasting effects to the prisoner, his or her family and the federation as a whole. a. Demise of the Black family One effect of the high rate of incarceration of African American males in particular has been the decreasing number of marriageable men in the African American community.Along with high rates of homicide, AIDS-related deaths and other factors, this has created a substantial imbalance in the male-female ratio among adult African Americans. Whereas gender ratios for African Americans at birth are about 102-103 males for every 100 females, by the age range 40-44, this declines to 86 males per 100 females, whereas white rates are 100100 for this group. b. Lost political voice The impact of the criminal justice system on the black community goes beyond the declining family structure to issues of political influence as well.As a result of laws that disenfranchise felons and ex-felon s in various states, an estimated 1. 4 million African American males, or 13% of the black male adult population, is either currently or permanently disenfranchised as a result of a felony conviction. In cardinal states, a felony conviction can result in lifetime disenfranchisement, and in seven of these states, an estimated one in four black males is permanently disenfranchised. Thus, not only are criminal justice policies contributing to the disproportionate incarceration of African Americans, but imprisonment itself then reduces the collective political ability of African Americans to influence these policies.V. Solutions The constant demise in the structure of the black family, lost political influence and seemingly arrested development are all very familiar results of a history of oppression. Since these effects of slavery and disparities in the criminal justice system seemingly steam from hundreds of years ago there is no quick mark. Ideally the answer would lie in the destr uction of all prejudice. But, it is impossible to erase the deep seated legacy and resurfacing effects of slavery. Therefore this problem moldiness be attacked from a variety of different angles.Recommendations for change can be considered in the areas of awareness, legislative change, criminal justice officials? initiatives, and criminal justice/community partnerships. The by-line are some suggested that will allow for a beginning to a seemingly circular and endless problem. 1. Legislative Actions Legislation should be pushed to Reconsider required Sentencing Policies and Equalize Penalties for Crack and Powder Cocaine . 2. Criminal Justice Officials? Initiatives ?n Criminal Justice Officials should Expand Drug Policy Options And Expand the Use of election Sentencing 3. Criminal Justice/Community Partnerships.The criminal Justice system and the community should attempt to Increase Community-based Diversion from the Criminal Justice System And Strengthen the connexion between Communities and the Justice System VI. Closing Oppression in the form of institutionalization is nothing new to those dressed in black skin it has been present since 1619. In this year Africans were brought to the United States and forced into the institution of slavery. Even after the abolition of slavery, a series of codes and segregation laws were set in place to maintain the suppression of black people because black skin was stigmatized as inferior.Even though the prejudice and biased codes and laws were eventually abolished themselves, this stigma remains. Because this theory of black inferiority was enter in the American culture due to slavery, various means of oppression are able to continually resurface in different forms. Today that form is Criminal Justice System, more specifically the drug policies. Practically mirroring the institution of slavery, African Americans are being controlled and dominated by this system. Control by the USCJS includes the probation, parole, im prisonment, lost economic power, struggling communities and lost political voice.In order to end this vicious cycle of oppression, action must(prenominal) be taken. First people must be made aware of the disparities. Next those who are made aware must press for legislative change, criminal justice officials? initiatives, and criminal justice/community partnerships. The challenge for the community at large is to engage in broad discussion of the mix of family, community, and government initiatives that can begin to reverse the cycle that has been set in motion in recent years. Let? s do what Abraham attempted o do in 1877, let? s end this legacy of slavery.

History of Psychological Assessment

Psychological assessment is considered one of the most important functions in applied psychology. In mental assessment, the practician characters observation, interviews, and psychological tests to gain information about the clients personality characteristics, symptoms, and problems in order to arrive at practical decisions about their behavior. In an assessment study, the practitioner identifies the main sources of clients problems and attempts to predict the likely course of events under various conditions.Psychological assessment is similar to psychological testing, but usually involves a more ecumenical assessment of the individual. Psychological assessment is a process that involves the integration of information from multiple sources, such as tests of normal and abnormal personality, tests of ability or intelligence, tests of interests or attitudes, as well as information from personal interviews (www. en. wikipedia. org). Psychological assessment refers to scientific metho ds psychologists often use to understand the human personality.When combined with information from interviews, observations, and former(a) sources, assessments can help clients explore new and more effective ways of resolving human problems (Cantley, 2008, p. 1). History of psychological assessment The history of psychological and educational testing is a relatively short one, extending just more than 100 years. The term mental test was first used in print in 1890 by James McKeen Cattell (1890). This history is one in which necessity repeatedly begets innovation.Problems in the French schools, during a period that could be described as the approaching of public ducation, where teachers first had to deal with larger class sizes comprising students with diverse backgrounds, encouraged Alfred Binet to construct what most individuals consider to be the first modem intelligence test. I use the term modem because it is reported that Chinese society around 2200 B. C. E. was a test-dominat ed society (Thorndike & Lohman, 1990, p. 1). At that time in China, various civil service positions were distributed by heart of formal assessments of the skills of various, privileged applicants (Geisinger, 2000, p. 117). Exploring my selected eventOn our History of Psychological Assessment Paper, there are four different events and I chose the Minnesota Multiphasic temperament farm animal. Minnesota Multiphasic Personality Inventory Minnesota Multiphasic Personality Inventory (MMPI) is a widely used personality inventory intended to uncover a put ins unconscious attitudes the subject indicates agreement or disagreement with various statements and the results are scored in such a way as to assess personality. (Developed at the University of Minnesota).Historical Roots of MMPIThe original Minnesota Multiphasic Personality Inventory (MMPI) was developed in 1939 (Groth Marnat, Handbook of Psychological Assessment, 2009) using an empirical keying approach, which means that the cli nical scales were derived by selecting items that were endorsed by patients known to have been diagnosed with certain pathologies. The difference between this approach and other test schooling strategies used around that time was that it was atheoretical (not based on particular theory) and thus the initial test was not aligned with the prevailing psychodynamic theories of that time.The atheoretical approach to MMPI development ostensibly enabled the test to capture aspects of human psychopathology that were perceptible and meaningful despite changes in clinical theories. However because the MMPI scales were created based on a group with known psychopathologies, the scales themselves are not atheoretical by way of using the participants clinical diagnoses to determine the scales contents. Explain why the event is significantWhy I think the event is significant because the MMPI-2 is most commonly used by mental health professionals to assess and diagnose mental illness. The MMPI-2 has been used in other fields outside of clinical psychology. The test is often used in legal cases, including criminal defense, and custody disputes. The test has also been used as screening instrument for certain professions, especially high risk jobs, although the use of MMPI in this manner has been controversial.The test is also used to evaluate the effectiveness of treatment programs, including substance abuse programs is why I think that the even is important. How has MMPI affected the development of psychological testing in the 21st century? I do not think that MMPI will affect the development of psychological testing in the 21st century because Kaplan and Saccuzzo (2009) stated that, In structured personality testing, the MMPI-2 appears destined to be the premier test of the 21st century. This favorable presage for MMPI-2 is a turn-about from the 1982 prediction made in the first edition of this book.We had not anticipated the innovative approach of Butcher and colleagues i n dealing with the original Minnesota Multiphasic Personality Inventorys inadequate normative sample. Thus, future prospects for the MMPI-2 are indeed bright (p. 602). Summary Psychological assessment is one of the most important and complex activities undertaken by clinical psychologists.The goals of psychological assessment include describing the individuals symptoms, identifying possible causes, evaluating the severity of the problem, and exploring the individuals personal resources, which might be valuable in the decisions to be made. The future of psychological testing depends on many issues and developments. Professional issues include theoretical concerns, such as the usefulness of the trait concept as opposed to index of adjustment, the adequacy of tests, and actuarial versus clinical prediction. Moral issues include human rights such as the right to refuse testing, the right not to be labeled, and the right to privacy (Kaplan & Saccuzzo, 2009, p. 603).

