Farley Mowat’s “Never cry wolf” Essay

Farley, Mowat’s â€Å"Never cry wolf,† is a book based on the research of the lifestyle of wolves in the Arctic Circle. Mowat uses his experience to educate the society of the social ills conducted by the hunters towards the wolves. The book displays the risk that the wolf pack families face due to the human activities in the area. The title of the book acts as a symbol in reference to the story of the boy who cried wolf. The book thus enables the reader to think beyond the tile so as to form an opinion of the author’s message. The book challenges the human communities who are in charge of the nature around them. Humans tend to overstep their authority by infringing on the rights of the wolves. The analysis of the book educates the society of the inhumane activities that humans are inflicting on the animals. â€Å"The wolf is a savage, powerful killer. It is one of the most feared and hated animals known to man and with excellent reason† Chapter 6, pg. 60. The passage showcases the dangers that the wolf portrays. Human beings often misinterpret the actions of the wolf due to its dangerous nature. Despite the fact that the wolf continues to become extinct, it poses a threat to the human beings who live next to the packs. This makes the world undesirable by man. â€Å"Evidence obtained by various Government agencies from hunters, trappers and traders seemed to prove that the plunge of the caribou toward extinction was primarily†¦ The intervention by the government saw the danger that the wolves are exposed to. Human activities were mostly responsible for these dynamics making them the number on culprits. This also displayed possible extinction of the breed of wolves if authorities continued to ignore the circumstances. â€Å"I had made my decision that, from this hour onward, I would go open-minded into the lupine world and lean to see and know the wolves, not for what they were supposed to be, but for what they actually are† Chapter 7, pg. 77. Morwat made a personal decision to protect the wildlife from the outside environment. One of the steps he takes is orienting himself with the lives of the wolves. This involves learning about the exact nature of the wolves instead of forming an assumption about them. This in turn will help remove the ignorance that he had so as to improve society’s awareness of the wolves. In conclusion, human beings are responsible for the surrounding environment. This involves observing the safety of all animals in and outside the wild. This is however, not the case in that the number of wild animals continues to diminish due to the human activity. The wolves are one of the animals that continue to face the wrath of human beings. The analysis of the book is thus ideal for the education of the public. This in turn will improve the existing relationship between man and nature.

Spheres in Scarlet Letter

It was once said that â€Å"the only living societies are those which are animated by inequality and injustice. † A man named Paul Claudel wrote this in his work, Conversations dans le Loir-et-Cher, and he criticizes the ability to have a functional society. Societies are meant to organize the values of people into a system with uniform laws and expectations; however, societies can never fully achieve this. Claudel only sees societies with dysfunctional characteristics like inequality and injustice. There are always exceptions to the social order because all people are individuals with different life experiences that help define who they are. Nathaniel Hawthorne also criticizes the Utopian ideals that societies often hold in his novel, The Scarlet Letter. The main character, Hester goes astray from the rules of her Puritan town and must wear a scarlet letter on her chest to declare her sin. The scarlet letter isolates Hester from the pressures to conform to society, giving her the opportunity to find her individualistic moral perspective in life and she shares this revelation with Dimmesdale. Hawthorne conveys this concept of individualism through the motif of spheres. Initially, Hawthorne conveys Hester’s isolation from society which is brought on by the scarlet letter, by putting her in her own sphere. The most noticeable feature of Hester as she exits the prison is the elaborate scarlet letter that is embroidered on her chest. Immediately, Hawthorne mentions that the letter â€Å"[takes Hester] out of the ordinary relations with humanity and [encloses] her in a sphere by herself† (46). The language here shows the isolation brought on by the letter because Hester no longer has the same relations with humanity, which in this case signifies the uniform Puritan society. Her interactions with others are altered now that she is by herself. The letter puts Hester in a different world, away from that of society and causes her to be alone. Even people that do not understand the reason for Hester’s isolation participate in it. The children of the town only understand that Hester is â€Å"shut out from the sphere of human charities,† but they do not know why and yet when they see â€Å"the scarlet letter on her breast, [they] scamper off with a strange contagious fear† (72). This furthers the idea that Hester is completely ostracized from society because even those that are naive of the letter’s meaning will not accept her. Hawthorne illustrates the isolation Hester experiences, as a result of wearing the scarlet letter, with the symbol of the sphere. Along with the negative aspects of isolation, Hester realizes that being in her own sphere takes away many societal pressures to conform to a set of beliefs. When Hester starts to come back in contact with society, she still feels as if she does not belong. Hester feels that all contact she has with others demonstrates that she is â€Å"as much alone as if she inhabit[s] another sphere† (74). Even though she is physically in contact with others, Hester is still alone. She no longer has to conform to the beliefs of her Puritan town because she â€Å"communicate[s] with the common nature† in different ways than â€Å"the rest of human kind† (74). Because she is isolated, Hester â€Å"[stands] apart from [society’s] moral interests, yet close beside them,† meaning she can take a step back to look at the views of the majority, but she has the option to make her own choices (74). Even though she feels separated from society, Hester can still feel the influence of its beliefs. This idea is also illustrated with the location of Hester’s cottage. The cottage is on the outskirts of the town, yet still within its limits and this parallels the influence that society has on Hester. The remoteness of the cottage â€Å"put it out of the sphere of social activity,† yet Hester still had to go into town to sustain herself with supplies. Therefore, just as the cottage keeps Hester at a distance from the town, the letter takes her away from many pressures to conform to the values of society. Hester sees that the accepted beliefs and morals of society are not the only options as a result of being isolated from the sphere of their influence, due to the scarlet letter she wears. Hester’s isolation and realization that she does not have to follow society, give her a new perspective on the beliefs of individuals and she shares this with Dimmesdale. Hawthorne conveys this through their temporary coexistence in the same sphere. Through her isolation, Hester realizes that individuals can have their own belief systems away from those of society and uses this to find peace with her sin. Dimmesdale however, never experiences public shame or isolation and struggles to find peace with his sin. He does not see leaving the town as an option like Hester does because he feels that â€Å"Providence hath placed† him in a specific â€Å"sphere† where he needs to live out his â€Å"earthly existence† and he has no choice in the matter (180). Dimmesdale does not see that there are other options besides those of society, but Hester exposes him to this idea. While they are in the forest together, she gives him a new perspective to consider; that the ways of society do not always work for everyone. At the time when both Hester and Dimmesdale can see things from this perspective, â€Å"they [feel] themselves, [†¦] inhabitants of the same sphere† (173). They are in the sphere together because even though they may not possess the same moral values in the end, at this time they both understand that they have options apart from societal beliefs. Even though they both have the same perspective they have to pursue their separate spheres in distinct ways. As Dimmesdale walks home â€Å"his inner man [gives] him [†¦] evidences of a revolution in the sphere of thought and feeling,† indicating the changes already taking place from what Hester instilled in him (198). The revolution in Dimmesdale’s thoughts and feelings takes place because Hester enlightens him to the idea of individual belief systems. He sees things in a whole new way with many more possibilities now that he can choose for himself what he wants to believe. He clearly undergoes a â€Å"total change of dynasty and moral code† due to the ideas Hester exposes to him in the forest. Both Hester and Dimmesdale see new possibilities in individual beliefs due to Hester’s isolation and realization that society’s beliefs are not perfect. Although both Hester and Dimmesdale learn that individuals can have their own belief systems through Hester’s isolation and relief from the pressures of society, they must ultimately find their own individual spheres. After being exposed to a new perspective by Hester, Dimmesdale has time to think and realizes that he is not the same as her. Dimmesdale knows that they can not reside in the same sphere and Hester, too, realizes this at the procession. As Dimmesdale walks by, Hester understands that he is â€Å"remote from her own sphere, and utterly beyond her reach† (218). Hester hoped that her influence over Dimmesdale when she enlightened him would continue on in his decisions and they would reside in a sphere together, but this was not the case. Just as Hester needed to find her place apart from the influence of others, Dimmesdale did as well. In order to find peace, Dimmesdale needed to find his own moral code and sphere and when he did, he reached â€Å"an epoch of life more brilliant and full of triumph than any previous one, or than any which could hereafter be† (227). This great success that comes from finding his own sphere shows how strongly Hawthorne believes in the individual and the pathway to get to individualism. Dimmesdale can not be any more at peace with his life than he is when he discovers his individualized moral system. Hawthorne also shows his support for individualism when he breaks the forth wall and speaks directly to the reader. He says the only thing to be learned from the minister’s experience is to â€Å"be true! Be true! Be true! Show freely to the world if not your worst, yet some trait whereby your worst may be inferred† (236). With this, Hawthorne wants people to find peace within themselves and says they need to expose themselves fully to the world to do so. In the novel, Hester experiences public shame and shows it freely to the world whereas Dimmesdale keeps his sin hidden. That is why Hester is able to be at a better peace with herself and her sin whereas Dimmesdale’s fate is to only be peaceful in death. There can be no set sphere for all of society because of different life experiences. Hester and Dimmesdale both find separate, individualized belief systems, apart from those of society, due to the public shame and isolation Hester experiences wearing the scarlet letter. Hawthorne uses the motif of spheres to convey the message that society can not meet the needs of all individuals. The spheres in the novel never function properly when they attempt to envelop the moral perspectives of more than one person. Society tries to only have one uniform set of beliefs for all, but this is unsuccessful because everyone has their own thoughts and feelings based upon experience. Just as Claudel said, the only way societies can exist is with flaws; Utopian and Puritan ideals are unattainable. Hawthorne values individualism and the differences between all people.

