The United States Paragon Of Postmodernism Or Prematurely

The United States: Paragon of Postmodernism or Prematurely Labeled? The staunch demand for women’s suffrage, the push for equality in the Civil Rights movement, the Vietnam War... Such tumultuous events characterized the 1960s, the turbulent era which irrevocably shaped the history and foundation of the United States. The movements for this time were heavily influenced by the writings and ideas expounded upon by earlier Americans. Many authors, during the Harlem Renaissance of the 1920’s especially, greatly impacted later authors. Langston Hughes was one such author that was heavily influenced by the mindset during the Harlem Renaissance and the issues people of color faced pre-Civil Rights movement. The poem Harlem, from his 1951 poem†¦show more content†¦This led to the era being known as â€Å"The Jazz Age† in music, according to Max Roach in his article â€Å"What Jazz Means to Me† (3). In these places, people of color often threw off the fetters of social oppression for a while and masked their discontent und er a wave of music. However, many still experienced an underlying anger and disillusionment with American society—a society that consistently marginalized them. The movement largely featured people of color writers, giving them a voice and a racial identity. Such writings often critiqued the circumstances of the â€Å"black† American, or presented social criticism. The movement was rooted in the idea of social change, and laid the foundation for the Civil Rights movement that would come later in the 1960s as well as â€Å"set the foundations for all later African American literature,† according to Allen Dunn and George Hutchinson in Soundings: An Interdisciplinary Journal (446). Despite writing â€Å"Harlem† in 1951 Hughes was still heavily influenced by the earlier authors and the culture of jazz. His writings compound earlier issues with the newer ones today, continuing issues for people of color that have never been resolved. Juxtaposing imagery of surplus with those of ruin correlates the two, suggesting that surplus leads to ruin. If a raisin embodied a dream deferred, it would make the dream appear weakened, dry. However, there is still some juice

The Struggle for Power and Authority - 1184 Words

The development and use of power and authority are two of the basic concepts that indwell mankind. The two novels Animal Farm and Lord of the Flies both have main characters that uniquely manifest these attributes. Napoleon and Jack approach discipline in a dictorial manner by using intimidation, propaganda and fear while Snowball and Ralph apply a more democratic method when dealing with the animals. Napoleon and Snowball have different techniques and values on how leadership in life should be conducted. This is also true in Lord of the Flies in the conflict between Ralph and Jack. Throughout the novel it is evident that the theme between Democracy and Dictatorship is always present. Animal Farm is a perfect example of this. In†¦show more content†¦No animal shall kill any other animals 7. All animals are equal (Orwell, pg 17) Abuse is frequently present throughout history, as George Orwell the author of Animal Farm illustrates in his dystopian allegorical story. It mimics the social structure of life in the communist era when Joseph Stalin ruled the USSR with an iron fist. Joseph Stalin, a communist leader, ruled Russia with an iron fist from 1933 until his death in 1953. He cared more about his power than he did about human life. During Stalins reign, 12 million Russians lost their lives. Many were murdered by government forces; many died from starvation and overwork. (George Orwell fights the power) Therefore this is why Orwell understood that it was not leading to equality for all. At the beginning of the novel one of the characters is directly modeled on the Soviet dictator Joseph Stalin. His name is Napoleon and becomes known as an utterly corrupt opportunist. Napoleon did not make a distinct contribution to the revolution—not to the formulation of its ideology, not to the blo ody struggle that it necessitates, or even not to the new society’s initial attempts to establish itself. He under no circumstances shows any interest in the strength of the farm but, simply the strength of his supremacy over it. As a result, the only project he commences with passion is the training of the new born puppies. Napoleon does not educate them for their own good or for the good of all, but instead for hisShow MoreRelated Max Weber on Society Essay870 Words   |  4 Pagesaspects are state power, authority, class inequality, imperialism, and bureaucracy. To understand how Weber thought one must look at each area separately then put them all together in a global package. Weber describes history in terms of the constant struggle for power. He bases all significant historical changes on the power struggle that caused them. Weber describes power as a zero sum game. That means for one person to gain power, someone else has to loose the same amount of power. A fundamentalRead MoreConflict Rises from Power Essay1568 Words   |  7 PagesConflict is about power; it results from struggles to maintain or gain power The need for power is a reality of life; to use or abuse, to claim or deny, own or disown. However the struggle many go through to gain that feeling of control and power can lead to inner turmoil and conflict between others and one self. Set in the times of the tragic witch trials The Crucible is a drama that shows power resting on moral, legal and religious dynamics that lead to inner, social and religious conflictsRead More Conflict rises from power Essay1531 Words   |  7 Pages Conflict is about power; it results from struggles to maintain or gain power The need for power is a reality of life; to use or abuse, to claim or deny, own or disown. However the struggle many go through to gain that feeling of control and power can lead to inner turmoil and conflict between others and one self. 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Marxism (the theory that is used to look at conflicts and imbalances of power in literature/societies) and Feminism (the study/advocacyRead MorePower Struggle In Literature1279 Words   |  6 PagesPower Struggles Within Literature â€Å"A measure of a man is what he does with power.† These wise words said once by the classical Greek philosopher Plato can be applied to our society and fictional societies to this day. Marxism (the theory used to look at conflicts and imbalances of power in literature/societies) and Feminism (the study/advocacy of equality for men and women rights) can be used to implement this quote into certain works of fiction to show struggles and imbalances of power. An examinationRead MoreThe Power Struggle : An Attempt At Authoritative Assertion922 Words   |  4 PagesThe Power Struggle: An Attempt at Authoritative Assertion Through the 1400s, the Holy Roman Empire continued a six-century-long tradition of exercising its papal institutional powers and political powers over the European cultural arena that it had predominated. The intersection of wealth, power, and Church became so ostentatious, however, that some began to question the legitimacy of an institution that took to selling admission into heaven and to pricing salvation . As a figure and consolidatorRead MoreEssay on The Trial by Franz Kafka1488 Words   |  6 Pagestrue authority challenge his idea of his own standing in the world. His feeling of importance soon diminishes as he succumbs to the process of the trial, even though he questions the validity of his arrest throughout the story. There are two clear struggles that are presented throughout this story: a power struggle between Joseph K and the authorities, as well as a social class struggle. Within these struggles discussed, the question of the real crime that is committed is raised. Power struggle ofRead MoreVoltaire s View Of Oppression From The Authority1417 Words   |  6 Pagesmatters about which the established authorities are wrong. - Voltaire The struggles against authority, repeatedly and continuously, take place in the history. As for those fighters, Voltaire, a famous French writer and thinker, once put forward an idea, â€Å"It is dangerous to be right in matters about which the established authorities are wrong.†() The word â€Å"right† contrasting to â€Å"wrong† means the truth. An â€Å"established authorities† could be regarded to the dominant powers controlling and guiding peopleRead MoreCommunist Manifesto And Abraham Kuyper s The Problem Of Poverty1385 Words   |  6 Pages landlords, otherwise known as the wealthy employers. It is this contrast of social struggle that produced Karl Marx’s Communist Manifesto and Abraham Kuyper’s The Problem of Poverty. Both Marx and Kuyper’s writings focus on the social struggle between the privileged, wealthy, and unprivileged, poor; however, Marx presents the struggle and his solution from an economic viewpoint while Kuyper presents the struggle and his solution from a religious viewpoint. Marx begins his presentation with a definingRead MoreAt The Same Time, Harry Potter Challenges Authorities At1583 Words   |  7 PagesAt the same time, Harry Potter challenges authorities at Hogwarts and with the Dursleys against his control because he does not understand the community and himself. The Dursleys shelter Harry from the outside world, other than his cupboard under the stairs, which causes him to have little knowledge about himself. He challenges his position when he receives a letter regarding his acceptance to Hogwarts. The letter proves to Harry how he is unlike the Dursleys because Uncle Vernon and Aunt Petunia