Thomas Jefferson Essay

doubting Thomas Jefferson was a really peculiar man. He was a wealthy aristocrat from the colony of Virginia and was a Democrat in the government. His ideas were very inconsistent with the life he lived. Many of his ideas contradicted his own life which made him a consistently inconsistent man. Thomas Jeffersons political philosophy contradicted Jeffersons own life and allow for the less fortunate colonists to prosper. Thomas Jefferson lived a very prosperous and comfortable life in which his political philosophy was the opposite.He was the son of Peter Jefferson and Jane Randolph. His father was a self-made man but his mother came from a distinguished Virginia family which assured the social position of Thomas. In 1575, Thomass father died leaving him with over 2,700 acres and a large number of slaves. This privilege Thomas had allowed him to write about human liberty which was support by the three generations of slaves he encountered. With Thomas writing about human liberty, he wa s contradicting his own beliefs because he had over 200 slaves himself.Also, under the leadership of Jefferson, Virginia reformers abolished primogeniture. The indemnity of primogeniture however was the basis of Jeffersons social and economic success. If the policy of primogeniture was not in place, Jefferson would not amaze succeeded to the position he had because he would not have received the land his father had after his father passed away. Jefferson also represented a number of different groups in politics that were very different. In American politics, he became the leader of the yeoman farmers and was also the leader of great planters.These two groups were exact opposites which revealed the nature of Jeffersons political basis- befriend the poor and the wealthy. Jefferson was also the oral sex of a popular group that went against the commercial interests of the nation but the group was also a popular group with economic goals of its own. Jefferson believed that edict shou ld keep the rural basis but he believed in progress. Jefferson was a very impulsive man. His familiarity with many different countries and nations allowed him to absorb and relay the most abstract ideas of his time.He believed in these abstract ideas and changed them in order to become prevalent in the American society. However he was not quick to break these rules in try to encounter them. Jefferson lived an unusually long life for a person living during his time and saw many changes in society. This resulted in his ideas varying based on the circumstance. Jefferson was a very inconsistent man but his ideas allowed for the basis of the American government. Jeffersons inconsistent ideas position a basis for the American government and allowed the poorer citizens to prosper.Jeffersons ideas laid the basis for the constitution and the Bill of Rights. When he was part of the Virginia government, Jefferson helped the Virginia reformers lay a base for freedom of thought and religion b y disassembling the Anglican Church and unappeasable legal or political disabilities for religious dissent. This is the basis of the first Amendment of the Constitution. In 1774, he wrote a very daring treatise in which he applied the inwrought right doctrine to the controversy in the colonies.This treatise brought immediate attention to Jefferson and gave him the reputation of a literary genius which gave him the job as the draftsman of the Declaration of Independence. after drafting the Declaration of Independence, Thomas Jefferson refrained himself from expressing his more unacceptable ideas in public because his ideas guided the direction in which society should be guided. Jefferson greatly affected the poorer society in America which allowed him to become a man who had a perspective of each side of society. He sided with the Agrarians but he also sided with the wealthy.Thomas Jefferson greatly affected American society as a whole by expressing his ideas which were widely acce pted and including everyone in society. Thomas Jeffersons political philosophy contradicted Jeffersons own life and allow for the less fortunate colonists to prosper. Thomas Jefferson lived a very prosperous and comfortable life in which his political philosophy was the opposite. Jeffersons inconsistent ideas laid a basis for the American government and allowed the poorer citizens to prosper. Thomas Jefferson was a very consistently inconsistent man who greatly affected American society.

Role of Education in 21st Century

Role of nurture in 21stcentury Long, long ago, Newton had verbalise that he was analogous a child, who ispicking pebbles at sea-shore while the great ocean of acquaintance lies before me. Since then, knowledge has gr have got enormously ata often successions faster speed than human ability to cope with it. Technological advance man prop superstarntts of twentieth century, especi in wholey during post 1970? s due to revolution in the dramatic art of information technology, apply changed the whole scenario. Entering into world of knowledge is like going into a dense forest.Only way out is to develop clarity of thought/mind, as to what one wants to knowand guide sincere efforts topursue relevant knowledge in that specific atomic number 18a. Also it is equ everyy important to enkindle knowledge continuously. AsAlvin Toffler, renowned writer has said, The illiterate of twenty-first century will not be those who can not read or write, built-inly those who cannot l pass, unl earn and relearn. Purpose of learning Unfortunately, meaning and purport of literacy and teaching is misunderstood.Literacy does not merely mean the knowledge of three Rs, nor does itmean solely donnish or theoretical studies/knowledge leading to award of degrees. Increasing knowledge- run aground through available information is alsonot the purpose of learning. Bookish-knowledge and award of degrees through full-dress education without effective didactics-systems neither servesany purposenor led the great deal to get employed gainfully. As Khalil Gibran has said knowledge, the object of knowledge and application of the knowledge all the three are equally important for motivating to take a wise action.A little knowledge that acts is worth more than much knowledge that is inactive. One, whose knowledge is confined to books, cannot use his wealth of knowledge, whenever required. The scope of education The scope of education is much broader. It is a continuous process. It me ans complete up-bringing of the item-by-item starting from the childhood till end. In its wider sense, literacy and education embraces within itself reading, observation, thought and its application in real life situations.Within its jurisdiction, also comes formation of habits, manners, character, office and aptitude along with im re arrangeativeing knowledge. Learning at each and every stage of life increases knowledge-base, understanding and attitudes of a person. A well-planned and sound system of education inspires human worlds to delay their senses, mind and intellect, so that they could be adjusted better in real lifes environment. It guides people to achieve their goals within time and cost parameters and to channelize their efforts towards desired direction.In short, a sound education system imparts knowledge, shapes attitudes, cultivates skills and builds flirt habits of the people. Distinction between action, interdict action, and in-action Knowledge hasbeen consid ered essential for the purpose of giving activities, their due meaning and value. According to Hindu philosophy even a wise man may get puzzled without knowledge active dos and donts. It is only after the acquisition of knowledge, that a personunderstands the real nature of work and could distinguish correctly between action, forbidden action and in-action.India and its pedagogics system High regard for knowledge- India has always given importance to and showed a high regards for knowledge, comprehension, virtues, characters and will power. According to Indian philosophy, wealth of knowledge is supreme among all forms of wealth. (Vidya dhanam sarvadhana pradhanam). at that placefore, knowledge is the greatest thing to be sought after. A human being is human because he has the organic efficiency to think and seek knowledge.More importance to knowledge than wealth Unlike India, in Western countries, more importance is being given to creation of wealth. Wealth is the ultimate aim of the people, yardstick of success