Genetically Modified Organisms

Some people might ask why agriculture is so important, or why it would matter to me? Well there are many reasons why it matters; it matters because farming is what built this country. We are going to go over a few main points including feeding, livestock, tractors, and equipment. Farming is also very important because it is what feeds the people everywhere; they grow the food that you see every day.In bread and cereal there is wheat which is mostly grown down in Kansas. Wheat is found in any different products like flour, bread, crackers, and anything with whole grain. Crops like these including corn and soybeans contribute too many things that make what are food is today. Corn helps with ethanol, corn starch, flour, and high fructose corn syrup. Soy beans help with oil; like vegetable oil and the grease in the fryers they use in fast food restaurants. Speaking of restaurants, you can't have a restaurant without beef or pork.The cattle industry has been on a rise for a long time, bee f is all your hamburgers, steaks, and roasts you have come to know and love to eat. The pork industry has been on the rise from what it has been. A couple of years ago it took a major drop, my dad had to sell his hogs because they weren't worth it. They would cost more to feed then the money you get back from selling them at the sale barn. This was Just one business that almost went broke from having hogs, Nebraska Pork Producers went broke a few years ago and two big businesses bought them.Those business are Pilled Family Farms and The Masochism, they both have over a 100,000 hogs. That's a lot of pork! You may not know and this may take you by surprise was all hose things are connected to each other. The corn, soybeans, beef, and pork all connected together because the farmer grows the corn and soybeans and takes some of it to COOP and puts the rest of the bin and feeds it to his livestock so they can gain weight and take them to the sale barn and sell them.There has been much adv ancement in raising livestock. People think that livestock is Just for food; well it helps in the medical field to. It helps in the medical field because they use pig skin for skin grafts, they use their organs in insulin. They also use their hide for anything leather, rugs, and mats. Their hooves and horns help to make combs and brushes; and even the poop of the cows, pigs, horses, and whatever else there is, they don't go to waste.Farmers use their poop to spread manure on their fields and pastures so their grass in the pastures and the crops in the field can get more nitrogen. That way the crops can grow more and be healthier. Feeding and breeding livestock has become well planned and they can be on a strict diet so they can put out nice healthy calves and so the cow doesn't have problems giving birth. When feeding calves and cows you can give them rations of feed, like for a couple says you give a pen of 150 calves bosses of feed and then you give them more the next day so they have bosses of feed.The reason they get more feed is because they're Just like kids, when they grow more they eat more. Breeding livestock has had many advancements including selective breeding, which is when you take your best male and your best female and you have them mate, so they can put a nice, strong, and healthy baby. There has also been changes in the genes of cattle. A while ago they made pure bred red Angus, and if you don't know Angus cattle are all black. There also is a black Hereford, and regular Hereford re red and white.They have also messed around with Hereford genes because they had white around their eyes which means they can get cancer of the eye and blind really easily, but they have made it so that they can put red around their eyes so that doesn't happen. Hereford usually have horns, but people have found out that they can kill you, or they can get their heads stuck really easily and when they get stuck they panic, and break their necks trying to get out, but that's changed because they have made it so you can get them without horns, they are called polled Hereford. Artificial Insemination is another form of breeding cattle.You can do it and not even have a bull, you can buy them off of people who get the semen from their bulls and sell them. It is Just like how they inseminate people; they take a rod with semen and put it in the cow's vagina. That semen contains the characteristics of that bull you bought it from, you want to buy the semen from a bull that is strong, big, and has the features you want the calf to have. The bull has specific birth weights for the calves they can have, like if the bull's birth weight is supposed to be boss-boss then that is hat the calf is supposed to weigh.You pay for the bull you want, if you buy a cheap one then it is most likely the bull won't have a very good birth weight. It also depends on the mom, it depends how big her pelvic is, and if the calf is too big it can hurt her by getting stuck and no t being able to go through, and then you have to do a C- section on the cow, it also hurts her in general and can pull her vagina inside out, or a vaginal prolapsed. Then if that happens you have to call the veterinary to put it the vagina back in and sow it up.After the calf they have gets fat enough to sell they well o to the slaughterhouse. At the slaughterhouse the cattle go through a pre- inspection and if the cattle pass the inspection they get to be slaughtered. How they kill it, is they take a gun powered by air, and it has a small metal rod that it shoots in the brain and pulls back out. It kills them instantly and is painless. Then they get hung upside down and their main artery cut so they bleed out, then they get skinned and they start cutting them up and taking out the meat.Speaking of cattle and slaughtering them, the person who feeds the cattle needs a feed wagon to do it and other equipment. There have been numerous advantages in feed wagons. The first feed wagons ma de where Just chains that brought the feed up and out of a spout. The first feed wagons were also very small, like the Kelly-Ryan feed wagon was their fifth. Manure spreader with a few modifications. Then they started making bigger feed wagons and with augers that mix the feed.That way you're not Just feeding silage in one spot and hay in the other, you feed it all equally. Cattle feeding have become almost a science, because now people feed them minerals and weight boosters so they grow faster. Cattle can also gain weight faster if they put implants in their ear, implants are small pellets that you put under the skin of the ear and they help to gain weight faster. Feed wagons now have orbit motors that run everything, the spout going up and down, the chains or augers running the feed out, vertical beaters, and the 3 or 4 auger mixer.In feed wagons with augers, the augers spin in a way to bring the feed forward and down to the spout and then the chains or augers take the feed out. A farmer's equipment is Just as important as he is, without his farm equipment he wouldn't be able to do anything. He wouldn't be able to disk, plant, feed, and anything else that needs to be done with a tractor. With equipment there has been many advantages made with making them more accurate, larger, and being more efficient.A planter used to be very simple, you put the seed in the box and the wheels turn, dropping the seed and a disk blade would push it into the ground. Now they have GAPS so it's straight, maybe a couple inches off, they also have it on air systems which uses air to push the seed in the ground and they have it so you don't have to disk before, it's called no-till. Planters have also put tanks on them and on the tractors that are filled with nitrogen and certain herbicides and pesticides. They spray out the back right on top of the dirt where the seed is so it can soak into the seed.Manure spreaders have had numerous advances from what they used to be. They used to be boxes with a chain that drags across the floor to take the manure back to a cylinder with teeth that throws it across the ground. Manure spreaders today have gotten much bigger; some can hold up to 42 tons of manure. There are two types of manure spreaders, one type has 2 horizontal beaters, and the other has 2 vertical eaters, but they both have a door that comes down in front of the beaters so no manure can fall out or push against the beaters and get them Jammed.The horizontal beaters go side to side and are run by orbit motors and they flop the manure out the back so that way you can haul frozen manure in the winter without ruining your beaters and motors. With vertical beaters they are run by orbit motors to, but they can't have frozen chunks, cement block, or anything hard go through the beaters because they are closer together and they explode the manure out the back really far. They both have a big door in the back that is run by hydraulics. The chain that drags the manu re to the back is run by 2 orbit motors on each side.There have been many advances in agricultural equipment including tractors. Tractors used to be steam powered, and now they are run by diesel. Tractors have been advanced in and outside the tractor, tractors have cabs and the cabs have become more fancy then Just a seat, steering wheel, and levers. They now have climate control, heated and cooled seats, they have air ride seats and air ride cabs, and everything is electronic, like the hydraulics, throttle, gear shifter, and all the seat controls.Tractors have also advanced in horsepower, older tractors used to be like 40-80 horsepower and now they have tractors with over 600 horsepower. They have gotten so big because they need that horsepower to pull the equipment because they have gotten bigger too so farmers can farm more and get more done. Tractors have little seats in them for people that are called buddy seats with mini fridges underneath them but they aren't supposed to hav e people with you in the tractor so they are called instructor seats.You can put GAPS on your tractors so you can plant straight and the have made it so you can use GAPS on your cultivators to. Tractors have 3-points on the back which are Just 2 bars that have holes in the end and you back up to a cultivator or another piece of equipment and you slide a pin through both. Then there is a top one and it is the same as the bottom 2. Tractors now have quick hitches which allows you to Just back up to the equipment and pull up 2 levers on each side and when you are lined up with hole that has a pin through it you pick it up and it is a hook that catches the pin and then you can flip the levers down.They have also made it that the top bar is hydraulic so that you don't have to leave the cab. It allows you to move the quick hitch so it is facing up or down if your piece of equipment is facing up or down. Tractors have also become more fuel efficient too. Now in tractors they have your fuel , oil pressure, and all your other gauges on the dash or up along the corner of the cab. It also shows you how much fuel you are burning in an hour; they also have powerhouses and COW transmissions.A powerhouse lets you go through all the gears without ever touching the clutch. A COW is like that but there is no shifting. If I had to pick one it would be the tried and true powerhouse. The powerhouse is so much better and I'm speaking from personal experience, Joe Beck once rented a 300 horsepower Challenger with front wheel assist tractor because he needed a new tractor and so he demoed that one and when it was pulling a 22 foot disk the transmission couldn't take it and it sheared the transmission.So after the people came out and got it we hooked up a Case 8930 Magnum, which has 150 horsepower and is 2-wheel drive, pulled the disk with ease through the field. Balers have become more advanced over the years. They used to just pick up the hay with a chain and Just roll it into a litt le bale that is about Ft long ND is rolled up like a Tornado from Pump and Pantry. They also have square bales that make them into little squares and they have also made big square balers that make bales into big squares.Other balers would be like loafers and they pick up the hay and put them into loaves like bread, there is also Just the regular round baler that pickups the hay and makes it into a round bale. They have monitors in them that tell you how wet the bale is, how big it is, when you are supposed to let it out the back, when to close the back, when you're out of mesh wrap, and when there is something wrong. Combines have made many changes over the years. They came from people Just picking the crop by hand to driving and picking 24 rows at a time.Combines used to not have a cab on them, then they put them on since it would get dusty and hard to breathe, you could have gotten dust pneumonia, and other lung problems. They started putting heaters and air conditioners in them and then nicer seats, and now they have cooled and heated seats, dashes that tell you what the moisture is, like how wet the corn or beans are, and they have switches for lifting up the head or lowering it instead of levers. There are many other pieces of equipment that is involved in agriculture including pickups and semis.There are many pickups out there from many different countries, but the American made pickups are Ford, GM, and Dodge. Ford was the first company to have an assembly line, they paved the way to mass production of different products. The Ford F-series have been the number one best-selling in the US for the past 30 some years. Ford was the first to put diesels in their % ton pickups. They had International build them the 6. 9 liter diesel that had 200 horsepower and non-turbo.

