Who had the greatest influence essays

Who had the greatest influence essays The treaty of Versailles was influenced by a lot of different people. The people with the most influence were probably President Woodrow Wilson of the USA and George Clemenceau of France. I am going to try and decide which of these two had the most influence. In order to do this I will need to look at what each of them hoped to achieve and what they actually got. Both Wilson and Clemenceau had one common objective in the peace treaties, to insure future peace. However they had very different ideas on how it should be done. They also had very different reasons for wanting it. Woodrow Wilson thought the best way to keep the peace was through a peacekeeping organisation through which all problems and disputes would be sorted out. He thought Germany should be made to pay for the war but should not be victimised as this would only lead to further problems. Wilson came to the Paris peace talks with a very set agenda that he put to everyone in the form of his four principles and fourteen points. His four principles were: 4) A future peace keeping organisation The fourteen points were based around these. George Clemenceau thought that the best way to keep the peace in Europe was by punishing Germany so much and keeping it on its knees so that it never had the power to go to war again. He wanted to make Germany pay the whole cost of the war; to make it give back all of its colonies and any other land it had taken; to place very harsh restrictions on the German armed forces, trade and merchant fleets; to make sure it couldnt form alliances with other countries and to generally make it impossible for Germany to ever regain any sort of economy or political strength in the world. To see what Wilson achieved I will go through his fourteen points and see which of them he achieved and which he didnt. The first point was open negotiations and treaties. This was sort of achieved, most future agreements were open but the a...

The Best Study Techniques for Your Learning Style

The Best Study Techniques for Your Learning Style As you develop your study habits in law school, it’s important to understand what type of learner you are so you can craft your learning techniques around that. After all, if you can identify techniques that play to your strengths, your chances of remembering information and doing well in school significantly increase. There are three types of learning styles: visual, auditory and kinesthetic. If you’re not sure what type of learner you are, take this quiz to find out. In this post, we’ll look at some tips to help you depending on which learning style fits you best. Visual Learner Take Notes in Lectures – Visual learners have a tough time remembering the every word the professor says from the podium. That’s why it is critical to take notes during lectures. Be sure you also write down what is written on the board. Once class has ended, re-read and re-write your notes since that process of reading and seeing the words will help commit the information to memory. Write Outlines – One of the best ways to prep for law school exams is to outline your material. This process is especially useful for those who learn best through sight because thinking through the material – and writing it in outline form – will help you create a visual pattern that’s easy for you to understand and recall clearly for exams. Mark Up Your Materials – Multi-colored highlighters are a visual learner’s best friend because you will remember what you read based on the colors on the paper. Assign each color a value that you’ll need to recall and then use the appropriate colors as you read your case law, class materials and notes. For example, highlight the issue in yellow; the rule in green, etc. Auditory Learner Record Lectures – Your first priority as an auditory learner is to pay attention in lectures since listening is how you will retain information. You will also benefit from recording the lecture on your smartphone. Then make time to listen to the recordings after class and write notes from the information. Talk Out Answers – If you’re an auditory learner, you probably find yourself talking out loud even when you don’t realize it. It’s like you are – literally – hearing yourself think. When you’re studying with sample essay questions, read the questions and answers out loud. Keep in mind you should write the answers on paper as you speak them since your exams are not oral. Use Word Association – Word association is a great way for auditory learners to study and remember facts. Mnemonic devices, such as songs or rhymes, are great to pair with case law and your outlines. Your brain will automatically recall the song and the information it represents. Kinesthetic Learner Create Flow Charts – Since kinesthetic learners study best by doing, building a structure for your notes will help your mind comprehend the information and recognize patterns easily. Create flowcharts and graphs in a visual way when you re-write your notes and outline cases. For example, use different color Post-it notes to create flowcharts on whiteboards and empty walls. The act of creating the flowchart will help you retain the information. Combine an Activity with Studying – Kinesthetic learners retain information best when they are doing activities. Try going for a walk or using the elliptical machine while listening to audio recordings of lectures and notes. Keep Your Fingers Busy While Studying – One way to enhance your learning is to engage your fingers in the studying. For example, trace words and re-write sentences to learn key facts. Typing your notes and using the computer is another great way to reinforce learning through sense of touch. Perfecting these techniques now will not only help you understand the law school material, but also get you ready come exam time. Whether you’re a visual, auditory of kinesthetic learner, try a few of the study tips to see which works best for you.