and a status symbol. Traditional India was not so clobberistic. Its systems had separated pursuit and achievement in knowledge from temptations of worldly comforts, wealth or power- governing. According to Indian philosophy, when a person runs blindly after money and forgets about the real purpose of knowledge, both wealth and knowledge vanishes from their lives.The only judicious way to generate wealth and gain power goes via the path of true knowledge. Knowledge as the base of ranking Earlier the magnificence of a person, institution or a nation was judged on the basis of the degree of righteousness and justice. Greatness of a nation was judgedwith which its administration governed lives of the common men or their character. It was not on the basis of the size of a state, its military poweror its treasury/bank-balance. Similarly, in the society, a person or a caste was ranked on the basis of knowledge, iscipline and moral cadences, and not on the basis of material success, muscle or money power or of having unconditionalpower over the destiny of common man. Respect for knowledgeable persons In ancient India, apart from Brahmins, others were also paid respectby the societyfor their learning, character, spiritualism and ability to guide oecumenic masses. The system was quite liberal in this matter. It gracefully accepted the right and opportunity to get to the top from the humblest origin and earn the respect of the whole society.For example, Vashishtha, the principal of the conservative school of Brahmanism, was the son of Uravshi, a prostitute. Vishwamitra, the maker of the very Gayatri Mantra, the quintessence of the Vedic Brahmanism, was a Kshatriya. Aitreya, after whom the sacramental part of Rig-Veda is named as Aitreya Brahamana, was the son from a non-Aryan wife of a Brahman sage. Vyasa of Mahabharata fame was the son of a fish-woman (belonging to Mahr community Dalit according to afford standards and to w hich Dr Ambedkar, the messiah of Dalits belonged).Balmiki, an untouchable according to present standards, the original author of Ramayana, is highly respected all over India. None of them were not ashamed oftheir origin. They still hold a very high plant in general public minds. Close connection between Knowledge and hard work -For acquiring knowledge, training mind in a scientific manner and concentrating energies of mind, one has to struggle, work hard, make sincere efforts and face many challenges in life. Now-a-days, courageto struggle or work hard is missing but in a few students, who still keep the fire of seeking knowledge burning all the time.Without hard-work, search for knowledge remains incomplete and superficial. In ancient India sages (Rishi-Munies) had worked day and night to acquire true knowledge. The love for knowledge inspired many students to walk from different parts of the country to centers of learning at that time like Taxila or Nalanda. A powerful Emperor, like Ashoka the great, thought it his duty, to bow before the monks as a mark of my deep respect for their learning, wisdom and sacrifice. What matters in life, are not a persons status or position, but his virtues and wisdom.Only when you puzzle raised yourself up from ignorance, can you fill out the greatness of a few in a sea of humanity. For creating late civilization, sincere knowledge seekers in Western world also did not wish for inconveniences or challenges. They had sacrificed their time (for about two centuries), energies and comforts in search of knowledge. Then only they could develop great modern scientific knowledge, technique and wealth. Educationin modern India Sixty four years after independence and self-rule, lliteracy-rate has gone up to 74% from 65%.For males it has risen to 82% from 75%, for females to 65% from 54%. In absolute number, the figure is alarming. No nation can afford to have a large number of its population to remain illiterate, carnal and uns killed. Con fundts That all is not well in education system in India has been noted by distinguished academicians, policy-makers, presidential termal leaders, other eminent persons, commissions and committees. Now and then, they have pointed out its failures in one area or another.It has always been felt that Modern education has become change magnitudely unrelated to issue of necessity and aspirations, insufficient, wasteful and dysfunctional. In addition to what constraints that have alreadybeenexisting in the education system, many more external and internal problems,paradoxes and constraints have cropped up. Some defects in modern education based on colonised British Grammer School type education, were pointed out byGandhiji like * It is based upon foreign culture to the almost entire exclusion of the indigenous culture. It ignores the culture of heart and hand and confines itself simply to head * Real education is impossible through foreign medium. External Constraints E xternally, socio-economic and political pressures have violated its identity and autonomy. Some changes have taken place in the recent past in the character, role and inter-relationship of these main constituent of the national elites the political executive, the legislators, the businessmen, the media persons, the organized workers, the surplus farmers and the bureaucrats.It brought into the forefront some undesirable social changes and political turmoil. It has affected adversely the whole atmosphere in the field of education as well. Population explosion has put a heavy pressure on present education system and its available infrastructure. Narrow loyalties, sectional interests and sub-cultures like favoritism, nepotism and corruption have fast become an accepted way of life. Result is that communal, regional and caste conflicts and unhealthy ompetition between different powerful lobbies are increasing every day to have their exclusive hold on scarce resources available in the f ield of education or for power and pelf. Few persons and groups, who have the power in their hands, control almost every walk of national life and are working to deny justice to common men. The reflection of all these social evils is found in the educational system as well. Internal Constraints Internally the system has been fractured along the lines of discipline deteriorating standard of education in general and student sub-culture.Slowly but steadily, the education system lost its capacity to equip the younger generation with relevant knowledge and skills for enabling them to get gainfully employed and to perform their jobs with a sense of responsibility. It has failed to produce much-needed dynamism in youth as well. Now people have started questioning the legitimacy of a modern education system itself. Disintegrate society Instead of being an instrument of social integration, education system divides people into two groups haves and have-nots. There is government or governme nt aided schools that give education to poor masses.It is economical, but do not maintain good standard. On the other hand at that place are private schools, which caters mainly the needs of Haves, because it is very costly. Deteriorating standards After independence, India is facing a rapid deterioration in standards of education. In the past, though education was thinly spread, it had maintained some standard. Now in an attempt to do numeric expansion of education, quality of education suffered a lot. The examination and evaluation system tests only a get range of skills, especially those of memory.Standard of general education has deteriorated considerably and suffers from grave errors. In addition to it, there is lot ofinterference and control of the government at every stage of the educational process. Unfit for original work Education system in advanced countries makes student a lively, questioning and original thinking person. There, it has been able to develop certain special qualitieslike regards for laws of the nation, awareness, contemptfor hypocrisy,sympathy forunderdog and courage to resist cruelty or misuse of power and authority.An educated youth in India generally fails to display genuine social conscience. Store-house of information Importance of information in knowledge, which leave behinds the basis of all the thinking, cannot be denied. However, present education system at all stages of education, from preliminary through secondary right up-to the college stage makes mind a store-house of information/knowledge and discourages original thinking. It lays focus on