Systematic review and metaanalysis Thesis Example | Topics and Well Written Essays - 3750 words

Systematic review and metaanalysis - Thesis Example Uman (2011) further goes on to appreciate the fact that systematic review and meta-analysis have the same stages and outlines the eight steps that are similar in nature when employing the two methods in reviewing any given studies. Uman (2011) concurs with O’Rourke (2007) that the distinction between the two terms is ambiguous in a way. However, both point the description and definition of the two terms based on the historical background upon which they were founded. They go on to acknowledge the similarity in the steps as well as the fact that meta-analysis is a step in systematic review. It is critical for scholars to understand the historical, premises, and pitfalls of systematic reviews and meta-analysis in addition to the methods of conducting meta-analysis. O’Rourke (2007) traces systematic reviews and meta-analysis back to the 17th Century when a French Mathematician named Blaise Pascal came up with methods of dealing with the games of chances that were involved in gambling. He further asserts that this was the time when the quantitative approaches were applied in the field of science acknowledging the various observations that started to emerge. As he points out, the mathematical approaches now allowed the astronomers to compare and merge various observations. O’Rourke (2007) goes on to point the contributions of Laplace and Gauss in the development of the systematic reviews and meta-analysis. This could then be the turning point in the 20th Century when statisticians merged the idea in addressing the questions of similar caliber that arose from clinical results. He appreciates the role played by British statistician Karl Pearson who was able to combine various observations from different clinical trials. Pearson did th is by regrouping study observations into larger groups while considering the small groups too (ORourke, 2007). Additionally, the author states that the reasoning Pearson had was not very clear

Organisation and behaviour Essay Example | Topics and Well Written Essays - 3000 words

Organisation and behaviour - Essay Example The paper tells that organizations, including both business and non-business, comprise of people, process, system and technology. The ultimate success of the organization is greatly depending on how it manages, coordinates and controls its people, process and technology. Various organizational theories and concepts provide fundamental basis for understanding, explaining and predicting the behaviour of people in an organization or its functioning in order to help managers in effectively utilizing the resources and enhancing greater effectiveness for the organizational success. Progressive organizations in today’s dynamic business environment look at its structure, people, leadership and organizational design and thus act very differently from those of past years. Robbins and Judge described that an organizational structure is a structure in which job tasks are formally divided, grouped and coordinated. It relates to the division of labour as well the as the patterns of coordina tion, communication, workflow and formal power among the people for directing organizational activities. In order to recognize the patterns of the organizational structure, managers need to address six basic elements, they are work specialization, departmentalization, chain of command, span of control, formalization and centralization or decentralization. Organizational structure is a formal relationship and use of people in the organization where different jobs are related in some structural way in order their works to be effectively managed. Organizations greatly differ from one to the other based on the structure they follow in the relationship among the jobs pattern. Different types of organizations on the basis of structure are functional, divisional, geographic, market, matrix etc. Functional Organization is one in which people are grouped on the basis of their common skills and expertise. Functional structure is the basis of horizontal differentiation. An organization is requ ired to group tasks in to functions in order to increase the effectiveness and to achieve the organizational goals (Jones, 2004, p. 160- 161). In the functional form of organizational structure, people with common skills are assembled to a functional group and therefore they get opportunity to learn from another and become specialized in problem solving or performing a task etc. A product division structure in one in which there is a centralized set of support to function the service needs of number of different product lines. Food processing company or furniture makers follow this structure. If the company produces wide range of complex products, the organization may follow multidivisional structure in which support functions are placed in self-contained divisions. If the organization is operating in wide area, it may follow geographic divisional structure in which divisions are carried out according to the requirements of different locations that the organization operates. When th e company grows

Illustrated Great Decisions of the Supreme Court Essay

Illustrated Great Decisions of the Supreme Court - Essay Example It has been a very critical issue to decide what should be taught in schools and what should not be. While selecting the course content, according to the American constitution, it must be kept in view that the school kids must not effect because of the course content. The religious context is critical in a sense that it must need to take in the view as secularism. A very famous legal case which was heard at US Supreme Court against the propaganda of teaching the creation science in public schools; the both of the issues are close enough because the critique is based upon religion and needs a back from constitution and needs logical pro constitution arguments in order to support or dis-support the teaching of intelligent design theory (Mauro, 2006). Before coming to any of the concrete or solid point of logic, let us get an idea about a brief introduction of intelligent design theory. It is defined by the discovery institute and it is the answer to some creationism (creation sciences). By the institute it was defined as the causal effect of intelligence while the universe was being assembled; for instance, it describes that the certain factors and aspects of the universe were not emerged due to naturalism (Shanks, 2004). It is a question (in other words) on the presence of God, it supports to the intelligence and logic. It is because the institute and supporters of the theory reveal it as evidence-based theory rather than a religious critique (or religious based) (Idea center). In the legal hearing which was heard in 1987 and well known as Edwards v. Aguillard (1987) which barred the teaching of creation science in public schools. It was a decision which was taken by the Supreme Courts of the United States.  

Economic downturn hits Oz Clothing Essay Example | Topics and Well Written Essays - 3500 words

Economic downturn hits Oz Clothing - Essay Example In the near future, there are also indications that the government will provide further empowerment to labor unions such as the CWU in light of its newly instituted Industrial Relations policy. Economic – The global economy is experiencing a critical downturn, resulting in the cancellation of orders by large retailers who are in turn affected by poor consumer demand. The high cost structure of the firm, particularly its labor, is rendering the firm uncompetitive against rival firms operating in regimes that allow them a lower cost structure. The Australian garments industry may not be able to secure additional bailout funds from the government as it has already released a large amount of funding for this purpose, and is itself deep in public debt which it may not wish to increase further. Social – The Australian Council of Trade Unions plans to mount a campaign to â€Å"buy local† which may be joined in by other non-governmental organizations and special interest groups. The ultimate objective is evidently to create a broad-based, society-wide demand for local products in order for demand to support more profitable business operations for Australian firms. To jump start the process, however, the initial objective is to secure the commitment of federal, state and local governments to give preference to products that have been made in Australia. Technological – The industry’s production method is low-skilled and labor intensive, for which reason it is prone to easy replication in countries that have a large labor base that are able to command a lower labor cost. Such a country is China, which has successfully mass... The paper tells that the business of Oz clothing has entered a period of economic uncertainty, requiring the need for a strategic change in order to survive. The Australian firm manufactures clothing items among which are underwear lines it describes as commodity type, indicating the lack of distinguishing characteristics or brand name from other mass produced, basic clothes wear. Oz Clothing will be undertaking a bold, risky, yet in the long run necessary, strategic change that promises to create short-term uncertainties for the company, but greater stability and growth in the distant future. A shift of market focus may prove beneficial; it is suggested that the firm design products for the senior consumers (50 years old and above), which is the fastest growing and most wealthy segment of society. The change will involve dramatic alterations in the firm’s products, for which its old manufacturing processes may no longer be applicable. A change in the skills set needed will th erefore have to be acquired by the employees, for which training and mentoring will need to be done. Secondly, the firm will need to create a bond of trust between itself and its employees, and conduct business in a transparent way with its employees, in case there will be a need to engage them to agree to a pay reduction or shorter work week for the duration of the crisis. Furthermore, in order to avoid demotivation or labor union disputes, it will be necessary to frankly approach the matter of possible layoffs and work stoppages if such will be warranted by the firm’s financial situation.

Viva examination Essay Example | Topics and Well Written Essays - 2500 words

Viva examination - Essay Example In response, while acting as a solicitor, an advice was provided to Mr. Jones to give a no comment interview on 10th April. However, Mr. Jones follows the stated guidelines and does the same but was subsequently refused of bail by the responsible custody officer. This was mainly based on certain grounds, which include that Mr. Jones would interfere with the witnesses and may return to the Void for trying and finding his accuser. Based on the information provided relating to scenario one, it can be found that Mr. Jones was adamant claiming that he is innocent as well as extremely anxious towards getting bail. In accordance with the aforesaid scenario, it will be vital to mention that a contested bail hearing is ascertained under such a scenario, wherein the Crown prosecutor tends to oppose the release of an accused person and likewise given the prospect to interrogate the sureties that testify on behalf of the accuser (Hannibal & Mountford, 2014). The above stated context is found to be similar with that of the provided scenario relating to the case of R v Jones (2015) wherein the custody officer refused to provide the bail based on certain valid grounds under the dimension of criminal law. Thus, by considering the failure of persuading the CPS solicitor towards agreeing to provide bail to Mr. Jones, an attempt has been made to prepare a contested bail hearing. In this similar context, while acting as a solicitor on behalf of Mr. Jones, it must be mentioned that the preparation of a contested bail hearing would be made in such a way so that the custody officer as well as the CPS solicito r would agree to provide bail to the accused party i.e. Mr. Jones. By taking into concern the various attributes of criminal law and criminal justice arrangement, a contested bail hearing will be made initially by ascertaining the charges that are faced by the accused party i.e. Mr. Jones and evaluating his