Letter / Apollo Shoes Free Essays

First I would like to thank the board of director of Apollo Shores for their recent inquiry about Phoenix Company’s services. Since our firm is small, we offer a wide range of personalized services to clients at a reasonable cost. Phoenix Company is a CPA firm with more the 25 years in the business of providing client tax services, accounting booking, management consulting, quality control consulting, risk assessment, capital transaction assistance, and information systems functionality. We will write a custom essay sample on Letter / Apollo Shoes or any similar topic only for you Order Now The firm’s approach has been very successful because of our ability to comprehend our clients’ organization paradigm including risk assessment, control issues, and diagnostic. The benefits to our auditing approach would help the management team efficiency identify areas within the organization’s that needs to be address. This process could improve the company’s efficiency identifying that controls are in place. Overall this gives the management team a better understanding of the organization working including their financial systems. The role of Phoenix Company is to obtaining sufficient audit evaluation and evidence in order to test the organizational controls. At this time I would like to define auditing and give some benefits of an audit. â€Å"Auditing is the accumulation and evaluation of evidence about information to determine and report on the degree of correspondence between the information and established criteria† (Arens, Elder Beasley, 2006). The benefits to auditing are the ability for a company to improve the understanding of the financial records from the management and users stand points. Another benefit is the ability to identify areas within the organization that needs improvement. A company could reinforce, risk assessments, and improve internal controls. In conclusion the firm of Phoenix Company is an excellent resource to provide Apollo Shores with effective analysis, and relevant information to meet the needs of your organization. The approach is to improve the organization safeguards in order to protect the financial operations of the company. How to cite Letter / Apollo Shoes, Papers

