Pride and Prejudice: Elizabeth and Darcy Essay

In Pride and Prejudice, Darcy and Elizabeth first encounter at the ball in Meryton. Not such of a good impression they had on each other. Darcy’s first opinion is well understood as he says, â€Å"She is tolerable; but not handsome enough to tempt me.†(Page 8) As Elizabeth overhears his critical comment, she dislikes Darcy in that very moment for being so proud and full of himself. As Darcy is being convinced to dance with Elizabeth he accepts while she refuses. That is when Darcy gets his first insight of Elizabeth’s attitude. It came shocking to Darcy that Elizabeth refuses to dance with him; a fine young man who has such fortune and reputation. Through conversation with Elizabeth, Darcy notices she is not like other women. At the time women settled for what was given to them for beneficial pretenses such as marrying a man of good reputation with a fortune. Eliza does not give herself out to Darcy, instead she speaks her mind not giving much importance to the disagreements others including Darcy, will have on her comments or opinions. Darcy likes that she is not like other women, so in need of a husband. Unknowingly Darcy is being drawn in by her inner and outer beauty. Darcy is a clever, proud, and demanding man as Elizabeth describes him. (Page 33) He considers himself superior to others who according to him were not brought up well and have such low connections. It comes naturally for Elizabeth to laugh at Mr. Darcy for being so bitter and dull. Little by little he begins to show his emotions for Eliza as he becomes weak against her. Miss Bingley is one of the first to ever notice this weakness he has for her and tries to feed to his negative opinions of her and her family only letting him reveal that he had never met such a beautiful acquaintance as Eliza. So it was, Darcy had completely fallen in love with Elizabeth and reveals his emotions to her thus at the same time insulting her and her family for being of such low class in comparison to him. Elizabeth becomes very insulted and refuses his proposal of marriage. Eliza says to Darcy, â€Å"Why  with so evident a design of offending and insulting me you chose to tell me you liked me against your will, against your reason, and even against your character?† (Page 163) From this moment on, Eliza began to fall in love with Darcy as well. It is evident that they are both completely in love with each other. Their relationship is most convenient to the Bennets while they have a daughter who will marry a man of great fortune that will as a result make them look good to society. Most importantly, Eliza is going to marry out of love rather than to settle for less as Charlotte did by marrying Mr. Collins whom she did not love but instead married for her own convenience. As for Darcy, not everyone is in such agreement that he marries such a woman as Eliza but yet their marriage is most likely to succeed knowing that the most important factor, love, is in place. At the end, Lady de Bourgh has no choice but to be in agreement of their marriage.