giving students ready-made knowledge, systematically and neatly organized in the form of lessons, units and text book.English medium English medium puts extra strain upon the nerves of students and makes them crammers, imitators and unfit for original work and thought. Masses remains deprived. System is producing mostly the youth, who are unable to express clearly in any l anguage, including their own and lack woefully the competence and confidence to assume responsibilities. Higher secondary, the weakest link in Indian education system Higher secondaryeducation is consideredto be insufficient and a weakest link in Indian education system.It needs sincere efforts to improve the Academic standards, curricula and methods of teaching at higher secondary level. In western countries the standard of higher secondary education is sufficiently high to ensure recruits of higher intellectual attainment to join various jobs at this stage. Degree-oriented The whole system of education and employment is degree oriented. Degree is the master-key to a nice and respectable career giving status, authority and final reprieve from manual work. such(prenominal) a narrow mind-set has put tremendous pressure on higher education system.A large number of new substandard and superfluous institutions are being created every day to meet the demand. Government also encourages m ass entry into universities and colleges. Rush in institutions are of such students as well, who want degree as a passport and are not interested in studies. Such students seize every opportunity to spoil the academic atmosphere and breed indiscipline. Indiscipline- There is a growing unrest in the student community. Youth of the day want to be absolutely free from all compulsions.For them, discipline and observance of rules are supposed to be unnecessary and irrational. They have no respect for rules/discipline/morality or for elders, teachers or authority. Their interests lie in all that is sensuous, in material gains and in enjoying pleasures in life. Indiscipline in students world leads to chaos and violence. It makes people slaves of their weaknesses. Employability One of the major aims of education is to make youth employable. At present it is difficult to find out and recruit well qualified persons for various jobs in government, public or private sectors.At pre-employment s tage, education needs to be comprehensive in scope and sound in nature for making youth acceptable in job-market. It needs to be supplemented by unyielding foundation training telling the rudiments of their specific jobs and inculcating in them relevant knowledge and skills, otherwise effectiveness, efficiency and quality of work gets a setback. At present, all the basics about their jobs are told to employees after their join work-force, which requires a much more massive effort in order to make employees do their jobs well. chimerical Manpower Assessment Assessment of manpower requirement for economic growth is not done rationally according to national needs. After Independence, the need for good people was felt and in recent past for management experts. The Government created large number of professional institutions in these areas without assessing the needs of the nation. It resulted in educated unemployment. A large number of scientists, doctors, engineers technicians and management graduates have to go abroad in search of suitable jobs.Therefore, for streamlining the performance of people at work after employment, most essential and fundamental requirement is that the character and scope of pre-employment educational system should be redesigned in such a way, that it could continuously provide men and women of vitality, vigor, initiative and imagination with intellectual accomplishments, qualifications and soundness of character needed in different disciplines and at different levels at job market. Where the fault lies? For all these lacunas, students blame teachers, teachers blame students. Both together try to blame educationists.They, in turn, attack social system. The present system of educationcan not be changed or improved overnight. It needs concentrated efforts of all students, teachers and the society. Then onlya larger base of skilled and trained manpower could be created. expiry Rational thinking needs to be done about the real problem s and the role of education in modern life after understanding its basics, fundamentals and aims correctly. The requirement of a university degree as a Passport for starting nice and respectable career (white collard jobs) has made a mockery of higher education.Such an attitude has by-passed the need to educate all, resulted in negligence of primary and higher secondary education and in over-crowding the institutions of learning. The stress on quantitative increase has subverted all the attempts to improve the quality of teaching and learning. It has led to continuous fall in the academic standards and students discipline, regional imbalances in the growth of educational institutions and politics in the temples of learning. In the present times of neck to neck competition, one should continuously upgrade knowledge. It is the best way to create a larger base of skilled and trained manpower.Education shouldinstill in students problem-solving attitude and develop the courage to meet th e challenges of real life bravely. Instead of offering excuses or blaming others for ones failures and dissatisfaction,it should inculcate in students the spirit to face the difficult situations in life and make efforts to changetheir destiny themselves. Education must teach people always try to have control over ones lifes situations and to stand up on his own feet rather than depending on others for moving forward. succeederin life depends on developing capacity and courage to take right decisions at right time.Only sound system of education and trainingcan provide a lasting solution for various problems, people are facing today. Itcan lead the youth towards rational, positive and creative thinking. It would make youth capable to make right decision at right time, plan rationally about their career that would suit to their attitude and aptitude and to berm their responsibilities properly. It would enable them to act judiciously and promptly, give them courage to avoid out-dated traditions and dogmatic ways of doing things, courage to face realities and challenges.

The Man of Justice: To Kill a Mockingbird

He never yelled at the two, or abused them by physical punishment. play also never bragged about how he could do humankindy things, like shoot a gun, which may have taught the children a lot. Tactics woke up adept day to see his neighbors house on fire. He tells Jam and Scout to wait by the haggard house, because Miss Medias home is in a redoubted state. While the children watched the house burn from the Raddled, they spotted their brave dad run into the house to grab something. L saw Tactics carrying Miss Medias heavy oak tree rocking chair, and thought it was sensible of him to save what she most valued (Lee 93). Tactics had the courage to run into a animated house to save a neighbors favorite rocking hair in the freezing cold The Old Sacrum passel came to the prison where Tom Robinson was held (with rifles and weapons), and Tactics wouldnt accept their orders. The children were watching their father sitting in front of the incarcerate with a light and a book, when many ca rs then came by.Tactics began speaking to the group and they asked ahoy know what we want another man said. Get aside the door Mr.. Finch (Lee 202). Tactics courageously replied by stating mayo can turn rough and go home, Walter (Lee 202). This is only one of the things Tactics has done for Tom Robinsons safety and comfort. Tactics was put in a situation where he had to shoot a dog to save his neighbors. This started when Jam and Scout were trying to find some wildlife to shoot at when, they spot Tim Johnson (a dog).He was acting weird, so the children ran to their nanny, California, and told her about the situation. She afterwards called Tactics and told him to come because of this animal. Sheriff Heck Tate and Tactics came out Of the car with a rifle. Tactics is handed the gun and shoots Jim Johnson. Tactics later states to the child dont you go near that dog you understand? Dont go near him, hes just as dangerous dead as alive (Lee 128). Tactics is a brave hero that has done m any things to make better others joy, like when he let Mr..

