The Last Of The Mohicans Essay - 1136 Words

In The Last of the Mohicans by James Fenimore Cooper, historical romance is apparent through settings, characters and plots. Cooper is considered by many critics to be the father of the American historical romance. Fred Lewis Patee said, Not only was Cooper the pioneer (of the historical romance) in America, and thus worthy of the highest praise, but in many respects his romances have never been surpassed.; (212) Cooper celebrated the creative spirit of the individual and had a deep appreciation for nature. He was a romantic who enjoyed the mysteriousness and exoticness of the frontier. He favored the use of emotions over reason. Through his romantic writings, Cooper is able to captivate the reader and led them on journey through his†¦show more content†¦He brings the reader into his unblemished world, where everything is pure. The setting in The Last of the Mohicans shows Coopers deepened appreciation of nature. Romanticism is also seen in the characters in the novel. The characters are manifestly impossible. (Pattee 212) Hawkeye is one of these impossible characters. He is an ideal character who is pure and untainted by the corruption of society. Hawkeye, like Cooper, is a romantic in that he has a deep respect for nature. Cooper uses Hawkeye to celebrate the creative spirit of the individual. Hawkeye, Chingachgook and Uncas are characters all folklores are about. They are the heroes that complete impossible task to help others. Cooper also portrays, in his novel, the stiff upper-class society and their true desire to escape to the frontier. (Magill 448) Cora and Alice represent the stiff, elegant society. The reader soon sees that under their refined life, they have a wanting to be freed; from their upper-class society. They want to escape this boring life and be allowed to live. They see the frontier as this pure, beautiful place where they can be freed of the control of their society. (4 48) Cooper uses characters to portray his romanticism. nbsp;nbsp;nbsp;nbsp;nbsp; Romanticism can also be seen in The Last of the Mohicans in the plot. Coopers plots favor emotions over reasons. Cooper opens the novel with a historical atmosphere. However, this does not last forShow MoreRelatedThe Last Of The Mohicans969 Words   |  4 Pages The Film The Last of the Mohicans details the experiences of three members of a dying Native American tribe known as the Mohicans during the midst of the French and Indian War (1754-1763). In the film, a Mohican chief named Chingachgook along with his son Uncas and his adopted white son by the name of Nathaniel Poe are on a journey west in search of a new home. Along the way, Nathaniel Poe is recruited to escort the two daughters of British Army Colonel Edmund Munro to Fort William Henry in theRead MoreThe Last Of The Mohicans1611 Words   |  7 Pagesearly American literature, the prospect of interracial relationships and people from races other than Caucasian were looked at through fear-tinted lenses and seen as undesirable and distasteful. In examining James Fenimore Cooper’s novel The Last of the Mohicans, readers can discover that Cooper feels there are problems that can arise due to the mingling of races, while overcoming racial barriers and having interracial relation ships can result in advantages. Examining his literature can give much insightRead MoreThe Last Of The Mohicans865 Words   |  4 PagesJames Fenimore Cooper’s most well known novel is The Last of the Mohicans. This book has been adapted into TV movies, cartoons, and films. His story helped readers understand the importance Native Americans played in history. This period was known as the French and Indian War. Great Britain and France were fighting for control over North America. Worldwide, this conflict was known as the Seven Years War. Both would go on to last from 1754 to 1763. Each side would make allies with Native AmericanRead MoreThe Last Of The Mohicans931 Words   |  4 Pagesâ€Å"The Last of the Mohicans† is a historical film directed by Michael Mann about the emerging love of two people as conflict, war and tragedy churns around them. The movie is set in 1757 in the midst of the French and Indian War. The characters and events in this movie help to reinfo rce the material covered in this course, such as the alliances formed between various Indian tribes and the French in an attempt to defeat the British. Fort William Henry was a British fort located in the colony of NewRead MoreThe Last Of The Mohicans1552 Words   |  7 PagesThe Last of the Mohicans Thesis This essay will consider why interracial love and friendships use to be important for the survival of some people, how it made conflict amongst people surrounded by one another , and what could have possibly happened if interracial relationships had not been desired. In the book , The Last of the Mohicans. SECTION HEADER The main thesis I wanted to focus on and the only one that caught my attention in this book would be Interracial love and friendships in The LastRead MoreReview Of The Last Of The Mohicans 1878 Words   |  8 PagesTayseer Abdelsalam 12/15/16 Early American Literature: Critique #3 The Book vs The Movie The main difference between, The Last of the Mohicans, book by James Fenimore Cooper and the last of the Mohicans movie, is that the book has a more adventurous theme and the moive has a more romantic and love them. I felt that both stories were extremely interesting. Due to the text’s complexityz and the author’s peculiar writing style, it took me quite a while to get into the story, thus reducingRead More the last of the mohicans Essay718 Words   |  3 Pages The Last Of the Mohicans The film is set in 1757, the third year of war between England and France for the possession of the continent. The center of the story is the most notorious event of the French and Indian War; the so-called massacre of British troops, women and children by General Montcalms Indian allies after the British surrender of Fort William Henry to the French on 9th August 1757. The Struggle between the French and English for control of North America became apparent in the lateRead MoreSummary Of The Last Of The Mohicans 1128 Words   |  5 Pagesincreasing prevalence of miscegenation, and James Fenimore Cooper fictionalizes several of them in his oeuvre. The two groups nonetheless had numerous conflicts, which led to racist opinions and prejudices on both sides. James Fenimore Cooper’s The Last of the Mohicans, while endowing humanity to the Native Americans through certain character portrayals, actually reinforces stereotypes about Native Americans and ultimately suggests that they are an inferior race to whites. In the novel, Europeans feel superiorRead More Last of the Mohicans Essay1144 Words   |  5 PagesLast of the Mohicans Last of the Mohicans is set in 1757 in the third year of a war in North America over land and territory. Mostly, the war is between the English and the French, but each side has taken up Indian allies to assist them. The main story in the Last of the Mohicans is the love of an adopted Mohican, Hawk-eye, and Cora, the daughter of an English general. There are also other stories embedded in the movie, which are harder to recognize. For instance, a second love story betweenRead MoreEssay about The Last of the Mohicans1505 Words   |  7 PagesThe Last of the Mohicans James Fenimore Cooper’s the Last of the Mohicans is a gripping novel that depicts the travel of 7 people through the dangerous woods of western New York in the late 18th century. The story takes place during the French and Indian war at the height of conflict. Major Duncan Heyward is accompanying singer David Gamut and the two daughters of the English colonel Munro from Fort Edward to Fort William Henry. Along the way, the four travelers discover that their Indian

Ageism Is Prevalent At Every Stage Of A Person s Career

Over the last few years there has been a growing concern over ageism in America’s places of business, not only through job advertisement, but also during the hiring process, among current employees, and even issues during the end of a person’s career. While there are many types of discrimination in the workplace, all of which are illegal, ageism is prevalent at every stage of a person’s career and can impact not only the employee or potential employee, but the whole company as wellcompany as a whole. Individuals who are over the age of sixty-five make up a large percent of the workforce, and many are dedicated to their employers, it’s when the employer believes that they can hire someone who is much young to do the work that ageism begins to play a role in their career. It isn’t till they companies see that it may take three younger employees to complete the task that of a senior employee. Ageism has been defined as a type of discrimination that has a prejudice against an individual based on their age (Cherry, 2015). This was first used by Robert Butler, a gerontologist, who published back in 1969 the article that stated that ageism was a â€Å"serious national problem† (Levy; Macdonald, 2016). Mr. Butler was trying to help other understand and describe the stereotype and discrimination against the elder generation, and to show that ageism was as big of an issue compared to racism and sexism (Brownell, 2014). Since the establishment of Ageism, the growing work force of agedShow MoreRelatedWhy I Am Frail Aged Patients1751 Words   |  8 Pagesinvolved in transporting many people ie. such as people over the age of sixty five (frail aged). Explain why frail aged patients will be the future focus of paramedic work and discuss the personal attributes and skills needed to support patients at this stage of their lives. Utilising the language of social psychology. According to the Australian Bureau of Statistics (2008) by 2036 people aged sixty-five and older (frail aged) will make up 21.9% of the total New South Wales population. In 2007, there wereRead MoreAgeism in Healthcare6728 Words   |  27 Pagesï » ¿ Age Related Healthcare Discrimination (Ageism) in Healthcare Student Name Professor Name DHA-865 July 14, 2013 Age Related Healthcare Discrimination (Ageism) in Healthcare While the â€Å"Greatest Generation† is a title often given to those Americans who lived and died during the era of the Great Depression and World War II, their offspring, the â€Å"Baby Boom† generation, significantly shaped and improved the American landscape as well if for no greater reason than