Europe and the New World: New Encounters

Europe and the World: New Encounters, 1500-1800 On the Brink of a New World ? By the 16th century, the Atlantic seaboard had become the center of a commercial activity that raised Portugal and Spain and later the Dutch Republic, England, and France to prominence ? the age of expansion was a crucial factor in the European transition from the agrarian economy of the MA to a commercial and industrial capitalistic system. The Motives ? Contact w/non-Europeans remained limited until the end of the 15th century Fantastic Lands ? Europeans had always been curious about lands outside of Europe Economic Motives Although Muslim control of Central Asia cut Europe off from the countries farther east, the Mongol conquests in the 13thc reopened the doors ? Marco Polo went to the court of Kublai Kahn in 1271 ? His account of his experiences, the Travels was the most informative of all descriptions of Asia by ME travelers ? In the 14th, the conquests of the Ottoman Turks and then the breakup of the Mongol Empire reduced Western traffic to the East ? A number of people became interested in reaching Asia by sea ? Merchants, adventurers, and government officials had high hopes of finding precious metals and new areas of trade Religious zeal A crusading mentality was strong in Portugal and Spain The Mean ? The expansion of Europe was connected to the growth of centralized monarchies during the Ren. ? Ren. Expansion was a state enterprise ? By the 2nd ? of the 15th century, European monarchies had increased both their authority and their resources and were in a position to look beyond their borders Maps ? Europeans had achieved a level of wealth and technology that enabled them to make a regular series of voyages beyond Europe. ? Potlolani – charts made by medieval navigators and mathematicians in the 13th and 14th which were more useful than their predecessors.They took no account for the curvature of the earth so were of little use for oversea voyages ? By the end of the 15thcentury, cartography had developed to the point that Europeans had accurate maps of the rest of the known world ? One of the most important world maps available was that of Ptolemy, who wrote Geography. It was available from 1477 on. It drastically underestimated the circumference of the earth, leading expl orers such as Columbus to believe that he could sail to Asia Ships and sailing ? Europeans developed seaworthy ships as well as new navigational techniques ?They mastered the axial rudder and learned to combine lateen sails with a square rig. They could then construct ships mobile enough to sail against the wind and engage in naval warfare and heavy enough to carry goods over long distances ? Only w/the assistance of the compass and the astrolabe they were able to sail w/confidence ? They gained knowledge of the wind patterns of the Atlantic Ocean New Horizons: Portuguese and Spanish Empires ? Portugal took the lead in the European AOE when it began to explore the coastof Africa under the sponsorship of Henry the Navigator. ? His motivations were a blend of seeking a Ch.Kingdom as an ally for against the Muslims, acquiring trade opportunities, and extending chr. The Development of a Portuguese Maritime Empire ? In 1419, p. Henry founded a school for navigation. Shortly after, P. fle ets probed southward along the west coast of Africa looking for gold ? In 1441, p. ships reached the Senegal River and brought back slaves ? they gradually went down the coast and in 1471 they discovered a new source of gold along the southern coast of the hump of West Africa—the Gold Coast ? They leased land from local rulers and built stone forts along the coastThe Portuguese in India In 1488, Bartholomeu Dias was the 1st to round the Cape of Good Hope ? 10 years later, Vasco da Gama rounded the cape then stopped at several ports controlled by Muslim merchants. They then crossed the Arabian Sea and reached the port of Calicut in India ? p. fleets returned regularly, seeking to destroy Arabic shipping and establish a monopoly in the spice trade ? in 1509, a p. armada defeated a combined fleet of Turkish and Indian ships and began to impose a blockade on the entrance to the Red Sea to cut off the flow of spices to Egypt and the Ottoman Empire ?Goa became the headquarters for p. operations throughout the entire region ? The p. conducted raids against Arab shippers In Search of Spices ? In 1511, Albuquerque sailed into the harbor of Malacca on the Malay peninsula ? He thought it would help destroy the Arab spice trade and provide the pw/a way station on the route to the Moluccas, aka the Spice Islands ? Their attempted takeover of the area resulted in a struggle b/w the p and ms ? From Malacca, the p launched expeditions further east, to China and the SI ? there they signed a treaty w/local rulers for trade Within a few years, the p seized control of the spice trade from ms and got profits for the p monarchy ?The p empire remained limited b/c they lacked the power, population, and desire to colonize Asian regions ? Their success was mainly due to guns and seamanship Voyages to the New World ? the sp attempted to reach the same destination by sailing across the Atlantic. Their resources enabled them to establish a bigger empire than the p The Voyages of Co lumbus ? He felt that Asia could be reached by sailing west instead of east New Voyages John Cabot explored the New England coastline under a license from Henry VIII. Pedro Cabral found South America on accident in 1500. Amerigo Vespucci wrote letters describing the NW ? The 1st 2 decades of the 16thc witnessed oversea voyages that explored the eastern coasts of NA and SA ?Vasco Nunez be Balboa led an expedition across the Isthmus of Panama and reached the PO in 1513 ? Ferdinand Magellan went around the world in 1519 ? The sp were interested in the NW b/c the 1494 Treaty of Tordesillas had divided the NW into separate p and sp spheres of influence and most of SA fell into the sp sphere. The route east around the COGH was p while the route across the Atlantic belonged to s The Spanish Empire in the New World ? Conquistadors – individuals motivated by a blend of glory, greed, and religious crusading zeal. Although authorized by the Castilian crown the groups were financed and o utfitted privately. Their superior weapons, organizational skills, and determination brought them incredible success. They also benefited from conflicts b/w the native people and diseases. Spanish Conquest of the Aztec Empire ? In 1519, a S expedition under the command of Hernan Cortes landed at Veracruz on the Gulf of Mexico.He marched to the city of Tenochtitlan, making alliances w/city states that had tired of Aztec rule. ? Especially important was Tlaxcala, a state that the Aztecs had been unable to conquer. ? When Cortes arrived at T he received a friendly welcome from Moctezuma who believed that he represented the god Quetzalcoatl ? They took M hostage and pillaged the city ? in the fall of 1520 the local population revolted against C and drove the invaders from their city ? Shortly afterward the Aztecs suffered from many E diseases from which they had no immunity. The S then destroyed pyramids, temples, and palaces. B/w 1531 and1550, the S gained control of northern Mexico Sp anish Conquest of the Inca Empire ? In 1530, Francisco Pizarro landed on the PC of SA w/steel, gunpowder, and horses ?Soon, smallpox was devastating villages, killing the Incan emperor and leaving a disagreement over who would take his place, leading to civil war ? P and his soldiers marched on Cuzco and captured the Incan capital. By1535, P established a capital at Lima for a new colony Administration of the Spanish Empire Whereas the conquistadors made decisions based on expediency and their own interests, Queen Isabella declared the natives subjects of Castile and instituted the S encomienda, a system that permitted the conquering s to collect tribute from the natives and use them as laborers. In return, they were supposed to protect the I, pay them wages, and supervise their spiritual needs. ? S settlers brutally used the I to pursue their own economic interests. They worked on plantations and in mines ? the I suffered from many European diseases ? Dominican friars protested aga inst the harsh I treatment ?In 1510 Anton Montecino spoke against it. In 1542, largely in response to the publications of Bartolome de las Casas, the government abolished the encomienda system and provided more protection for the I ? In the NW, the S developed an administrative system based on viceroys. ? S possessions were divided into 2 major units: New Spain (Mexico, Central America, and the Caribbean) w/a center in Mexico city, and Peru(western South America) governed by a viceroy in Lima ? Each viceroy served as the king’s chief civil and military officer and was aided by advisory groups called audiencias, which also functioned as judicial bodies.By papal agreement, the Catholic monarchs of S were given extensive rights over ecclesiastical affairs in the NW. They could appoint bishops and clergy, build churches, collect fees, and supervise religious orders ? Missionaries fanned out across the SE where they converted hundreds of thousands ? The mass conversions brought th e institutions of the CC to the NW New Rivals on the World Stage ? In the 17th century, northern E countries—1st the Dutch and then the French and British—moved to replace the P and S and create their own colonial empires ?The new rivalry soon had an impact on the rest of the world. Africa: The Slave Trade ? The P built forts the east and west coasts of Africa and tried to dominate the trade in gold. However, during the mid 17thc the D seized and number of P forts along the WA coast and took control over much of the P trade across the Indian Ocean ? The Dutch East India Company, a trading company established under government sponsorship, also set up in Africa at the COGH which soon became a permanent colony ?European explorations of the A coastline did not affect most people on the interior Growth of the Slave Trade Over the next 2c, the slave trade grew drastically and became part of the triangular trade connecting E, A, and Am ? The journey of slaves from A to Am bec ame known as the Middle Passage ? At 1st, local slave traders obtained their supply from regions nearby, but as demand increased, they had to move further inland ? In a few cases, local rulers became concerned about the impact of the slave trade on their societies ? Protests from A were generally ignored by everyone ? As a rule, local rulers viewed the slave trade as a source of income and some sent raiders to unsuspecting villagesEffects of the Slave Trade ? The importation of cheap manufactured goods from E undermined local cottage industry and forced families into poverty ? Led to depletion in some areas and deprived many African communities of their youngest and strongest ? the need to maintain a constant supply of slaves led to increased warfare and violence as A chiefs increased their raids on neighboring people The West in Southeast Asia ? P efforts to dominate trade in SEA were never totally successful. P lacked the numbers and wealth to overcome local resistance and coloniz e local regions.P empire was too large and P too small to maintain it ? S established itself in SEA when Mag landed in the PHL, enabling the S to gain control there and it became a base of trade for luxury goods ? The biggest threat to P came w/the arrival of the D and E, who were better financed ? the shift in power began in the early 17thc when the D seized a P fort in the Moluccas and then gradually pushed the P out of the spice trade, then the E later ? The D also began to consolidate their political and military control over the area.By the end of the 18thc, the D had succeeded in bringing almost the entire Indonesian archipelago under their control ? The arrival of the E had less impact on mainland SEA, where strong monarchies in Burma, Thailand, and Vietnam resisted foreign encroachment. ? To obtain economic advantages, the E became involved in factional disputes, though in general the states united and drove the E out ? In Vietnam, the arrival of Western merchants coincided w/a period of internal conflict among ruling groups in the country. Expansion had brought a civil war that temporarily divided the country into 2 separate states.The E powers began to take sides in local politics, w/the P and D supporting rival factions. ? the mainland states in Burma, Thailand, and Vietnam had begun to define themselves as distinct political entities. The Malay states had less cohesion and were victims of their own resources. The French and British in India The Mughal Empire ? Babur’s grandson brought Mughal rule to most of India, creating the greatestIndian empire since the Mauryan dynasty The Impact of the Western Powers ? At 1st , P dominated regional trade in the Indian Ocean, but at the end of the16thc, the B and D arrived on the scene.Soon both powers were competing w/Pand w/each other ? During the 1st ? of the 17th