The Characters Goals and Dreams Circle Scientific Discovery and Innova

Question: You have the choice on which assignment/question/topic you choose but i wouldn't recommend doing number three. The book is Frankenstein by Mary Shelley by the way. I would prefer someone to write who already read the book. In addition there should be a thesis or a main controlling idea, controlling sentence/topic sentence and two quotes on each body paragraph in order to back up the "ideas". Answer: In the first chapters of Frankenstein by Mary Shelley, Mary enlightens the reader as to why and how individuals become entirely consumed by a particular goal. The characters goals and dreams circle scientific discovery and innovation. The reader is also made aware how slight variations in the drives behind the goals and dreams can convert an ambitious individual into a precarious scientist. Shelley uses Walton as a catalyst, making the readers more frightened of Victor, who is introduced later. When comparing Victor and Walton, the reader sees Victor Frankensteins character to be more frightening. Below we see the various similarities between Walton and Victor and also their differences. We also get to see where Robert Walton learns from Victors mistakes. Both men are drawn to science being exceptionally ambitious and highly knowledgeable. In the first letter To Mrs. Saville, dated Dec. 11th, 17 Walton states that [he will quench his passionate inquisitiveness by getting to see a portion of the world that has not been visited before], and [that he might walk on] a land [that has not been stepped on by mans foot] (Shelly 3). His ambition is seen where he wants to visit a land that has not been stepped on by others. Walton knowledge is evident where he takes six years preparing for a voyage to the North Pole. He also frequently toiled harder compared to the regular sailors in the daytime and dedicated his nights learn about medicine, mathematics, and other divisions of physical science, which a marine explorer may attain the utmost practical advantage. In Chapter 9, Victor states that [he was strong-minded to go without the assistance of a guide, as he was well conversant with the pathway. The company of another individual would end up destroying the independent opulence of the sight] (Shelly 110). His ambition is clear where he insists on going without a guide as he knew the path. Victors knowledge is evident where he takes two years learning at Ingolstadt. In Chapter 4, he stated that natural philosophy, and to be specific, chemistry, in the uttermost complexity sense of the word, became closely his only livelihood. Their drives for work are also similar where they yearn the credit and fame that comes with scientific discoveries. In the first letter To Mrs. Saville, dated Dec. 11th, 17Walton asks Margaret [whether he does not warrant to achieve a grand purpose. His life may have passed in comfort and simplicity, but he desired glory to all the temptation that wealth laid in his path] (Shelley 5). He is seen to want all the glory and credit of the wealth that is laid in his path. His travel could end up revealing a new path that other shippers and travellers would use. He simply seeks historical and personal renown. To be known for finding out things that nobody else has found. In Chapter 4, Victor expressing the same feeling states that [the lessons and aspirations of the most knowledgeable men from the day the world was created was now within his reach] (Shelly 52). Victor here realized that he was close to achieving his desires to reanimate dead matter and cheat death. Both men are seen to set themselves apart from the world and achieve something exceptional. Victor and Walton are also similar in the fact that when they succeeded in their goals, they would bring about benefits to the world. In the first letter To Mrs. Saville, dated Dec. 11th, 17Walton claims that [what if all the speculations were not true, you cannot dispute the immeasurable benefit that I shall bestow on everyone . . . through the discovery of a path close to the pole . . . to get there at present a couple of months will be required] (Shelly 3). The benefits spoken about include revealing a new path that other shippers and travellers would use. Victor, on the other hand, in Chapter 4, states that [In the pursuit of these contemplations, he figured that if he could confer liveliness upon lifeless matter, he may in time . . . renew life where death had occurred] (Shelly 54). The benefit Victor was talking about was that he would reanimate a dead body. He wanted to identify a way to avoid suffering of individuals brought about by death of their loved ones. The suffering h e felt from losing his mother to a fever and almost felt it again with Elizabeth. The greatest difference between Walton and Victor, and also where Robert Walton is viewed to have learned from the story lies in the two mens motives. The reader views Walton motives as wanting to enrich existing life while attaining fame. He wants to discern the seat of magnetism. He also wants to see that place where nobody else has seen and to be the first to step on it. Victor, on the other hand, allows his inventiveness to take him past the realm of rational thought. In Chapter 4, Victor proclaims that [after many days and nights of extraordinary work and exhaustion, he flourished in the discovery of what leads to life and generation; . . . he became himself able to bestow liveliness upon lifeless matter (Shelly 52). In Chapter 4, the reader views Victors over excitement and extremely persuaded when he states that a new species [created] would bless [him] as its [maker and foundation]; [and that a lot of joyful and outstanding natures would him for their being] (Shelly 54). Vict or's wants to discover how to cheat death. He was overcome by ego. If he became successful, Victor would be valued by his creation becoming a human god. However, he is repulsed by his creations ugliness and shuns it. An adventurer is characterized as one who is ready to take risks in his quest. Walton states that a person is worth sacrificing to attain that. Frankenstein warns Walton not to share his madness before his obsession with knowledge leads to destruction. Walton is seen to have learned from the story and differs from Victor when the crew demanded to go back to England. Walton was their leader and had to have a direct accountability and responsibility to the rest. Victor is no leader nor is he responsible for anyone. Victor is left free, being the voice of theory while Walton deals with facts. Perhaps this is why Waltons acts are viewed to be more agreeable and conservative to human nature. It is identified when he decided to head home rather than staying. Victors liberal acts and thinking are what brought about the destruction. In Chapter 24, September 7th, Walton states that the die [has been] cast; [and that he has agreed to go back if they are not wrecked. His hopes are criticized by uncertainty and fear] (Shelly 267). His actions guaranteed his survival and he learnt from Frankensteins story turned the ship back and went back home in agreement with the crews desires.