Taoism a way of being or a way of becoming Essay

Taoism a way of being or a way of becoming - Essay Example Yang Chu's thought has traditionally been connected with Taoism and considered a development of the thought contained in the Tao Te Ching. Yet Mencius, who attacked the teachings of Yang Chu, never mentioned Lao Tzu in his works. Lao Tan, a wise old man who epitomized the ancient Tao, was aware of all the ancient rites held by Confucians to be the culmination of order and civilization. As it turned out, this man taught the virtues of softness and yielding, of ignorance and non-exertion, which did not quite harmonize with the Confucian enthusiasm for knowledge and form, for rites and fame. It also explained as to why Ssu-ma Ch'ien, a professed Confucian, fully aware that in his own time Taoism and Confucianism had developed into different, rival, schools, included the meeting of Lao Tzu and Confucius in both biographies. (Isabellee, 1997) The tradition that Confucius learned rites from Lao Tzu could have been perpetrated by the Confucians. Being historically minded, they had to show that their emphasis on ritual had deep roots in a venerated figure like Lao Tzu, the old master. In recent years a surge of academic interest in religious Taoism is witnessed towards its contribution to the development of Chinese science, and its rituals and practices like Girardot, Kaltenmark, Lagerwey and Welsh, etc. Though both are rooted in archaic Chinese religion, religious Taoism is a very different phenomenon from philosophical Taoism. Philosophical Taoism raised the ancient Chinese worldview to the level of thought. As a way of thinking it is clearly distinguishable from Confucianism, Mohism, Legalism, and other schools of thought in ancient China. Religious Taoism, on the other hand, is amorphous throughout its career. Tracing its roots to the practices of ancient shamans and diviners, as an organized religion it came into existence in the 2nd century A.D. The only indigenous religion of China which, incorporates in its development whatever enters the Chinese religious orbit. (Isabelle, 1997) It appropriated all the philosophical Taoist texts, including the Tao Te Chi ng and the Chuang Tzu, which become its sacred scriptures. But what are poetical musings and metaphysical reflections in these texts now become theory and dogma. Its most fervent search and promise are long life and immortality. While it reveres the author of the Tao Te Ching as its spiritual founder, it adopts the Yin-Yang and five-phase theory from the Yin Yang school, believes with Mo Tzu that heaven possesses conscious will, adopts Confucian ethics, and includes many Buddhist teachings and rituals. As a result the religious Taoist canon grew to thousands of volumes, for the study of all aspects of Chinese culture. Relationship between Taoism and Lao Tzu's Central Teaching The direct relationship between

Media in a Democratic Society Essay Example | Topics and Well Written Essays - 1250 words

Media in a Democratic Society - Essay Example For the people of a particular state, to participate in a democratic society, they need exchange of ideas and a better communication system. This system is known as "media". Media is tool of communication which includes people in an organization that sustain the distribution and production of messages to the public. Media falls into categories such as TV, movie, internet, books and newspapers. Freedom of speech is the main part of a democratic society. With a past shortage of media space and a huge amount of voices in our society directed to a lack of opportunity given to people who become a part of the media. People involved in media are believed to represent the society such as telling the public about the elected officials that will represent their roles. Though, it is more useful to represent organizations and communities rather than representing individuals. People involved in media are responsible to protect the public it represents. Continuous support of public and look to the media as an organization, the media should represent individual's welfare and inform them of issues regarding to the public itself. The knowledge, shared in our society is about both education and media. The role of media is to inform people about current issues same as like school's that are responsible to teach skills and long lasting knowledge. 3) Facilitating the Social UnityIn a large and complex society, media assist to distribute the culture by giving an experience of mass population. If a society wants to stay unified than the people init should have a familiar culture. The more people will feel anything alike in them, the greater the bond of the individuals will have to one another. Like this, however, there is a greater opportunity to make decisions for the similar purpose.The question arises that how media can perform such roles To perform the roles mentioned above, media should maintain particular standards. There are a lot of ways to sustain such standards. For example, according to the theory by a German scholar namely Jurgen Habermas, our society is divided into different cultures, aims and backgrounds. To represent these groups, media requires to present dissimilar perceptions. The best way to achieve such a perception is that the members from all backgrounds or groups should have an entry to contribute in medi a. The media is only valuable when it communicates to the public. There must be a universal access to media response. Financial, personal, social or any other factor should not present obstacles to media response. (1) However, independent media are fundamental components of a large and complex democratic society. It helps to check the balance that differentiates in such societies. If we look at corruption, it weakens a strong government. A lot of politicians are forced to resign due to corruption but at the same moment, media publishes the information that reaches to the ordinary public. For example, in 1974, President Richard Nixon was forced to resign due to the Watergate scandal. He was caught up by two journalists at Washington Post. Journalists can also