century, the B presence in India steadily increased. By1650, B trading posts had been established at Surat, Fort William, near the Bay of Bengal, and Madras on the southern coast. ? B success attracted rivals, including the D and F, but the B were saved by Sir. Robert Clive, who eventually became the chief representative of the East India Company in India. They were also aided by the refusal of the F government to provide finances to their people in India ?After defeating a Mughal army in 1757 at the Battle of Plassey, the BEIC received the authority to collect taxes from lands surrounding Calcutta. During the seven years’ war, the B forced the F to withdraw completely from India ? This marks a major step in the gradual transfer of the entire Indian subcontinent to the BEIC and later to the B as a colony China Western Inroads ? Although China was at the height of its power and glory in the mid 18thc, the 1st signs of internal decay in the Manchu dynasty were beginning to appear.Qing military campaigns along the frontier cost money and placed heavy demands on the treasury. At the same time, growing pressure on t he land b/c of population growth led to economic hardship and rebellion. ? the decline in the QD occurred just as E was increasing pressure for more trade. The 1st conflict came from the north, where Russian traders sought skins and furs ? To limit contacts b/w E and C, the Q government confined all E traders to a small island outside the city walls of Canton and allowed them to stay only part of the year ?In 1793, a B mission led by Lord Macartney visited Beijing to press for liberalization from trade restrictions, but emperor Qianlong expressed no interest in B products Japan Opening to the West ? P traders had landed on the islands of J in 1543, and began stopping there on a regular basis to take part in trade b/w J, C, and SEAII. They were initially welcomed, the success of Cath missionaries however, created a strong reaction against the presence of Westerners ? When the missionaries interfered w/local politics, Tokugawa Ieyasu expelled all missionaries and J Chris were now pros ecuted.The E merchants were next to go, the government closed 2 major trading post sand only a small D community was allowed to remain The Americas ? In the 16thc, S and P had established large colonial empires in the As. P continued to profit from Brazil and S had a SA empire, but S importance as a commercial power declined rapidly in the 17thc b/c of a drop in the output of the silver mines and poverty of the S monarchy ? By the beginning of the 17thc, P and S found themselves w/new challenges to their A empires from the D, B, and F West Indies The B held Barbados, Jamaica, and Bermuda, and the F had Saint Domingue, Martinique, and Guadeloupe. Both developed plantation economies worked by slaves which made cotton, tobacco, coffee, and sugar British North America ? The D were among the 1st to establish settlements on the NA continent after Henry Hudson discovered in 1609 the Hudson river. A. W/I a few years the D had established the mainland colony of New Netherland B. In the 2nd ? of the 17th century, competition from the E and F and years of warfare w/those rivals led to the decline of the D commercial empire. C.In 1664, the E seized the colony of NN and renamed it NY, shortly afterward the DWIC went bankrupt ? The E had begun to establish their own colonies in NA. The desire to practice religion, combined w/economic interests, led to colonization ? Both the NA and WI colonies of B were assigned roles in keeping w/mercantilist theory. They provided raw materials for their mother country while buying good from the latter. Navigation acts regulated what could be taken from and sold to colonies French North America ? In 1534 Jacques Cartier discovered the Saint Lawrence River and laid claim to Canada as a F possession ?It wasn’t until Samuel de Champlain established a settlement at Quebecin 1608 that F began to take interest in Canada as a colony ? In 1663 Canada was made the property of the F crown and administered by a F governor like a F province ? I t was run like a vast trading area. The F state could not its people to emigrate there so the population stayed small. They also allowed their Continental wars to take precedence over the conquest of the NA continent. ? In 1713 in the Treaty of Utrecht, the F began to cede some of their A possessions to the E ?The decline of S and P led those 2 states to depend even more on their colonies, and they imposed strict mercantilist rules to keep others out. ? S tried to limit trade w/its colonies to S ships Toward A World Economy ? During the High Middle Ages, E had engaged in a commercial revolution that created new opportunities for townspeople in a basically agrarian economy ? The beginning of E discovery of the world outside in the 15thc led to an even greater burst of commercial activity and the inception of a world market Economic Conditions in the 16th Century Inflation was a major problem in the 16th and early 17th century ? This price revolution was a E wide phenomenon, although different areas were affected at different times ? Food was most subject to price increases, especially evident in the price of wheat ? Wages failed to keep up with price increases. Wage earners, especially agricultural laborers and salaried workers in urban areas saw their standard of living drop ? Commercial and industrial entrepreneurs also benefited from the price revolution because of rising prices, expanding markets, and cheap labor costs ?Governments borrows heavily from bankers and imposed new tax burdens on their subjects, often stirring additional discontent The Growth of Commercial Capitalism ? The E trade of the 16thc revolved around the Med in the south, the Low Countries and the Baltic region in the north, and central E, whose inland trade depended on the Rhine and Danube rivers ? As overseas trade expanded, the Atlantic seaboard began to play a more important role, linking the Med, Baltic, and CE trading areas together and making E a more integrated market that was mo re vulnerable to price shifts ?W/cheaper and faster ships, the D came to monopolize both E and world trade, although they were challenged by the E and F in the 16thc ? The commercial expansion of the 16th and 17th century was made easier by new forms of commercial organization, especially the joint-stock company ? Individuals bought shares in a company and received dividends on their investment while a board of directors ran the company and made business decisions ? Made it easier to raise large amounts of capital for world trading ventures ?Enormous profits were also being made in shipbuilding and in mining and metal lurgy, where technological innovations, such as the use of pumps and new methods of extracting metals from ores proved highly successful ? The mining industry was closely tied to family banking firms. In exchange for arranging large loans for Charles V, Jacob Fugger was given a monopoly over silver, copper, and mercury mines in the Habsburg possessions of CE ? These cl ose relationships b/w governments and entrepreneurs could lead to success but also be precarious[pic][pic] ?The House of Fugger went bankrupt at the end of the 16thc when the Habsburg defaulted on their loans ? By the 17thc, the traditional family banking firms were no longer able to supply the numerous services needed for the commercial capitalism of the 17thc ? the city of Amsterdam created the Bank of Amsterdam in 1609 as both a deposit and a transfer institution and the Amsterdam Bourse, where the trading of stocks replaced the exchange of goods ? Most of the E economy still depended on an agricultural system that had changed little since the 13th century ?In eastern E, the peasants’ position even worsened as they were increasingly tied to the land in a new serfdom enforced by powerful land owners Mercantilism ? Mercantilism – the name historians use to identify a set of economic tendencies that came to dominate economic practices in the 17th century ? one of its f undamentals was a belief that the total volume of trade was unchangeable. Since one nation could expand its trade only at the expense of others, to mercantilists economic activity was war carried on by peaceful means ?According to mercantilists, the prosperity of a nation depended on a plentiful supply of bullion (gold and silver). For this reason, it was desirable to achieve a favorable balance of trade in which goods exported were of greater value than those imported, promoting an influx of gold and silver payments that would increase the currency of bullion ? They believed that governments should stimulate and protect export industries and trade by granting trade monopolies, encouraging investment in new industries through subsidies, importing foreign artisans, and improving transportation systems.By placing high tariffs on foreign goods, they could be kept out of the country and prevented from competing w/domestic industry ? colonies were deemed valuable sources of raw materials and markets for finished goods ? Mercantilism focused on the role of the state, believing that state intervention in some aspects of the economy were desirable for national good. Government regulations to ensure the superiority of export goods, the construction of roads and canals, and the granting of subsidies to create trade companies were all predicated to government involvement in economic affairsOverseas Trade and Colonies: Movement toward Globalization ? W/the development of colonies and trading posts in the Am and the East, Embarked on an adventure in international commerce of the 17th century ? What made transoceanic trade rewarding was not the volume but the value of its goods ? Trade w/i E remained strong throughout the 18thc as wheat, timber, and naval stores from the Baltic, wines from F, wool and fruit from S, and silk from Italy were exchanged ? [pic][pic][pic][pic][pic][pic][pic][pic][pic]However, this trade increased only slightly as overseas trade boomed.From 1716 to 1789, total F exports quadrupled The Impact of European Expansion ? By the end of the 18thc, it appeared that GB would become the great E imperial power The Conquered ? The NA civilizations were virtually destroyed. Ancient social and political structures were ripped up and replaced by E institutions, religion, language, and culture ? In Africa, E involvement in the slave trade led to devastating effects, especially in coastal areas ? P trading posts in the east had little impact on native Asian civilizations, although D control of the Indonesian archipelago was more pervasive ?In C and SA, a ew civilization arose called Latin Am ? It was a multiracial society—Africans, natives, and E. It had less rigid attitudes about race ? E brought horses and cattle to the Americas. Horses revolutionized the life of the Plains Indians. The two civilizations also exchanged plants Catholic Missionaries ? S and P rulers were determined to Chr the native people ? this policy gave the CC an d important role to play in the NW, one that added to church power ? Chr missionaries also went to China, the Jesuits were the most active ? they tried to point out the similarities b/w Chr and Confucian ethics ?Several hundred C officials became Catholics, but the Chr effort was ultimately undermined by squabbling w/i religious orders ? Soon Chinese authorities began to suppress Chr ideas throughout China ? They also went to Japan, where they converted some nobles ? the Jesuit practice of destroying idols and shrines and turning temples into Chr schools or churches caused a severe reaction ? The government ordered the execution of nine missionaries and a number of J converts. They were all eventually persecuted. The Conquerors ? Many E women found new opportunities for marriage in the NW b/c of the lack of women.A number of women also found themselves rich after their husbands were killed unexpectedly. ? When the mines at Potosi in Peru were opened in 1545, the value of precious me tals imported into E quadrupled ? The 185,000 pounds of gold that entered the port of Seville set off a price revolution that affected the S economy ? Columbian Exchange- the reciprocal importation and exportation of plant sand animals b/w E and the Am ? E expansion, which was in part a product of E rivalries, deepened those rivalries and increased tension among E states ? Bitter conflicts arose over the cargoes coming from the NW and Asia.The Anglo-D trade wars and the B-F rivalry over India and Nam became part of a new pattern of worldwide warfare in the 18thc. Rivalry also led to state-sponsored piracy ? E came to have a new view of the world. They created better maps and new techniques, one of which was the Mercator projection, which tried to show the true shapes of landmasses, but only in a limited area ? E were initially startled by the discovery of new people. There were differing opinions, but most felt that the natives should be converted. Their relatively easy success in d ominating native people enforced their feelings of superiority Top of Form