Adult Learning and Diversity (Research Paper) Research Paper

Adult Learning and Diversity ( ) - Research Paper Example There need to be a mode of teaching where each student feels involved. The nature at which these frameworks are integrated in a single classroom is what is attributed to improved learning. Diversity exist on two scenarios, they may involve the nature of teaching and students lifestyle. The research will link these diversities to adult learning and will establish how teachers utilize them in providing a well organized learning environment. An analysis will be done based on a controlled experiment in a real classroom scenario. Conclusion will be based on the finding of the experiment. Its interpretation will depend majorly on real life scenarios. The research will be targeting to enhance the student’s perspective of diversity and provide the teachers with guidelines in how they should handle diversity. The success of students in adult education depends on depends on their diversity. Diversity refers to the differences in social status, cultural differences, chronological age, learning style, ethnicity and nationality. Gaff (1989), connected multicultural to the learning process of any given adult facility. He called for collaborative ways in which students are exposed to exiting culture and relating them to western and other world cultures. Teaching various philosophies and performing a comparison enhances the learning process. The nature in which students are exposed to world experiences widens their perception of a given concept. There needs to be an acceptance nature where weakness of a given culture are enhanced and improved upon by existing cultures. Drawing from social and economic resources advances students in demographic diversity (Powell& Kalina, 2009). The end result is the improved thinking skills of students. They are able to critically analyze a concept and think bey ond their cocoons. They become self aware of their surroundings and be able to differentiate core- values and acquire skills to differentiate behaviors

Research paper about lululemon Example | Topics and Well Written Essays - 500 words - 2

About lululemon - Research Paper Example The industry also has many established players such as Nike, Adidas, and GAP inc. among others. Economic factors such as increasing production costs and regulated prices across political jurisdictions are significant. Legal provisions such as intellectual property laws and political environments such as trade policies are also significant (Forgeon, et al. 38, 40). Delta Galil is one of the major suppliers. The supplier is established, with about 10000 workers and annual revenue of about one billion dollars. This suggests stability of the suppliers whose clients include Lululemon’s major competitors such as Nike. Eclat Textile company is another of the suppliers, has high revenue level and deals in Lululemon’s competitors. Workday INC is another major supplier. The suppliers are stable and deal with Lululemon’s competitors, a factor that suggests fair supplier powers, but Lululemon only commands a limited percentage of the suppliers’ revenues, and this limits its bargaining powers (Forgeon, et al. 25, 26). Lululemon’s distinct product design is one of its strengths ans allows it to develop brand image. The design also aims at establishing product quality and therefore develops a competitive advantage. The attained high quality also allows for price increase towards greater profit margins. Short lifecycle that ensures faster product inception is also strength and allows the company to respond to possible dynamic changes in the market. Research and development that focus on data from customers’ opinions is strength and allows for immediate response to customers’ changing needs (Forgeon, et al. 18, 19). The company has limited partnerships in distribution of products and this is its major weakness. Apart from its retail stores, Lululemon only deals with clubs and studios, while partnerships with other stores and franchises could facilitate more revenues. The company has significant growth opportunities in North America and