Of Mice and Men Essay Example for Free

Of Mice and Men Essay In the novel Of Mice and Men by John Steinbeck, setting plays an important role as it helps the reader understand the atmosphere Steinbeck creates. The novel has four major settings that are the Salinas River, the bunkhouse, Crooks room, and the barn. The first and last setting in the novel is by the Salinas River. Steinbeck creates the setting as being idealistic and like the Garden of Eden. The place is described as `fresh’ and `twinkling’ creating a beautiful image. Steinbeck uses different techniques such as a metaphoric transition between the `golden foothill slopes’ and `strong†¦ rocky Gabilan mountains’. Steinbeck uses a metaphoric transition between the `golden’ slopes, giving a smooth and warm feeling, compared to the `rocky’ mountains. The transition represents opposites in nature but this also links with George and Lennie, being very different from one another; Lennie is described as having `bear’ like features such as `big paws’ and `wide, sloping shoulders’. However George is defined as being his `opposite’ with `slender arms’ and being `small and quick’. In the beginning of the book, the two friends shared their feelings, expectations and a combined dream of becoming independent from reality. George also planned an escape route for Lennie as he is expecting trouble ahead. The men are on their way to a ranch looking for work, as they had to run away from the troubles they left behind in Weed, although many more problems will arise through the journey. The scene is set just outside the town Soledad, which means solitary, suggesting the men’s aloneness with the world, even though George and Lennie are a pair, they have lost and lonely minds filled with empty dreams and aims. But like the Garden of Eden, not everything is as perfect as it seems. In the final scene Lennie returns to the river alone in fear of the consequences following his earlier actions. Steinbeck describes the setting with the sun `climbing up the slopes’ showing the uses of personification, and is running away from the problems Lennie is faced with, just like he has done. A `snake’ swims along the river, representing a symbol of Eden’s evil, and the end of the dream. The snake swims along the pool until it reached a heron, which represents purity and patience, the neck of the `motionless’ heron `lanced down’ and `plucked it out by the head’ swallowing the snake whole. The evilness of the snake is gently eased by the purity of the heron, until `another little water snake’ saw up the pool, gently swaying side to side. The evil of the snake represents the death caused by Lennie, and then getting eaten away by the patience heron, to return soon after. Having the beginning and end set in the same place, represents the cycle of George and Lennie’s life till the death of Lennie and the almost certain dream. The second setting; the Bunkhouse, is where Steinbeck shows the hard, basic and lonely life the migrant workers live, with very basic and shared accommodation. Steinbeck describes the bunkhouse with `unpainted’ floors and `small square windows’, with `eight bunks’ for the men with space for any personal possessions in an `apple box’ nailed above each bunk. The bare possessions owned by the men included basic toiletries, tools, medicines and Western magazines as a form of little entertainment. They seemed to have nothing valuable, sentimental or beautiful in their lives, showing doubt and unhappiness. The workers had medicines showing they were expecting to become ill at any time, living in the basic conditions with a long hard labour. The only entertainment described by Steinbeck includes `Western magazines’ and `playing cards’ showing the men’s lives are basic, plain and not many activity’s for the men. The bunkhouse gives no privacy and offers no real comfort for the men after their long day at work, through the harsh living conditions, Steinbeck shows us the brutal world in which only the fittest can survive. The men living in the bunkhouse are described as being aggressive meaning Lennie and George must constantly be on guard as the men are mistrustful of each other, and the bosses’ son, Curley, constantly itching for a fight, because of his position on the ranch. Chapter four shows the hard life for the weak, disabled black farmer Crooks. The man is isolated because of his colour, meaning he is separated from the company of other men to make his life more bearable. His loneliness has made Crooks into a bitter character, with fear of being hurt more. The room where Crooks lives is described as `a little shed’ with limited possessions including books, medicines and a pair of glasses. Crooks is shown as a intelligent man wanting more in his life, as his books include the `Californian civil code’. He is described as a `proud, aloof man, with eyes that `glitter with intensity’. The accommodation Crooks lives in shows his little value. Later in the chapter we find that Crooks used to be accepted as part of the community in Soledad, but was left alone when other black families moved away. The chapter ends as it began, lonely and bitter. As a shelter for animals, Steinbeck uses the barn to show the non-deliberate murders of Curley’s wife, and the new-born puppy, killed by Lennie and his animalistic features. Lennie doesnt understand why the puppy got killed, since it is so much bigger than a mouse causing him to `cover it over in hay’ in his frustration. Lennie’s thought quickly turn to the rabbits that he would tend in the dream as he threats his precious and meaningful role, would be destroyed. The location is best suited to the murders, as it symbolises the death of the dream and animals such as the dead mouse, the dead dog of Candy, Curley’s wife and the dead puppy.