Machiavelli – The Prince and Totalitarians

Another good example of this Marxist opening Is Joseph Stalin. Stalin utilise his military to rise to power. He killed countless pot in tack together to come into authority and let down his beliefs on the state. Jewish virtual library explains, Stalin consolidated his power base with the Great Purges against his political and ideological opponents, most notably the old cadres and the rank and file of the Bolshevik Party. (Jewish Virtual Library, 1) Throughout the Great Purges Stalin immure tortured and assassinated his enemies through his militaristic force.This Is a very clear display of Machiavellian theories because Machiavelli repeatedly states that military is the root of power and authority and he emphasizes that military should be utilise in order to rise to power. Another Machiavelli theory that justifies the actions of totalitarian rulers is the theory that it is more efficient to rule with uncouthty and panic rather than love and fairness. Each of these totalita rian rulers employ this Ideology during their time as which is why people feared and respected him.BBC states, Lenin demonstrated a hilling disregard for the sufferings of his fellow countrymen and mercilessly crushed any opposition. (BBC, 1) This shows that Machiavellian theories did actualize Linens actions because Machiavelli explains that it is better to for a prince to be feared rather than loved because love can come and go that the fear of pain is everlasting. Lenin proves this because he was feared and t presentfore people obeyed him. Another example of the use of rigorousness is the cruel acts of Joseph Stalin.Stalin ruled with an iron fist and struck fear into peoples hearts. This fear is what drove hem to obey Stalin and correct to his will. Jewish Virtual Library states It is believed that with the purges, forced famines, state terrorism, labor camps, and forced migrations, Stalin was responsible for the death of as many as 40 million people wi shorten the borders of the Soviet Union. Jewish Virtual Library, 1) This follows Machiavellian theory because Stalin was excessively cruel to millions of people and was respected for a long period of time because of fear.Another theory that these totalitarians embody is the theory that a prince should ease their decisions on the well being of the state. For example Karl Marx imposed his theory of communist-based Marxism on his state because he thought it was the best thing for the state. The Communist League explains Marxist-Leninist absorb the concept of social sectionalization put forward above, but hold that a persons social class is determined not by the amount of his wealth, but by the source of his income as determined by his relation to labor and to the office of production. (Marxism and Class, 1) Marx created this intricate system of classes in order to maintain order thin his state. Although it was not successful, Marx created this policy for the well being of the state, so that the state could flourish. This relates to Machiavellian theory because Marx did as Machiavelli advised. He had the well being of the state in mind throughout his time of ruling. Another ruler who followed Machiavellian theory on well being of the state was Vladimir Lenin. Lenin not only followed a Marxist impetus in his state, but he also tried to improve his states economy.BBC states, He introduced the New Economic Policy, here a measure of private enterprise was again permitted, a policy that continued for several long time after his death. (BBC,I) Lenin introduced this policy in order to preserve the economy of his state. It lasted several years after his death, which means he was successful in doing so. Lenin laid out a structure for the state to thrive because he had the well being of the state in mind while making his decisions. This follows Machiavellian theory because Machiavelli tell to make every decision based on the well being of the state.Although he was cruel and used militar istic power, he was ultimately trying to better the state in his own way which is barely what Machiavelli preaches. All in all, Karl Marx, Joseph Stalin, and Vladimir Lenin were embodiments of the theories Machiavelli introduced in The Prince. They ruled and based their states on militaristic power, they ruled their states through cruelty and pain over compassion and love, and kept the well being of the state in mind in every decision they made. Machiavellian theories Justified their actions in that they each very closely followed them.Karl Marx had a stiff military and had the well being of the state in mind, throughout his time as ruler, and Vladimir Lenin had a wholesome military and also made sure to keep the well being of his state in mind. Although the states of these rulers were not very successful and resulted in the deaths of many people, they were support by the Machiavellian theories. The lesson to be learned is that although their actions were supported by the Machiav ellian theories, they caused severe damage and terror to the world and these theories should ultimately not be used in any type of modern government.

Juliet brings her tragic end upon herself Essay

Juliet brings her tragic end upon herself, through the disloyalty and disobedience to her family How far do you halt? Madam, I am here. What is your will? Juliets demise comes to pass as a direct emergence of failing to follow the wishes of her family. This is non true. Juliet died because of loyalty to the prescripts of her brass. Our first indication of this is the instant attraction between Juliet and Romeo. Juliet was excessively impulsive to ignore the farm animal feud between the Capulets and Montagues in order to follow the prescripts of her heart.Juliet was willing to contain her fathers wishes for her to marry Paris. Finally and most importantly, Juliet died because of unbearable grief. Juliet and Romeo were instantly attracted to one a nonher. Love at first glance is not unusual, but its repercussions can be devastating as John Clare wrote My heart had odd its dwelling place And can return no more. When Romeo and Juliet stave to from apiece one other at the Ca pulet ball they instantly knew what the appropriate thing was to say, and when to say itThus from my lips, by thine, my sin is purgd. Juliet replies, Then take up my lips the sin that they have took. The language used in these quotes worked well because of the metaphors that were used in each one. They spoke to one another as though they had gon each other for years. It was genuinely obvious at that stage that Juliet had fallen in love. Shakespeare presented them with the idea of love because they spoke in a sonnet to each other, My lips, two blushing pilgrims, ready stand to smooth that rough touch with a tender kiss. This was when Romeo was intercommunicate to Juliet and it showed us how instantly both himself and Juliet had fallen for each other. Although, when they realised who each other was, they were extremely shocked, Is she a Capulet? O dear account Romeo just could not believe what he had heard. When Juliet heard that Romeo was a Montague she did not understand why she had fallen for someone, who was an enemy to her familys name, My only love sprung from my only hate Juliet could not believe that her first love had turned out to be a Montague.It is clearly evident and then that Juliet was sideline the prescripts of her heart and this is what brought about the untimely and tragic end to her life. Juliet was still willing to ignore the blood feud between the two families when she found out that Romeo was a Montague. Juliet seemed distraught after hearing it, this did not stop Romeo and Juliet continuing with their secret love affair. This definitely suggested that they were both truly in love with each other, by Juliet not realising the consequences that happens if she was to continue to love Romeo Thou art thy self, though not a Montague.O be some other name Whats Montague? Juliet felt that a name was just a name and not what your true personality was inside. Romeo replied, My name, dear saint, is hateful to myself because it is an enemy to thee. Romeo also did not circumspection in what his family name was because it was as far as hes concerned, an enemy name to the Capulet kinfolk and to Juliet, the woman he loved. By Juliet still willing to follow her heart even though on that point were blood feuds between her own family and the Montagues, this shows us that she was just following the prescripts of her heart.Juliet carried on her love affair with Romeo and was very willing to defy her own father, Deny thy father and refuse thy name We can see that Juliet was willing to give up her fathers name all for the love of her beloved Romeo. My ears have thus far not drunk a hundred words of thy tongues uttering, yet I know the sound. Art thou not Romeo, and a Montague? Juliet just could not believe that the words spoken by Romeo were actually coming from the mouth of a Montague. Juliet knows that it is Romeo even by the very faint uttering of his words.Juliet seemed to not brainiac and told Romeo to climb the walls to be with her although they were sternly to climb and her kinsmen might of found him there, The orchard walls are high and hard to climb, And the place death, considering who thou art, If any of my kinsmen find thee here. Juliets willingness to defy her father shows us that she was definitely following the prescripts of her heart. In the last scene of the play, Romeo killed himself by taking poison, Thy drugs are quick. Thus with a kiss I die. Romeo had drunk to his beloved Juliet and dies of all the pain at the loss of Juliet.Juliet however, after discovering that Romeo had taken his life, decided that she cute to die and be with her beloved, Poison, I see, hath been his timeless end, O churl Drunk all, and left no intimate drop to help me after? I will kiss thy lips. Juliet kissed Romeo and thought it cruel that Romeo had not left any poison for her. She then reaches for his dagger, Oh happy dagger, This is thy sheath there rest, and let me die. The love of the star traver se lovers was so intense that they were willing to sacrifice life itself in order to follow the prescripts of their heart.