Theory of Forms Essay Example for Free

Theory of Forms Essay Definition. What is Philosophy? There are a number of definitions of philosophy given by many thinkers and they vary according to their interests and orientations. Generally, philosophy is regarded as perhaps the most obstruse and abstract of all subjects that seems apart from ordinary life. Although quiet a number of people may think of it as a being remote from every normal interest, it may be inferred that all of us have some philosophical views, whether we are aware of it or not. Most often, the term appears vague for it has been a part of our conversations. Origin. The word â€Å"philosophy† is derived from the Greek â€Å"philia† meaning â€Å"love† and â€Å"sophia† meaning â€Å"wisdom† or â€Å"knowledge†. The literal definition of philosophy, therefore, is â€Å"love of wisdom†. In current popular usage, many different ideas are involved in the manner we use the term. In some cases, philosophy refers to an attitude toward certain activities. For instance, during election, we often hear some people say, we are voting for a certain candidate because we favour for his philosophy of government. In classes in philosophy, the most common question the teacher asks is what the philosophy of student is. The popular conception of philosophy, in spite of many ways we may use the term, is a complex intellectual undertaking. Regardless of the various ideas of the role of philosophy in one’s life, its importance cannot be overemphasized. Parent Science. Philosophy may be considered as the â€Å"parent science†, in that it has given birth to natural, physical, and social sciences. These disciplines continue to provide philosophy with an abundance of contemporary issues, questions, that are seemingly difficult to answer. Philosophy is both independent fro other disciplines and embedded in their foundations and on-going activities. Philosophy as a science. Philosophy has been defined as a science because it deals with the study of the processes governing thought and conduct. It investigates the principles and laws that regulate the universe and underlie all knowledge, which satisfies the requisites of scientific state of knowing. Science has been defined as a body of systematized knowledge derived from observation, study, and experiments carried out in order to determine the nature of principles of what is being studied. Its main concern is the discovery of truth. The difference between the two fields of knowledge lies in the scope and nature of their interest and their approach. While specific sciences deal particularly with restricted field, e. g. , chemistry, philosophy deals with all aspects of man’s experiences. The interest of science is limited to the physical world, while the concern of philosophy issues on justice, conscience, reason, the soul and the Supernatural Being. The science approach to any investigation is establishing and systematizing facts, principles, and methods through experiments and hypotheses, while the approach of philosophy in its object of study is encompassing. Science tends to eliminate the persona factor and values in the quest for objectivity, while philosophy is interested in human experiences, personal values and purposes. Science is primarily concerned with the nature of things as they are, while philosophy is interested not only in the real aspects but alos in their worth and meaning. The aim of science is to observe nature and to control processes, while philosophy criticizes, evaluates and integrates the various dimensions of human experience. Philosophy as a science carefully examines and criticizes the premises and conclusions of all sciences-physical, natural, and social. Some propositions have been made by the sciences which, when examined carefully, may be found too impossible to attain or to prove. Philosophy synthesizes and compares the assumptions and conclusions of the difficult findings of the different sciences when they appear to be contradictory. Philosophy harmonizes and brings the sciences together to complement and support one another. THREE MAJOR FIELDS OF PHILOSOPHY The three major fields of philosophy are: (1) epistemology, (2) metaphysics, and (3) axiology. Epistemology. Epistemology deals with the study of origin, structures, methods, nature, limit and veracity (truth, reliability, validity) of human knowledge. It also includes logic and a variety of linguistic concerns and the philosophy of science. The word â€Å"epistemology† is derived from the Greek word â€Å"episteme† which means â€Å"knowledge† and â€Å"logos† which means â€Å"the study of†. Epistemology as a theory of knowledge asks fundamental questions about knowledge in all its forms and applications of how it is formulated and expressed and communicated. It also looks into the role of sense experience and how knowledge is acquired. Metaphysics. Metaphysics deals with questions of reality-its nature, meaning and existence. The word â€Å"metaphysics† is derived from the Greek word â€Å"meta† which â€Å"beyond† and â€Å"physikon† which means â€Å"nature† from which is derived the word physics, the science whish deals with matter, energy, force, natural laws and processes. Metaphysics is also concerned about the nature mind, self and consciousness, the nature of religion, such as the existence of God, the destiny of the universe, and the immortality of the soul. Aside from the nature of reality and the universe, metaphysics examines time, space, cause and chance. Axiology. Axiology deals into the study of values. It analyzes the origin, types and characteristics, criteria and knowledge of values. It includes values of human conduct, the nature and justification of social structures and political systems and the nature of art and its meaning in human experience. THE BRANCHES OF PHILOSOPHY Philosophy has several branches which resulted from man’s philosophical speculations. Each branch endeavours to provide us with useful insights into certain realities. The following are the fundamental philosophical fields of study: 1. Ethics or moral philosophy. This is the philosophical study of the morality of human acts, the search for an understanding of the good life and the ultimate basis of what is good or bad. 2. Metaphysics or ontology. This is the philosophical quest for what reality is in the final analysis. It is the study of beings in general. 3. Theology/Theodicy. This is the philosophical inquiry into the existence of God. His nature and his relations to man and the rest of creation. 4. Philosophy of man. This is the philosophical search for a deeper understanding of what man is and what it means to be fully human. 5. Cosmology. This is the philosophical search for a deeper understanding of the material universe. 6. Political philosophy. This is the philosophical search for knowledge of the ultimate foundation of the state, its ideal form and its basic power. 7. Aesthetics. This is the search for a deeper understanding and knowledge of beauty. 8. Epistemology. This is the philosophical search for answers to the fundamental questions concerning the conditions of knowledge, its extent and limitations. deeper understanding 9. Logic. This is the philosophical science and art of correct inferential thinking and setting forth its conditions. 10. Psychology. This is the science that deals with the science of mind, mental state and processes. The philosophical concept â€Å"psychology† came from the Greek words â€Å"psyche† which means â€Å"soul†, â€Å"mind†, and â€Å"spirit†, and â€Å"logos† which means â€Å"the study of†. To the Greeks, psychology is the study of the soul. Part 2. THE ORIGIN OF THE UNIVERSE. THALES Thales was the first known philosopher, scientist and mathematician although his occupation was that of an engineer. He is believed to have been the teacher of Anaximander (611 BC 545 BC) and he was the first natural philosopher in the Milesian School. Thales first went to Egypt and thence introduced this study [geometry] into Greece. He discovered many propositions himself, and instructed his successors in the principles underlying many others, his method of attacking problems had greater generality in some cases and was more in the nature of simple inspection and observation in other cases. Certainly Thales was a figure of enormous prestige, being the only philosopher before Socrates to be among the Seven Sages. Plutarch, writing of these Seven Sages, says that: Thales was apparently the only one of these whose wisdom stepped, in speculation, beyond the limits of practical utility, the rest acquired the reputation of wisdom in politics. It is reported that Thales predicted an eclipse of the Sun in 585 BC. The cycle of about 19 years for eclipses of the Moon was well known at this time but the cycle for eclipses of the Sun was harder to spot since eclipses were visible at different places on Earth. Thaless prediction of the 585 BC eclipse was probably a guess based on the knowledge that an eclipse around that time was possible. The claims that Thales used the Babylonian saros, a cycle of length 18 years 10 days 8 hours, to predict the eclipse has been shown by Neugebauer to be highly unlikely since Neugebauer shows that the saros was an invention of Halley. Neugebauer wrote: there exists no cycle for solar eclipses visible at a given place: all modern cycles concern the earth as a whole. No Babylonian theory for predicting a solar eclipse existed at 600 BC, as one can see from the very unsatisfactory situation 400 years later, nor did the Babylonians ever develop any theory which took the influence of geographical latitude into account. ANAXIMANDER Anaximander (610 – c. 546 BC) was a pre-Socratic Greek philosopher who lived in Miletus, a city of Ionia; Milet in modern Turkey. He belonged to the Milesian school and learned the teachings of his master Thales. He succeeded Thales and became the second master of that school where he counted Anaximenes and arguably, Pythagoras amongst his pupils. Anaximander was one of the earliest Greek thinkers at the start of the Axial Age, the period from approximately 700 BC to 200 BC, during which similarly revolutionary thinking appeared in China, India, Iran, the Near East, and Ancient Greece. He was an early proponent of science and tried to observe and explain different aspects of the universe, with a particular interest in its origins, claiming that nature is ruled by laws, just like human societies, and anything that disturbs the balance of nature does not last long. Like many thinkers of his time, Anaximanders contributions to philosophy relate to many disciplines. In astronomy, he tried to describe the mechanics of celestial bodies in relation to the Earth. In physics, his postulation that the indefinite (or apeiron) was the source of all things led Greek philosophy to a new level of conceptual abstraction. His knowledge of geometry allowed him to introduce the gnomon in Greece. He created a map of the world that contributed greatly to the advancement of geography. He was also involved in the politics of Miletus and was sent as a leader to one of its colonies. Anaximander claimed that an indefinite (apeiron) principle gives rise to all natural phenomena. Anaximanders theories were influenced by the Greek mythical tradition, and by some ideas of Thales – the father of philosophy – as well as by observations made by older civilizations in the East (especially by the Babylonian astrologists). All these were elaborated rationally. The basic elements of nature (water, air, fire, earth) which the first Greek philosophers believed that constituted the universe represent in fact the primordial forces of previous thought. Their collision produced what the mythical tradition had called cosmic harmony. ANAXIMENES While his predecessors Thales and Anaximander proposed that the arche, the underlying material of the world, were water and the ambiguous substance apeiron, respectively, Anaximenes asserted that air was this primary substance of which all other things are made. While the choice of air may seem arbitrary, he based his conclusion on naturally observable phenomena in the process of rarefaction and condensation. When air condenses it becomes visible, as mist and then rain and other forms of precipitation, and as the condensed air cools Anaximenes supposed that it went on to form earth and ultimately stones. In contrast, water evaporates into air which ignites and produces flame when further rarefied. While other philosophers also recognized such transitions in states of matter, Anaximenes was the first to associate the quality pairs hot/dry and cold/wet with the density of a single material and add a quantitative dimension to the Milesian monistic system. The Origin of the Cosmos. Having concluded that everything in the world is composed of air, Anaximenes then used his theory to devise a scheme explaining the origins and nature of the earth as well as of the surrounding celestial bodies. Air felted to create the flat disk of the earth, which he said was table-like and behaved like a leaf floating on air. In keeping with the prevailing view of celestial bodies as balls of fire in the sky, Anaximenes proposed that the earth let out an exhalation of air that rarefied, ignited and became the stars. While the sun is similarly described as being aflame, it is not composed of rarefied air like the stars but rather of earth like the moon; its burning comes not from its composition but rather from its rapid motion. The moon and sun are likewise considered to be flat and floating on streams of air, and when the sun sets it does not pass under the earth but is merely obscured by higher parts of the earth as it circles around and becomes more distant; the motion of the sun and the other celestial bodies around the earth is likened by Anaximenes to the way that a cap may be turned around the head. PYTAGORAS (The Mathematical Basis of All Things) Across a span of water from Miletus, located in the Aegean Sea, was the small island of Samos, which was the birthplace of a truly extraordinary and wise man, Pythagoras. From the various scraps of information we have about him and those who were his followers, an incomplete but still fascinating picture of his new philosophic reflections emerges. Apparently dissatisfied with conditions not only on Samos but generally in Ionia during the tyrannical rule of the rich Polycrates, Pythagoras migrated to southern Italy and settled there in the prosperous Greek city of Crotone, where his active philosophic life is usually dated from 525 to 500 B. C. We are told by Aristotle that â€Å"the Pythagoreans devoted themselves to mathematics, they were the first to advance this study, and having been brought up in it they thought its principles were the principles of all things. . . In contrast to the Miletians, the Pythagoreans that things consist of numbers. Although, it is quite strange to say that everything consists of numbers, the strangeness, as well as the difficulty, of this doctrine is greatly overcome when we consider why Pythagoras became interested in numbers and what his conception of numbers was. Pythagoras became interested in Mathematics for what appear to be religious reasons. His originality could be said to consist in his conviction that the study of mathematics is the best purifier of the soul. He is, therefore, referred to as the founder of both of religious sect and the same time a school of mathematics. What gave rise to the Pythagorean sect was people’s yearning for a deeply spiritual religion that could provide the means for purifying the soul and for guaranteeing its immortality. Part 3. THE PROCESS OF THE UNIVERSE HERACLITUS Nature identified with fire. The Universality of change. The logos and Human Nature. Substance that holds everything is fire. Logos or universal reason. Fire is the process of change that which is fed into it becomes something else. Fire is not a random movement but God’s universal reason, the fire that is the unity holding everything together PARMENIDES Goddess. Logical method. What is, is and what is not, is not. A poem that reveals to him the plain truth and the deceptive beliefs of human beings A method that depends entirely on thought and not at all on experiment and observation only that can be which can be thought for. Thought exists for the sake of what is. Therefore, change is the confusion of appearance with reality and therefore change is simply an illusion. EMPEDOCLES Four elements. Love and strife. Earth, fire, air and water were considered as equally original. Love and strife, attraction and repulsion are two different forces at work in nature . Love binds things together and strife separate them. ANAXAGORAS Invisible particles that are the building blocks of nature. A miniscule particles that carry the blue print of everything else that distinguished the mind from matter. Matter is continuum, infinitely divisible and that, however, much it may be divided, each part will contain elements of everything else. Mind the cause of all things. Mind is the principle that gives matter its order. THE ATOMISTS Believed that everything in nature was made of tiny invisible particles or units called atoms Part 4. THE CONCEPT OF TRUTH KNOWLEDGE SOPHISTS’ CONCEPT OF KNOWLEDGE THE SOPHISTS The term sophist (sophistes) derives from the Greek words for wisdom (sophia) and wise (sophos). The term sophia could be used to describe disingenuous cleverness long before the rise of the sophistic movement. In the fifth century B. C. E. the term sophistes was still broadly applied to ‘wise men’, including poets such as Homer and Hesiod, the Seven Sages, the Ionian ‘physicists’ and a variety of seers and prophets. The narrower use of the term to refer to professional teachers of virtue or excellence (arete) became prevalent in the second half of the fifth century B. C. E. , although this should not be taken to imply the presence of a clear distinction between philosophers, such as Socrates, and sophists, such as Protagoras, Gorgias and Prodicus. This much is evident from Aristophanes’ play The Clouds (423 B. C. E.), in which Socrates is depicted as a sophist and Prodicus praised for his wisdom. 