Destroying a life Essay Example For Students

Destroying a life Essay Everyone can witness a miracle at least once in his or her life. It is a miracle which a man and woman can create. Unfortunately, many decide on a drastic choice to kill someone they should bring into the world. Abortion is a decision made constantly among pregnant adults and teens. A few reasons why abortions are so popular are the pre-marital sex leading to pregnancy, couples that dont want the baby, irresponsible people. What many women dont know is that abortion has many risks. Women in their first pregnancy who decide to have an abortion have a high risk of getting breast cancer. Studies at the National University of Wyoming have shown twenty percent to twenty-seven percent seeking abortion have a chlamydeous infection. Chlamydeous is a sexually transmitted disease that is a vaginal discharge that irritates and burns when urinating. At the time of an abortion, a girl can get an infection, have excessive bleeding, ripping of the uterus and a cervical injury. Many of these complications are considered life threatening. Not only can women abort and kill the baby, but they can have a chance of facing death as well. According to the North California research and Development Clinic, Abortion is reported as the fifth leading cause of maternal death in the United States. An abortion can impact a life forever. It can impact the mothers life or the babys life. A fetus is considered to be human. Shortly after conception, the DNA is already forming a unique human . At eight weeks into the pregnancy, the babys heart is beating steadily and every organ is present. At eight and a half weeks, visual proof of the babys fingerprints are being imprinted. Having a child requires more maturity than it does to have an abortion. The unborn baby has a right to a mother instead of being killed before witnessing the world. It shocks me that older and more mature women have abortions. It surprises me even more that teenagers have abortions. Teenage abortion is allowed in over twenty states without the permission of ones legal guardian. Teenagers may start to take sex lightly knowing that abortion is always a choice if the girl gets pregnant. Because of their responsibilities, theyre making another life inside their very own body pay for their mistakes. Teenagers will continuously remind themselves if ever they get an unexpected pregnancy, they can always consider having an abortion. If teenagers, as we ll as older women, have abortions, destroy the way the body functions. When women decide to have and keep a baby after an abortion, a handicapped newborn with complications may be born because of ones previous choices. A way to stop abortion is holding off sex. Abortion can cause a woman to have infections, diseases, and complications when they want to have a baby. Dont abort a human being. Instead, have the baby and learn from your mistakes and take care of it. Or, put the baby up for adoption and allow another family to hold a miracle. Abortion kills an innocent life and cannot be undone. To not look at complex implications beyond the womb is truly irresponsible and absurd. Do not make abortion one of your choices if you are pregnant. Take it as a responsibility and a blessing. Think before having an abortion. It will save you the guilt and pain later on in life. Who should be punished? Should it be the parents or the baby.

Manila Metropolitan Theater Past, Present and Future Essay Example

Manila Metropolitan Theater: Past, Present and Future Paper Introduction The Manila Metropolitan Theater was built on December 10, 1930. Manila Metropolitan Theater or MET can be found at the north part of Mehan Garden within Plaza Arroceros, the same place where the Spanish theater â€Å"Teatro Del Principe Alfonso XII† was located during the time of the Spanish regime. The concept or idea of constructing the Manila Metropolitan Theater was conceived in the mid-1920s as a venue for most Americans, and as well as Filipinos to have a center of performing arts here in the capital. The MET was designed in January 30, 1930 by one of the first pensionados in architecture, Juan Arellano, who also designed some of the major government buildings such as Legislative Building and the Manila Central Post Office Building. We will write a custom essay sample on Manila Metropolitan Theater: Past, Present and Future specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Manila Metropolitan Theater: Past, Present and Future specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Manila Metropolitan Theater: Past, Present and Future specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The theater is an example of a design that was popular in the 1920s to 1940s called â€Å"Art Deco†. From the outside, the major colors of the walls of the theater are misty rose pink, tea rose pink and white. There are three main entrances in the facade. Sculptures of Adam and Eve that can be seen by the entrance of the theater were made by Francesco Riccardo Monti, an Italian sculptor who lived in Manila for 28 years at that time. A rich flora and fauna designed mural glass with a written â€Å"metropolitan† text in the middle can be seen on top of the entrance gate. There are six sculptures of sensual movie dancers in their ethnic poses that can be found symmetrical on both sides outside the theater ? two facing front, two facing each side, and another two at the back. On the topmost part of the theater is the Angkor-Wat inspired minarets on top of the roof that resemble a crown which symbolizes the theater’s glory back in its glorious days. There are several other designs and functions outside the theater such as the arcade architecture, a typical bay, play of levels of massing, side entrances, art deco and organic ornaments, and other decorative elements. Inside, beautiful sculptur

Free Essays on Chinas Battle On Overpopulation

CHINA’S OVERPOPULATION BATTLE China’s population policy, more commonly referred to as the One Child Policy, is one of the most controversial topics in the world, and the only one of its kind in history. It has been praised and criticized by many, and the world has yet to see what results it will have in the long run. The debatable one child policy of China has ultimately changed the views and stirred the emotions of many people on how to solve the population problem. The Chinese government has taken the enforcement of family planning and birthright laws to an extreme by violating the civil rights of its citizens, which has adversely affected the morale of its people. China implemented a one-child per family policy in 1979 in order to address the issue of unchecked population growth in a country with limited resources. While this policy was not enforced until 1979, population control actually began in the late fifties. This policy says all families are limited to one child unless that child is unable to work or dies. Only then are they allowed to have a second child without having to pay additional taxes on that child. Although China’s family planning efforts have dropped the population growth from 1970’s 33.43 percent per 1000 to 15.23 percent in 1999, abuse, forced abortions, and sterilization, and in some cases, even murder are the cause of what Chinese officials hail as a success. Many women have stated that they have been forced to have abortions due to declined applications for birth certificates. Some of these abortions are done just days before the mothers due date. There are also many women who tell of forced sterilization even after complying with the policy because they were accused of trying to hide their pregnancy. Destruction of property, including the destruction of entire homes, Are common among families who choose to disobey these laws. I am shocked and appalled at what I have read on the overpo... Free Essays on Chinas Battle On Overpopulation Free Essays on Chinas Battle On Overpopulation CHINA’S OVERPOPULATION BATTLE China’s population policy, more commonly referred to as the One Child Policy, is one of the most controversial topics in the world, and the only one of its kind in history. It has been praised and criticized by many, and the world has yet to see what results it will have in the long run. The debatable one child policy of China has ultimately changed the views and stirred the emotions of many people on how to solve the population problem. The Chinese government has taken the enforcement of family planning and birthright laws to an extreme by violating the civil rights of its citizens, which has adversely affected the morale of its people. China implemented a one-child per family policy in 1979 in order to address the issue of unchecked population growth in a country with limited resources. While this policy was not enforced until 1979, population control actually began in the late fifties. This policy says all families are limited to one child unless that child is unable to work or dies. Only then are they allowed to have a second child without having to pay additional taxes on that child. Although China’s family planning efforts have dropped the population growth from 1970’s 33.43 percent per 1000 to 15.23 percent in 1999, abuse, forced abortions, and sterilization, and in some cases, even murder are the cause of what Chinese officials hail as a success. Many women have stated that they have been forced to have abortions due to declined applications for birth certificates. Some of these abortions are done just days before the mothers due date. There are also many women who tell of forced sterilization even after complying with the policy because they were accused of trying to hide their pregnancy. Destruction of property, including the destruction of entire homes, Are common among families who choose to disobey these laws. I am shocked and appalled at what I have read on the overpo...

Blowing The Gaff

Blowing The Gaff Blowing The Gaff Blowing The Gaff By Sharon I recently mentioned a book called Mind The Gaffe, which is all about errors in English. It got me to thinking about the word gaffe and other related expressions. I set out to do some digging in my trusty dictionary and came up with a few surprises. The word gaffe means a social blunder and originates from French in the 19th century. It should not be confused with the word gaff, which has a variety of interesting meanings. If you fish, then you probably use a sturdy pole with a strong hook to capture the biggest catch of your life. Thats called a gaff, and youll need it if you want to avoid tales about the one that got away. If you actually manage to land that fish, then gaff becomes a verb that shows how you hook it. Sailors know a gaff as a special boom to which a gaffsail is attached. Cockfighting is a favored pastime in some parts of the world, and in that context, gaff describes the spur thats attached to a gamecocks leg. Gaff is also a popular slang word with several meanings. It can mean nonsense talk, cheat or hoax. If youre British and you blow the gaff, then you reveal a secret, while Americans and Canadians who stand the gaff are able to take a bit of ribbing. Gaff was also an old British term for someones home, as well as a cheap theater or music hall in Victorian times. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:Arrive To vs. Arrive At8 Proofreading Tips And TechniquesInspiring vs. Inspirational

Keeping a Client Coursework Example | Topics and Well Written Essays - 250 words

Keeping a Client - Coursework Example Black and that her particular situations will be negotiated in the upcoming months and tailored to her needs (Carrell & Heavrin, 2008). b) I would react to Ms. White’s demand for limiting my time at the site, by presenting to her the amount of work to be covered through the process of negotiation to closing. By letting her know the contents, maybe contained in agreement template in favor of Mr. Black and the time it took through that negotiation, she should appreciate the time needed. c) Ms. White apparent problem here is the fact that she could be facing opposition from establishing a retailer shop. First step is to identify her problem, verify it alongside defining this problem and analyze. After proper analysis has been conducted, then the last process before implementing is to identify an alternative which can have a better outcome than what we have already identified. If the alternative is better, then it means we have to shift to the alternative, but if it is of less value then we have to implement the first option (Carrell & Heavrin, 2008). d) Ms. White has already had a pre-conception about what we are supposed to negotiate hence it might be had to get her out of the situation. But to avoid this situation, I will have to frame her issues differently to her specific needs that are different from that of Mr. Black. I should be able to frame in terms of gains she should be benefitting from particular and unique to her preferred site (Education, 2014). e) As mentioned in (d) above, the benefit is our goal, in comparison to the barriers along the way. The best technique, therefore, in closing this deal with Ms. White is by using problem-solving mediation approach. A conflict is already in existence between us, a problem too exists, due to incompatibility of our interests. So we will assess the conflict and define the differences. In our case, the problem is opposition to her location whiles our conflict, too, is her apparent position of