Black Holes Essay Research Paper Our solar free essay sample

Black Holes Essay, Research Paper Our solar system consists of 10 planets go arounding around the Sun. The Sun serves as a magnet that uses its gravitative pull to keep the solar system together. If the Sun were to vanish, what would keep the planets together? The reply might be a black hole. A black hole is a theorized organic structure whose gravitation is so strong that even light can # 8217 ; t flight from within it ( Shipman 64 ) . If light can # 8217 ; t flight from a black hole, so it must be unseeable # 8211 ; therefore how can we cognize that the black holes be? How do they organize and where can we happen them? This paper will discourse the theory behind the black holes and physical grounds of their being. In order to understand black hole # 8217 ; s belongingss better, lets review basic rules of gravitation. Lets assume that a individual standing on a planet # 8217 ; s surface throws a stone in the air. We will write a custom essay sample on Black Holes Essay Research Paper Our solar or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The stone will lift up to a point until the gravitation will draw it back, doing the stone autumn. If the individual will throw sway difficult plenty, it will get away planet # 8217 ; s gravitation. The velocity at which the stone will go forth a gravitative pull of a planet is called the # 8220 ; escape speed # 8221 ; . The flight speed differs on the planet # 8217 ; s mass ; the more mass the planet has # 8211 ; the higher flight speed will be. A black hole has so much mass concentrated in a little radius that its flight speed is greater than the speed of visible radiation ( Bunn ) . Since it is impossible for anything to go faster than visible radiation, it means that nil can get away a black hole ( Gribbin and White 75 ) . Black holes may organize after a star is overwhelmed by its gravitative force, that it can # 8217 ; t maintain from fall ining. During their life-time stars remain at a changeless size, because they contain a balance of forces: heat generated by firing atomic fuel expands the star outward while the force of gravitation pulls it in. This is illustrated in Figure 1, taken from the book Black Holes, Quasars, and the Universe. Figure 1. Excess force per unit area in the hot nucleus ( white pointer ) counterbalances the weight of the envelope ( solid pointer ) . The interior constantly loses energy to the envelope and finally to outer infinite because of the flow of radiation from the nucleus, through the envelope to the photosphere, and to infinite as the Sun radiances ( Shipman 26 ) . When a star exhausts its atomic fuel and collapses under its ain weight, it begins to shrivel in size. If the nucleus of the star is monolithic plenty the fall ining star will shrivel to a point where the gravitation will go strong plenty to pin down even light ( Shipman 24 ) . Such strong gravitation disturbs infinite and causes a black hole to hold some certain belongingss like # 8220 ; event skyline # 8221 ; . Event skyline is # 8220 ; a spherical surface that marks boundary of the black hole # 8221 ; . Equally shortly as affair base on ballss through the skyline it cant acquire back out, it will travel closer to black hole # 8217 ; s centre # 8211 ; nearing uniqueness ( Bunn ) . In 1969, American relativist John Wheeler named these massive collapsed stars as # 8220 ; black holes # 8221 ; ( Gribbin and White 74 ) . The thought that a star can shrivel and ensue in a great concentration of mass goes back to the eighteenth century. In the early eighteenth century, Isaac Newton researched and experimented with light. From his experiments he concluded the corpuscular theory of visible radiation, which states that light consists of bantam atoms that move in consecutive lines at great velocities ( Compton # 8217 ; s Multimedia Encyclopedia ) . The Gallic mathematician Pierre Simon de Laplace, in 1796, reasoned that light atoms could non get away from a monolithic organic structure ( Shipman 65 ) . The scientists disregarded Laplace # 8217 ; s theory, until Albert Einstein in 1916 came up with the theory of relativity ( Shipman 65 ) . In theory of relativity Einstein stated that # 8220 ; gravitation is non a force but a curving field in the space-time continuum that is created by the presence of mass # 8221 ; ( Compton # 8217 ; s Multimedia Encyclopedia ) . Not long after Einstein developed the th eory of relativity, the German uranologist Karl Schwarzschild calculated how compressed an object with a given mass ( in this instance a star ) should be in order to organize a black hole ( Shipman 65 ) . His equation became known the Schwarzschild radius, which shows to what critical radius a given mass should be compressed to go a black hole ( Gribbin and White 77 ) . In 1939, the United States physicists J. Robert Oppenheimer, Hartland S. Snyder and Volkoff showed that it is possible for monolithic stars to fall in and organize black holes ( Bunn and Shipman 65 ) . In 