1. Sophists a. Protagoras. Protagoras of Abdera (c. 490-420 B. C. E. ) was the most prominent member of the sophistic movement and Plato reports he was the first to charge fees using that title (Protagoras, 349a). Despite his animus towards the sophists, Plato depicts Protagoras as quite a sympathetic and dignified figure. From a philosophical perspective, Protagoras is most famous for his relativistic account of truth – in particular the claim that ‘man is the measure of all things’ – and his agnosticism concerning the Gods. Plato suggests that Protagoras sought to differ his educational offering from that of other sophists, such as Hippias, by concentrating upon instruction in arete in the sense of political virtue rather than specialised studies such as astronomy and mathematics (Protagoras, 318e). b. Gorgias. Gorgias of Leontini (c. 485 – c. 390 B. C. E. ) is generally considered as a member of the sophistic movement, despite his disavowal of the capacity to teach arete (Meno, 96c). The major focus of Gorgias was rhetoric and given the importance of persuasive speaking to the sophistic education, and his acceptance of fees, it is appropriate to consider him alongside other famous sophists for present purposes. c. Antiphon. The biographical details surrounding Antiphon the sophist (c. 470-411 B. C. ) are unclear – one unresolved issue is whether he should be identified with Antiphon of Rhamnus (a statesman and teacher of rhetoric who was a member of the oligarchy which held power in Athens briefly in 411 B. C. E. ). However, since the publication of fragments from his On Truth in the early twentieth century he has been regarded as a major representative of the sophistic movement. d. Hippias. The exact dates for Hippias of Elis are unknown, but scholars generally assume that he lived during the same period as Protagoras. Whereas Plato’s depictions of Protagoras – and to a lesser extent Gorgias – indicate a modicum of respect, he presents Hippias as a comic figure who is obsessed with money, pompous and confused. Hippias is best known for his polymathy (DK 86A14). His areas of expertise seem to have included astronomy, grammar, history, mathematics, music, poetry, prose, rhetoric, painting and sculpture. Like Gorgias and Prodicus, he served as an ambassador for his home city. His work as a historian, which included compiling lists of Olympic victors, was invaluable to Thucydides and subsequent historians as it allowed for a more precise dating of past events. In mathematics he is attributed with the discovery of a curve – the quadratrix – used to trisect an angle. e. Prodicus. Prodicus of Ceos, who lived during roughly the same period as Protagoras and Hippias, is best known for his subtle distinctions between the meanings of words. He is thought to have written a treatise titled On the Correctness of Names. Prodicus’ epideictic speech, The Choice of Heracles, was singled out for praise by Xenophon (Memorabilia, II. 1. 21-34) and in addition to his private teaching he seems to have served as an ambassador for Ceos (the birthplace of Simonides) on several occasions. f. Thrasymachus. Thrasymachus was a well-known rhetorician in Athens in the latter part of the fifth century B. C. E. , but our only surviving record of his views is contained in Plato’s Cleitophon and Book One of The Republic. He is depicted as brash and aggressive, with views on the nature of justice that will be examined in section 3a. 2. Major Themes of Sophistic Thought a. Nature and Convention. The distinction between physis (nature) and nomos (custom, law, convention) was a central theme in Greek thought in the second half of the fifth century B. C. E. and is especially important for understanding the work of the sophists. Before turning to sophistic considerations of these concepts and the distinction between them, it is worth sketching the meaning of the Greek terms. The term nomos refers to a wide range of normative concepts extending from customs and conventions to positive law. It would be misleading to regard the term as referring only to arbitrary human conventions, as Heraclitus’ appeal to the distinction between human nomoi and the one divine nomos (DK 22B2 and 114) makes clear. The dichotomy between physis and nomos seems to have been something of a commonplace of sophistic thought and was appealed to by Protagoras and Hippias among others. Perhaps the most instructive sophistic account of the distinction, however, is found in Antiphon’s fragment On Truth. b. Relativism. The primary source on sophistic relativism about knowledge and/or truth is Protagoras’ famous ‘man is the measure’ statement. Interpretation of Protagoras’ thesis has always been a matter of controversy. Caution is needed in particular against the temptation to read modern epistemological concerns into Protagoras’ account and sophistic teaching on the relativity of truth more generally. A human being is the measure of all things, of those things that are, that they are, and of those things that are not, that they are not. There is near scholarly consensus that Protagoras is referring here to each human being as the measure of what is rather than ‘humankind’ as such, although the Greek term for ‘human’ –hoanthropos– certainly does not rule out the second interpretation. Plato’s Theaetetus (152a), however, suggests the first reading and I will assume its correctness here. On this reading we can regard Protagoras as asserting that if the wind, for example, feels (or seems) cold to me and feels (or seems) warm to you, then the wind is cold for me and is warm for you. c. Language and Reality. Understandably given their educational program, the sophists placed great emphasis upon the power of speech (logos). Logos is a notoriously difficult term to translate and can refer to thought and that about which we speak and think as well as rational speech or language. The sophists were interested in particular with the role of human discourse in the shaping of reality. 3. The Distinction Between Philosophy and Sophistry The distinction between philosophy and sophistry is in itself a difficult philosophical problem. The terms ‘philosopher’ and ‘sophist’ were disputed in the fifth and fourth century B. C. E. , the subject of contention between rival schools of thought. Histories of philosophy tend to begin with the Ionian ‘physicist’ Thales, but the presocratics referred to the activity they were engaged in as historia (inquiry) rather than philosophia and although it may have some validity as a historical projection, the notion that philosophy begins with Thales derives from the mid nineteenth century. It was Plato who first clearly and consistently refers to the activity of philosophia and much of what he has to say is best understood in terms of an explicit or implicit contrast with the rival schools of the sophists and Isocrates (who also claimed the title philosophia for his rhetorical educational program). SOCRATES Socratic Method Socrates was not a â€Å"philosopher,† nor yet a â€Å"teacher,† but rather an â€Å"educator,† having for his functionSocrates to rouse, persuade and rebuke (Plato, Apology). Hence, in examining his life’s work it is proper to ask, not What was his philosophy? but What was his theory, and what was his practice of education? It is true that he was brought to his theory of education by the study of previous philosophies, and that his practice led to the Platonic revival; but to attribute to him philosophy, except in that loose sense in which philosophy is ascribed to one who, denying the existence of such a thing, can give an account of his disbelief, is misleading and even erroneous. Socrates theory of education had for its basis a profound and consistent skepticism; that is to say, he not only rejected the conflicting theories of the physicists, of whom â€Å"some conceived existence as a unity, others as a plurality; some affirmed perpetual motion, others perpetual rest; some declared becoming and perishing to be universal, others altogether denied such things, â€Å"but also condemned, as a futile attempt to transcend the limitations of human intelligence their, pursuit of knowledge for its own sake. † That it was in this way that Socrates was brought to regard â€Å"dialectic,† â€Å"question and answer,† as the only admissible method of education is no matter of mere conjecture. In the review of theories of knowledge which has come down to us in Plato’s Theaetetus mention is made of certain â€Å"incomplete Protagoreans,† who held that, while all opinions are equally true, one opinion is better than another, and that the â€Å"wise man† is one who by his arguments causes good opinions to take the place of bad ones, thus reforming the soul of the individual or the laws of a state by a process similar to that of the physician or the farmer; and these â€Å"incomplete Protagoreans† are identified with Socrates and the Socratics by their insistence upon the characteristically Socratic distinction between disputation and dialectic, as well as by other familiar traits of Socratic converse. In fact, this passage becomes intelligible and significant if it is supposed to refer to the historical Socrates; and by teaching us to regard him as an â€Å"incomplete Protagorean† it supplies the link which connects his philosophical skepticism with his dialectical theory of education. It is no doubt possible that Socrates was unaware of the closeness of his relationship to Protagoras; but the fact, once stated, hardly admits of question. Knowledge and action Socrates teaches that a man must know how to choose the mean and avoid the extremes on either side, as far as possible. In education, Socrates asks us to consider the effect of either an exclusive devotion to gymnastics or an exclusive devotion to music. It either produced a temper of hardness and ferocity, (or) the other of softness and effeminacy. Having both qualities, he believed, produces harmony; i. e. , beauty and goodness. He additionally stresses the importance of mathematics in education for the understanding of beauty and truth. PLATO Theory of forms The Problems theory was meant to solve: (1) The Ethical Problem: How can humans live a fulfilling, happy life in a contingent, changing world where every thing they attach themselves to can be taken away? (2) The Problem of Permanence and Change: How can the world appear to be both permanent and changing? The world we perceive through the senses seems to be always changing. The world that we perceive through the mind, using our concepts, seems to be permanent and unchanging. Which is most real and why does it appear both ways? The general structure of the solution: Plato splits up existence into two realms: the material realm and the transcendent realm of forms. Humans have access to the realm of forms through the mind, through reason, given Platos theory of the subdivisions of the human soul. This gives them access to an unchanging world, invulnerable to the pains and changes of the material world. By detaching ourselves from the material world and our bodies and developing our ability to concern ourselves with the forms, we find a value which is not open to change or disintegration. This solves the first, ethical, problem. Splitting existence up into two realms also solves the problem of permanence and change. We perceive a different world, with different objects, through our mind than we do through the senses. It is the material world, perceived through the senses, that is changing. It is the realm of forms, perceived through the mind, that is permanent and immutable. It is this world that is more real; the world of change is merely an imperfect image of this world. The Forms: A form is an abstract property or quality. Take any property of an object; separate it from that object and consider it by itself, and you are contemplating a form. For example, if you separate the roundness of a basketball from its color, its weight, etc. and consider just roundness by itself, you are thinking of the form of roundness. Plato held that this property existed apart from the basketball, in a different mode of existence than the basketball. The form is not just the idea of roundness you have in your mind. It exists independently of the basketball and independently of whether someone thinks of it. All round objects, not just this basketball, participate or copy this same form of roundness. In order to see exactly what a form is and how it differs from a material object, we need to look at the first two of the properties that characterize the forms. The forms are transcendent. This means that they do not exist in space and time. A material object, a basketball, exists at a particular place at a particular time. A form, roundness, does not exist at any place or time. The forms exist, or subsist, in a different way. This is especially important because it explains why the forms are unchanging. A form such as roundness will never change; it does not even exist in time. It is the same at all times or places in which it might be instantiated. A form does not exist in space in that it can be instantiated in many places at once and need not be instantiated anywhere in order for the form to exist. The form of roundness can be found in many particular spatial locations, and even if all round objects were destroyed, the property of roundness would still exist. The forms are also pure. This means that they are pure properties separated from all other properties. A material object, such as a basketball, has many properties: roundness, ballness, orangeness, elasticity, etc. These are all put together to make up this individual basketball. A form is just one of these properties, existing by itself apart from space and time. Roundness is just pure roundness, without any other properties mixed in. The forms differ from material objects, then, in that they are transcendent and pure, while material objects are complex conglomerations of properties located in space and time. The forms are causes in two closely related ways: (1) The forms are the causes of all our knowledge of all objects. The forms contribute all order and intelligibility to objects. Since we can only know something insofar as it has some order or form, the forms are the source of the intelligibility of all material objects. (2) The forms are also the cause of the existence of all objects.