British decolonisation in Africa Essay

Within the context of 1880-1980, to what consequence did British performances accelerate British decolonization in Africa?In the later years of the 19th star C the scramble for the African continent by Western majesticist powers was reaching its climax. It appeared that the dark continent was to be no longer dark, tho to be the product of Western colonial enlargement with several(prenominal) European countries dividing up the land. No where was this more apparent than with Britain whose conglomerate was at its height at the liberate of the century. Egypt, for instance, was a colony for 40 years (1882-1922) with its pinnacle at the offer of the century however the decolonization of the country as early as this is an anomaly in itself as plainly if s revealheasterly Africa had previously been appropriateed independence by the British, albeit as a self-governing dominion. In a bizarre turn of events which historians still debate today, the empire crumb lead and by the 1970s only two African states remained British colonies Rhodesia and South West Africa.The conglomerate had taken the best part of a century to amalgamate, only was mostly move away in average over a decade. legion(predicate) reasons chip in been proposed for the vast acceleration of decolonisation including economic catchyies at the metropole (Cain and Hopkins)1 and the get of local nationalist movements (Hodgkin)2. More recently the operations of the British book been cited as a practicable factor for the acceleration of decolonisation in Africa, marking a change in the historiography of the period. Turner3 and Lapping4 are promoters of this theory, which is gaining credence in the academic world.The 1945 election of the Labour party is a watershed in decolonisation acceleration. WW2 had recently ended which marked a shift in British culture and society, including a changed attitude to Empire. Interestingly, whilst umteen of the bleak Cabinet were anti-imperialists, the new government did not have a coordinate plan to fully decolonise. It was more a case of the Empire having to take a backseat to far more pressing points imperialism, in effect, slipped through with(predicate) the cracks of government. The party was elected on the mandate of and closely focused upon British welfare the African colonies were working and therefore the governments attention was deviated, however it was one of the actions direct at the metropole which accelerate independence for many colonies.The introduction of the Welfare State in 1948 led many Britons to consider the priority and indeed the importance of the Empire when compared to home-gr avouch issues. WW2 brought increased globalisation and it is possible that through this many British citizens saw their adopts ahead of the colonies an archaic and out-of-date segment of British foreign indemnity. If the colonies had theatrical in the British Parliament and were a province of, quite a than barely a col ony of great Britain, this attitude may have been different French Algeria, for instance, was sealedly more respected at the metropole be realise any of Britains African colonies.There is a debate however, as to whether the British public had undergone a liberal revolution or were simply acting with self-interest. white-hot has theorised that the latter is true, citing that the reason as to why the colonies were ditched was to release resources for domestic welfare spending5. Moreover, the fact National Service was revoked in 1960 reduced Britains ability to defend its colonies against uprising nationalist movements conscription was ended through self-interest, as the major(ip)ity of British youths didnt want to have to fight in the far off terrains of Sub-Saharan Africa. This further implies that the mediocre British citizen was be orgasm disinterested by the Empire or, at the very least, impartial to its future. I go away cover nationalism in great depth below, precisely w ith such a lack of metropole interest, the Empire could not be expected to last long. The British action of electing a Labour government effectively, in an indirect form, accelerated decolonisation for many of the African colonies.WW1 expanded the Empire both geographically and as a world power, with Britain gaining several new mandates from the Ottoman Empire. The geographical expansion of the Empire post-WW1 and the reluctance of the metropole to grant these new mandates independence6, imply that attitudes had not changed and many (both in government and in society) saw the Empire as a credible and useful segment of British politics therefore, with the exception of the more economically estimable Egypt, African decolonisation by the British did not slip away between the wars. Rather, many African colonies real and became more st subject societies.Take the flamboyant Coast for instance between the wars its economy, communications and education became, to a certain extent, West ernised and the country flourished. Admittedly this led to the acceleration of nationalist movements in the area which, in turn, accelerated decolonisation, but the country was undeniably prospering due to the British-led government of the cartridge clip.7 Many citizens of the African colonies (including Egypt and the sumptuous Coast) fought aboard British soldiers in WW1 and the respect and prestige for the peoples increased because of it. Indeed, the 1914-1939 era can be seen as one of the strongest periods of the British African Empire. This implies that a post-1945 factor (e.g. the Suez Crisis, see below) accelerated decolonisation.In comparison, World War 2 accelerated decolonisation at a far greater rate than many could have imagined just a few years prior. Effectively, the war established rather paradoxically that imperialism (both British and otherwise) was both cocksure and negative. Ferguson has noted that the British Empire sacrificed itself to stop the outflank of t he evil empire of Nazi Germany indeed, the British Empire had never had a finer hour8 than when it was self-sacrificing. During the war it was inevitable that Britain would have to, to a certain extent, neglect the colonies to focus on defeating the enemy. Through this the colonies became more independent having to, for example, source resources and engage in hand without the aid of the metropole.Moreover, the colonial peoples had a greater influence on the running of their societies in effect, many became escaped dominions. This, combined with the policies of the 1945 Labour government, further fuelled nationalism which accelerated decolonisation in a way quasi(prenominal) to how the two World Wars improved womens rights in Britain, the wars seemed to suggest that many colonies could govern effectively on their own. Previously, only the more economically and politically stable societies had been granted independence (e.g. South Africa, 1910) and several colonies (e.g. the Gold C oast) seemed to show similar traits during the war. The Second World War didnt lead directly to decolonisation, but it is this British action which occurred because of the conflict that accelerated decolonisation in British Africa.The end of WW2 bought increased globalisation and a new world post, where the enemy didnt appear to be Nazism or Fascism, but rather the expansion of the Soviet Bloc and the spread of communism the Cold War was just beginning to ignite. along with the notion of changed attitudes of the British people, there is also the argument that the Empire really didnt fit into the new world. Now, the split between East and West had never been more apparent and British Africa looked like an queerness along with the passing of new welfare legislation at the metropole and the ever-changing attitudes of the British people, Britain needed to subvert the Empire for two reasons directly related to the Cold War to concentrate efforts on halting the spread of communism and to appease the anti-imperialist US, who Britain now required as an ally more than ever before. Moreover, the world order was now unclear and Britain had far greater problems to worry about than what their infinitesimal African colonies were up to impersonate bluntly, the new threat of nuclear inhalation seemed more important than the political shortcomings of, say, Somalia. While WW2 does spell out more crucial factors for the acceleration of decolonisation, the Cold War is another smaller factor which just added to the need to decolonise.The post-WW2 economy is a further crucial factor in the acceleration of decolonisation. Britain was no longer able to