Feast of the dead by Cevdet Kudret Essay

It was January when the world seemed grimmer, streets empty, people went out only for work. A boy who had been to the fountain told to the man he saw that Dursun Agha is dead. Dursun Agha is the one who calls at the street asking if someone needs water, one trip, two trips, three trips and someone would call back, one trip means two cans of water that costs three Kurush. Dursun is asturdy man with a round black beard, has 2 children and a wife named Gulnaz, she help Dursan when someone would call her to wash clothes that only happens twice or thrice a week and earn few more three kurush. The caused of Dursun’s death was he had hit his head on the stone bowl under the tap when he slipped. No one ever thought that a tough and durable man could die just like that all of a sudden. Gulnaz heard the news and didn’t know what to do with her children, she didn’t know how she can feed two mouths by washing clothes. It wasn’t enough. No one eat for 36-48 hours until someone feel the hunger inside their stomach. As a Moslem tradition, when someone died the neighbor will give food to the family who’s in grief for a day or two. The first who gave food was from a wealthy man who lived in the white house the tray of food was brought by the maid it was covered in a cloth. No one actually thought of eating that day but when they saw the food it gives them relaxation of feelings. The foods came and it lasted for three of four days. The food stopped coming but they were still hoping until suppertime and they realize that no one will give them food anymore. They cook food and they found it hard to readjust because they get used to the foods that was given by the neighbors until the day came that they have nothing to eat at all.The children and Gulnaz slept with empty stomach. The next day the young boy told to Gulnaz that it hurts inside, but she can’t do anything, they all felt dizzy and hungry. Days passed by until a horse full of bread on its side. Instead of asking for a loaf of bread, Gulnaz froze and didn’t say anything, she just let God’s blessing pass by. She went back to her room empty handed. When her son told her that she can’t stand anymore, he ask his eldest son to go to the grocery store and asked if he could asked some food to the grocery store and tell them they would pay it in a few days. But the trick didn’t work to Bodos so the child left the with empty handed.

Movie Review Essay Example | Topics and Well Written Essays - 1000 words - 1

Movie Review - Essay Example The actions of both Kevin O’Donnel and Sean Miller amply convey this fact. â€Å" Our society in the West has, quite literally, an investment in perpetuating the myth of an evil force... Without it, movies and writing would be less interesting because evil villains represent in some powerful manner the way many people perceive the world†(R. F. Baumeister, W.H. Freeman & Co, 1996). People often think of evil as what is outside of them, and even if an evil action is chosen, there is a justification since there is something good in the expected outcome. This is the outlook of the terrorists. The discussion shows how people can be properly be made aware of the dangers of terrorism and how realistic the two movies are in conveying the facts regarding terrorism. In the movie Patriot Games, we see the fear of terrorism casting its spell throughout the life of Jack Ryan and his family. He and his family are on a visit England. He has worked as an intelligence agent in the U.S. A. his helps him to be vigilant. He is also making use of his London vacation for his research, as he is writing a book. He has met his wife Cathy an ophthalmological surgeon and daughter Sally and they are discussing where to go for dinner that evening. At that time there is an explosion behind them. He gets his family under cover and sees three men attacking a Rolls Roys. Taking advantage of his perfect position to interfere, he charges in and kills one man and has wounded another. The men are from the Ulster Liberation Army (ULA), an ultra-violent off shoot of the violent Provisional wing of the Irish Republican Army (PIRA). Now he becomes a local hero in England, as the occupants of the car he saved are the members of the Royal Family. But the head of the ULA Kevin O’Donnell is quite upset. Sean Miller, who had planned the operation, who is now caught, is also furious at Jack’s interference. The PIRA is also not happy with Kevin O’Donnell for attacking the Royal

Peter Berger's heretical imperative Essay Example | Topics and Well Written Essays - 1000 words

Peter Berger's heretical imperative - Essay Example According to Berger, pluralism presents the crisis into which modernity has exposed religion (Woodhead Heelas & Martin, 2001). Berger focuses on modernity and its implications on religion. The contemporary society is characterized by plurality of institutions, consciousness and choices, which yield uncertainty. According to Berger, pluralism is â€Å"a situation in which there is competition in the institutional ordering of comprehensive meanings of everyday life† (Oldmeadow, 2010, p.33). Because of uncertainty, there are unsteady, inconsistent and erratic plausibility structures, particularly those of religion. Berger argues that religion becomes a matter of choice, which he best refers to as a â€Å"heretical imperative† (heresy). According to Peter Berger, there are three contemporary responses to the crisis that modernity thrusts religion into, which include deduction, reduction as well as induction. Berger denounces deduction, which entails the reaffirmation of inf luence of a sacred ritual against secular authority (Esposito, Fasching & Lewis, 2011). He also rejects reductionism, which reinterprets a sacred ritual on the basis of secular authority. In rejecting the two responses, Berger supports the third approach, which is induction. His belief is that the crisis facing religion is a product of the sterile antithesis of neo-orthodoxy and secularism (Woodhead Heelas & Martin, 2001). He believes that by shunning both deductive and reductive approaches and adopting inductive approach, the crisis can be triumphed. Berger explores the relationship between human religion and world-building. The society is presented as dialectic because it is considered as a human invention. Man cannot exist without society and without man, society cannot exist. This exhibits the dialectic nature of the society. Berger argues that pluralism undermines stable belief (Berger, 1979). Pluralism is the cause of secularisation. According to Berger, the basic dialectic pr ocess of society entails three steps. These include externalisation, objectivation as well as internalisation. The three moments are crucial for effective comprehension of empirical dimension society. Externalisation refers to â€Å"the ongoing outpouring of human being into the world, both in the physical and the mental activity of men† (Berger, 1979, p. 4). Objectivation refers to the achievement by the products of man’s activity of an authenticity that faces its initial makers. Internalisation on the other hand, refers to men’s manipulation of reality, in which they change the reality into structures of objective and subjective consciousness. Externalisation is a prerequisite for anthropology. It deals with the biological development of man, where he interacts with extra-organic surrounding of both physical human worlds. Human being must create his own world. As such, the world-building activity does not qualify as a biological superfluous occurrence, but a d irect product of man’s biological composure. Man creates his own world through biological means. This human world is characterized by uncertainty unlike animals’ world. Because humanly established structures tend to be unstable, man creates culture to ensure stable structure that cannot be attained biologically. However, culture needs to be progressively changed by man. The instability of cultural structures posses a significant challenge to man’