Computers and Ethics in the Workplace Essay Example for Free

Computers and Ethics in the Workplace Essay This paper discusses issues with ethics that have derived in the workplace as a result of the use of business computers. The definition of computer ethics is simple; they are a set of moral principles that intend to help with the regulation of the use of computers. Some common problems with computer ethics consist of privacy concerns, intellectual property rights, and the way computers have an effect on people. In other words, computer ethics refers to the ways people take ethical traditions and test, stretch, apply, negotiate and break in the realm of computer technology. As technology continues to evolve, there are a great deal of ethical issues and principles of behavior concerning privacy and accurateness for managerial leaders to deal with. In finding the issues of ethics that the Technology Age has brought to the workplace, organizations must be hands-on when it is time to highlight ethical use of technology by employees. Making sure that employees are knowledgeable on the proper policies the organization has on computer ethics. Promoting good computer ethics is a great way for companies to keep morale high and unnecessary issues from arising in the workplace. Introduction As technology like computers progresses, they will continue to contain a larger impact on people in today’s society. For that reason, computer ethics supports the how some debate on just how much influence computers need to have in human communication. With computers evolving constantly, ethical standards will continue to be constructed by computer ethics and will always have newer concerns that come from recent technology. With the new changes in technology like computers, more supervisors are coping with having to manager employees for proper use of company computers; they have to stay informed of all new ethical problems and the laws that were created to enforce ethics with workers. These are problematic areas, particularly with the arrival of the World Wide Web. To date, there have been problems with employees using company computers for purposes other than work. This subject has become more of a problem in today’s society and has been addressed by employers through monitoring computer usage, creating ritten policies, and enforcing other tactics to teach and inflict the ethics of computer use to employees at all levels. This paper topic was inspired through my own experience of an employer who felt that productivity was lower than past years, due to employees who utilized the Internet for reasons other than work. Today, we have monitored email and they are able to tell what Internet sites we visit daily and the duration of the time we are on that site. I must say as an employee, I felt violated for not being able to utilize the Internet throughout the day, as I am someone who still gets my work done each day no matter what. But I can see their reasoning behind and cannot blame them for keeping an eye out. Current Situation Ethics is a set of truthful principles that oversee the actions of people. As a result, computer ethics goes hand in hand with ethics with the intention to control how employees use computers. Often times, frequent issues with computer ethics consist of privacy concerns, intellectual property rights, and the way computers have an effect on people. In other words, computer ethics refers to the ways people take ethical traditions and test, stretch, apply, negotiate and break in the realm of computer technology. A current study shows how computers are making a heavy affect on ethics at work. One study said that almost half of the people they polled said they have participated in some kind of unethical act that relates to computers at work in the last 12 months. Another study found that one out of six working people believes conventional thoughts of moral and immoral have been superseded by new technologies (Websense and Saratoga Institute). These days, its almost impossible for one to keep up with how fast technology advances and has a significant influence on how we do business these days. Corporations, management and employees have to be able to keep up with the changing times in order to be competitive in their profession. The Internet creates an interesting predicament, with many employees utilizing it at work on a daily. The main concern is whether communication and information by way of the Internet should be monitored; this concerns both business and personal communications at work. This issue of employees and the Internet at work is a concern of many employers and managers, because in most cases it affects productivity

Relationship between GDP and Public Debt

Relationship between GDP and Public Debt On the Relationship between GDP and Public Debt during the EMU period (1991-present) The Maastricht Treaty laid out a central objective: that in order for the EMU to mature and lead to the establishment of a single currency in the EU – i.e. the Euro, the member nations’ fiscal and monetary policies had to be harmonized. The first task was for nations to reign-in their public debts by controlling their budget deficits. The Treaty created objectives that budget deficits had a ceiling of 3% of the GDP and the public debt had a prescribed limit of 60% of GDP. As Chart 1 reveals, that prior to the EMU efforts starting in 1991, there were some member nations that had extremely high public-debt to GDP ratios and they had to be under pressure to stabilize their government spending, and, hence the public debt. The idea behind imposing the upper limits on debt was to impose discipline and to reduce crowding out of private investment by lowering interest rates. As Chart 2 shows, that even though the growth rates of public debt in the pre-Euro years of the EMU era (1991 to 2005) were lower as compared to the pre-EMU period, they were still high for some countries. In order to study the relationship between GDP and Public Debt, this paper examines whether governments changed their fiscal policy regimes to suit the Maastricht goals. The dependent variable the ratio of Public Dent to Nominal GDP – is regressed on the GDP gap (i.e. the difference between Real GDP and the Potential Real GDP) as well as a dummy variable signaling a period when a regime shift would have occurred. The time-period is 1991-2005 and the data used is from the Eurostat (AMECO). There are two major events in the EMU era – the second phase of the process beginning in 1994 and the establishment of the Euro in 1999. So, two different models are studied – one that has a dummy variable equal to 1 for years 1994 – 2005 (Model A) and the other that has the dummy equal to 1 for 1999-2005 (Model B). If a country began controlling their debt around 1994, there should be a negative coefficient for the dummy in Model A and if they made a serious change in t heir fiscal policy around the time the Euro began, Model B should have a negative coefficient for the dummy. The coefficient for the GDP-gap variable should be negative – as theory dictates. (Macroeconomic theory tells us that governments ought to use expansionary fiscal policy in times of recessions and contract their deficits when the Real GDP cycle turns positive.) OLS Results for Model A. OLS Results for Model B. * These equations had evidence of auto-correlated errors; ** For these cases it is uncertain as to whether or not autocorrelation exists. The coefficient for the GDP gap is negative in almost all cases in both models. Most of the countries that do not have negative coefficients for the dummy variables in either model were those that had low public debt ratios to begin with – i.e. Austria, Finland, Luxembourg, Portugal, and Spain. While Germany also had relatively low levels of debt, the integration of East Germany must have generated fiscal pressures. Among the high-debt countries – Belgium, Ireland, France, and Greece – only the first two show evidence of changing their fiscal policies in the EMU period. France and Greece continued with fairly high growth rates of debt growth. The fact that more countries demonstrate regime changes (negative coefficients for the dummy variable) in Model B might reflect that with the starting of the common currency, there was greater pressure to conform to Maastricht’s conditions. (For the cases exhibiting autocorrelated errors, I tried estimating the equations with differenced variables but that did not lead to improvement with respect to the problem. Hence, the original versions are displayed).

The Community of Female Voices in Arab Women Literature :: Fatima Mernissi Arab Culture Cultural Essays

The Community of Female Voices in Arab Women Literature In her memoir, Dreams of Trespass, Fatima Mernissi remembers asking her grandmother Yasmina how one can discern a true story from a false one. The wise old woman, Yasmina, told her granddaughter to relax and not look at life in extreme polarities because "there are things which could be both [true and false] and things which could be neither" (Dreams, 61). "Words are like onions," Yasmina explained further and "the more skins you peel off, the more meanings you encounter" (Dreams, 61). Thus, according to Yasmina, the real power of finding the "true" answer for oneself is to discover "multiplicities of meanings" because then right and wrong become irrelevant (Dreams, 61). Yasmina's image of words as onions can be used in one's understanding of the multilayered complexity of oppression in Arab women literature. Although in some novels, such as The Pillars of Salt and Drams of Trespass, female oppression is an obvious result of social norms, in other texts (In the Eye of the Sun, for example) the main female character, Asya Ulama, seems to be free of any form of social pressure. However, one has to keep in mind that no woman ever stands alone in her oppression, whether it is physical or psychological oppression, or both. Thus, the purpose of this paper is to "peal off all the skins of an onion" or to uncover all the different layers of female oppression presented in the five books: Pillars of Salt, A woman of Five Seasons, A Balcony Over Fakihani, Dreams of Trespass and In the Eye of the Sun. The Feminist Theory The feminist writer, Gloria Anzaldua, argues that in order for silence to "transform into speech, sound and words," the silence must first ‘traverse through our female bodies" (Making, XIII). According to Anzaldua, the female silence is richly layered and it hides important voices which once discovered lead to women's liberation. Many feminist writers would argue that women can only tell their stories when they listen to (and follow) their inner voices. These inner voices are not only singular voices of the "self" but also communal voices that connect women with past and future generations. Thus, if one is to explore the oppression of Muslim women through the work of Arab women novelists, one must keep in mind the multilayered complexity of women's voices, or what I call the "community of

Essay on The Holy Bible - The Nature of God in the Genesis

The Nature of God in the Genesis  Ã‚   Genesis is the first book of the Bible.   It begins with the story of God’s creation of the universe.  Ã‚  Ã‚   The Lord is the Almighty Creator of the world, skies, heavens, seas, animals, man, and woman.   He governs the universe and develops relationships with man.   Throughout Genesis, God acknowledges the fact that human beings make mistakes, and accepts their imperfection.   Throughout Genesis, God changes from one who does not tolerate disobedience, to one who shows clemency.   Early on in Genesis, God punishes Adam and Eve for disobedience.   After making the mistake of flooding the world, the Lord realizes that even He is not perfect, and does not allow Jacob’s deceit of his father to taint his future. In the story of Adam and Eve, God severely punishes the first two humans for disobeying his orders.   Upon placing Adam and Eve in the Garden of Eden, God commands â€Å"†¦the tree of the knowledge of good and evil, though shalt not eat of it: for in the day that thou eatest thereof thou shalt surely die.† (15).   After Adam and Eve disobey, God is outraged and punishes them severely.   â€Å"I will greatly multiply thy (woman’s) sorrow and they conception†¦and thy desire shall be to thy husband, and he shall rule over thee.   And unto Adam he said†¦cursed is the ground for thy sake; in sorrow shall thou eat of it all the days of thy life;†¦And unto Adam he said, in the sweat of thy face shalt thou eat bread, til though return unto the ground; for out of it wast thou taken; for dust thou art, and unto dust shalt thou return† (16-17).   God’s punishment to women is especially harsh, for he makes childbirth treacherous for them, and appoints man as their ruler. To Adam, the Lord says that man is not imm... ...h can be seen from the story of Adam and Eve.   After creating a flood that destroys the entire world, God realizes that He has made a mistake.   He assures Noah that He will never do it again.   The Lord learns from his blunder, just like humans learn from theirs.   God accepts the fact that no one is flawless, and no longer punishes every wrongdoing.   He is aware that if even He, the Lord, can sometimes show poor judgment, humans should have the privilege of a second chance.   For example, God gives Jacob a second chance when he does not punish him for deceiving his father.   Rather than penalizing Jacob, God ignores his sin, and blesses Jacob, allowing him to prosper. As is frequently the case with humans, God’s nature changes as He is exposed to new experiences.   Throughout Genesis, the Lord transforms from on who does not tolerate disobedience, to one who shows mercy.  