Surveillance in Foucaults Panopticism and Vonneguts Harrison Bergeron

Surveillance in Foucault's Panopticism and Vonnegut's Harrison Bergeron Ever feel as though someone is watching you? You know that you are the only one in a room, but for some reason you get an eerie feeling that you are not alone? You might not see anyone, but the eyes of a stranger could be gazing down on you. In Foucault's "Panopticism," a new paradigm of discipline is introduced, surveillance. No one dares to break the law, or do anything erroneous for that matter, in fear that they are being watched. This idea of someone watching your every move compels you to obey. This is why the idea of Panopticism is such an efficient form of discipline. The Panopticon is the ideal example of Panopticism, which is a tool for surveillance that we are introduced to in â€Å"Panopticism.† Kurt Vonnegut's "Harrison Bergeron," has taken the idea of surveillance one step further. The government not only observes everyone, but has complete control over society. The citizens of the United States cannot even think for themselves without being interrupted by the go vernment. They are prisoners in their own minds and bodies. The ideals of â€Å"Panopticism† have been implemented to the fullest on society in Vonnegut’s "Harrison Bergeron," through physical and mental handicaps. In â€Å"Panopticism† Foucault states, â€Å"the major effect of the Panopticon: to induce in the inmate a state of conscious and permanent visibility that assures the automatic functioning of power† (Foucault, pg. 201). The function of the Panopticon is to keep the prisoners orderly by instilling fear inside of them, this fear forces them to stay in their cells, and to remain compliant. The Panopticon is a building designed for surveillance. In â€Å"Panopticism,† the Panopticon is a centra... ...y are not prisoners, they are mere citizens that must constantly live lives of punishment in order to achieve equality. They can not think for themselves, or excel at anything in life, because they are all equal. Each of them is just like the next citizen. In Vonnegut’s â€Å"Harrison Bergeron,† the United States in 2081 are not a society, but a Panoptic prison where the citizens are held and guarded like inmates, and this is no way to live. Works Cited Foucault, Michel. â€Å"Panopticism.† Discipline and Punish. New York: Vintage Books, 1979. Vonnegut, Kurt. â€Å"Harrison Bergeron.† Short Stories Characters In Conflict. Ed. John E. Warner. Harcourt Brace Jovanovich, 1981. 344-353 Winokur, Mark. â€Å"The Ambiguous Panopticon: Foucault and the Codes of Cyberspace† CTHEORY.NET. 13 March 2003. Access date : 28 April 2005.

Renaissance Artifacts Essay

OBJECTIVE Renaissance world-view can be characterized by its humanistic orientation. The objective of this work is to analyze cultural artifacts from the Renaissance showing how they reflect the values of the time and will incorporate the testimony of two experts in the field.    INTRODUCTION   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The manner in which the expression of values that exist within a civilization’s culture during a time period in their production of artifacts has been noted in the study of archaeologist and anthropologists who report the different religious and cultural beliefs that have been revealed in those artifacts. The artifacts of the Renaissance are no different and study of the artifacts of this time period reveals much as to the values held by those who lived at that time. CONSUMERISM IN THE RENAISSANCE REVEALED   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the work of Charles Paul Freund entitled: â€Å"Buying Into Culture† published in the June 1998 Reason journal publication is the account of how one form of Renaissance art reflects the cultural values of that time evidenced in the statement of Jardine in the work entitled: â€Å"Worldly Goods† a 1996 history of the Renaissance. Stated by Jardine is:   Ã¢â‚¬Å"Titian’s canvases of statuesque naked women in recumbent poses were regarded as learnedly symbolic by nineteenth century art historians†¦.Only recently did contemporary correspondence come to light which showed that these works of art were painted to meet a vigorous demand for bedroom paintings depicting erotic nudes in salacious poses.† (Jardine, 1996; as cited by Freund, 1998) Jardine gives the account of the Duke of Urbino referred to the painting entitled: â€Å"The Venus of Urbino† as a ‘naked woman’ and of how that he was visited by a churchman in 1542 specifically the Cardinal Farnese who upon seeing the painting: â€Å"†¦rushed off to commission a similarly erotic nude of his own from Titan in Venice.