Investment Portfolio paper Essay Example | Topics and Well Written Essays - 250 words

Investment Portfolio paper - Essay Example According to her, it has a broad global track for the equity part of her portfolio, hence secure for her investment. This investment plan is also well registered and recognized worldwide. Since she intends to invest for over thirty years, this investment will give her good returns since it has a high demand. This is a follow up of her willingness to maintain discipline on investment as she has done before. Besides, she has no dependants and has sustainable income which will enable her to invest without interruption. Her return objectives are determined by the capital she holds in her retirement benefits account which she never monitors, meaning she is determined to let it grow without interference. ETF is an organization that has grown for over years with expensive assets. This gives it chance to reduce the level of risks it faces. The risks are therefore tolerable by this woman. This means that she has a high probability of getting returns, but low probability of getting losses. There is also a good chance of diversifying the investments in the organization. This is because it has variety of securities, enabling any shareholder to diversify investments at will. She can invest in securities like bonds, debentures and many others among the investment

Congressional Representation Research Paper Example | Topics and Well Written Essays - 1250 words

Congressional Representation - Research Paper Example Moreover, ideology, policy preferences and the nature of information received etc can also affect the Congressmen while they vote. In short, â€Å"congressional voting on specific bills is correlated with the economic self-interest of the representative's constituents and a measure of the representative's ideology† as indicated by his broader voting record†(Bender, 1991, p.1) This paper briefly analyses various reasons why congressmen vote the way they do, and how their constituencies at times play a large role in that. The role of Hannah Pitkin’s theory; substantive vs. descriptive representation in controlling the voting behaviour of the Congressmen is also analysed in this paper. Factors which influence Congressmen while they vote Fellow Congressmen can influence a Congressman very much while he takes decisions upon certain topic. Fellow congressmen can act as the source of lots of information which may influence the Congressman while he takes decision about a particular topic. In most of the cases, Congressmen may engage in mutual discussion both in and out of the office and that also formally and informally. All these discussions will bring lot of new information which may affect the decision making process of the Congressmen. ... Thus fellow congressmen have wider influence on the decision making abilities of a particular congressman. The influence of Constituent is another major factor which controls the voting of the Congressmen. â€Å"The constituency imposes some meaningful constraints on Congressmen’s voting behaviour†(Kingdon, 1989, p.68). Moreover, â€Å"a basic principle of representative democracy is that elected officials must pay homage to their districts if they wish to secure reelection† (Crespin, n. d. p.2).It is difficult for congressmen to sacrifice the interests of the people in their constituencies since they need the support of the people for their re-election. In other words, a congressman who has planned to seek re-election should vote in accordance with the interests of the people in their constituencies. Only on issues that the constituency doesn't feel strongly, the Congressman may think of taking an independent decision. Ultimately, the congressmen have the moral responsibility or liability to explain his stands to the people in his constituencies since the people are the ones who elected him. Party leadership and the committee members can also influence the decision making or the voting of the congressmen. â€Å"The degree of party cohesions affects the voting behaviour of the congressmen†(Froman, 1963, p.57). Each party may have a well defined stand on all policy matters. In most of the cases, the congressmen vote in favour of his party’s stands. However, in many cases, congressmen take stands which are different from that of his party. For example, many democrats opposed Obama’s healthcare reform bill along with the republicans. If the president is popular in the constituency, the congressman will extend greater support to the policies of the

MAcro R Assignment Example | Topics and Well Written Essays - 750 words

MAcro R - Assignment Example National Statistics charged with the mandate of reporting the rate of unemployment in United Kingdom reports that; the mean rate of the unemployment rate is 7.70 percent from the period of the year 1971 until 2013. The greatest unemployment rate was 12.0 percent reported on May 1984, and the lowest rate of the unemployment was 3.4 percent reported in November 1973 (Trading Economics 2013). In the United Kingdom, the calculation of the unemployment rate measures the number of persons actively searching for an occupation as a percentage of the entire workforce (National Statistics 2013). Moreover, National Statistics reported that there were 2.89 million of unemployed people in UK down from 18.000 reported on March to May 2013. These statistics clearly indicates that the unemployment rate has been declining day by day in United Kingdom. This is as a result of the government effort through which it established policies intended to succumb unemployment among other issues affecting UK eco nomy. From the use of Microeconomic principles, there may be a host of causes of unemployment in UK. ... The main reasons for frictional employment in U.K are because information is not always perfect and it always takes time for people to find work. The next common form of unemployment is the structural unemployment, which occurs due to a mismatch of skills in the labour market. There are three main reasons for this form of unemployment namely occupational immobility, geographical immobility and technological change. Occupational immobility refers to the difficulties in learning new skills applicable to a new industry. Many people fail to access information relevant in assisting them gain a competitive advantage in the job market. With the changes that occur everyday in organizations the job market continues to become more demanding, unfortunately many unemployed people either lack the knowledge of what they need to get the jobs or lack the finances to advance their skills. Geographical immobility that refers to the difficulty of working in certain areas because of issues of transport and movement is another common cause of unemployment. For example, there may be job in London, but accommodation and living conditions compared to the place one lives may be difficult to afford. For other people, it is difficult to leave their families in search for employment. Change in technology may also lead to unemployment. This is so because firm can lay off some of its labour force since it is possible to perform a similar amount of work with the help of technology and maintain a smaller work force. Changes in the economy are also likely to lead to unemployment as some firm may have to close down after economic changes make it impossible for them to continue operating (Snower 1997) Other causes of unemployment are when people

Research on music application users Essay Example | Topics and Well Written Essays - 1000 words

Research on music application users - Essay Example We all have to keep in mind that even if the type of research would move us to know our participants better, we must remain objective at all times. Also, we need to work closely as a group because all of us need to communicate clearly our ideas. The research project gave us important lessons that helped us grow as students. The first thing that the group decided upon was the types of research methods we were going to use for the project. Every member researched on different research methods and presented the pros and cons of each method. We deliberated and came up with ethnographic research that involves survey and questionnaires. It was important for us to determine the value of each method and assess whether we would be able to get the result we needed using the methods aforementioned. First, we looked at the advantages of using interview for research. We realized that this method is time-consuming but yields quality data since we can ask open-ended questions. There was so much inf ormation that can be extracted using interview. Nevertheless, the group leader took the initiative in properly briefing us on how to conduct an interview for Research purposes. Another essential fact about interview method is that the interviewer must be skilled in conducting an interview. At times the answers can get personal but the listener must not be biased at all. Also, we must not ask leading questions because the subject must express his/her opinions freely. So if I am an avid Itune user, then I must not let the subject know about this. In ethnographic research, we must understand the value of the users. The first principle is that every person has a different background and value system. This could definitely influence their attitude towards a product or service. Some users value affordability while others prefer easy accessibility. There are also many users who prefer to use services that associated with strong brands like Apple’s Itunes. The behavior of users can a lso help marketers forecast some innovations in product design. While many users love the features of Zune, it cannot be applied on non Mac OS laptop or PCs. Knowing consumer’s preferences and behaviors are extremely important when designing products. First, designers can make decisions on what they should or should not include in creating a product. Once a product is launched and used by consumers, then various feedbacks can useful for improving the product’s characteristics. Nowadays, one way of having leverage is increasing customer satisfaction and that means continuous innovation. Some businesses frown upon criticism, because of this they lose a great opportunity to learn from their market. Due to the research we conducted, the answers given to us revealed the usability of applications and services that marketers should take note of. Indeed, we can say that even if our research was simple, it provided very relevant data for designers of music applications. Persona l Contribution Every team member has their personal contribution that eventually led to a successful project. The first challenge that the group must overcome was organizing meetings. I was assigned to schedule the said meetings which was overwhelming at the at the beginning. I had to consider that each member had different priorities and schedule so a meeting must be scheduled based on everyone’s free time. Since I was the contact person, I have to keep track of all their messages and completely relay the information to the whole group. During meetings, all the tasks are delegated so we can start working on our share of tasks. We communicated in any means possible –mobile phone, Facebook, e-mail and quick meetings. Such effort

School Library Media Coordinator Essay Example | Topics and Well Written Essays - 1250 words