withstand the fiscal costs of Empire this was coupled with a lack of substantial profit coming into the metropole from the African colonies. Economically, WW2 was a great strain on Britain with the country coming out of the war in great debt she required a loan of 145million from the US alone9. Britain was exhausted and worn down, both figuratively and physically. Many cities required money to rebuild, some from scratch, sum total food badly needed to be imported hobby years of intense rationing. Moreover, the introduction of the welfare state (see above) required significant funding. As said, attitudes to Empire were changing which, combined with the need for intense spending on the homeland, led to many seeing the African colonies simply as a drain on Britains al gain scarce resources. Britain made the situation worse during the war she had understandably concentrated on producing munitions for her troops, resulting in fewer exports to the colonies.Many turned away from the metropole and looked to alternate(a) suppliers, including their own land which inevitably fuelled nationalism further. Moreover, two acts (The Colonial Development and Welfare Acts of 1940 and 1945) were passed during wartime which forced the British government to further invest in the colonial economies10, therefore making an alrea dy problematic economic situation worse. It is possible that the government felt it was backed into a corner and simply did not have the patience or money to rebuild the colonies and the metropole they had be source, or at least had the potential to become, a major rupture on the British economy a rupture Britain could not open to fix, but only to cut out completely. In the early 20th century when British imperialism was at its height, Hobson11 saw the expansion of Britain in Africa as purely economic and an underhand method to help capitalists at the metropole this opinion was endorsed by Lenin in 191612 and, in an albeit modified form, by the historian Darwin in 1984 more completely than ever before, political economy and empire had come together13.More recently, Cain and Hopkins14 have suggested that imperialism in Africa was established by gentleman capitalists15 who were simply aiming to make profit out of the African land. Of course, if this is the case, then with the post- war debt experienced in 1945 it would have been difficult to make money from these colonies, leading to decolonisation. The decolonisation of African colonies would effectively make Britain a richer country, therefore agreeing with the views denotative by Cain and Hopkins and others the Empire had served its purpose of aiding Britains wealth but now it was draining it and, as such, it was time for it to go.The Suez Crisis of 1956 was one of the most decisive British actions in the 20th century to accelerate decolonisation in Africa. Former Prime Minister Harold MacMillan once remarked that it is events, dear boy, events16 which de confinesine the success of a premiership. The terminal event is almost too light of a phrase to use when considering the Suez Crisis not only did it eat up Anthony paradises administration, but it was also the launching pad for many factors which saw British decolonisation vastly accelerated. There are two key elements of the crisis which paved the way to said factors the deception sedulous by the imperialist powers of Britain and France, plus the apparent overreaction to a simple act of nationalisation by a head of state. Both these factors led to the reputations of the countries involved and international relations been damaged, as well as a decrease in trade. Britain was the driving force behind the attack accordingly she was particularly wounded with the political and economic fallout for one, the special relationship with the United States was harmed (Secretary of State John Foster Dulles claimed the British government had explicitly lied to him17) and, more critically for this inquiry, her reputation within the African continent was damaged. Britain looked small and corrupt, a mere shadow of her former colonial self she was attempting to throw her imperialist weight nearly in a world which it didnt seem to fit.Nasser had successfully stood up to the Western powers and won, thus undermining Britain and France, plus provid ing inspiration to the many oppressed colonies. However, it is possible that the reaction did not provoke the level of international reproof that is contemporarily considered, showing a difference in historiography. To the African colonies, former British dominions that had experienced colonialism and anti-imperialist powers such as the USA, then yes, it is likely that Britains reputation was damaged. However, to other imperialists it is possible that the government simply appeared to be standing(a) firm with a tyrant.World War 2 had been won only 11 years prior, hence the memory of what tyrannical dictators can achieve was still fresh in most leaders minds. Eden may have appeared noble and self little, destroying not just his own political career but a carefully-crafted reputation built up over more than 20 years18 for the greater good of a safer world, or at least a more economically stable Great Britain. White has proposed that there were a number of lacklustre continuities, rat her than dramatic discontinuities19 in imperialist policy following Edens departure a government memorandum circulated in the immediate wake of the crisis, for instance, made no mention of impending decolonisation20. Suez was not so oft a watershed, but a temporary setback in Britains imperial decline, indicating other factors are responsible.Economically, the Egyptian nationalisation of the communication channel posed a significant danger to Britain as 2/3 of the countrys crude oil utilised the waterway. The chief reason as to why Britain intervened in the first place (and, indeed, retained the canalise Zone in 1922) was that the government simply did not trust the Egyptians to efficiently learn the windpipe21 of the British economy. Post-crisis, Britains humiliation resulted in a trade decrease and a catastrophic22 run on the pound, resulting in her appearing not only politically and militarily weak but also financially weak. This situation, which was caused by the Suez Cris is, meant that Britain could no longer afford to support the African colonies, implying that the British action of invading the Suez Canal Zone led to one of the factors which brought about the Empires collapse. Combined, these factors inspired nationalist movements within the colonies and general condemnation of imperialism, which also accelerated decolonisation.The crisis is unique as not only did it, to a certain extent accelerate decolonisation, but it is also one of the very few examples of where a British action greatly damages the standing of the Empire. Prior to Suez, Britain was surprisingly cautious with decolonisation (with regard to Africa, only 4 of her 24 colonies had been decolonised at this point) arguably this was to retain an Empire, but also to ensure that the new societies were ready to govern. It was only following the Suez debacle that decolonisation accelerated, implying that previously Britain had took great care over the handovers of power.South Africa was a stable society when decolonised in 1910 and, looking further afield, so were Australia, Canada and India. To many other countries and colonies, Britain appeared now uneffective to continue to be the metropole of a successful Empire. After all, if the dictator of a former colony could cause a country such ridicule, how could they be expected to carry on maintaining a successful Empire? Comparatively with White23, Turner has called the crisis a military failure and political disaster24, whilst Lapping has referred to it as the imperial cataclysm25 in decolonisation acceleration. The crisis was highly influential in the eventual collapse of the British Empire in Africa but it did not lead directly to decolonisation, rather greatly accelerated it.The rise of nationalism within the African colonies inevitably accelerated decolonisation advocates of this theory argue that for decolonisation to occur there needs to be an opposition force to the status quo government (in this case, coloni al British rule), thereby giving the people a choice. Looking throughout history at the Empire as a whole gives this theory credibility look at the violent independence battles of the 13 North American colonies in 1783 or India in 1947, and compare that to the peaceful colony of the Falkland Islands which still exists today. The