† (1996) To support the statement above of: â€Å"†¦a vigorous demand for bedroom paintings depicting erotic nudes in salacious poses†¦Ã¢â‚¬  being the driver for these type paintings which characterize art during this time period Jardine relates the fact that when a report came concerning the progress of the painting’s completion: â€Å"†¦the Papal Nuncio in Venice expressed the view that the Cardinal’s nude†¦made The Venus of Urbino look like a frigid nun. â€Å" (Jardine, 1996; as cited by Freund, 1998) Freund makes the comment in relation to the analysis of Jardine of the Renaissance that: â€Å"What we regard as â€Å"consumerist† behavior does not begin with industrialization and the manufacture of cheap, ready-made goods; it can be traced to antiquity. One revealing way to trace its past is through the proclamation through history of so-called sumptuary laws that attempted to control acquisitiveness.† (1998) Freund relates the fact that it was those selfsame laws that effectively and â€Å"expressly limited the quality of things†¦that any given individual was allowed to own or display† stating additionally that these laws had as their purpose to â€Å"†¦maintain the political and status quo.† (1998) The actual expression as noted by Freund concerning the work of Jardine is that Jardine is relating the â€Å"†¦the translation of material wealth into an assertion of individualism.† (1998) ACCUMULATION, PRODUCTION AND EXCHANGE In the work entitled: â€Å"The Production of English Renaissance Culture† by authors David Lee Miller, Sharon O’Dair, and Harold Weber and published in the Modern Philology Journal in February 1997 are nine essays that review subjects of literature from the Renaissances time period. Miller, O’Dair and Weber have as their focus in their study upon how it is in this Renaissance society that: â€Å"†¦the cultural treasures and values of Renaissance England are entangled with the economic and political dynamics of accumulation, production, and exchange† p.1 (1997) III. SEXUALIZATION OF CHRIST IN RENAISSANCE ART   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Renaissance art was very focused on the depiction of Christ in a sexualized manner. The work of Janet Heer in a National Post article entitled; â€Å"The Sexuality of Christ† states that our ancestors â€Å"had a healthier sense of the body than we do. Where we fear to glance at the right nipple of Janet Jackson, Renaissance artists lavished attention on the penis of Christ.† (2004) Heer goes on to state that the art historian Leo Steinberg, â€Å"In his 1983 classic â€Å"The Sexuality of Christ in Renaissance Art and in Modern Oblivion’†¦.stated that: † †¦the first necessity is to admit a long-suppressed matter of fact that Renaissance art, both north and south of the Alps, produced a large body of devotional images in which the Genitalia of the Christ Child, or of the dead Christ, received such demonstrative emphasis that one must recognize an ostentatio genitalium comparable to the canonic ostenta tion vulnerum, the showing forth of the wounds.† (Heer, 2004)It is additionally related in the article written by Heer that â€Å"Steinberg demonstrated that these erotic images of Christ served a very specific religious purpose: they embodied the doctrine of the incarnation showing that Christ was fully human even though divinely perfect.† (2004) SUMMARY AND CONCLUSION The Renaissance was a time of rebirth or reassertion and as shown by the works reviewed during the course of this study, the assertion of consumerism in the Renaissance society was a great driver in the production of art or artifacts from that time period. This work has further shown that the economic and political dynamics or the â€Å"accumulation, production and exchange† of goods is that which was the driver of the production of cultural treasures throughout the world during the period of time known as the Renaissance.   However, it cannot be said that consumerism only drove the production of art during the Renaissance. In fact, it appears that the art or artifacts produced during the Renaissance period reflect a spiritual shift in the world that was occurring in what seems to be a time that the world questioned more deeply their ‘human† selves specifically as to their inherent ‘human-ness’ and that connection to the spiritual world. WORKS CITED Freund, Charles Paul (1998) Buying Into Culture: How Commerce Cultivates Art. Reason June 1998. Online available at: http://reason.com/9806/fe.freund.shtml. Miller, D.; O’Dair, S.; and Weber, H. (1997) The Production of English Renaissance Culture. Journal of Modern Philology, Vol. 94, No. 3 February 1997 pp. 372-376. University of Chicago Press. Heer, Janet (2004) The Sexuality of Christ. National Post 2004 Feb 27. Online available at: http://www.jeetheer.com/culture/christ.htm.