Big brother assignment Example | Topics and Well Written Essays - 250 words - 1

Big brother - Assignment Example related to the technology advancement shows that the Americans are being monitored by the companies, and big businesses are through keeping phone-call records, tracking their cars and through the colored printed copies one can get from a shop or office, which is without people’s knowledge and is unethical as these data mining companies do not inform people before hatching their information and data through different sources and later they may use it for making justice acts or planning something hurtful for the person. Such situations become abusive and offending for people who are unaware of their daily life being on record by someone. 3. Even when it comes to protecting one’s information from data-mining and surveillance industries, through the information-technology security one should know that no system is foolproof. One should limit access of any sensitive information, use strong passwords, change and update them regularly. Keeping financial information private would help in a way. These things should be considered while talking on the phone or

Frederick C Hamilton Essay Example for Free

Frederick C Hamilton Essay The architectural sculptured layout of the Fredrick C Hamilton building is on display at Denver Art Museum. The actual building, named after the CEO of the Petroleum company is near completion. Frederick C Hamilton post modern style designed building is a dome, shell shaped architect, comparable to the Sydney Opera House. (http://en. wikipedia. org/wiki/Architecture) The outside Hamilton building structure is designed using patterns from the expressionism art era. The post modern design is very simplistic, without many intricate details. Anyone viewing the attractive building would be curiously drawn to the building. The Frederick C Hamilton building serves as the main entrance to popular culture and art areas. It is the only dome shaped building in the area, surrounded by buildings with pattern designs from the Renaissance and Romantic art eras. Once inside the building, the person feels transported in totally different planet. The glass ceilings, and skylights allows the sun to shine through, into the building. The creative designed structures portrays a very pleasant atmosphere to everyone entering it. (http://www. designbuild-network. com/projects/dam/) The designer of this coned, alien shaped 350,000 sq ft building is Daniel Libeskined, whom also designed the World Trade Center after the attack. The Frederick C Hamilton building will hold nearly one thousand parking spaces. The construction materials used for the building are titanium, steel, and concrete. The creativity behind the amazing designs centering around romantic style buildings requires real genius imagination.

Open Fields :: Descriptive Memories Essays Papers

Open Fields When I think back to the days when I was a child, I think about all of my wonderful childhood memories. Often I wish to go back, back to that point in life when everything seemed simpler. Sometimes I think about it too much, knowing I cannot return. Yet, there is still one place I can count on to bring me back to that state of mind, my grandparents' house. There is something to be said about lying on one's back in an open field hour upon hour, staring up at a vast, blue sky. With no one around and not another house for miles, it is a great place to be alone, to listen. In the country, I can pick up all the wonderful sounds of nature commonly lost amidst the bustle of the city. The wind speaks as it blows across the land, whistling through the trees. Crickets rub their wings in song for anyone to hear. An unseen friend scurries beneath the fallen leaves, as an owl above questions who is there. Heading back towards the house, I soak in all the beauty of the surrounding landscape. There are towering groves of trees, creek beds lined with wildflowers emitting delightful fragrances, and sunsets that astound. Still, I walk cautiously. For all of nature’s beauty, trouble can still take form out here, whether it is running into a slithering snake or stumbling across a prickly thistle. Looking further into the distance, I spot the horses gracefully galloping along, their sleek manes dancing across their powerful bodies. As I pass the pond, I skip a stone across the water and I think about all the "real" stories the pond could tell of the ones that got away. Along side its banks I hear a familiar sound, as the bullfrogs' bellows lead the way for nightfall. The night will bring the cool country air, and with it the thick aroma of the wood-burning stoves. On some evenings, if I am lucky enough, some warm apple-butter jam may even be waiting for me back at the house. Now that I am older, I look for changes. I have grown to expect them. My grandparents will soon be gone, but the memories of the land they live on and I grew up on will always be with me.

One Cannot Escape Big Brother Essay

In 1984, by George Orwell, society is portrayed as having lost all traces of individuality, creative thought, and love and humanity. This â€Å"Negative Utopia† depicts the possibility of the future despair of the human race whilst warning readers of the dangers of totalitarianism. The overlying mood in 1984 is the bleakness of the future of the human race. The main character though, Winston Smith, is caught in this society that is dedicated to conformity with a mind full of intelligence, individuality, and rebellious thoughts. Winston is targeted by the government from the beginning because of his continual thoughtcrime as well as his rebellious actions with Julia. However, in a society as bleak and desolate as Orwell has depicted, Winston’s actions against the Party and Big Brother were essentially futile. Throughout the novel, Winston believes that though society forces him to conform on the outside, he can still fight the system with his thoughts and by being with Julia in secret. He believes that his own individuality reveals that there is at least a small sliver of hope for humanity, but this is not so. Syme even questions Winston, â€Å"How could you have a slogan like ‘freedom is slavery’ when the concept of freedom has been abolished?† (pg.47). There is so much moral decay within the Party, Winston is wasting his breath and energy by trying to bring down Big Brother; it is too great, and he is too small, despite how intelligent he may be. In Orwell’s fiction society, there is no hope, no potential light for the future. Society is too far gone, as shown through aspects of life such as telescreens, Hate Week, the Hate Song, and Newspeak. The government has molded the people of Oceania’s minds into the ideal citizen: unfeeling, lacking any creative thought, love, or uniqueness. The citizens who slip by and do possess these qualities will be vaporized at some point and Winston knows this throughout the novel. Yet he still believes that in some way, he may be of help to the Brotherhood, even though he is not even sure of its existence. One thing that separated the government of 1984 from any modern day government is that when someone was a traitor, or made some attempt to overthrow the government, they were not punished, but rather â€Å"cured†. In the novel, O’Brian, who is a symbol Big Brother, states, â€Å"We are not content with negative obedience, nor even with the most abject submission. When finally you surrender to us, it must be of your own free will. We do not destroy the heretic because he resists us: so long as he resists us we never destroy him. We convert him, we capture his inner mind, we reshape him. We burn all evil and all illusion out of him; we bring him over to our side, not in appearance, but genuinely, heart and soul. We make him one of ourselves before we kill him.† (pg. 318) This portrays how Big Brother essentially ensures its own success by turning their enemies into supporters of their cause rather than persecuting them. Winston had no chance to take down Big Brother because when he was caught, he would not even become a legacy, or a shining light for others to follow suit; he would become nonexistent, a changed man who would be taught to love Big Brother. By not voicing his true opinions about the Party, Winston would have continued to know the truth behind it. However, because he did, O’Brian and other Party members â€Å"cured† him, and molded his mind into what they wished it to be. By going against Big Brother, Winston became a clay mold of the ideal fascist citizen. Winston had no chance of being happy in the world set by Orwell. He was too intelligent to go through life without questioning Big Brother, and the irony exists in the fact that that was ultimately his intellectual demise. However, if Winston had just lived in acceptance of the fact that society was so horribly corrupt, and turned away from the atrocities of civilization, he would have been much better off. He would not have been tortured, he would not have had to experience the betrayal of O’Brian, and he would not have gained then lost Julia. In today’s world, it is perhaps better to have loved and lost; but in Orwell’s 1984, one never truly gained anything because Big Brother was always watching. Orwell says in the novel, â€Å"If you want a picture of the future, imagine a boot stamping on a human face—forever† (pg 271). No amount of rebellion could possibly stop this metaphorical boot from crushing humanity. Winston could have saved himself from a lifetime of even more hurt and despair if he had just kept to himself and turned away from the evils of Big Brother. After all, the slogan â€Å"Big Brother is watching you† (pg 2) was not just a saying for the people of Oceania: it was a sad truth. Thus, Winston would have been much more fortunate given the circumstances if he had not gone against the Party.