Kurt Donald Cobain :: Biography

Kurt Donald Cobain was born on February 20, 1976 in Hoquaim, a small town south-west of Seattle. When he was about six months old he moved to Arberdeen and spent most of his childhood there. His parents divorced when he was seven years old. Cobain did not handle the divorce well. Cobain said that he never felt loved or secure again (Ronson, 1996). He became anti-social and withdrawn after the divorce. Cobain was passed around to several relatives and even lived under a bridge at one point. After Cobain’s parent’s divorced, he lived with his mom in a trailer park for a year. Cobain then lived with his father in Montesano. His father made him participate in sports. Cobain would intentionally not perform well while playing sports to get back at his dad. Cobain decided to learn how to play guitar instead of playing sports. He enjoyed reading and doing other artistic activities. Cobain’s interests made him a target for bullies. (Wilson, 1996) Cobain was a sickly child. â€Å"As an infant, he suffered from chronic bronchitis and scoliosis, and, by the age of seven, he was being prescribed both Ritalin and sedatives to allow him to sleep† (Headlam, 1996). Cobain complained of burning stomach pain that kept him from participating in gym class. In 1985 Cobain started the band Nirvana. The band went through several changes before finally becoming Nirvana. In 1987 the band was playing in several locations. In 1988 the band landed their first record deal. Cobain’s music mainstreamed the grunge sound. Nirvana rose very quickly to become stars. â€Å"Nirvana was, briefly, the most popular band in the world largely because of the cult of personality that grew around Cobain† (Headlam, 1996). After Nirvana released the album Nevermind, Cobain married Courtney Love. â€Å"Love shared Cobain’s penchant for self-destruction, but none of his ambivalence about fame. Together they went on a drug taking spree that resulted a few times in Cobain nearly dying and Love taking heroin during her pregnancy† (Headlam, 1996). Cobain claimed that the birth of his daughter, Frances Bean Cobain, made him a different man. He claimed that he was a doting father and husband. It is believed that the drug use continued though. â€Å"On March 5th , 1994 Cobain was rushed to the hospital in a coma after an unsuccessful suicide bid in which he washed down about fifty prescription painkillers with champagne† (Ronson, 1996). The attempt was not made known to many people.

Bordean Hill Cottages Essay

WHAT IS THIS LETTER ABOUT? I am writing this letter to apply for the position of a Senior Prefect at Eggar’s School as I believe I would be an ideal representative for the school and a good role model to those younger than me. INTRO – APPLYING APPLICATION I am genuinely very happy at Eggar’s School and it would be a privilege to be part of the Senior Prefect team underpinning the good work that is done by the staff. I see this position as a central part of the school’s foundations, traditions, and effective communication between students, teachers and the local community. Being a senior prefect is one of the top roles a student can have at a school. They work with the teachers to create a better learning environment and provide opportunities for others to succeed. THE ROLE – WHY IS THE ROLE IMPORTANT? HOW WE VALUE PREFECTS? – GENERAL Personally, I believe that having Senior prefects are important as they act as a leading demonstration of the school’s ethos to the ‘outside world’, not only to the parents of current and prospective pupils but the people in the community surrounding our school. Senior prefects act as leaders; they do this with energy and enthusiasm and with a willingness to put others before themselves. Given their status as leaders and role models, Senior Prefects are a visible and active presence around the school. WHY I WANT TO BE A SENIOR PREFECT What school will get out of it – I believe that if I was to become Senior Prefect, I would be able to share my knowledge and advice about the school to suggest improvements from an experienced pupil’s perspective. I would also be able to provide on-going practical support such as parents evenings, sports days, helping out Eggar’s newspapers etc. My knowledge about the school and how it runs from a pupils perspective (experience gained over the last four years) On-going practical supports (eg. Events, parents evenings, sports days, newsletters, teacher etc†¦) Representing the school Being part of the student voice – giving ideas I have gained from being a senior prefect and applying them towards What I want to get out with it   I think as a person I would also widely benefit from becoming Senior Prefect. I would develop my personal skills and qualities including leadership, responsibility and a sense of service which would help me later in life when I have future careers. Being able to demonstrate high expectations of myself and others is very important to me and something I have always tried to maintain over my many years at Eggar’s School. Managing the extra responsibility with professionalism, integrity, sensitivity and good humour is something I wish to gain if I was to become senior prefect. Nevertheless, I believe that becoming a Senior prefect will push me further to continue my commitment to academic success as this has always been very important to me. Furthermore, to receive recognition from Senior staff and being identified to the student body as someone who has, through my actions and efforts, aspired to exemplify the expectations of Eggar’s school would make me very proud. Looking ahead, I know that the experience of being a prefect will bring added value to my further education and career prospects as it will provide positive evidence for collage and job references. Training from the school/staff particularly in relationship to the leadership role To extend CV Provide positive evidence for collage and job references Develop my ability to use my initiative Benefit from the many opportunities to develop personal skills and qualities, including leadership, responsibility, sense of service and trust Being able to demonstrate high expectations of myself and others Make significant contributions to the wider life of the school To have continued commitment to academic success To be able to manage the extra responsibility with professionalism, integrity, sensitivity and good humour. Be self-motivated, proactive and a reliable team member Receive recognition from Senior staff and being identified to the student body as someone who has, through my actions and efforts, aspired to exemplify the expectations of Eggar’s school. STRENGTHS/WEEKNESSES WHY I AM THE RIGHT PERSON FOR THE JOB (GIVE EXAMLES) PERSONALITY AND SKILLS I think I am the right person to take on a role of senior prefect as I am a trustworthy, reliable and responsible person. On numerous occasions I have devoted time to come into school and participate in school fetes, parent’s evenings and showing parents round the school. This is not something that I feel I have to do, but something that I put myself forward for as I enjoy being part of the Eggar’s community. Furthermore, I have proved to be a good ambassador and role model for the school as in year 8 I put myself forward for the role of helping out at the OAP Party which takes place once a year. During this experience I am also very willing to take on extra responsibility. An example of this is when I volunteered to participate in Eggar’s E-learning group. This is where I had the opportunity to help primary school children develop their ICT skills. In the process, my team were successful in winning the competition for the task that was set. I have had a number of opportunities to develop my communication skills. An example of this when I was asked to participate in the BBC School Report in year 8 with around 20 other students. I found this very useful to help develop my team building skills and I will be able to use this skill if I got the role of senior prefect to help motivate and encourage the prefect team. In terms of academic success, I have always given my full commitment and been very self-disciplined. Which has given me very credible results. I was included in the Eggar’s 21 Club which gave me a real sense of pride. I felt that all my hard work had paid off and I would like to, as a Senior Prefect, be able  to encourage other students to work towards this accolade. I have always realised that maintaining a consistently high attendance record (98.3%) will result in a higher level of academic achievement. My participation in many sports days has given me invaluable teamwork and leadership skills, as I have represented my house in a variety of events. This is valuable experience for the position of Senior prefect, as I feel I will be able to carry out a wide variety of tasks required in this demanding position. UNIFORM Not only is it essential that I represent the school by acting very responsibly, both in my manner and academically, it is equally important that I take a pride in my appearance and dress appropriately. WHAT IS MY VISON/ WHAT I CAN BRING TO THE JOB I feel that I can bring a lot to the role of senior prefect as I am very self-disciplined and this quality would help manage my prefect duties with my study commitments and outside school activities. SUMMARY Thank you for considering my application and taking the time out to read it. Yours sincerely, Eleanor Howard

Mordernism

Modernism During the 20th century a communications revolution that introduced motion pictures, radio, and television brought the world into view†and eventually into the living room. The new forms of communication competed with books as sources of amusement and enlightenment. New forms of communication and new modes of transportation made American society increasingly mobile and familiar with many more regions of the country. Literary voices from even the remotest corners could reach a national audience.At the same time, American writers†particularly writers of fiction†began to influence world literature. The 20th century saw the emergence of modernism. Modernism responded to the world's complexity by asserting that the individual had the potential to achieve a broader perspective than that offered by any one society or its history. Although realism, naturalism, and regionalism were still viable modes of expression, they reflected the increasingly complex reality of 20th- century society. Immigration and industrialization led to increasing urbanization, nd, in turn, to class stratification.Theme: Some writers examined the sometimes complex psychology of America's elite, other writers turned to the psychological and physical reality of the laboring classes, whose ranks continued to swell with high rates of immigration in the late 19th and early 20th centuries. Several American authors who are sometimes known as social realists looked at working conditions, often for the purpose of social reform. A period of disillusion and cynicism that followed World War I (1914-1918) found expression in he writings of a group of Americans living in Paris who became known as the Lost Generation.They shared a bitterness about the war, a sense of rootlessness, and dissatisfaction with American society. They portrayed the emotional exhaustion of this generation and their seemingly vain search for meaning and value in life. Some other writers focus on the overwhelm ing forces of nature and on issues of class. Gender issues remain major topics in 21st century American literature, and more gay and lesbian authors are publishing their work and bringing their community and oncerns into focus. Characteristics 1.Diversity The reading audience of the United States changed as social and economic realities changed. Immigrant populations added great variety to 20th-century American fiction. American literature at the is exceptionally diverse, with rapidly growing multicultural influences. New voices continue to emerge within the Native American, African American, Asian American, and Hispanic American communities. After the 1960s it became increasingly difficult even to define a mainstream. Jewish-American iterature: among the first to record their experiences.African American literature: focuses on slavery and its legacies while also offering hope, particularly in the strength of bonds among women. Native American literature: reassesses the experience o f their cultures. Hispanic American literature. Asian American authors brought strong voices to American literature after the 1960s. those who bridge two cultures. Modernity and Americanization are typically the realm of youth, while traditional culture and history remain the dying province of their elders.While creating unique worlds for various distinct communities, America's diverse literary voices continue to reflect the unique characteristics of its land, people, and culture. 2. Regionalism The vastness of the United States and the great diversity of its people have always been reflected in its literature. This was especially true in the 20th century, which witnessed the blossoming of strong regional traditions in the West and the South. The South was also rich in women writers during the 20th century. 3. Bilingualism.Many American authors incorporate a lot of their mother tongue language into their writing. This reflects both the alienation and the strong cultural identity tha t comes from being a nonnative English speaker in the United States. 4. style Writing is noted for innovations in narrative style, such as simplification and fragmentation of plot and the use of unconventional syntax and punctuation. Representatives: Henry James Theodore Dreiser Sinclair Lewis Ernest Hemingway and F. Scott Fitzgerald, William Faulkner,