Franz Kafka’s The Metamorphosis and Alexander Solzhenitsyn’s One Day in the Life of Ivan Denisovich Analysis

In situations of desperation, desolation or depression humans may become capable of acting inexplicably. When a person is faced with a grim situation he may try to deny the reality of the situation, and as such remain optimistic that all will be set right. The protagonists of Franz Kafka's The Metamorphosis and Alexander Solzhenitsyn's One Day in the Life of Ivan Denisovich must cope with these elements of self-delusions, their bitter wisdom and the fragility of their own hope. People who believe they have nothing to look forward to, begin to change their perceptions of happiness to cope with their dismal situation. The human Gregor Samsa enjoyed happiness from making others happy, as seen through his intentions of sending his sister to the musical Conservatory or his ability to provide for his family. When he is no longer able to find happiness in human interaction, he begins to find happiness for himself in the simplest occurrences. Read also Analysis of Characters in Flannery O’Connor’s â€Å"The Life You Save May Be Your Own† â€Å"He especially liked hanging from the ceiling it was completely different from lying on the floor; one could breathe more freely; a faint swinging sensation went through the body; and in the almost happy absent-mindedness which Gregor felt up there, it could happen to his own surprise that he let go and plopped onto the floor.† During the initial stages of his metamorphosis, Gregor is proud and happy about his ability to provide such a comfortable life for his family. After his transformation he is not able to make others happy consequently being forced to seek pleasure for himself in the smallest things, despite how simple they may seem. Ivan Denisovich, also referred to as Shukhov, finds himself in a similar situation. He is forced to abandon the common goals shared by other men and to adopt a mentality where survival provides him with satisfaction. Ivan is happy about his day because he avoids additional punishment, has more than usual to eat, works at building a wall which he takes pride in and acquires some new tools. His enjoyment of these simple accomplishments demonstrates the changes which have occurred within him. â€Å"Shukhov went to sleep, and he was very happy. He'd had a lot of luck today. They hadn't put him in the cooler. The gang hadn't been chased out to work in the Socialist Community Development. He'd finagled an extra bowl of mush at noon. The boss has gotten them good rates for their work. He'd felt good making that wall. They hadn't found that piece of steel in the frisk. Caesar had paid him off in the evening. He'd bought some tobacco. And he'd gotten over that sickness. Nothing had spoiled the day and it had been almost happy.† The happiness felt by Ivan results from incidents that others would take for granted. His additional labour in the prison is not for any reason other than for his survival and satisfaction. Rather than thinking of how he could be made happier by what he does not have, he appears happy with what he is given. The protagonists of both novels force themselves into believing they are happy, to be better able to cope with the grim reality of their circumstances. Although there is no rationale given for their respective situations, the protagonists both have the knowledge that their life has changed for the worse. When Gregor reflects upon the life he once gave to his family, he begins to feel guilty about Grete having to care for him. His life has been based upon his role as the provider, but fulfilling his duties after the transformation is no longer plausible. â€Å"Often during Gregor's short stays in the city the Conservatory would come up in his conversations with his sister, but always merely as a beautiful dream which was not supposed to come true, and his parents were not happy to hear even these innocent allusions; but Gregor had very concrete ideas on the subject and he intended solemnly to announce his plan on Christmas Eve. Thoughts like these, completely useless in his present state, went through his head as he stood glued to the door.† His motivation has been fulfilling the financial and emotional needs of his family put forth on him, but he is no longer needed by his family. The Samsa family is now capable of surviving without his contributions, and seemingly are better people as they become independent. As the bug he is a burden to his family because his purpose in life has been made impossible to fulfill. Unlike Gregor, Ivan believes that he has a purpose (to work with his hands) but he is unable to because of an unfair conviction. â€Å"Easy money doesn't weigh anything and it doesn't give you that good feeling you get when you really earn it. The old saying was true-what you don't pay for honestly, you don't get good value for. Shukhov's hands were still good for something. Back home he'd surely find himself work making stoves, or something in the carpentry line, or mending pots and pans. The only catch was- if you'd been convicted with loss of civil rights, you couldn't get work anywhere and you weren't allowed back home.† Ivan is proud of the work he does with his hands but he is not permitted to choose his living because of the sentence. He is not able to return home and has lost his civil rights. His future will never exceed his past life. For Ivan true freedom means home but he will never have that freedom again. The male prisoners create a society in which they have the security of knowing what they will be doing and eating from one day to the next yet remain powerless over their futures. The changes caused by the peculiar situations give both protagonists a more pessimistic view of their lives. The promise of hope causes people to be optimistic even in the grimmest of situations, but a lack of it may be detrimental. In the case of Gregor the fragility of his hope is a disadvantage. He retains a human sense of frustration, memory and optimism despite his increasing animal instincts. During the incident when Grete attempts to remove his furniture he at first seems passive to the notion but once his mother voices doubts, saying the removal of the furniture would be symbolic of the family giving up hope of his return, he too becomes more hopeful, even wanting to give up crawling to retain his humanity. â€Å"Nothing should be removed; everything had to stay; he could not do without the beneficial influence of the furniture on his state of mind; and if the furniture prevented him from carrying on this senseless crawling around, then that was no loss but rather a great advantage.† The hope of others around him greatly influences his own, as instanced when he opens his door to measure the reaction of his family to his initial transformation. Later Grete declares the bug would have already left if it really were Gregor. She is essentially giving up the hope that the bug is her brother; expectedly Gregor dies that night. The will to live for Ivan, however, is strong enough to overpower his hopelessness and the endless difficulties of a life he cannot control. He has enough hope of getting out of prison to maintain his own sanity, but not so much that he becomes dejected about his situation. â€Å"Shukhov sort of liked the way they pointed at him- the lucky guy nearly through with his sentence. But he didn't really believe it. Take the fellows who should've been let out in the war. They were all kept in till forty-six- â€Å"till further notice.† And then those with three years who'd gotten five more slapped on. They twisted the law any way they wanted. You finished a ten-year stretch and they gave you another one. Or if not, they still wouldn't let you go home. But sometimes you got a kind of funny feeling inside. Maybe your number really would come up one day. God, just to think you might walk out and go home!† Ivan realizes that he will never have freedom yet wants nothing more than being released from prison. Restraining his hopes with a touch of reality enables him to find a balance between escape and contentment during his sentence. It is difficult to be truly happy when keeping the dismal reality in mind. The protagonists find their lives are worse because they know it is not possible to find the happiness they once had. Despite this knowledge, they maintain the hope of returning to normal for as long as they can. This hope serves to protect the potentially false happiness they experience. Both characters are described as being almost happy because, despite their self-delusions, they can only obtain true happiness if their lives were to return to the way they once were; but that is unfeasible.