Infrastructure

Is infrastructure a key factor to the growth and stability of the economy? or is it a non-factor and needs not to be maintained and improved to better serve and help improve the economy. Infrastructure in general is the system of transport and communication in a state, region or country. A famous Canadian geographer was once quoted saying, â€Å"†¦ any region which has a well-developed transportation and communication network also enjoys a high degree of economic prosperity†¦ This statement has sparked much controversy between geographers, Politicians, as well as conomists. Question is, is there a link between a well-developed infrastructure and economy prosperity (economy growth)? Without a doubt, there is a direct link. Infrastructure facilitates the basic functions of a society that are necessary to transport resources and people, produce and trade goods, provide essential services and ultimately reduce poverty.The direct link can be understood better by looking at the effects of infrastructure. The drawbacks of poor infrastructure lead to high transport cost especially in landlocked areas, thus the economy gets affected. Employment is low where there is poor infrastructure. Lack of adequate infrastructure perpetuates poverty, because it denies possibilities. Affordability, it is relatively expensive to maintain and build.Due to this factors and the analyses from the department of treasury know is an ideal time to increase our investment because, infrastructure investments have long-term economic benefits and create Jobs in the short run, there is currently a high level of underutilized resources that can be used to improve and expand our infrastructure. The cost of transportation is lowered for American households, there is a strong demand by the public and businesses for dditional transport infrastructure capacity.Long-term economic benefits from infrastructure create Jobs in the short run and this is a crucial and important aspect of growth and economic stability in a country. As much as the infrastructure is important and maintaining it being so expensive, if the economy is not good it is hard to have a developed and well maintained infrastructure system. Research has shown that well-designed infrastructure investments can raise economic growth, productivity, and land values, while also providing significant spillovers to areas such as energy efficiency, public health and manufacturing.Thus to say both infrastructure and economy go hand in hand. They affect each other both negatively and positively. On June 29, 1956 President Dwight Eisenhower signed the federal-Aid Highway Act of 1956 â€Å"The national system of interstate and defense highways† according to Eisenhower the purpose of this was to eliminate unsafe roads, inefficient routes, traffic Jams and all of the other things that got in the way of â€Å"speedy, safe transcontinental travel. † for all these reasons the 1956 law declared that the constru ction of an elaborate expressway system was essential to the national interest and growth of the economy.Todays Interstate System is what our suburban lifestyle and caused the vast proliferation of businesses from HoJos to Holiday Inns. And if you order something online, most likely it's a truck barreling along an interstate that gets the product to your door. there are a lot of undiscovered materials that we could use not only that we have all the man power and technology we need to build whatever we need to improve our infrastructure Among those who gain employment as a result of additional infrastructure investment, the average unemployment rate has averaged approximately 13 percent over the past 12 months.This is more than one and one- half times the current national unemployment rate. Within the construction sector, which accounts for the majority of direct employment resulting from infrastructure investment, the unemployment rate has averaged 15. 6 percent over the past 12 mon ths. Construction costs and other costs associated with building projects are especially low in the current environment. As a result, the President has taken decisive action to accelerate project permitting and environmental review.In the President's August 31, 2011, memorandum, he directed the heads of all executive epartments and agencies to: (1) identify and work to expedite permitting and environmental reviews for high-priority infrastructure projects with significant potential for Job creation; and (2) implement new measures designed to improve accountability, transparency, and efficiency through the use of modern information technology.Relevant agencies should monitor the progress of priority projects; coordinate and resolve issues arising during permitting and environmental review; and develop best practices for expediting these decisions that may be instituted on a ider scale, consistent with applicable law. In addition, in this year's State of the Union address, the Preside nt announced his intention to â€Å"sign an executive order clearing away the red tape that slows down too many construction projects. † Investing in transportation infrastructure creates middleclass Jobs.Analysis suggests that 61 percent of the Jobs directly created by investing in infrastructure would be in the construction sector, 12 percent would be in the manufacturing sector, and 7 percent would be in the retail and wholesale trade sectors, for a total of 80 percent in hese three sectors. Nearly 90 percent of the Jobs in these three sectors most affected by infrastructure spending are middleclass Jobs, defined as those paying between the 25th and 75th percentile of the national distribution of wages.The President's proposal emphasizes transportation choices, including mass transit and high-speed rail, to deliver the greatest long-term benefits to those who need it most: middle-class families. The average American family spends more than $7,600 a year on transportation, which is more than they spend on food and twice what they spend n out-of-pocket health care costs. For 90 percent of Americans, transportation costs absorb one out of every seven dollars of income. This burden is due in large and this calls for better infrastructure and investing more in it to make progress.Multi-modal transportation investments are critical to making sure that American families can travel without wasting time and money stuck in traffic. A more efficient transportation money. Traffic congestion on our roads results in 1. 9 billion gallons of gas wasted per year, and costs drivers over $100 billion in wasted fuel and lost time. More efficient ir traffic control systems would save 3 billion gallons of Jet fuel a year, translating into lower costs for consumers.Finally, new research indicates that Americans who were able to live in housing were able to save $200 per month in lower costs over the past decade. Americans want more transportation investment. After years of underinvestment in our transportation system, Americans' satisfaction with our public transit system s middling when compared to public satisfaction with highways and public transit systems around the world. the Global competitiveness report for 2012-13, published arlier this month by the world economic forum showed that U.S infrastructure was ranked 7th in 2008, but has dropped to 14 in the world this year. The U. S. score dropped from 6. 10 in 2008 to 5. 7 this year (7 is the top score, and 1 is the worst score). One of the main reasons for the deterioration of U. S. infrastructure in the last five years, a deterioration which is reflected in the drop in ranking, is the economic downturn which began in 2008. Funding for roads, bridges, highways, and other critical infrastructure is largely dependent on state revenues, and as states ook less money in, they were forced to spend less on infrastructure maintenance and improvements.Passing the MAP-21 bill was an accomplishment for a d o-little Congress, but serious issues about how to pay for transportation in the future have yet to be resolved. The recent highway bill, MAP-21 replaces SAFETEA-LU, the last long-term federal transportation bill, which expired in 2009 for example, it did not increase spending on transportation, even though lawmakers were aware of the need to do so. The 2009 stimulus package did help shore up some infrastructure, but was not nearly sufficient to meet the countrys needs.

Sensuality Versus Heroism essays

Sensuality Versus Heroism essays In the early 15th century, artist Donatello sculpted a male nude in bronze, David, using Classical ideals. At the end of the 15th century this sculpture was interpreted by another artist, Andrea Del Verrocchio. While both sculptures portray David standing over the head of Goliath, this is where the similarities end. These two versions of the biblical subject are much different in the way David is portrayed, his attire, as well as the overall feeling invoked from the two sculptures. Verrocchio and Donatello both show David standing over the head of the slain Goliath. Donatello's David portrays him as a sensual figure rather than a hero. His sword is pointed downward by his side, and his gaze too is also downward. This makes it look as if he is humble about his victory. Verrocchio's David, on the other hand, portrays him as a hero, valiantly standing over the head of Goliath. His sword is pointed outward r rather than down, making it look as if he is still ready to battle. His gaze is also up and he The two artist's differences in attire on both sculptures also differs. Donatello leaves his sculpture of David nude except for a hat and boots. The articles of clothing are hardly noticeable due to the fact that they are a soft and appealing. Verrochio's David, however, is clothed in attire suitable for battle. His garment seems to be that of a warrior The overall feeling invoked from both sculptures is the last difference between the two. Donatello's David invokes a feeling of sensuality and elegance in not only the way David is posed, but also in his serene facial features. Verrochio's David, in contrast, invokes a feeling of heroism as well as childlike undertones. His features are more boyish Donatello's use of attire, the way David is portrayed, as well as the sen ...