School Library Media Coordinator - Essay Example Whereas pedagogy used to be the norm from kindergarten and through the school years and even within the portal of the colleges, now the focus is shifting to enable students grasp the methodologies for self-learning in the primary school years. The library used to be more of a place for reading entertainment. However, now the library has taken its rightful place as powerhouse of knowledge and information, almost a window to the world. Today, the wonders of knowledge and information and their utility occur with little gap in between. Take, for instance, the fields of information and communication technologies. These have become so all-encompassing and intertwined that students are getting the opportunity to use them long before they learn the fundamentals of what drives them and how they operate. Mobile phones, video games, the internet, gadgets like mp3, iPod, iPhone, etc. have students knowing lot more about these even before they start learning the dynamics of electrons, magnetism, calculus, conversion of energy and so on. The importance of the school library has dramatically increased in the past few decades. Knowledge and its application have become far too advanced and quicker than ever before for libraries to remain like a silent spectator in the background. Today, the function of library is a... The library has become a window to every activity from simple reading room containing literature classics to the volumes containing information about intriguing botanies and awe-inspiring planetarium. The library is now the buzzword for every subject, the initiating and training grounds for knowledge building in social sciences, physics and mathematics, the forerunner to specialization in different fields of science and arts (School Library Media Activities Monthly). Before the advent of the information era, the scope for utility of knowledge had to wait till the student completed studies and entered her/his career. Indeed, there was such a wide gap between learning and application of knowledge that most students had forgotten all that they had learnt in schools and colleges in view of the system-oriented assembly-line method of operating prevailing in every corporation, institution and agencies. This way, students simply became nothing less than robots performing the same mundane activities on rote. Education was a dull, repetitive, cyclic and boring affair. The information and communication era has changed all this. Nowadays, education must focus on specialization besides general knowledge to provide students the cutting edge in their area of interest and ability to grasp. There is the need for libraries to provide extensive information beyond the limited dose provided in graded textbooks. Thus, the treatment of library by learning institutions is becoming the litmus test for its efficacy and reputation. The value and importance of learning and teaching with the use of libraries must be the rule rather than the exception. Knowledge is far too advanced and complex now. It is not possible to depend solely on pedagogy style, classroom teaching. The

Pepsi-Cola Public Relations Case Study Example | Topics and Well Written Essays - 1250 words

Pepsi-Cola Public Relations - Case Study Example PR for these largely undifferentiated brands accounts for their market share dominance. PR often has an important role in sustaining brand equity. Long-lived campaigns that presented PepsiCo as the soft drink for the young and those who aspired to be young have helped sustain these brands' position and market share. Moreover, consistently advertising a brand's position serves as a barrier to competitive entry. Relates to what consumers believe about a brand and the category in which it holds membership (Chitty et al 2005). The other type of insight pertains to how consumers use advertising information to make brand decisions. This insight is the basis for planning the advertising function: identifying a target and developing a brand position. In turn, targeting and positioning guide the design of creative and media strategies (Brassington and Pettitt 2003). Three different publics involved in the case are the government, the consumers and competitors. FDA examined all reported cases but "could see any rational reason for the allergen incidents being reported" (There is a Syringer in my Pepsi Can p. 326). The most problem was general public and potential consumers. Negative publicity influenced its brand image and sales volumes. PR may be able to change these beliefs, but it is generally a slow process. PR An of brand linkage is even more likely when a brand does not have a strong point of differentiation from its competition. In this situation, the point of difference becomes an understanding of target consumers and their goals rather than some brand benefit. When several competitors use this same approach the linkage between brand and message is weakened. One motivation factor is the discrepancy between the position advocated in a message and people's current beliefs. Precision is needed in using this motivational device (Chitty et al 2005).If a communication argues for a position that people currently hold, persuasion will be minimal. At most, this approach will reinforce individuals' current beliefs. If a communication is highly discrepant, it is likely to evoke counterarguments and thus have limited influence. The implication is that messages of moderate discrepancy are maximally persuasive. From everyday experience, it might be expected that threat would be an effective means of motivating message elaboration (Brassington and Pettitt 2003). One of the tools used by PepsiCo is "All of evidence" campaign. Thus, it "was lost on the news media" (There is a Syringer in my Pepsi Can p. 326). The main problem is that consumers make purchase decisions based on what they know about a brand, rather than on what they remember from an ad. Whereas explicit ad recall reflects what people can remember about information stated in an ad, advertisers are interested in what people know about their brand. Implicit measures of memory are useful in this regard. Implicit measures solicit what people know without making reference to the origins of their knowledge. For example, brand recall is an implicit measure because people are asked to tell what they know about a brand. The impact of exposure on brand recall is a more appropriate measure of the learning prompted by PR than is ad recall because brand recall is a reflection of what people know rather than what they can remember (Chitty et al 20

An Ironic Editorial Cartoon Essay Example for Free

An Ironic Editorial Cartoon Essay â€Å"Let’s hope the asteroid’s impact is confined to the subprime mortgage area. † These are the words spoken among several dinosaurs as a large asteroid is headed towards earth. Or, more accurately, they are the words of the dinosaurs within the frame of Tim Toles’ biting editorial cartoon. Upon first viewing, the cartoon does provoke immediate laughter. Then, when you stop to let the themes of the cartoon sink in you realize that the humor is quite dark and ominous and, more importantly, it is quite accurate. For those not familiar with the symbolism, there is an unproven theory that asserts dinosaurs may have been rendered extinct due to an asteroid hitting the earth. The reason all dinosaurs were rendered extinct was due to the asteroid having a significant change on the earth’s climate and environment. That is, the asteroid possessed a ripple effect that went far beyond the exact area where the asteroid landed. The symbolism presented here ties in with the subprime mortgage crisis in a manner that is both obvious and outright chilling. The weight of the claims presented in the argument makes logical sense. It simply infers that economic problems will have a major ripple effect. That is, the economic woes of those affected by the subprime crisis will carry over into other aspects of the economy. As a result, even those who may previously have had nothing to do with the subprime crisis will be negatively impacted. (In essence, the intended audience is the entire population of the nation) After all, we are all plugged into the same economy. If one area is hurting, it will invariably drag down others. This is clearly an interpretation based on implication and the claim is obviously apparent in the words used. And, yes, such assumptions are warranted as by the time the cartoon appeared the ripple effect of the crisis has lead to a huge federal bailout This is not a notion that is arrived at on the basis of speculation and alarmism. It is based on simple math and the law of cause and effect. If someone’s home suffers from a foreclosure then the individual will find himself in an extremely disadvantageous financial position. Clearly, such an individual would have to make numerous â€Å"cut backs† on purchasing decisions and this means less money will flow into the economy. Such actions have negative effects on profits in various companies and hurt stock values. If stock values are reduced then the net worth of investors (many of which rely on their investment during their retirement years) will reduce. Then, there is also the huge problem of massive foreclosures over-saturating the real estate market. This has the negative effect of ruining equity on real estate throughout the nation. Further problems arise as the economy declines and credit dries up. This can lead to â€Å"bank runs† where customers opt to pull money out of their banks for fear they may lose their savings if the bank goes under. So, yes, just like the horrible ripple effect the asteroid had on the dinosaurs, the subprime crisis is one that affects the whole world as opposed to any one, single contained area. Of course, prior to the asteroid landing, the dinosaurs had no idea how serious the problem would be. They saw it coming but did not expect it to possess such a ripple effect. The dinosaur’s predicament is woefully similar to the predicament facing the economic landscape now that the subprime crisis has reeled out of control. As such, this cartoon is serious call to action and it is made with the intended goal of motivating the public to be ready for the serious ramifications of the subprime crisis. Now, when it comes to the ability to critique the effectiveness of the cartoon we must look at the sum of its parts. Particularly, is imagery also needed to effectively convey the information presented in the cartoon? Of course, it is possible to convey the same information and sentiment. Granted, the words in the cartoon would obviously have to be expanded upon in order to provide the proper context to make sense. However, the biting humor of the cartoon would needlessly be eliminated and replaced by exposition and explanation.. Such an approach would work quite effectively but it would not possess the same power of the cartoon. That is, the cartoon works on a number of levels because it combines visual imagery with ironic wording. In terms of the specific words within the cartoon, however, the presence of the words without the imagery would make little sense since they would be out of context without the presence of the dinosaurs. Now, if one were to keep the image and remove the wording the end result would be disastrous. A visual image of dinosaurs looking up at the sky and seeing an asteroid would convey the concept that an asteroid may have killed them, but it does nothing to promote the ironic notion that the subprime mortgage crisis can cause a similar ripple effect. In short, the value of the cartoon is basically worthless without the presence of the ironic wording. After all, if you were to remove the words from the cartoon would you be able to guess that its subject matter involves the subprime crisis? In all likelihood, making any connection between the dinosaurs and the subprime crisis would be impossible without the appropriate wording. This is neither a good thing nor a bad thing. It is simply an honest assessment of the limitations of the cartoons visual imagery. But does it work? It depends. It is odd however, that irony is used as a means of promoting the argument style of persuasion. In a way, the cartoon heralds more than it seeks to persuade. So, really, its goal is not so much to be persuasive since it does not seek to promote a point to the doubting as much as it is a statement of fact. While a statement of fact can persuade some, such a statement is not automatically persuasive. For those who are logic and rational, however, it will have a stronger resonance that mixes pathos with logos. That is, it mixes humorous irony with obviously true facts. In the final analysis, it is safe to say that this particular editorial cartoon is brilliant. It mixes words and images together in an ironic and informative matter that stresses the gravity of the subprime crisis. Of course, the words and images do this well in combination. Separately, they would lack the effectiveness they possess as a tandem. Bibliography Toles, Tom. (2008) â€Å"Unnamed Cartoon†. THE WASHINGTON POST. Retrieved October 5, 2008 from http://www. washingtonpost. com/ wp-dyn/content/opinions/cartoonsandvideos/