CHECKLIST Essays - Free Essays, Term Papers

LLAB 5 STUDY GUIDE/ CHECKLIST Essays - Free Essays, Term Papers LLAB 5 STUDY GUIDE/ CHECKLIST LLAB 1 Air Force Mission To fly, fight, and __ _____ _... in air, space, and _ _________ _______. Det 130 Motto __ ______ _ _____ a _______ ______, __ ____ ______ through Diversity Air Force Core Values - I- ________________ S- ________________ E- ________________ 7 Basic Responses (remember when you address higher ranks) Fill in the blank- Do you place the sir or ma'am before after the statement or question? _____________Yes_____________ _____________No_____________ _____________May I Ask a Question?_____________ _____________May I Make a Statement?_____________ _____________No excuse_____________ _____________I do not know_____________ _____________I do not understand_____________ LLAB 2 Air Force ROTC Mission - To _____ quality ________ for the Air Force. Air Force Honor Code - We will not lie , steal , or_____, nor ______ anyone _______ ____ ____ does. Air Force Birthday - ( day month year) _____ _____________ ________ Air Force Vision 20/20 - Global __________, Reach and ________ Holm Center Mission - To _______ the best Air Force _______ and ______ of ________, dedicated to serving the __________. Levels of Warfare S- ______________ _____________ O- ______________ _____________ T- ______________ _____________ Phonetic Alphabet - F- K- P- U- Z- B - G- L- Q- V- C - H- M- R- W- D- I- N- S- X- E- J- O- T- Y- Air Force Core Capabilities : Air ________ __ G_ ________ ______ A_____ ____ ____ Rapid G____ _______ ___ M____ _______ ____ P________ _____ __ E_____ ____ _______ I_______ _____ ___ S__________ ____ __ A_______ _____ ____ C_ ____ _________ S_____ ____ ____ Air Force Core Competencies D____________ Airmen T_____ ___ ____-to-W_____________ I___________ O__________ Oath of Office I, (______________), having been appointed a _ ___ ___ _______________ in the United States _____ ________, do solemnly __________ that I will support and defend the __________ of the United States against all enemies, __________ and domestic; that I will bear true __________ and __________ to the same; that I take this __________ freely, without any mental __________ or purpose of __________ ; and that I will well and faithfully __________ the duties of the __________ upon which I am about to __________ , so __________ me God. Principles of War O- O- M- E- M- U- S- S- Tenets of Air and Space Power Centralized _______ ______ __ / Decentralized ______ _____ ____ Flexibility/_____________ P______ ________ _ S_______ ________ B_______ ________ C ________ _ ______ P __________ _____ LLAB 3 Code of Conduct Code of Conduct: Article 1 I am an American Airman, fighting in the forces which guard my country and our way of life. I am prepared to give my life in their defense. Code of Conduct: Article 2 I will never surrender of my own free will. If in command, I will never surrender the members of my command while they still have means to resist. Code of Conduct Article 3 If I am captured, I will continue to resist by all means available. I will make every effort to escape and aid others to escape. I will accept neither parole nor special favors from the enemy. Code of Conduct Article 4 If I become a prisoner of war, I will keep faith with my fellow prisoners. I will give no information nor take part in any action which might be harmful to my comrades, If I am senior, I will take command. If not, I will obey the lawful orders of those appointed over me and back them up in every way. Code of Conduct Article 5 When questioned should I become a prisoner of war, I am required to give my name, rank, service number, and date of birth. I will evade answering further questions to the utmost of my ability. I will make no oral or written statements disloyal to my country and its allies or harmful to their cause. Code of Conduct Article 6 I will never forget that I am an American, fighting for freedom, responsible for my actions, and dedicated to the principles which make my country free. I will trust in my God and in the United States of America. Common AF Acronyms (What does each acronym stand for?) AAR ABU WILCO AEF TDY AOR SITREP AWOL SBI BELPs RTB CGO SIE COB