1970 # 8217 ; s, the British scientist Steven Hawking developed a theory that black holes are non wholly black ( Bunn ) . Peddling noticed that black holes comply with the 2nd jurisprudence of thermodynamics. The 2nd jurisprudence of thermodynamic says that â€Å"the information of an stray system ever increases, and that when two systems are joined together, the information of the combined system is greater than the amount of the informations of the single systems† ( Ferris 229 ) . It means that â€Å"the country of event skyline increases whenever affair fell into a black hole† . This was researched by pupil at Princeton named Jacob Bekenstein. Such a proposal was logical, but it had a defect in following with the 2nd jurisprudence of thermodynamics. If a organic structure has entropy it besides must hold a temperature, which means that black holes should breathe radiation. But how can black holes emit anything when by the definition nil can get away from their gravitative pull? When Hawking was sing Moscow in 1973 he had a opportunity to discourse black holes with two taking Soviet scientists Yakov Zeldovich and Alexander Starobinsky. They convinced Peddling that â€Å"according to the quantum mechanical uncertainness rule, revolving black holes should make and breathe particles† ( Ferris 230 ) . Peddling decided to cipher how much radiation is emitted from revolving black holes. He found out from his computations that even non – revolving black holes should breathe radiation. However this radiation does non straight comes out of black hole itself. The reply lies in quantum mechanics theory, which tells that â€Å"the atoms do non come from within the black hole, but from the empty â€Å"space† merely outside the black hole’s event horizon† ( Ferris 231 ) . Since black holes are unseeable, uranologists have been seeking to turn up them by detecting their effects. Black holes have enormous gravitative pull, affair and light atoms around them are attracted towards the centre. As affair and light atoms approach a black hole they # 8220 ; organize a swirling accumulation phonograph record, like H2O traveling down the plunghole of a bath, with gas stacking up and acquiring hot as gravitative energy is converted into energy of gesture # 8221 ; ( Gribbin and White 137 ) . When light enters a violent spin under strong gravitative pull, it emits quickly pulsating and noticeable X raies. In 1965 uranologists observed intense X raies coming from the configuration Cygnus ( about 10,000 light old ages off ) . When satellite engineering was born, in 1971, the universe # 8217 ; s first X-ray orbiter pinpointed the exact location of these X raies. It was found to be a monolithic but unseeable object that uranologists have named Cygnus X-1. Since Cyg nus X-1 exhibit all the conjectural belongingss of a black hole, there is a strong belief that Cygnus X-1 might be the first identified black hole ( Gribbin and White 138 ) . At present clip, the Hubble Space Telescope provides us with images that prove the being of black holes. The Figure 2 shows a recent image taken by the Hubble Space Telescope of a nearby galaxy, which has a monolithic black hole. Figure 2. Astronomers have obtained an unprecedented expression at the nearest illustration of galactic cannibalism # 8211 ; a monolithic black hole hidden at the centre of a nearby giant galaxy that is feeding on a smaller galaxy in a dramatic hit. Such pyrotechnics were common in the early existence, as galaxies formed and evolved, but are rare today ( The Space Telescope Science Institute ) . During the 2nd half of the twentieth century, due to scientific attempt and new orbiter engineering, research has contributed to happen more about black holes. As a consequence, scientists have found many of the black holes # 8217 ; belongingss and physical grounds of their being. However since we can # 8217 ; t animate a black hole, the best cogent evidence would be if we were able to travel near a black hole and detect it at close scope. Unfortunately such a mission is impossible right now because suspected nearest black hole is 10,000 light old ages off. For now we can merely detect at great distance the consequence that black holes impose on environing infinite. Bibliography Bunn, Ted. # 8220 ; Black Holes Frequently Asked Questions. # 8221 ; hypertext transfer protocol: //physics7.berkeley.edu/BHfaq.html # q5 ( Sept 1995 ) . Compton # 8217 ; s Multimedia Encyclopedia. Version 2.0P. Compact disc read-only memory. Compton # 8217 ; s Learning Company, 1991. Eisenhamer, Jonathan and Levay, Zolt. # 8220 ; Hubble Provides Multiple Positions of How to Feed a Black Hole. # 8221 ; hypertext transfer protocol: //oposite.stsci.edu /pubinfo/pr/1998/14 ( 14 May 1998 ) . Gribbin, John and White, Michael. Stephen Hawking # 8211 ; A Life in Science. London: Penguin Books, Ltd. , 1992. Ferris, Timothy. Physicss, Astronomy, and Mathematicss. New York: Back Bay Books, 1991. Shipman, Harry. Black Holes, Quasars, and the Universe. Boston: Houghton Mifflin Company, 1976.