The 36 Trig Identities You Need to Know

The 36 Trig Identities You Need to Know SAT / ACT Prep Online Guides and Tips If you’re taking a geometry or trigonometry class, one of the topics you’ll study are trigonometric identities. There are numerous trig identities, some of which are key for you to know, and others that you’ll use rarely or never. This guide explains the trig identities you should have memorized as well as others you should be aware of. We also explain what trig identities are and how you can verify trig identities. In math, an "identity" is an equation that is always true, every single time. Trig identities are trigonometry equations that are always true, and they’re often used to solve trigonometry and geometry problems and understand various mathematical properties. Knowing key trig identities helps you remember and understand important mathematical principles and solve numerous math problems. The 25Most Important Trig Identities Below are six categories of trig identities that you’ll be seeing often. Each of these is a key trig identity and should be memorized. It seems like a lot at first, but once you start studying them you’ll see that many follow patterns that make them easier to remember. Basic Identities These identities define the six trig functions. $$sin(ÃŽ ¸) = 1/{csc(ÃŽ ¸)}$$ $$cos(ÃŽ ¸) = 1/{sec(ÃŽ ¸)}$$ $$tan(ÃŽ ¸) = 1/{cot(ÃŽ ¸)} = {sin(ÃŽ ¸)}/{cos(ÃŽ ¸)}$$ $$csc(ÃŽ ¸) = 1/{sin(ÃŽ ¸)}$$ $$sec(ÃŽ ¸) = 1/{cos(ÃŽ ¸)}$$ $$cot(ÃŽ ¸) = 1/{tan(ÃŽ ¸)} = {cos(ÃŽ ¸)}/{sin(ÃŽ ¸)}$$ Pythagorean Identities These identities are the trigonometric proof of the Pythagorean theorem (that the square of the hypotenuse of a right triangle is equal to the sum of the squares of the other two sides, or $a^2 + b^2 = c^2$). The first equation below is the most important one to know, and you’ll see it often when using trig identities. $$sin^2(ÃŽ ¸) + cos^2(ÃŽ ¸) = 1$$ $$tan^2(ÃŽ ¸) + 1 = sec^2(ÃŽ ¸)$$ $$1 + cot^2(ÃŽ ¸) = csc^2(ÃŽ ¸)$$ Co-function Identities Each of the trig functions equals its co-function evaluated at the complementary angle. $$sin(ÃŽ ¸) = cos({Ï€/2} - ÃŽ ¸)$$ $$cos(ÃŽ ¸) = sin({Ï€/2} - ÃŽ ¸)$$ $$tan(ÃŽ ¸) = cot({Ï€/2} - ÃŽ ¸)$$ $$cot(ÃŽ ¸) = tan({Ï€/2} - ÃŽ ¸)$$ $$csc(ÃŽ ¸) = sec({Ï€/2} - ÃŽ ¸)$$ $$sec(ÃŽ ¸) = csc({Ï€/2} - ÃŽ ¸)$$ Negative Angle Identities Sine, tangent, cotangent, and cosecant are odd functions (symmetric about the origin). Cosine and secant are even functions (symmetric about the y-axis). $$sin(-ÃŽ ¸) = -sin(ÃŽ ¸)$$ $$cos(-ÃŽ ¸) = cos(ÃŽ ¸)$$ $$tan(-ÃŽ ¸) = -tan(ÃŽ ¸)$$ Sum and Difference Identities These are sometimes known as Ptolemy’s Identities as he’s the one who first proved them. $$sin(ÃŽ ± + ÃŽ ²) = sin(ÃŽ ±)cos(ÃŽ ²) + cos(ÃŽ ±)sin(ÃŽ ²)$$ $$sin(ÃŽ ± – ÃŽ ²) = sin(ÃŽ ±)cos(ÃŽ ²) – cos(ÃŽ ±)sin(ÃŽ ²)$$ $$cos(ÃŽ ± + ÃŽ ²) = cos(ÃŽ ±)cos(ÃŽ ²) – sin(ÃŽ ±)sin(ÃŽ ²)$$ $$cos(ÃŽ ± – ÃŽ ²) = cos(ÃŽ ±)cos(ÃŽ ²) + sin(ÃŽ ±)sin(ÃŽ ²)$$ Double-Angle Identities You only need to memorize one of the double-angle identities for cosine. The other two can be derived from the Pythagorean theorem by using the identity $sin^2(ÃŽ ¸) + cos^2(ÃŽ ¸) = 1$ to convert one cosine identity to the others. $$sin(2ÃŽ ¸) = 2 sin(ÃŽ ¸) cos(ÃŽ ¸)$$ $$cos(2ÃŽ ¸) = cos^2(ÃŽ ¸) – sin^2(ÃŽ ¸) = 1 – 2 sin^2(ÃŽ ¸) = 2 cos^2(ÃŽ ¸) – 1$$ $$tan(2ÃŽ ¸)={2 tan(ÃŽ ¸)}/{1– tan^2(ÃŽ ¸)}$$ Additional Trig Identities These three categories of trig identities are used less often. You should look through them to make sure you understand them, but they typically don’t need to be memorized. Half-Angle Identities These are inversions of the double-angle identities. $$sin2(ÃŽ ¸) = {1/2}(1-cos (2ÃŽ ¸))$$ $$cos2(ÃŽ ¸) = {1/2}(1+ cos (2ÃŽ ¸))$$ $$tan2(ÃŽ ¸) = {1-cos(2ÃŽ ¸)}/{1+ cos (2ÃŽ ¸)}$$ Sum Identities These trig identities make it possible for you to change a sum or difference of sines or cosines into a product of sines and cosines. $$sin(ÃŽ ±) + sin(ÃŽ ²)= 2sin({ÃŽ ± + ÃŽ ²}/ 2) cos({ÃŽ ± - ÃŽ ²}/ 2)$$ $$sin(ÃŽ ±) - sin(ÃŽ ²)= 2cos({ÃŽ ± + ÃŽ ²}/ 2) sin({ÃŽ ± - ÃŽ ²}/ 2)$$ $$cos(ÃŽ ±) + cos(ÃŽ ²)= 2cos({ÃŽ ± + ÃŽ ²} / 2) cos({ÃŽ ± - ÃŽ ²}/ 2)$$ $$cos(ÃŽ ±) - cos(ÃŽ ²)= -2sin ({ÃŽ ± + ÃŽ ²}/ 2) sin({ÃŽ ± - ÃŽ ²}/ 2)$$ Product Identities This group of trig identities allows you to change a product of sines or cosines into a product or difference of sines and cosines. $$sin(ÃŽ ±) cos(ÃŽ ²)= {1/2}(sin (ÃŽ ± + ÃŽ ²) + sin (ÃŽ ± - ÃŽ ²))$$ $$cos(ÃŽ ±) sin(ÃŽ ²)= {1/2}(sin (ÃŽ ± + ÃŽ ²) - sin (ÃŽ ± - ÃŽ ²))$$ $$sin(ÃŽ ±) sin(ÃŽ ²)= {1/2}(cos (ÃŽ ± - ÃŽ ²) - cos(ÃŽ ± + ÃŽ ²))$$ $$cos(ÃŽ ±) cos(ÃŽ ²)= {1/2}(cos (ÃŽ ± - ÃŽ ²) + cos(ÃŽ ± + ÃŽ ²))$$ Verifying Trigonometric Identities Once you have gone over all the key trig identities in your math class, the next step will be verifying them. Verifying trig identities means making two sides of a given equation identical to each other in order to prove that it is true. You’ll use trig identities to alter one or both sides of the equation until they’re the same. Verifying trig identities can require lots of different math techniques, including FOIL, distribution, substitutions, and conjugations. Each equation will require different techniques, but there are a few tips to keep in mind when verifying trigonometric identities. #1: Start With the Harder Side Despite what you may initially want to do, we recommend starting with the side of the equation that looks messier or more difficult.Complicated-looking equations often give you more possibilities to try out than simpler equations, so start with the trickier side so you have more options. #2: Remember That You Can Change Both Sides You don’t need to stick to only changing one side of the equation. If you get stuck on one side, you can switch over to the other side and begin changing it as well. Neither side of the equation needs to be the same as how it was originally; as long as both sides of the equation end up being identical, the identity has been verified. #3: Turn all the Functions Into Sines and Cosines Most students learning trig identities feel most comfortable with sines and cosines because those are the trig functions they see the most. Make things easier on yourself by converting all the functions to sines and cosines! Example 1 Verify the identity $cos(ÃŽ ¸)sec(ÃŽ ¸) = 1$ Let’s change that secant to a cosine. Using basic identities, we know $sec(ÃŽ ¸) = 1/{cos(ÃŽ ¸)}$. That gives us: $$cos(ÃŽ ¸) (1/{cos(ÃŽ ¸)}) = 1$$ The cosines on the left cancel each other out, leaving us with $1=1$. Identity verified! Example 2 Verify the identity $1 − cos(2ÃŽ ¸) = tan(ÃŽ ¸) sin(2ÃŽ ¸)$ Let’s start with the left side since it has more going on. Using basic trig identities, we know tan(ÃŽ ¸) can be converted to sin(ÃŽ ¸)/ cos(ÃŽ ¸), which makes everything sines and cosines. $$1 − cos(2ÃŽ ¸) = ({sin(ÃŽ ¸)}/{cos(ÃŽ ¸)}) sin(2ÃŽ ¸)$$ Distribute the right side of the equation: $$1 − cos(2ÃŽ ¸) = 2sin^2(ÃŽ ¸)$$ There are no more obvious steps we can take to transform the right side of the equation, so let’s move to the left side. We can use the Pythagorean identity to convert $cos(2ÃŽ ¸)$ to $1 - 2sin^2(ÃŽ ¸)$ $$1 - (1 - 2sin^2(ÃŽ ¸)) = 2sin^2(ÃŽ ¸)$$ Now work out the left side of the equation $$2sin^2(ÃŽ ¸) = 2sin^2(ÃŽ ¸)$$ The two sides are identical, so the identity has been verified! Example 3 Verify the identity $sec(-ÃŽ ¸) = sec(ÃŽ ¸)$ The left side of the equation is a bit more complicated, so let’s change that secant into a sine or cosine. From the basic trig identities, we know that $sec(ÃŽ ¸) = 1/{cos(ÃŽ ¸)}$, which means that $sec(-ÃŽ ¸) = 1/{cos(-ÃŽ ¸)}$. Substitute that for the left side: $$1/{cos(-ÃŽ ¸)} = sec(ÃŽ ¸)$$ The negative angle identities tell us that $cos(-ÃŽ ¸) = cos(ÃŽ ¸)$, so sub that: $$1/{cos(ÃŽ ¸)} = sec(ÃŽ ¸)$$ Again, we know that $sec(ÃŽ ¸) = 1/{cos(ÃŽ ¸)}$, so we end up with: $$sec(ÃŽ ¸) = sec(ÃŽ ¸)$$ Identity verified! Summary: Trig Identities Solver You’ll need to have key trig identities memorized in order to do well in your geometry or trigonometry classes. While there may seem to be a lot of trigonometric identities, many follow a similar pattern, and not all need to be memorized. When verifying trig identities, keep the following three tips in mind: Start with the trickier side Remember that you can change both sides of the equation Turn the functions into sines and cosines What's Next? Wondering which math classes to take in high school? Learn the best math classes for high school students to take by reading our guide! Wondering whether you should take AB or BC Calculus? Our guide lays out the differences between the two classesand explains who should take each course. Interested in math competitions like the International Math Olympiad? See our guide for passing the qualifying tests.

The Black Arts Movement Essay Example | Topics and Well Written Essays - 750 words

The Black Arts Movement - Essay Example Rising of the Moon, To Kill a Mockingbird, Ice Age and Jazz are examples of modern protest literature, which vehemently protest against social injustices, ethnic biased ness and gender discrimination. Thus, protest literature aims to shield and proclaim the human rights bestowed upon man from Almighty God without discrimination. The violation of human rights on biased grounds is emphatically condemned by the protest writers, dramatists and poets. The literature, protecting the rights of African Americans and highlighting their miseries, while living with the White majority in USA, is also considered as a form of protest literature. A piece of art or literature, claiming the additional rights and favors for any group of society, cannot be claimed as the protest form of expression, because it does not fulfill the prescribed criteria. It is therefore, one school of thought does not consider the writings of the African Americans as the true form of protest literature. Larry Neal, America n writer and editor, does not believe such substance as conforming to the criteria of protest literature in a comprehensive way and in its true spirit as well. Neals definition in the Notron Anthology states that Black Arts Aesthetic in not equal to protest literature because protest literature appeals to the white culture elite. As such, it envisions an art that speaks directly to the needs and aspirations of Black America. Protest literature cannot be judged on the basis or disliking of one single community. On the contrary.