previous decolonisation playscript of the British government, plus the 1947 granting of independence to India, no doubt sent the message that it was only a matter of time before the African colonies were decolonised. India specifically was the jewel in the crown of the British Empire and as such its decolonisation will have led many, both in the colonies and abroad, to see the Empire as deteriorating.This accelerated nationalist movements within the African colonies, with India referencing the beginning of the end. After all, if India could be granted independence through a powerful and violent nationalist movement, then why couldnt the other far less pres tigious colonies? Indian independence inspired others to rise up and attempt to take back control of their lands, accelerating the decolonisation process for British Africa. Similarly, plus to reiterate an earlier point, the Suez Crisis accelerated nationalism Nasser appeared to be the David who had managed to eliminate the imperialist Goliath. This inspired nationalism in other colonies to grow and attempt to take back control of their lands after all, if Nasser could manage it then why couldnt they? Harold MacMillans Winds of Change speech tetrad years later further inspired this nationalism as, for the first time, the government officially acknowledged the inevitableness of decolonisation.The speech sent the message to many colonial peoples that nationalism was acceptable for the first time in almost 100 hundred years, power was given to the Africans. MacMillan was acknowledging that the British government could no longer afford to sustain an Empire and would be willing to pas s power to the local peoples if they should so wish. The speech had a great effect as over the next ten years 88% of Britains be African colonies were granted independence by 1968, only two remained. patriotism was suddenly acceptable which advance those who may have been content to be a colony to rise up against imperialism. This speech, combined with Britains poor economic situation and damaged credibility following Suez, vastly accelerated decolonisation.Moreover, the vast volume of British colonies were underdeveloped both economically and socially which further advanced nationalism. Take Nigeria for instance the peoples were so against colonial oppression many began to strike from work a surprisingly Western phenomenon implying the people were more integrated than they may have wished to believe. It is estimated that from 1945-50, over 100,000 working days were lost in Nigeria to strike action against colonial rule26. Even the Gold Coast (the very model27 of a colony) was n ot exhaust of such demonstrations against imperialism February 1948 witnessed a violent protest, resulting in the deaths of two British servicemen28. One only has to look at Kenya and the Mau Mau rebellions to see further evidence of increasing withstand with British imperialism. It had, to use the words of one moderne historian, turned into a fast scuttle29 of local nationalism.The Gold Coast was decolonized in 1957 but had been allowed to gradually master the art of modern government over many years, leading to a much more stable society post-independence, making it the very model of decolonisation30. In comparison, when Nigeria was swiftly decolonised in 1960 the government was a weak coalition with limited power two army coups followed in 1964 and 1966. Britains damaged reputation in the continent prevented stable governments from being created, resulting in far more soft states today.French Algeria (despite been a province of the metropole) saw terrible violence between the FLN and colons to use a term of warfare, the Algerian nationalists utilised violent guerrilla tactics to spread their cause, resulting in a great hail of destruction and loss of life. Algeria bullied itself into independence in 1962 further showing that imperial metropoles were not as powerful as they once were. It is an exaggeration perhaps, but it can be said that the Suez Crisis was the first instance which led to these new states political and economic troubles which still exist today. Look at Egypt and South Africa today or, from a more international perspective, India and Australia, all of which were granted independence pre-1956 and compare them to the troubled states of Nigeria, Kenya (1963) and Somalia (1960).The acceleration of British decolonisation in the latter half of the 20th century is the opposite of what the government and imperialists like the legendary Cecil Rhodes would have imagined just 60-70 years previously. They had fought sometimes bloody battles for the expansion of the British Empire into the less civilised areas of the world, yet now the government was seemingly trying to get rid of the Empire in as rapid and inefficient way as possible. Multiple factors account for the sudden acceleration of decolonisation, but most come back to the actions of the British if Britain had, for instance, provided more support and direct governance in a Westernised style (as seen in the Gold Coast), her colonies would have developed at a greater rate leading to a greater level of content from the colonial peoples.However her neglect and exploitation of her own people led to dissent within the colonies, leading many to want out before they were politically ready. The most pivotal British action which is continually referred back to is the 1956 Suez Crisis for the first time in the Empires history, the British appeared militarily, politically and economically weak, causing many in the African colonies to quite fairly believe they could run their c ountries better. Nationalism was inevitable, and the international conflicts of the Cold War and the two World Wars couldnt be stopped, implying that Britain herself was responsible for the downfall of her own Empire.If the crisis hadnt occurred then the Empire would have faded away through gradual decolonisation as each territory became more economically, politically and socially developed instead, the Crisis turned decolonisation of Africa into a rapid scuttle31, with Britain almost retreating into a corner trying to distance herself as far as possible from the embarrassment of 1956. Today, it is easy to see that decolonisation was inevitable the Suez Crisis just accelerated that inevitability. One of the worlds greatest Empires was established by one of the most powerful countries in the world, so it is only capable that it was destroyed by one of the most disgraced it is just unfortunate they were both Great Britain.1 Cain, P. J. & Hopkins, A. J., 1993, British Imperialism Cri sis and Deconstruction, 1914-19902 Hodgkin, T., 1956, Nationalism in Colonial Africa3 Turner, B., 2006, Suez 1956 The Inside Story of the First fossil oil War4 Lapping, B., 1985, extirpate of Empire5 White, N. J., 1999, decolonisation The British Experience Since 1945, Pg 326 Thorn, G., 2008, shutdown of Empires European decolonisation 1919-80, Pg 167 McLaughlin, J. L., 1994, The Colonial Era British Rule of the Gold Coast8 Ferguson, N., 2004, Empire How Britain Made the Modern World9 Rohrer, F., 10/05/2006, BBC News Online http//news.bbc.co.uk/1/hi/magazine/4757181.stm Accessed 25/04/201010 Chamberlain, M.E., 1985, Decolonisation The Fall of the European Empires, Pg 3511 Hobson, J.A., 1902, Imperialism A Study12 Lenin, V., 1916, Imperialism The Highest Stage of Capitalism13 Darwin, J., 1984, British Decolonization since 1945 A Pattern or a Puzzle?, Pg 19714 Cain, P. J. & Hopkins, A. J., 1993, British Imperialism Crisis and Deconstruction, 1914-199015 Cain, P. J. & Hopkins, A. J., 1993, British Imperialism Innovation and Expansion, 1688-191416 Beckett, F., 2006, MacMillan, Pg 9717 Wilby, P., 2006, Eden, Pg 7918 Wilby, P., 2006, Eden, Pg 12819 White, N. J., 1999, Decolonisation The British Experience Since 1945, Pg 8520 White, N. J., 1999, Decolonisation The British Experience Since 1945, Pg 12821 Wilby, P., 2006, Eden, Pg 9622 White, N. J., 1999, Decolonisation The British Experience Since 1945, Pg 8423 White, N. J., 1999, Decolonisation The British Experience Since 194524 Turner, B., 2006, Suez 1956 The Inside Story of the First Oil War25 Lapping, B., 1985, End of Empire26 White, N. J., 1999, Decolonisation The British Experience Since 1945, Pg 4827 Thorn, G., 2008, End of Empires European Decolonisation 1919-80, Pg 5028 White, N. J., 1999, Decolonisation The British Experience Since 1945, Pg 4929 Lapping, B., 1985, End of Empire, Pg 22730 Thorn, G., 2008, End of Empires European Decolonisation 1919-80, Pg 5031 Lapping, B., 1985, End of Empire, Pg 227