What Hiring Managers Really Think of Tattoos in the Workplace

What Hiring Managers Really Think of Tattoos in the Workplace Approximately 14% of the American population have at least one tattoo.  Tattoo culture is on the rise  and the trend has finally made it’s way into mainstream society. Despite this new found popularity, there still seems to be a stigma regarding tattoos in the workplace. According to Skinfo.com, People with tattoos are more likely to have limited career potential and are less likely to get hired. In fact, there are no laws in place protecting people with tattoos from discrimination. And it’s not just hiring managers either. Skinfo also found that 43% of people feel that visible tattoos in the workplace are inappropriate.Luckily, large companies such as IKEA, Target, Google, and UPS are more tattoo friendly.So if you have tattoos, how do you go about finding and keeping a job? Skinfo has compiled an infographic on everything you need to know about tattoos in the workplace. You can use this to plan for the good, the bad, and the ugly. Good luck!Source:[BusinessInsider ]

Economic Essay Example | Topics and Well Written Essays - 1000 words - 6

Economic - Essay Example The following table and chart can help us get an idea: â€Å"The main engine of growth is the accumulation of human capital† and â€Å"the main source of differences in living standards among nations is the difference in human capital. Physical capital plays an essential but decidedly subsidiary role† (Bardhan and Udry, 2008, p.266). Human capital has several aspects, including education, training and health. Human capital is considered to be a key determination of economic growth. Investment in human capital benefits individuals and society as a whole. Countries with skilled people grew faster. While develop economics have always emphasized the importance of education in the develop process. Better education generates private gains to the individual and public benefits to society. By the expansion of knowledge it can enable the people to overcome ignorance and superstitions. Without literacy or, to be more precise, perfect education, economic growth in any country is impossible. It can become only lopsided and flawed unless corrective reassures are taken. Jobless growth implies situation where the overall economic growth but does not expand sufficient employment opportunities. ‘Futureless growth’ implies a situation where growth occurs but its effect is not positive on future generation and is adverse. According to Mahatma Gandhi, â€Å"education, which does not teach us to discriminate between good or bad, to assimilate the one and eschew the other, is a misnomer† (Rao, 1991, p.2). The purpose of literacy and education is not only to make our children literate and merely develop individual skills but also to make them appropriate human being with positive and integrated elements of their respective societies. Education means drawing out the best of the body, mind and spirit in man. He believed learning by doing and was of the opinion that the knowledge through education, subjects

STRATEGIC REVIEW OF TESCO PLC UK Essay Example | Topics and Well Written Essays - 2500 words

STRATEGIC REVIEW OF TESCO PLC UK - Essay Example By understanding the environment in which you operate (external to your company or department), you can take advantage of the opportunities and minimize the threats. (RAPIDBI) Specifically the PEST or PESTLE analysis is a useful tool for understanding risks associated with market growth or decline, and as such the position, potential and direction for a business or organization. Political Environment: Political forces influence the legislations and government rules and regulations under which the firm operates. Every company faces political constraints in the form of antitrust laws, fair trade decisions, and tax programs, minimum usage legislations, pollution and pricing policies, administrative activities and many other actions, aimed at protecting the consumers and the local environment. In 2001, The Department of Trade and Industry (DTI) introduced a Supermarkets' Code of Practice to regulate trading relationships between the four largest UK supermarkets and their suppliers. Economic Environment: Economic factors clearly indicate the nature and direction of the economy in which a firm operates. Every market is unique and consumption patterns change along with the wealth of the consumers in various market segments. For strategic planning all the economic trends at national and international levels have to be considered. Tesco makes a significant contribution to economic activity in all the places in which it operates. Every week over 400,000 staff serves over 30 million customers in 13 countries. The company has to its credit a track record of providing value for customers, creating jobs and training, providing opportunities for suppliers and regenerating deprived areas. The business relationship of Tesco is with nearly 2,000 own-brand primary suppliers in 98 countries. Social Environment: The social environment is an important factor as changes in the values, beliefs, attitudes, opinions and lifestyles in society create potential opportunities for an organization. For a company to grow, it is necessary to take advantage of societal changes. The cultural, demographic, religious, educational and ethnic conditioning of individuals in society affects the social environment. One of the most important values in which Tesco believes is to treat people how it would like to be treated. The company strives hard to achieve this by being a good employer and by playing its part in local communities. People believe that they the company can use its size and success to be a force for good. This challenge is indeed accepted by Tesco with enthusiasm and commitment. Technological Environment: Technological environment means the trends and developments in the technological field that might: improve production, create new product opportunities, and render the existing ones.

Take Home Exam For The Class Economics of Race & Gender Essay - 1

Take Home Exam For The Class Economics of Race & Gender - Essay Example This class, Economics of Race and Gender has helped me understand how important diversity is to a country and the businesses that operate in that country. Diversity does not only impact the social structure within an economy but it also impacts the educational structure, economic structure and the legal structure. Race and Gender have evolved over the years, previously women and people from ethnic minorities did not interact with the general population, they did minor jobs and the women stayed at home. Times have changed now, women get out of their homes more often and ethnic minorities have more legal rights than the general population. The advantages of group presentations are that they are an easier method to help the students understand what is being taught. It allows the students to conduct research on the topic before hand. These presentations encourage discussions in class and students can question their fellow students more easily then they can question the professor. The disadvantages are that it is usually only that group which needs to present that goes over the topic and conducts research. Other students may become complacent and not take an interest in the class. The three movies presented in class were: Freedom Writers, Rossie the Riveter and Crash. Freedom Writers is a movie about a teacher who inspires her class to write about their daily lives. The students come from poor backgrounds and have experienced much pain in life, they are discouraged and violent, and the teacher asks them to write about their daily lives and things which have happened to them in the past, events which altered their lives. She compiles these diaries into a book and gets them published into a book. These children with the help of their teacher learn some lesson of life such as to be tolerant. Rossie the Riveter revolves around a woman who worked in the factories at a time when women would hardly leave the house. This