How to Make 1000 pounds a profitable Investment in UK Stock Market Essay

How to Make 1000 pounds a profitable Investment in UK Stock Market - Essay Example b. Acting on rumours knowing that it is in fact a rumour. c. Buying Dividends for long-term investment in stock market. It is a stable and less risky way of earning profit. d. Opening an account with a broker. e. Investing in Penny stock to earn profit. Method 1 Basic Plan: The first method is to look for companies that have undervalued ratings. This method does have it perks considering that undervalued firms have a lot of value, of which general public is unaware, due to rating agencies (Graham, 1985). Now the first scenario is an investor having ?1000 and he or she has to make money through investing it in stocks looking for undervalued companies. The first reasonable thing that the investor should do is to look into companies, which have the least value on the FTSE index. For example, the investor comes up with four companies, whose stock value is ?2, ?3, ?3.50 and 3.75. Initially, I will analyse why that particular company is undervalued, does that company have large debts that it needs to pay, or the company has a record of bad investments or if the company was indicted in law-suits involving fraud etc. If the company has large debts, the investor shall see the prospects of that company paying off the debt while pragmatically and logically calculating, the duration in which the company will be able to pay its debt. If the investor wants to earn the money quickly i.e., in a week and he or she is able to find a company that can pay off its debt in two weeks, it would be best to buy stock of that company. And if the prospects of paying debt are low, the investor shall not invest in that company because of the obvious downfall state of the company. One thing that shall be kept in mind that, one must not sell all the shares if there is a slight rise in stocks because of the thought about, being on the safe side. One must project a slight confidence by observing the attitude of the market towards that company if that attitude is confident towards it then thereà ¢â‚¬â„¢s no need to sell the price and if the attitude contains lack of confidence, then one must sell shares at the price offered as earliest as possible, if one wants to liquidize stocks instantaneously. Another way is to invest it, in two or more companies at a time. The approach shall be the same as above and the reason to invest in two or more companies at a time; is unreliability in any one company. It’s just an alternative because companies are being kept undervalued for specific reasons. Sometimes the reason is right and justified in view of the person who wants to invest, but not always. This is a good way to earn money, but the chances of earning money quickly are very bleak. Drawbacks: The biggest risk involved in this kind of investment is, in case undervalued company gets further devalued because in such cases the value of stocks further decrease, resulting in loss for the shareholders. Another drawback of this plan is lack of experience of the investor who is in vesting the amount of ?1000, which is a high value. It is very important that a person should be an experienced investor person while investing because then there might be rational discussion taking place instead of decisions made on gut feeling. Another risk here is of fraud and being conned, which is very common for new investors. A new investor might get caught because of his or her

Week 5 Essay Example | Topics and Well Written Essays - 1000 words - 1

Week 5 - Essay Example hat the racial composition of Baltimore neighborhood is dominated by the African American, followed by the Latino and the remaining portion occupied by few whites. Evident socio-economic disparity which places significant Black population at the low income end is reflected in spending pattern. It can also be noted that the number of supermarkets and food chain stores are relatively few (Leslie 14). This is another indicator of limited access to high quality food. It is worth to note that price and demand are inversely related and this is reflected in the food spending pattern in Baltimore. The few food chain stores can be seen as directly proportion to the few high income white races. The graph indicates that the bulk of the population is low income earners. The consequences are less incentive of quality food selling stores top set up branches in such places. This translates to access to cheaper food which has relatively lower nutritional value. In the case of Baltimore with a low in come majority, prices have to be down with grocery ranging $1.99 - $3. This means that when food prices are high, the income level of people determines choice of quality. Junk food remains accessible but has significantly higher fat content which poses health risks to the population. It is important to note that availability of accessible pack and other open public places are instrumental in determining the need to undertake physical exercise. However, there tend to be a relationship between existence of such social amenities and the income of the surrounding. Baltimore is a case of limited public places where people can exercise their physical bodies. The result is poor physical health prospects and potential exposure to obesity. The prevailing average income of the majority is a central factor in setting diet standards. In essence, low income means elasticity to food prices and hence access to low quality cheaper food (Leslie 23). The problem with this is high risk exposure in regard

Intersections Of Race And Gender Sociology Essay

Intersections Of Race And Gender Sociology Essay Gender identity originates from the experiences of our lives and these experiences differ not only based on gender but also by other factors such as race and class. These identities are formed under the narrow structures of stereotypes, which are created as a system of social control (Andersen 311). The interactions between race and gender create stereotypes about men and women. An analysis in Sociology: Understanding a Diverse Society by Margaret L. Andersen and Howard F. Taylor and Jacquelynne S. Eccles article Gender Role Stereotypes, Expectancy Effects, and Parents Socialization of Gender Differences reveals that gender intersects with race, thus proving that manhood and womanhood emerge due to systems of prejudice and discrimination that are inextricably intertwined with race, class, and gender. Gender is part of our social structure, just as race and class are. When applied to Camara Phyllis Jones article, The Gardeners Tale, men are the red flowers and women are the pink. From the moment of birth, men and women are put into different pots. These pots symbolize socialization because the separation affects the course that a man or womans life will take. However, institutionalized sexism causes the options to be distinct. Jacquelynne Eccles of the Institute for Social Research at the University of Michigan suggests that parents are role models. Actions as simple as giving a toy truck to a little boy and a Barbie to a little girl can help develop a childs gender identity. If a child grows up with a mother who is very athletic, she is more likely to view sports as a normal part of being a girl. The same idea can apply to a boy; if he sees his dad treating his mom kindly, he is less likely to abuse his own wife. Personally mediated sexism revolves around the concept of omission. This can be seen when men are given power, prestige and economic resources for they are believed to become the next world leaders, doctors, businessmen, engineers, and scientists (Andersen 315). Women grow up wearing frilly pink dresses and are taught to be gentle and remain at home. They are excluded or discouraged from entering certain schools or career paths because they are expected to not have the capacity to exceed in certain fields. Lastly, there is internalized sexism, which can be seen in early adolescence. This once again reintegrates Eccles statement of how parents play a critical role in influencing their childrens social self-perceptions, interests, and skill acquisition (Eccles 184). Early adolescence is when people begin noticing the existence of gender differences and believing in them. Young women, generally, view themselves as having a lower math ability in comparison to young men. They go on to express less interestà ¢Ã¢â€š ¬Ã‚ ¦in studying mathematics and in en tering math-related professions (Eccles 184). Females do believe that they are more competent in English that their male counterparts and males believe their athletic competence is greater than a females (Eccles 184). Gender inequality does not exist in its own sphere. It coincides with race and class inequality. As M.P.P Root questions, is it possible to separate the gendered experiences from the racial existence (Root 162)? Latinas and African American women are discriminated by both race and gender and even possibly by class. White men, usually, are given more power; however, this does not apply to Latino men. Tim Wise, a White man, explains that he had experienced this unearned privilege. Growing up, he was given the benefit of the doubt if he did not succeed. African American men felt a weight on their shoulders for if they did not succeed, then they would be proving the stereotype, African Americans are inferior to Whites, true. Gender identity incorporates racial identity. Females are taught from a young age to have characteristics of femininity that include a nurturing yet confident personality. They should seek higher education and a career. However, African American women, compared to White women, have a greater likelihood of declaring their independence. This aspiration may come from the fact that their mothers were often career orientated women who relied on themselves. Males are also affected by their racial identity. Latino men are almost expected to embody the stereotype of machismo, exaggerated masculinity which is associated with sexist actions and honor, dignity, and respect (Andersen 313). Despite the existence of such behaviors, the relationship between Latino men and women is multidimensional (Andersen 313). These families are egalitarian so the decisions are made by both the men and the women. African American men are also subjected to certain associations such as accountability to family a nd self-determination (Andersen 313). As they mature, they in turn put a greater stress on themselves to be the breadwinner. People acknowledge that race includes systems of privilege and inequality, yet they do not realize that gender is also controlled by the same systems. Women are generally at a disadvantage when compared to men in aspects such as access to economic and political resources (Andersen 315). Women are denied an opportunity for achievement, influence, and independence. Gendered institutions are the cause of the different experiences of men and women. In a career that is dominated by men, women are treated like outsiders and seen as tokens (Andersen 314). Men, on the contrary, continue to rise to a higher position because they are viewed as more important and the career advancement may simply come from connecting and spending more time with their superiors. Women are not given these opportunities to spend time with their superiors whether it be inside or outside work. The income of an employed woman is less than that of an employed man. However, when analyzed among Hispanics and African Ame ricans, the womans income is approximately the same as the mans. Furthermore, gendered institutions build toward gender roles, which can be defined as learned patterns of behavior associated with being a man or a woman (Andersen 314). Nonetheless, in recent years, there has been a shifting of gender roles. Women are no longer presumed to be the keepers of the house and do womens work and men are working as nurses and primary school teachers and they celebrate a womans accomplishments instead of expecting it to diminish their own. These advancements and the crossing of gender boundaries also bring about drawbacks such as the questioning of ones true gender identity (Andersen 321). The roles that both men and women fall into are not random but rather are conditioned by the social context of their experiences (Andersen 313). Experiences are affirmed by race, class, and gender standing. Each exhibits different effects, depending on a persons location in the interconnection of gender, race, and class relations (Andersen 323). Males and females identify with certain gender expectations. This involves the issue of conformity. Males take risks that can lead to greater violence and all because of the cultural definition of masculinity (Andersen 311). However, it is both gender and race that further emphasize stereotypes. African American men are stigmatized as being hyper masculine and oversexed while Latinos are macho (Andersen 312). Jews, on the other hand, are viewed as being simply intellectual but asexual (Andersen 312). Woman, similarly, conform to their environment and the stereotypes of their race. As David R. Williams and Chiquita Collins state in their artic le, Racial Segregation: A Fundamental Cause of Racial Disparities in Health, it is from this segregation that African Americans lose employment access and thus income. It is no surprise that this social inequality develops into the stereotype of African American women being welfare queens (Andersen 312). Residential segregation also introduces class. Even the White race has its own distinct boundaries. Working-class white women are perceived as slutty, while those of the over-class are frigid and cold (Andersen 312). Experiences of race and gender socialization do interact with one another to create todays societal norms. To be truly able to comprehend the different stratifications among men and women begins with considering how gender structures social experiences. Race, gender, and class are all nuances that affect a persons life. Sometimes, either race, gender, or class may be the primary identity, but together each places a mark on the experiences of a person. This is why I have come to conclude that though race, gender, and class are different, they are interrelated dimensions in our social structure (Andersen 323).