Gravitational force: An overview

Gravitational force: An overview 1.0 Introduction 1.1 What is gravitational force? Gravitational force is defined as a force of attraction which exerts between two objects with mass. It pulls two objects that have mass. (Gravitation and Gravity n.d.). 1.2 Background Information 1.2.1 The discovery of gravitational force One day, Newton was sitting on his garden and observing the falling of an apple from a tree. A sudden inspiration appeared in his mind. There must be a force exerted on the apple since the apple accelerated while falling down from the tree with zero initial velocity. The force is then called â€Å"gravity† and the acceleration due to the force is called â€Å"acceleration due to gravity† (Sir Isaac Newton: The Universal Law of Gravitation n.d.). 1.2.2 Effects of gravitation on planets If the force of gravity exerts at the top of the trees and mountains, then it must exerts all the way to the orbit of the moon. It is expected that the orbit of the moon around the earth results from the gravitational force as the acceleration due to the gravity can change the velocity of the moon in such a way it followed an orbit around the earth (Sir Isaac Newton: The Universal Law of Gravitation n.d.). 2.0 The Universal Law of Gravitation 2.1 Keplers law of gravitation Keplers Third Law states that the ratio of the cubes of their mean distances from the Sun is same as the squares of the periods of any two planets orbit about the Sun. P represents the time taken for one revolution about the Sun and R represents the distance between the planet and the Sun. The equation indicates that the period for the planet to orbit the Sun is proportional to the radius of its orbit. (Johannes Kepler: The Law of Planetary Motion n.d.). However, the accurate measurements on the orbits of the planets showed that they do not precisely follow Keplers laws. The validity of the Keplers law is corrected by Newton. The mass of the Sun is extremely greater than any other planet. Thus, the force of attraction between planets will be small compared to the force due to the Sun (Sir Isaac Newton: The Universal Law of gravitation n.d.). 2.2 The law of universal gravitation Law of universal gravitation states that every particle in the universe attracts each another with a force that is proportional to the product of their masses and inversely proportional to the distance apart squared. This force exerts along the line of centers joining the two particles. The magnitude of the gravitational force can be calculated using the formula: Fg = GMm Fg is the magnitude of the gravitational force r ² G is universal gravitational constant M and m are the masses of the two particles. r is the distance between the two particles. The universal gravitational force is also named universal constant as it is expected to be constant at any times and places. Therefore, it is universally characterized the intrinsic strength of gravitational force (Sir Isaac Newton: The Universal Law of gravitation n.d.). The gravitational constant is very small since we are unaware of the existence of the force of attraction between objects. The accepted value is G = 6.67 x 10-11 Nm ²/kg2. Based on the equation, the greater the distance between two masses, the smaller the gravitational force (Universal gravitation and weight n.d). 3.0 Gravitational fields Gravitational field is defined as the gravitational force felt by a discrete particle in a particular area (Fowler 2006). 3.1 Field strength Gravitational field strength is defined as force, N per unit mass, kg. The definition of gravitational field strength is derived from the Newtons second law, ÃŽ £F=ma. By making acceleration, a, as a subject and then substitute acceleration, a with gravitational field strength, g, and we would obtain a formula, g = F/m. F represents the gravitational force, N whereby m represents the mass of an object, kg. Gravitational field strength close to the earths surface is the same as the gravitational acceleration, 9.8Nkg-1. When the force is not given, gravitational field strength can be calculated by using the formula, g = GM/r ². This formula can be obtained by the substitution of the two equation, F = mg and F = GMm/r ². Hence, resulted in the formation of the equation, g = GM/r ². The greater the value of g, the greater the gravitational field strength (Universal Gravitation and Weight n.d.). 3.2 Principle of superposition In terms of gravitation, principle of superposition refers to the total force of an object. Total force is the addition of all the vectors due to the gravitational fields of force acting on the object (Fowler, 2006). Superposition refers to the masses which interact with each other. To find the total force, we have to find the gravitational force for each mass by using the formula, Fg = GMm/r ². Finally, add up all the forces by using vector addition method (Forces and Fields n.d.). 4.0 Future of Gravitation Einstein theorized that gravity can be explained by the curvature of space time.  Space time is warped by the mass and energy inside of it but not flat. Objects travel in straight line do not hold by mysterious force but follow the curves in space time. The objects move in straight lines along four-dimensional space time but move in elliptical circles in three-dimensional space. Light appears to travel in straight lines although it is actually bent, curved and changed by the fabric of space time. Although it looks like straight out in front of us, it is actually around the corner of the sun because the space time warp morphs the light. We see only the result of the light that is being bent around the sun. This can not be tested since the sun is shining us right in the eyes and we cannot see the stars.  However, it is possible to test out this theory during a total solar eclipse. We are constantly orbiting the sun so we are able to observe the changes of the movement of the star i n orbit (Space Time: The Fabric of the Universe n.d.). 5.0 Conclusion In conclusion, based on the acceptable Newtons gravitational law of gravitation, gravitation is a mutual force. Every particle in the universe attracts every other particle with a force that is directly proportional to the product of their masses and inversely proportional to the square of the distance between them. Therefore, gravitational force is depends on the masses of the bodies and the distance between the two bodies. Reference List Forces and Fields n.d., viewed 29 July 2009, http://electron9.phys.utk.edu/phys136d/modules/m4/efield.htm Fowler, M 2006, Gravitational Field, viewed 29 July 2009, http://galileo.phys.virginia.edu/classes/152.mf1i.spring02/GravField.htm Gravitation and Gravity n.d., viewed 29 July 2009, http://alex.edfac.usyd.edu.au/Methods/Science/studentwork/MassoftheEarth/gravitationandgravity.htm Johannes Kepler: The Laws of Planetary Motion n.d., viewed 29 July 2009, http://csep10.phys.utk.edu/astr161/lect/history/kepler.html Newtons Law of Gravitation n.d., viewed 29 July 2009, http://theory.uwinnipeg.ca/physics/circ/node7.html Sir Isaac Newton: The Universal Law of Gravitation n.d., viewed 6 June 2009, http://csep10.phys.utk.edu/astr161/lect/history/newtongrav.html Space Time: The Fabric of the Universe n.d., viewed 29 July 2009, http://www.astronomy.pomona.edu/Projects/moderncosmo/alexs%20page%201.html Universal Gravitation and Weight n.d., viewed 29 July 2009, http://dev.physicslab.org/Document.aspx?doctype=3filename=UniversalGravitation_UniversalGravitationWeight.xml Intellectual Disability: Causes and Conditions Intellectual Disability: Causes and Conditions Assessment Demonstrate knowledge of causes and associated conditions related to intellectual disability Outcome 1: Define Intellectual Disability Task 1 1.1 Give 2 definitions of intellectual disability in accordance with a recognised source. Follow prescribed APA format when citing sources. Definition 1: Intellectual disability is a disability characterized by significant limitations in both intellectual functioning and in adaptive behaviour which covers many everyday social and practical skills. This disability originates before the age of 18. Source: World Health Organization. Definition 2: Intellectual disability means a significantly reduced ability to understand new or complex information and to learn and apply new skills (impaired intelligence). Source: World Health Organization. 1.2 Using a definition of intellectual disability give 2 explanations of how this impacts on the persons adaptive skills: The person finds it hard to understand and follow social rules and customs and obeying laws. The person finds it difficult to perform the daily activities which include feeding, bathing, dressing, occupational skills, and navigational skills. Using a definition of intellectual disability give 2 explanations of how this impacts on the persons cognitive ability. A person is not able to think, reason, and solve problems or make decision like what to say while answering the telephone or talking to another person. A person is not able to concentrate, learn new things and does not have the ability to talk or write, resulting in the inability to live independently. Reference: FAQ on Intellectual Disability, American Association on Intellectual and Developmental Disabilities. Outcome 2: Describe the outcomes of intellectual Disability Task 2 2.1 Give 2 examples of causes of intellectual disability that occur before birth and describe two [2] main characteristics of the effects. Example1: Fragile x Syndrome. Source: Bray, Anne, Definitions of intellectual disability, [Donald Beasley Institute, 2003] Main characteristics: If the mother does not follow a low phenylalanine diet before birth then the infants will have a low birth weight and grow more slowly than other children. The child will have heart defects or other heart problems, like abnormal small head size and behavioural problems. Example 2: Downs Syndrome Source: Bray, Anne, Definitions of intellectual disability, [Donald Beasley Institute, 2003] Main characteristics: It is caused by a random error in cell division and results in abnormality in physical characteristics like small chin, round face and almond eyes. The baby will have shorter limbs, protruding or oversized tongue and also have obesity problems. 2.2 Give 2 examples of causes of intellectual disability that occur during or immediately following birth and describe 2 main characteristics of the effects. Example 1: Premature Birth. Source: World Health Organisation, International Classification of Disability, and Health. Main characteristics: It happens when mothers smoke cigarettes, drink alcohol or use illicit drugs which results in unresponsive reflexes and problem in breathing. If the mother suffers from stressful life events, such as death of a loved one or domestic violence which results in slow heart rate or difficult feeding. 2.3 Give 2 examples of causes of intellectual disability that occur during childhood years and describe the impact on the day to day support needs of the person. Example 1: Malnutrition Source: Diagnostic and Statistical Manual of Mental Disorders. Impact: The person will have problems in doing his daily activities like going to school or understand what is happening around him or eating his food at the time and taking his medication. He won’t be able to concentrate in class and will often feel depressed. He will need words of encouragement from his teachers and parents. His daily activities should be monitored and ensure to keep health appointments with the physio, social worker and therapists. Example 2: Brain injuries. Source: Diagnostic and Statistical Manual of Mental Disorders. Impact: The person will have difficulty with memory tasks like math facts or spelling words. He may not be confident in school will be easily frustrated. He may seem to remember information one day and forget it the next. He will need support in bathing, grooming, and needs reminding of personal hygiene like washing his hands after using the toilet and brushing his teeth. Help from support groups and agencies are also necessary. Outcome 3: Describe conditions frequently associated with intellectual disability. Task 3 Condition 1: Foetal Alcohol syndrome Causes: Mothers drinking during pregnancy leads to foetal alcohol syndrome. Miscarriage, stillbirth premature birth and small birth weight are all associated with it. When a pregnant women drinks alcohol, it easily passes across the placenta to the fetus which can harm the baby’s development. Main Characteristic 1: Children with FAS have distinct facial features including small and narrow eyes, a small head, a smooth area between the nose and the lips and a thin upper lip. Main characteristic 2: They also have hearing and ear problems. Their immune system are also weak due to FAS and they have issues with their height and weight. Description of the Support Needs of the person with the condition: Physical Support: The person needs to be reminded when to take his medicines or needs assistance in taking his medication. They will need assistance in crossing the road and also with daily activities like bathing, grooming and brushing their teeth or putting on their shoes. They will also need speech therapist so that they can interact with their peers. Social Support: The person will need communication and social skills training for interaction with friends, teachers and others. They will need supportive activities like group work to gain confidence and independence. Regular interaction with other children will boost their self-confidence. Cognitive Support: The person will need special education teacher to teach how to talk and what words he should use while talking to someone. He will need a speech therapist to learn how to pronounce a word or say a word clearly. Condition 2: Autism Causes: It is not certain what causes ASD, but it’s likely both genetics and environment play a role. Some studies suggest that people with ASD have abnormal levels of serotonin or other neurotransmitters in the brain. Main Characteristic: 1 People with Autism will have repetitive, obsessive, and unusual behaviour. They will have difficulty in communicating with others does not speak with anyone. They will have excessive lining up of toys or objects and they also have no response to name or social responsiveness. Main Characteristic: 2 They won’t have eye contact while talking to another person and avoid bright lights, noises or physical contact. They won’t be able to understand facial expressions or understand humour or pain, unable to establish friendships and may become isolated. Description of the Support Needs of the person with the condition: Physical Support: They will need an environment which is free from noise and avoid bright lights. They will need constant supervision while doing any work or playing outside. They will need relaxation and stress management like body massage or occupational therapy. Social Support: They will need assistance in learning society rules or social behaviour using logic. They will need advice like how to interact with people and make friends. They will need opportunities for relaxation like chilling out with family and friends. Opportunities for friendships are also important for these people. Cognitive support: The person will need one on one session between him and the therapist. He will need assistance in things like reading a book or solving a math problem. If there is a changes which is made then he should be informed in a manner that makes sense to the person. Reference: FAQ on Intellectual Disability, American Association on Intellectual and Developmental Disabilities. Condition 3: Epilepsy Causes: Epilepsy can be due to severe head injury, strokes, birth trauma, brain tumours, toxins, brain infection, brain diseases, genetic condition or drug abuse.In many cases the cause is unknown. Main Characteristic 1: The person affected will have recurring and spontaneous seizures .The person may be unconscious or completely unaware of what is happening. Main characteristic 2: Some people with epilepsy simply stare blankly for a few seconds during a seizure, while others repeatedly twist their arms or legs. Seizures may be partial affecting small part of the brain or generalised, affecting whole brain. Description of the Support Needs of the person with condition: Physical Support: Making sure that the environment is safe while walking around so that they won’t get injured when seizure occurs. The environment should be hazard free. He should be monitored weather he is taking his medication at the right time or is he getting any side effects which needs to be reported to the right people. Social Support: He should be encouraged to attend school and work and needs to be reminded constantly that he should not be ashamed of his condition. He should be encouraged to maintain contact and communication with friends and co-workers. He should not be treated differently from other co-workers only because of his condition and he should be treated with respect. His dignity should be maintained during seizure episodes. Cognitive Support: He could be missing learning opportunities during seizure and might need extra teaching support. Keeping an appointment dairy will ensure that he is keeping up to date with his activities. Reference: Bray, Anne, Definitions of intellectual disability. [Donald Beasley Institute,  2003]