Simply Supported And Cantilever Beams

Simply Supported And Cantilever Beams A beam is a structural member which safely carries loads i.e. without failing due to the applied loads. We will be restricted to beams of uniform cross-sectional area. Simply Supported Beam A beam that rests on two supports only along the length of the beam and is allowed to deflect freely when loads are applied. Note see section A of unit. Cantilever Beam A beam that is supported at one end only. The end could be built into a wall, bolted or welded to another structure for means of support. Point or Concentrated Load A load which acts at a particular point along the length of the beam. This load is commonly called a force (F) and is stated in Newtons (N). A mass may be converted into a force by multiplying by gravity whose value is constant at 9.81 m/s2. Uniformly Distributed Load (UDL) A load which is spread evenly over a given length of the beam. This may be the weight of the beam itself. The UDL is quoted as Newtons per metre (N/m). Beam Failure If excessive loads are used and the beam does not have the necessary material properties of strength then failure will occur. Failure may occur in two ways:- Calculating Shear Forces (we must use the shear force rule). When looking right of a section : downward forces are positive and upward forces are negative. When looking left of a section: downward forces are negative and upward forces are positive. Starting at point A and looking left: (note: the negative sign (-) means just to the left of the position and the positive sign (+) means just to the right of the position.) SFA = 0 kN SFA + = 6 kN An alternative method of drawing the shear force diagram is to follow the directions of each force on the line diagram.SFB = 6 kN SFB + = 6 kN SFC = 6 kN SFC + = 6 kN SFD = 6 kN SFD + = 6 12 = -6 kN SFE = 6 12 = -6 kN SFE + = 6 12 = -6 kN SFF = 6 12 = -6 kN SFF + = 6 12 = -6 kN SFG = 6 12 = -6 kN SFG + = 6 12 + 6 = 0 kN Note: the shear force at either end of a simply supported beam must equate to zero. Calculating Bending Moments (we must use the bending moment rule). When looking right of a section : downward forces are negative and upward forces are positive. When looking left of a section: downward forces are negative and upward forces are positive. section F F section F + F + Hogging Beam Sagging Beam Starting at point A and looking left: BMA = 0 kNm BMB = (6 x 1) = 6 kNm BMC = (6 x 2) = 12 kNm BMD = (6 x 3) = 18 kNm BME = (6 x 4) + ( -12 x 1) = 12 kNm BMF = (6 x 5) + ( -12 x 2) = 6 kNm BMG = (6 x 6) + ( -12 x 3) = 0 kNm Note: the bending moment at either end of a simply supported beam must equate to zero. The following page shows the line, shear force and bending moment diagrams for this beam. Simply Supported Beam with Point Load 6 m F E D C G B A 6 kN 6 kN F =12 kN Shear Force Diagram (kN) 0 0 -6 6 0 Line Diagram 12 12 18 6 0 6 Bending Moment Diagram (kNm) Max Tensile Stress SAGGING (+ve bending) Max Compressive Stress F F A maximum bending moment of 18 kNm occurs at position D. Note the shear force is zero at this point. Simply Supported Beam with Distributed Load UDL = 2 kN/m F E D C G B A 6 m RA The force from a UDL is considered to act at the UDL mid-point. e.g. if we take moments about D then the total force from the UDL (looking to the left) would be: (2 x 3) = 6 kN. This force must be multiplied by the distance from point D to the UDL mid point as shown below. e.g. Take moments about D, then the moment would be: (-6 x 1.5) = -9 kNm 1.5m UDL = 2 kN/m D C B A 3 m Taking moments about point D (looking left) We must first calculate the reactions RA and RG. We take moments about one of the reactions to calculate the other, therefore to find RA: Take moments about RG ÃŽ £Clockwise moments (CM) = ÃŽ £Anti-clockwise moments (ACM) RA x 6 = 2 x 6 x 3 RA = 6 kN now, ÃŽ £Upward Forces = ÃŽ £Downward Forces RA + RG = 2 x 6 6 + RG = 12 RG = 6 kN section F + F F F + Calculating Shear Forces (we must use the shear force rule). When looking right of a section : downward forces are positive and upward forces are negative. When looking left of a section: downward forces are negative and upward forces are positive. Starting at point A and looking left: (note: the negative sign (-) means just to the left of the position and the positive sign (+) means just to the right of the position.) SFA = 0 kN SFA + = 6 kN SFB = 6 (21) = 4 kN SFB + = 6 (21) = 4 kN SFC = 6 (22) = 2 kN SFC + = 6 (22) = 2 kN SFD = 6 (23) = 0 kN SFD + = 6 (23) = 0 kN SFE = 6 (24) = -2 kN SFE + = 6 (24) = -2 kN SFF = 6 (25) = -4 kN SFF + = 6 (25) = -4 kN SFG = 6 (26) = -6 kN SFG + = 6 (26) + 6 = 0 kN Note: the shear force at either end of a simply supported beam must equate to zero. Calculating Bending Moments (we must use the bending moment rule). When looking right of a section : downward forces are negative and upward forces are positive. When looking left of a section: downward