Roman Allusions in Charlotte Brontes Jane Eyre :: Charlotte Bronte Jane Eyre

Roman Allusions in Charlotte Bronte's Jane Eyre The references to Roman figures in Jane Eyre are few but very effective. Charlotte Bronte uses allusions to Nero, Caligula, and Messalina that on the surface appear to be quite simple. However, with further investigation and analysis, it is very clear these simple references are anything but. The first Roman allusion occurs in chapter one in reference to John Reed. Comparing him to Nero and Caligula serves many functions. First, it illustrates just how cruel he is in the eyes of Jane. Second, it foreshadows numerous things about John Reed including his early demise, his frivolous spending, and his lascivious behavior. Another Roman reference occurs much later in the novel. When Rochester is describing the terrible time he went through in finding a wife, he makes a reference to Messalina. The reference alludes to the type of wife Bertha was, and insinuates she was promiscuous. The easily glanced over allusions tell a great deal about the characters they refer to. The first Roman allusion occurs in chapter one, during Jane’s confrontation with John Reed. After catching her reading a book, he reminds her that she is only a dependant and not of the same class as himself, and that she ought " . . . not live with gentlemen’s children . . ." (23; ch. 1). Then, he picks up the book and throws it against her head, causing her to fall, hit her head, and start bleeding. Young Jane shouts, "Wicked and cruel boy! You are like a murderer – you are like a slave-driver – you are like the Roman emperors!" (23; ch. 1) Jane then tells the reader: "I had read Goldsmith’s ‘History of Rome,’ and had formed my opinion of Nero, Caligula, etc. Also, I had drawn parallels in silence, which I never thought thus to have declared aloud" (23; ch. 1). It is those "parallels" that are vital to understanding Bronte’s reference to Roman emperors, and specifically Nero and Caligula. Comparing John Reed to those figures is a shorthand way of saying a lot about his character, and more importantly, it is a clue to what is to become of him. Goldsmith’s account of Nero and Caligula is important in understanding why John Reed is likened to them. According to Goldsmith, Caligula was arrogant, greedy, and cruel (365). He had many vices and hurt everyone around him. Roman Allusions in Charlotte Bronte's Jane Eyre :: Charlotte Bronte Jane Eyre Roman Allusions in Charlotte Bronte's Jane Eyre The references to Roman figures in Jane Eyre are few but very effective. Charlotte Bronte uses allusions to Nero, Caligula, and Messalina that on the surface appear to be quite simple. However, with further investigation and analysis, it is very clear these simple references are anything but. The first Roman allusion occurs in chapter one in reference to John Reed. Comparing him to Nero and Caligula serves many functions. First, it illustrates just how cruel he is in the eyes of Jane. Second, it foreshadows numerous things about John Reed including his early demise, his frivolous spending, and his lascivious behavior. Another Roman reference occurs much later in the novel. When Rochester is describing the terrible time he went through in finding a wife, he makes a reference to Messalina. The reference alludes to the type of wife Bertha was, and insinuates she was promiscuous. The easily glanced over allusions tell a great deal about the characters they refer to. The first Roman allusion occurs in chapter one, during Jane’s confrontation with John Reed. After catching her reading a book, he reminds her that she is only a dependant and not of the same class as himself, and that she ought " . . . not live with gentlemen’s children . . ." (23; ch. 1). Then, he picks up the book and throws it against her head, causing her to fall, hit her head, and start bleeding. Young Jane shouts, "Wicked and cruel boy! You are like a murderer – you are like a slave-driver – you are like the Roman emperors!" (23; ch. 1) Jane then tells the reader: "I had read Goldsmith’s ‘History of Rome,’ and had formed my opinion of Nero, Caligula, etc. Also, I had drawn parallels in silence, which I never thought thus to have declared aloud" (23; ch. 1). It is those "parallels" that are vital to understanding Bronte’s reference to Roman emperors, and specifically Nero and Caligula. Comparing John Reed to those figures is a shorthand way of saying a lot about his character, and more importantly, it is a clue to what is to become of him. Goldsmith’s account of Nero and Caligula is important in understanding why John Reed is likened to them. According to Goldsmith, Caligula was arrogant, greedy, and cruel (365). He had many vices and hurt everyone around him.