Role of Women in the American Civil War

Role of Women in the American Civil War Were the women of the North better at complementing their men than their Southern counterparts during the American civil war effort? Table of Contents (Jump to) Part I: Introduction to thesis statement and to background of reading done; Part II: Justification for choosing this area for analysis; Part III: Organisation of this research paper and methodology; Part IV: Limitations of this paper; Part V: Description of the two sides’ efforts at mobilisation; Part VI: Reasons for South’s failure to organise itself as well as the North; Part VII: Conclusion. References _______________________________________________________________________ Part I: Introduction Introduction to thesis statement and to background of reading done: This research paper seeks to explore this self-framed question in relation to an important aspect of the American civil war. In the course of this narrative, this paper relies heavily on three works to address the specific exploratory thesis question: Drew Faust’s 1996 Mothers of Invention: Women of the Slaveholding South in the American Civil War, the same author’s contribution, Altars of Sacrifice: Confederate Women and the Narratives of War, which is part of the 1992 book, Divided Houses: Gender and the Civil War, and Marjorie Greenbie’s 1944 work, Lincolns Daughters of Mercy. This is for the reason that while the first two make a perfectly appropriate source for the most important part of the paper, the third one speaks about the way Northern women were organised better through their association, whose details are discussed in later paragraphs. All other sources are supplementary to these mai n works, and augment the thesis statement. Part II: Justification Justification for choosing this area for analysis: A lot has been written about why the North won the war, primarily written from the psychological and military perspectives of this result. Among the more popular works in these categories, mention may be made of the famous Black-American, Charles H. Wesley’s The Collapse of the Confederacy, and Armstead L. Robinson, who introduced a new paradigm when they enunciated the viewpoint that more than anything else, it was the South’s loss of motivation to carry on that eventually resulted in its defeat. In the opinion of these writers, the South was burdened physically, too, having to fight for the retention of the slaves, who were almost mandatory to their economy, but were not allowed to take part in the war itself. In the words of Robinson, â€Å"[t]he slaves expectations and actions precipitated deep conflicts among Southern whites, conflicts which preceded emancipation and which devastated the Southern war effort. The e vidence suggests that the fear of slave revolt acted as a cancer within the body of the Southern Republic, a cancer first sapping Confederate morale and then ultimately consuming the Souths will to fight for national independence.† (Foner, 1983, p. 454) A notable work about the logistical aspects of the war is that of James McPherson, who has argued that the North’s victory was a kind of fluke. Making an analysis of the patterns of important battles of the war, he concludes that any outcome was possible, and that the North’s eventual victory can be attributed more to fortuity than to anything else. He reasons that all other factors, such as economic and political among others, were merely incidental, and made no significant contribution to the outcome. (Boritt, 1992, pp. 19, 20) However, relatively fewer tomes have been exhausted on an ancillary field –the contribution of women in organising themselves in the areas of the conflict in which they were the sole in-charge –human, physical assistance. Notwithstanding the vast body of research feminist writers have churned out on this topic, the particular point of whether women from the North organised and mobilised themselves better is worth focussing on. In pursuing this narrowed down proposition, this paper takes the position that regardless of the enormity of the odds stacked against them, the Southern women failed to assemble and apply themselves to being associated players of the war effort. This paper attempts to leave the warfare track behind and take the road less taken, seeking to understand if what womenfolk of the victorious side did was dramatically different from what women from the beaten side did. In the course of investigating this course, this paper forms the notion that the Northe rn epicene efforts were markedly superior to that of the Southerners; while they fought against heavy odds themselves in ensuring that president Lincoln’s rather reluctant endorsement of their association, the Sanitary Commission underwent a complete turnaround, its counterparts in the South, Ladies Gunboat Societies, were not such a great success, limited as they were to mainly literary activities. These may have boosted the war morale occasionally, but were not good enough to count as action that was as tangible and as forceful as that by Northern women. Even from the beginning, this movement suffered the chauvinism clothed in a faà §ade that was so typical of the male dominated Southern mindset. In seeking to understand the larger, historical and geographical reasons for the less aggressive mobilisation of the Southern women, this paper toes the perceptive line of reasoning that Faust has made in her chapter in the 1992 book, Altars of Sacrifice: Confederate Women and the Narratives of War. The summary of this stance is that if these psychological obstacles presented formidable hindrances to Southern women, they were handicapped further by physical reasons as well, over most of which they had no control. These factors, seen in their deep-seated context, were in fact the very causes for the civil war in the first place, which are illustrated here. These form the central portion of the analysis part of this paper. Part III: Methodology:  Organisation of this research paper and methodology In presenting this paper, both the descriptive and comparative methods of analysis of the thesis question are employed in parts. The approach has been to first make a description separately of the ways in which the women from the two sides organised themselves. Since this paper is a presentation of the overall way in which women organised themselves, mention of the names of prominent women on the two sides is made only in passing, since that is not the main focus of this paper. From here, this paper presents its core –an analysis of what prevented Southern women from matching the Northerners in this crucial organisational effort. It finally offers its conclusion. Part IV:  Limitations of this paper The efforts women put in organising themselves are not limited to only what is handed down in historical accounts; as Harper, (2003) observes in her work, Women during the Civil War: An Encyclopedia, thousands of women who took part in the war effort did not hog the limelight, while only a few became famous. (E. Harper, 2003, p. ix) The work of these unsung women are not investigated in this paper. Also, the brief of this paper is only a presentation of the differences that existed in the ways in which women organised themselves during the civil war, and their reasons. It does not cover within its purview an important angle of this issue: did the role of women from the two sides actually make an important difference to the outcome of the war? Part V:  Description of the two sides’ efforts at mobilisation The general idea about the role of women in the civil war is that only a handful, merely by their claim to fame, alone contributed substantially to the war effort. Among the names on either side that have gone down in history are Clara Barton, Harriet Tubman, Mary Boykin Chesnut, Louisa Mary Alcott, Lucy Stone and Julia Ward Howe. While this is not to deny or even dilute their importance in one or another area during the civil war era, the most important fact that needs to be borne in mind is that women, literally in their tens of thousands if not millions from each side, dared to risk their lives as well as those of their families in the pursuit of the war effort. These nameless, unrecognised women were no small contributors to the civil war; the major ways in which they contributed included dedicating themselves to the war effort in providing vital food and clothing, apart of course, from care and love to injured soldiers. If women in the North were engaged additionally in the area of organising rallies in which they made inspiring speeches against slavery, and contributed in the form of writings and artwork, in the South, there were a good number of women novelists, writers, poetesses, factory workers and agricultural workers. The writings and other works from these women served to stir the consciousness of the civil war itself. (E. Harper, 2003, p. ix) Yet, when it came to formally organising themselves into associations, the most prominent ones were the Sanitary Commission in the North, and the Ladies Gunboat Societies in the South. North: The North started with some inherent advantages: firstly, it was more industrialised than the South. Secondly, its population stood at 20 million, more than double the South’s nine million, adding to whose ineffectiveness of these already small numbers were its 3.5 million non-participating slaves. But in addition to possessing these advantages, the North’s cause was bolstered by the work of its women: almost from the time of the start of the war, they were quick to organise themselves into a coherent support unit, volunteering to provide all auxiliary medical services such as bandages, clothing and other medical aids. These voluntary efforts took concrete shape in the form of the Sanitary Commission. (Clinton Lunardini, 2000, pp. 81, 82) Inspired by the work of their more famous, pioneering Transatlantic cousin Florence Nightingale, the United States Sanitary Commission came into existence when president Abraham Lincoln appointed this commission with the Ã¢â‚¬Ë œpower to oversee the health and welfare of the volunteer army, and to serve as a channel of communication between the people and the government’. Apart from having qualified and reputed doctors, scientists and army officers on its rolls, it was able to get the best out of women, because it also gave them a great opportunity of being directly employed in government service. In this respect, it was superior to even the war effort Nightingale had made recently in the Crimean War in Turkey. One of its prominent volunteers, the millionaire heiress Miss Louisa Schuyler, best summed up its brief and nature when she remarked that it stood out because â€Å"[i]n England those women who with Florence Nightingale did their work in the Crimea had no such channel through which every woman in the land might work with Government itself. As the men went to their work with the national army, so the women go with them, in an organization running side by side with the army, knowing its needs and meeting them.† (Greenbie, 1944, pp. 76-79) Among the other important ways by which they lent themselves to their cause was in organising an innovative idea, ‘Sanitary Fairs’, in which auctions and sales were held to raise money. These were a great success –just two weeks of these fairs in Chicago alone helped raise no lesser than $100,000, surely a massive amount by those days’ standards. Prominent individuals who made the Sanitary Commission a success story were Dorothea Dix, Louisa Mary Alcott and Clara Burton. (Clinton Lunardini, 2000, pp. 82) South: From the beginning, women’s participation in the war efforts in the South were different from those of the North; if the North saw perceptible action in the formation of its association, the South was steeped more in rhetoric and emotional talk than effective actions. Paternalistic in its attitude, since it were men who mostly controlled slaves and women, the South, while on the one hand exhorting women to play a moral role in the war, curtailed their liberty on the other. Even if ordinary women wanted to take part in the war, they were prevented from it. On occasion, this would take the form of outbursts, which would turn out to be no more than grumbling. Among these recorded outpourings made by women, some stand out, such as: ‘We who stay behind may find it harder than they who go. They will have new scenes and constant excitement to buoy them up and the consciousness of duty done’ and ‘The war is certainly ours as well as that of the men’. A movement that crystallised into an actual war support organisation were the Ladies Gunboat Societies. These, too, like the Sanitary Commission in the North, were formed in the earlier stages of the war. But since their hands were tied, they were forced to remain only literary in character, and had little effect in heartening their men. As if to offset these shortcomings, men sought to project a valorous set of deeds of these women, perhaps out of a sense of guilt. (Faust, 1992, p. 175) Part VI:  Reasons for South’s failure to organise itself as well as the North Precisely the same conditions that led the two sides to civil war, namely the birth and development of slavery, also turned out to be the reasons for which Southern women could not organise themselves better during the war. While the attitudes of the two sides differed over a number of issues, the focal point of their animosity was slavery. The sharp differences between the two sides lay in the distribution of natural resources, by which plantations, the lifeblood of the South, required extensive dependence on slavery. On the contrary, the North was industrialising at a frenetic pace, and developing a kind of economy for which the centrality of slave labour, indispensable for the South, was totally absent. (Collins, 1981, p. 29) An inadvertent invention served to further accentuate the South’s already heavy dependence on labour –Eli Whitney’s cotton gin. This 1792 invention laid the groundwork for the cultivation of cotton on a large scale, something for which the South was extremely well-suited. In no time, heavily labour-oriented cotton edged out the other profit-making crops such as indigo and tobacco, given its near perfect suitability to Southern climate. (Johnson Roark, 1984, p. 10) Since the invention of the cotton gin, the spurt in the production of cotton was dramatic – it jumped from about 178,000 bales in 1810 to almost 4,000,000 bales in 1860. This surge was possible because cotton, a labour-intensive crop could be produced only by slaves; naturally, this spurt in production was matched by an increase in the number of slaves employed to produce it –in these 50 years, the number of slaves went up from about 1,190,000 to over 4,000,000. (Faulkner, 1924, pp. 209-210) These factors were to percolate down to the matter of women’s organisation into the civil war effort. By the basic fact of the overwhelming existence of plantations, and lesser development in industrial development and hence, infrastructure, the South was not able to muster enough or wholesome participation from women in the civil war. The sheer size of these sprawling plantations, which were hardly anything to be termed meeting venues, isolated women from each other, curtailing their interaction. Even if they were organised, they were not as well knit as in the North, which had all these advantages. As a result, most women’s contributions, when they were not listed in literary circles in the cities, were limited to stitching clothes for their men. (Faust, 1996, pp. 23, 24) Yet another critical factor blunted Southern organisation: because of its numerical inferiority to the North, the South had been consistently losing men on the battlefield; this meant that more than half the women in the South had lost any of their male relatives in the war. When more and more men were required for the war effort, the plantations were left without them. In this scenario, women, who till then had been having little experience in looking after slaves, since it were men who were engaged in this practice all these years, were suddenly confronted with a new situation –managing slaves in their huge plantations, with no prior experience. Yet other additional derivative roles were thrust upon them –managing the economy, and receiving corpses of their men and performing the necessary rituals and ceremonies. These left them with little time to pursue the career that they first sought to, nursing, let alone for organising themselves into the war effort. (Faust, 19 92, pp. 184, 185) On the other hand, Northern women applied themselves better to their duty. The panel that oversaw the appointment of the original list of 14 members of the Sanitary Commission was meticulously handpicked. So immaculate was this list that President Lincoln had no alternative to affixing his stamp on it once it came to him for selection. If there was one reason for the success of this commission, it was the effort the women put into it. When the commission’s members were first presented to Lincoln, he was unimpressed by the whole idea of the commission itself, remarking that it was no more than ‘†¦just the fifth wheel to the coach’. He was hesitant to trust its effectiveness in delivering, and had made it a virtually powerless association of eminent persons. If the commission carried out important work in spite of government apathy, it was due entirely to its women. (Greenbie, 1944, p. 79) Part VII:  Conclusion The ways in which women organised themselves in the war effort were symbolic of the larger issue of how the two sides made use of their strengths. On the one hand, the North was fired by the zeal of liberation, and wasted no effort in pulling its women together in the war effort, while fully exploiting their other strengths listed in this paper. On the other hand, hamstrung by both psychological and physical factors, the Southern women’s effort never really was able to sustain itself, in the end becoming a victim of a variety of factors, some self-created, and some created by nature. References Boritt, G. S. (Ed.)., (1992). Why the Confederacy Lost, Oxford University Press, New York. Clinton, C., Lunardini, C., (2000), The Columbia Guide to American Women in the Nineteenth Century, Columbia University Press, New York. Collins, B., (1981), The Origins of Americas Civil War, Holmes Meier, New York. E. Harper, J., (2003), Women during the Civil War: An Encyclopedia, Routledge, New York. Faulkner, H. U., (1924), American Economic History (5th ed.), Harper Brothers, New York. Faust, D. G., (1992), Ch.10 Altars of Sacrifice: Confederate Women and the Narratives of War. In Divided Houses: Gender and the Civil War, Clinton, C. Silber, N. (Eds.) (pp. 171-199), Oxford University Press, New York. Faust, D. G., (1996), Mothers of Invention: Women of the Slaveholding South in the American Civil War, University of North Carolina Press, Chapel Hill, NC. Foner, P. S., (1983), History of Black Americans From the Compromise of 1850 to the End of the Civil War, Greenwood Press, Westport, CT. Greenbie, M. B., (1944), Lincolns Daughters of Mercy, G.P. Putnams sons, New York. Johnson, M. P., Roark, J. L., (1984), Black Masters : A Free Family of Color in the Old South /, W. W. Norton, New York.

The Rosenbaum House :: essays papers

The Rosenbaum House The 1920’s and the 1930’s were extremely important times in architectural society. During this time, not only was architecture changing, but also society. The automobile was becoming popular among households, cities were booming, and urbanization was in full effect. This was a key time for advancement in the architectural world. At this time, now famous architects, such as Frank Lloyd Wright, Mies van der Rohe, Walter Gropius and Le Corbusier started what is now known as the Modernist Movement. Today this Modernist Movement and these architects have shaped how we look at and define architecture. Of these architects, Frank Lloyd Wright is among some of my favorites. In 1939, Wright designed a house known as the Rosenbaum house, which at the time was completely against what architecture was. But, although different to the norm, this house was revolutionizing what architecture would be. I liked Wright’s designs and architecture better than the others because of many aspects. Wright deleted the attics and basements out of his homes, the living areas were more spacious and open, and the exterior is really brought into the interior. His ideas are more functional for my particular lifestyle, and the ascetics are much more pleasing than the desires of the other houses. While Le Corbusier was trying to tackle the problems of housing costs and trying to make a design for mass production, he left out the uniqueness and the ascetics of what Wright has accomplished. I did not like the box-like model of Corbusier’s design because it holds no particular style to some other houses he had designed. Another aspect of Corbusier’s design was that his designs were made primarily for mass production and inexpense, but they are not customized to the individual needs and desires of its inhabitants, which I do not believe in. I do not like van der Rohe’s house because the concepts he incorporated were designed for commercial use, such as offices in his high-rise structures. His less is more concept is a very strong architectural idea that is still very prominent today, yet I do not like my homes to show its framework and be completely open to its surroundings. I do not believe van der Rohe incorporates public and private spaces in his designs. Wright’s ideas were perfect for the society at the time of design.