About the US Civil Rights Act of 1875

About the US Civil Rights Act of 1875 The Civil Rights Act of 1875 was a United States federal law enacted during the post-Civil War Reconstruction Era that guaranteed African Americans equal access to public accommodations and public transportation.  The Act came less than a decade after the Civil Rights Act of 1866 had taken the nation’s first steps towards civil and social equality for black Americans after the Civil War.   The law read, in part: â€Å"†¦ all persons within the jurisdiction of the United States shall be entitled to the full and equal enjoyment of the accommodations, advantages, facilities, and privileges of inns, public conveyances on land or water, theaters, and other places of public amusement; subject only to the conditions and limitations established by law, and applicable alike to citizens of every race and color, regardless of any previous condition of servitude.† The law also prohibited the exclusion of any otherwise qualified citizen from jury duty because of their race and provided that lawsuits brought under the law must be tried in the federal courts, rather than state courts. The law was passed by the 43rd United States Congress on February 4, 1875, and signed into law by President Ulysses S. Grant on March 1, 1875. Parts of the law were later ruled unconstitutional by the U.S. Supreme Court in the Civil Rights Cases of 1883. The Civil Rights Act of 1875 was one of the main pieces of Reconstruction legislation passed by Congress after the Civil War. Other laws enacted included the Civil Rights Act of 1866, four Reconstruction Acts enacted in 1867 and 1868, and three Reconstruction Enforcement Acts in 1870 and 1871. The Civil Right Act in Congress Initially intended to implement the 13th and 14th amendments to the Constitution, the Civil Rights Act of 1875 traveled a long and bumpy five-year journey to final passage. The bill was first introduced in 1870 by Republican Senator Charles Sumner of Massachusetts, widely regarded as one of the most influential civil rights advocates in Congress. In drafting the bill, Sen. Sumner was advised by John Mercer Langston, a prominent African American attorney and abolitionist who would later be named the first dean of the Howard University law department. In considering his Civil Rights Act to be the key to achieving the highest goals of Reconstruction, Sumner once stated, â€Å"Very few measures of equal importance have ever been presented.† Sadly, Sumner did not survive to see his bill voted on, dying at age 63 of a heart attack in 1874. On his deathbed, Sumner pleaded to famed African-American social reformer abolitionist, and statesman Frederick Douglass, â€Å"Don’t let the bill fail.† When first introduced in 1870, the Civil Rights Act not only banned discrimination in public accommodations, transportation, and jury duty, it also prohibited racial discrimination in schools. However, in the face of growing public opinion favoring enforced racial segregation, Republican lawmakers realized that the bill had no chance of passing unless all references to equal and integrated education were removed. Over the many long days of debate on the Civil Rights Act bill, lawmakers heard some of the most impassioned and impactful speeches ever delivered on the floor of the House of Representatives. Relating their personal experiences of discrimination, African American Republican representatives carried the debated in favor of the bill. â€Å"Every day my life and property are exposed, are left to the mercy of others and will be so long as every hotel-keeper, railroad conductor, and steamboat captain can refuse me with impunity,† said Rep. James Rapier of Alabama, adding famously, â€Å"After all, this question resolves itself into this: either I am a man or I am not a man.† After nearly five years of debate, amendment, and compromise the Civil Rights Act of 1875 won final approval, passing in the House be a vote of 162 to 99. Supreme Court Challenge Considering slavery and racial segregation to be different issues, many white citizens in the Northern and the Southern states challenged Reconstruction laws like the Civil Rights Act of 1875, claiming they unconstitutionally infringed of their personal freedom of choice. In an 8-1 decision issued on October 15, 1883, the Supreme Court declared key sections of the Civil Rights Act of 1875 to be unconstitutional. As part of its decision in the combined Civil Rights Cases, the Court held that while the Equal Protection Clause of the Fourteenth Amendment prohibited racial discrimination by the state and local governments, it did not grant the federal government the power to prohibit private individuals and organizations from discriminating on the basis of race. In addition, the Court held that the Thirteenth Amendment had been intended only to ban slavery and did not prohibit racial discrimination in public accommodations. After the Supreme Court’s ruling, the Civil Rights Act of 1875 would be the last federal civil rights law enacted until ​the  passage of the Civil Rights Act of 1957 during the early stages of the modern Civil Rights Movement. Legacy of the Civil Rights Act of 1875 Stripped of all protections against discrimination and segregation in education, the Civil Rights Act of 1875 had little practical impact on racial equality during the eight years it was in force before being struck down by the Supreme Court.   Ã‚   Despite the law’s lack of immediate impact, many provisions of the Civil Rights Act of 1875 were eventually adopted by Congress during the civil rights movement as part of the Civil Rights Act of 1964 and the Civil Rights Act of 1968 (the Fair Housing Act). Enacted as part of the Great Society social reform program of President Lyndon B. Johnson, the Civil Rights Act of 1964 permanently outlawed segregated public schools in America.

Setting Up and Using a Facebook Account Assignment

Setting Up and Using a Facebook Account - Assignment Example Setting up and using a Facebook account is easily enhanced by the simple available online tools such as electronic mail address and password. These mark the beginning point for establishing a basic account that can later be updated with additional designs and tools. Once registered to use this online social utility through creating a user profile, one can add friends with whom to network. Additionally, one can post information, videos or photos to update their statuses and this is open for viewing by friends. One can also join interest groups created by workmates, friends, and businesses or by institutions of learning. This online social utility enables exchanging of messages and sharing of ideas. Hence the following steps should be the guidelines in setting up and using a Facebook account. Have an email address which can be with the Google Mail (Gmail), Yahoo, Hotmail and many more. This makes use of both alphabetical letters and numerical numbers or just letters only. The email add ress can be individual or is based on an organization or institution with a central managing point.

Human Resource Essay Example | Topics and Well Written Essays - 250 words

Human Resource - Essay Example Alternatively, I would set aside the elections based on the Taft- Hartley provisions and the circumstances of the case. The law stipulates employees’ freedom and right to determine their representative union and prohibits any form of threat of reprisal from the employer. The supervisor, being a recognized representative of the employer, however expressed interest in the union’s meeting by making multiple appearances around the meeting. Such a repetitive act was therefore not coincidental and indicated a motive to influence employees’ representation. The supervisor’s appearances around the union’s meeting could also have implications such as identifying members of the unions, based on their past unionism initiatives, and influencing elections results to favor some unions. The employer is also vicariously liable for the supervisor’s actions. These therefore mean that the employer’s behavior, through its supervisor, identifies significant threat of reprisal against the union and therefore contravenes employees’ freedom and right to determine their union of representation (Carter and Rausch,