America’s Education System

In today†s world the average student goes through 13 years of schooling, four of those at the high school level. By the time the student reaches high school they should already know all of the basic skills, reading, writing etc, but do they? The basic goal of secondary schools across America is to educate America†s youth and prepare them for life after high school. Is this really happening though, are students prepared for life after high school? I feel that high school is the perfect medium between elementary schooling and the real world, you can get out as much as you want. Theodore R. Sizer who wrote â€Å"What High School Is† thinks that America†s public education system is not good enough. Dr. Charles Eliot says, It is, students just need to try harder and set their standards for achievement at a higher level. First of all, who should decide the goals of America†s education? The Commission of the Reorganization of Secondary Education has the ultimate say, but many feel that is not good enough. Many feel that society should be able to have some input in America†s youth future, while others say that it should be up to the student to decide what they want to learn. If there is something wrong with high school education, I feel that the community has a say in how to fix the problem. That is ultimately tough to do though, since the Commission of the Reorganization of Secondary Education has the overall say in America†s education system. The goals of the American education system are all related together to get a person ready for the real world. These goals, which many think are not good enough, range from school to school. A former high school student said, â€Å"We learned social skills, basic logical foundations, but often overlooked skills as cooperation, teamwork, and meeting deadlines.† She believed, that everything you need to know is learned in kindergarten. Know of course that is not true but the idea is there, as she puts it â€Å"we just spent the last 12 years reaffirming these life-molding skills.† Why should adolescents even go to school then, if they are not learning anything? You have all heard a student say â€Å"I am never going to use this later in life,† this is true a lot of the material taught in the classroom will never be used in the real world but much of it is very useful, and the students don†t pick up on that. They think that since one thing won†t be useful then it all probably won†t help them succeed in the real world. Students that think â€Å"I am never going to use this later in life† need to change their attitude. They don†t know that they will probably use everything that they learned in their whole life once again in the real world. Even if you learn something in which will no way be useful later in life, who cares! You know more than the person sitting next to you. Maybe one day that point will be useful, you never know. In â€Å"What High School Is† by Theodore R. Sizer, it is said, â€Å"The adolescents are supervised, safely and constructively most of the time, during the morning and afternoon hours, and they are off the labor market. That is what high school is all about.† Sizer believes that adolescents just go to high school because that is what their parents did and their grandparents did. This is a great statement because many students don†t know that they are not required to go to high school. You can do what ever you want to do, whether it be getting a job or being a bum on the city streets of Seattle. Most kids just keep on going to school because their parents tell them to. Sizer said, â€Å"The purpose of going to school is to pick things up, in an organized an predictable way, the faster the better.† He also goes on saying â€Å"In a word, school is sensitively accommodating, as long as students are punctual, where they are supposed to be, and minimally dutiful about picking things up from the clutch of courses in which they enroll.† Sizer is trying to say that the objectives of high school are teaching students how to go to class on time. That is one thing that comes naturally with going to school but I don†t think it is one of the main points that high schools are trying to get across, but merely a step towards setting a firm foundation to getting ready for the real world. High school, in my opinion, needs to teach these four following areas more in depth, cooperation, teamwork, responsibility and time management. Teaching these things should be the first step in the rise of students ability to survive later in life. Time management especially needs to have a strong emphasis put on it. That alone is what the real world revolves around. For example, you can†t be late for a job, or not turn in work or you will get fired, that is just the way life is. We should teach students about themselves, so they will know how to manage themselves out in the real world. They need to know how to have a â€Å"healthy relationship with all of those around, whether it be a fellow student, co-workers, boss or manager, teacher, pupil or your friends† said a former high school student. Now sure these are all formulas that people have, saying they will improve high school learning dramatically. Even my ideas are only ideas, and they have never been tried out, so who know if they will work or not. High school is not that bad, a lot of people have been through it and they have made it out in the real world fine. This all goes back to the question â€Å"Why are high schools the way they are?† I think they are how they are because they work. They are the perfect place for a student to learn skill such as cooperation, teamwork, responsibility, and time management as well as many others. High schools have been the same for many years, and probably won†t change for years to come. Even though many of us feel that high schools are not teaching enough. I think the main problem is that students are not trying hard enough. If students really push themselves then they will achieve far ahead if they would have done nothing, and let the learning process go on by itself. It is up to the student how much information he/she wants to take in because it is all out there. It†s just waiting for the right person to grasp it, the person who wants to succeed and is willing to try hard to get it. So why do so many kids end up not learning a lot in high school? It all goes back to how hard they tried. This brings me to a good point; it is all up to the parents to keep their kids involved in school. That is why a lot of kids drop out of school or just don†t care about school because their parents could care less. Parents are in charge of their kids and from personal experiences; they really can have control of what can and what can†t be done. I bet the average A student has hade some rules set down by their parents, be it a bedtime or planned time to do home work. Have we answered the question that arises here? Why are high schools the way they are? They are they way they are and they are not going to change in the near future because, they just flat work. High school is the perfect medium for the ill-prepared student and the excelling student. It is a place were basic values are learned, and for some much more can be learned. It all goes back to how hard the student tries, and how much they want to learn. America’s Education System In today†s world the average student goes through 13 years of schooling, four of those at the high school level. By the time the student reaches high school they should already know all of the basic skills, reading, writing etc, but do they? The basic goal of secondary schools across America is to educate America†s youth and prepare them for life after high school. Is this really happening though, are students prepared for life after high school? I feel that high school is the perfect medium between elementary schooling and the real world, you can get out as much as you want. Theodore R. Sizer who wrote â€Å"What High School Is† thinks that America†s public education system is not good enough. Dr. Charles Eliot says, It is, students just need to try harder and set their standards for achievement at a higher level. First of all, who should decide the goals of America†s education? The Commission of the Reorganization of Secondary Education has the ultimate say, but many feel that is not good enough. Many feel that society should be able to have some input in America†s youth future, while others say that it should be up to the student to decide what they want to learn. If there is something wrong with high school education, I feel that the community has a say in how to fix the problem. That is ultimately tough to do though, since the Commission of the Reorganization of Secondary Education has the overall say in America†s education system. The goals of the American education system are all related together to get a person ready for the real world. These goals, which many think are not good enough, range from school to school. A former high school student said, â€Å"We learned social skills, basic logical foundations, but often overlooked skills as cooperation, teamwork, and meeting deadlines.† She believed, that everything you need to know is learned in kindergarten. Know of course that is not true but the idea is there, as she puts it â€Å"we just spent the last 12 years reaffirming these life-molding skills.† Why should adolescents even go to school then, if they are not learning anything? You have all heard a student say â€Å"I am never going to use this later in life,† this is true a lot of the material taught in the classroom will never be used in the real world but much of it is very useful, and the students don†t pick up on that. They think that since one thing won†t be useful then it all probably won†t help them succeed in the real world. Students that think â€Å"I am never going to use this later in life† need to change their attitude. They don†t know that they will probably use everything that they learned in their whole life once again in the real world. Even if you learn something in which will no way be useful later in life, who cares! You know more than the person sitting next to you. Maybe one day that point will be useful, you never know. In â€Å"What High School Is† by Theodore R. Sizer, it is said, â€Å"The adolescents are supervised, safely and constructively most of the time, during the morning and afternoon hours, and they are off the labor market. That is what high school is all about.† Sizer believes that adolescents just go to high school because that is what their parents did and their grandparents did. This is a great statement because many students don†t know that they are not required to go to high school. You can do what ever you want to do, whether it be getting a job or being a bum on the city streets of Seattle. Most kids just keep on going to school because their parents tell them to. Sizer said, â€Å"The purpose of going to school is to pick things up, in an organized an predictable way, the faster the better.† He also goes on saying â€Å"In a word, school is sensitively accommodating, as long as students are punctual, where they are supposed to be, and minimally dutiful about picking things up from the clutch of courses in which they enroll.† Sizer is trying to say that the objectives of high school are teaching students how to go to class on time. That is one thing that comes naturally with going to school but I don†t think it is one of the main points that high schools are trying to get across, but merely a step towards setting a firm foundation to getting ready for the real world. High school, in my opinion, needs to teach these four following areas more in depth, cooperation, teamwork, responsibility and time management. Teaching these things should be the first step in the rise of students ability to survive later in life. Time management especially needs to have a strong emphasis put on it. That alone is what the real world revolves around. For example, you can†t be late for a job, or not turn in work or you will get fired, that is just the way life is. We should teach students about themselves, so they will know how to manage themselves out in the real world. They need to know how to have a â€Å"healthy relationship with all of those around, whether it be a fellow student, co-workers, boss or manager, teacher, pupil or your friends† said a former high school student. Now sure these are all formulas that people have, saying they will improve high school learning dramatically. Even my ideas are only ideas, and they have never been tried out, so who know if they will work or not. High school is not that bad, a lot of people have been through it and they have made it out in the real world fine. This all goes back to the question â€Å"Why are high schools the way they are?† I think they are how they are because they work. They are the perfect place for a student to learn skill such as cooperation, teamwork, responsibility, and time management as well as many others. High schools have been the same for many years, and probably won†t change for years to come. Even though many of us feel that high schools are not teaching enough. I think the main problem is that students are not trying hard enough. If students really push themselves then they will achieve far ahead if they would have done nothing, and let the learning process go on by itself. It is up to the student how much information he/she wants to take in because it is all out there. It†s just waiting for the right person to grasp it, the person who wants to succeed and is willing to try hard to get it. So why do so many kids end up not learning a lot in high school? It all goes back to how hard they tried. This brings me to a good point; it is all up to the parents to keep their kids involved in school. That is why a lot of kids drop out of school or just don†t care about school because their parents could care less. Parents are in charge of their kids and from personal experiences; they really can have control of what can and what can†t be done. I bet the average A student has hade some rules set down by their parents, be it a bedtime or planned time to do home work. Have we answered the question that arises here? Why are high schools the way they are? They are they way they are and they are not going to change in the near future because, they just flat work. High school is the perfect medium for the ill-prepared student and the excelling student. It is a place were basic values are learned, and for some much more can be learned. It all goes back to how hard the student tries, and how much they want to learn.

Global and U.S. Economy Essay

After a low-key performance for about three consecutive years, prospects for growth of the world economy significantly improved in 2004. This improvement in the economic outlook was widespread across the nations of the world. However, differences in economic robustness among regions and countries persisted. In the preceding two years, macroeconomic policies had been crucial for stimulating the global recovery, but the emerging challenge was for policies to simultaneously sustain robust growth and maintain stable inflation (United Nations, Economic and Social Development Affairs, â€Å"2004† 3) Following a temporary slowdown in mid-2004, global GDP growth picked up through the first quarter of 2005, with robust services sector output more than offsetting slowing global growth in manufacturing and trade. In the second quarter, however, in part reflecting the impact of higher oil prices, signs of slowness emerged, with leading indicators turning downward and business confidence weakening in most major countries. Subsequently, while global manufacturing and trade were strengthened, and leading indicators picked up, the continuing rise in crude oil and refined product prices, which was exacerbated by the catastrophic effects of Hurricane Katrina, acted as a major downward force (World Economic Outlook, â€Å"2005† 1). Nonetheless, the resilience of the global economy in 2005 continued to exceed expectations. Despite higher oil prices and natural disasters, activity in the third quarter of 2005 was in fact stronger than earlier projected, particularly among emerging market countries; global GDP growth was estimated at 4.8 percent, 0. 5 percentage point higher than projected previously (World Economic Outlook, â€Å"2006†1). Global industrial production has gone up from mid-2005; the services sector today remains strong; global trade growth is at a high level; consumer confidence and labor market conditions are on an optimistic note; and forward-looking indicators such as business confidence have risen. Asia is forging ahead, with China enjoying double-digit expansion and India growing very rapidly as well. Growth in most emerging and developing countries remains solid, with a marked buoyancy of activity in China, India, and Russia. After years of deflationary weakness, Japan has embarked on a new path, with personal consumption and labor income joining exports and business investment as the main drivers of growth. Japanese expansion is well established. In continental Europe, activity weakened again late last year, partly reacting to rising oil prices, but accelerated in early 2006 (Organization for Economic Co-operation and Development). There are signs of a more sustained recovery in the Euro area, although domestic demand growth remains subdued in that region. The impressive performance of the global economy in recent years is, truly, a cause for celebration. Accelerated growth is vital prerequisite for poverty reduction in developing countries. Without sustained and rapid growth, lasting poverty reduction will prove elusive (Krueger). Though hurricanes had a damaging impact in the United States, it was but a transient one, and the activity was already bouncing back early in 2006. Among industrial countries, the United States remains the main engine of growth. In 2005, the U. S. economy expanded by 3.5%, a rate slightly above potential growth for the U. S. economy, leading to a decline in the unemployment rate from 5. 4% in the fourth quarter of 2004 to 4. 9% in the final quarter of 2005. The economy added nearly two million jobs in 2005, averaging 165,000 jobs per month. Yet the economy experienced a substantial swing in economic activity beginning in the third quarter of last year. Real gross domestic product (GDP) expanded by 4. 1% in the third quarter, slowed drastically to 1. 7% in the fourth quarter, and then bounced back up to 5. 6% in the first quarter of 2006. (Strauss and Engel).