forces are negative and upward forces are positive. section F F section F + F + Hogging Beam Sagging Beam Starting at point A and looking left: BMA = 0 kNm BMB = (6 x 1) + (-2 x 1 x 0.5) = 5 kNm BMC = (6 x 2) + (-2 x 2 x 1) = 8 kNm BMD = (6 x 3) + (-2 x 3 x 1.5) = 9 kNm BME = (6 x 4) + (-2 x 4 x 2) = 8 kNm BMF = (6 x 5) + + (-2 x 5 x 2.5 = 5 kNm BMG = (6 x 6) + + (-2 x 6 x 3) = 0 kNm Note: the bending moment at either end of a simply supported beam must equate to zero. The following page shows the line, shear force and bending moment diagrams for this beam. Simply Supported Beam with Distributed Load 4 2 0 -2 -4 UDL = 2 kN/m 6 m F E D C G B A Shear Force Diagram (kN) 0 0 -6 6 0 Line Diagram 8 8 9 5 0 Bending Moment Diagram (kNm) 5 6 kN 6 kN Max Tensile Stress SAGGING (+ve bending) Max Compressive Stress F F A maximum bending moment of 9 kNm occurs at position D. Note the shear force is zero at this point. Simply Supported Beam with Point Loads 6 m F E D C G B A RA RG F = 15 kN F = 30 kN We must first calculate the reactions RA and RG. We take moments about one of the reactions to calculate the other, therefore to find RA: Take moments about RG ÃŽ £Clockwise moments (CM) = ÃŽ £Anti-clockwise moments (ACM) RA x 6 = (15 x 4) + (30 x 2) RA = 20 kN now, ÃŽ £Upward Forces = ÃŽ £Downward Forces RA + RG = 15 + 30 20 + RG = 45 RG = 25 kN section F + F F F + Calculating Shear Forces (we must use the shear force rule). When looking right of a section : downward forces are positive and upward forces are negative. When looking left of a section: downward forces are negative and upward forces are positive. Starting at point A and looking left: (note: the negative sign (-) means just to the left of the position and the positive sign (+) means just to the right of the position.) SFA = 0 kN SFA + = 20 kN SFB = 20 kN SFB + = 20 kN SFC = 20 kN SFC + = 20 -15 = 5 kN SFD = 20 -15 = 5 kN SFD + = 20 -15 = 5 kN SFE = 20 -15 = 5 kN SFE + = 20 -15 30 = -25 kN SFF = 20 -15 30 = -25 kN SFF + = 20 -15 30 = -25 kN SFG = 20 -15 30 = -25 kN SFG + = 20 -15 30 + 25 = 0 kN Note: the shear force at either end of a simply supported beam must equate to zero. Calculating Bending Moments (we must use the bending moment rule). When looking right of a section : downward forces are negative and upward forces are positive. When looking left of a section: downward forces are negative and upward forces are positive. section F F section F + F + Hogging Beam Sagging Beam Starting at point A and looking left: BMA = 0 kNm BMB = (20 x 1) = 20 kNm BMC = (20 x 2) = 40 kNm BMD = (20 x 3) + (-15 x 1) = 45 kNm BME = (20 x 4) + (-15 x 2) = 50 kNm BMF = (20 x 5) + (-15 x 3) + (-30 x 1) = 25 kNm BMG = (20 x 6) + (-15 x 4) + (-30 x 2) = 0 kNm Note: the bending moment at either end of a simply supported beam must equate to zero. The following page shows the line, shear force and bending moment diagrams for this beam. 0 20 -25 0 Shear Force Diagram (kN) 5Simply Supported Beam with Point Loads 6 m F E D C G B A 20 kN 25 kN F = 15 kN F = 30 kN Bending Moment Diagram (kNm) 0 0 45 40 20 50 25 Max Tensile Stress SAGGING (+ve bending) Max Compressive Stress F F A maximum bending moment of 50 kNm occurs at position E. Note the shear force is zero at this point. Simply Supported Beam with Point and Distributed Loads (1) 6 m F E D C G B A RA RG 15 kN 30 kN UDL = 10 kN/m We must first calculate the reactions RA and RG. We take moments about one of the reactions to calculate the other, therefore to find RA: Take moments about RG ÃŽ £Clockwise moments (CM) = ÃŽ £Anti-clockwise moments (ACM) RA x 6 = (15 x 4) + (10 x 2 x 3) + (30 x 2) RA = 30 kN now, ÃŽ £Upward Forces = ÃŽ £Downward Forces RA + RG = 15 + (10 x 2) + 30 30 + RG = 65 RG = 35 kN section F + F F F + Calculating Shear Forces (we must use the shear force rule). When looking right of a section : downward forces are positive and upward forces are negative. When looking left of a section: downward forces are negative and upward forces are positive. Starting at point A and looking left: (note: the negative sign (-) means just to the left of the position and the positive sign (+) means just to the right of the position.) SFA = 0 kN SFA + = 30 kN SFB = 30 kN SFB + = 30 kN SFC = 30 kN SFC + = 30 15 = 15 kN SFD = 30 15 (10 x 1) = 5 kN SFD + = 30 15 (10 x 1) = 5 kN SFE = 30 15 (10 x 2) = -5 kN SFE + = 30 15 (10 x 2) 30 = -35 kN SFF = 30 15 (10 x 2) 30 = -35 kN SFF + = 30 15 (10 x 2) 30 = -35 kN SFG = 30 15 (10 x 2) 30 = -35 kN SFG + = 30 15 (10 x 2) 30 + 35 = 35 kN Note: the shear force at either end of a simply supported beam must equate to zero. Calculating Bending Moments (we must use the bending moment rule). When looking right of a section : downward forces are negative and upward forces are positive. When looking left of a section: downward forces are negative and upward forces are positive. section F F section F + F + Hogging Beam Sagging Beam Starting at point A and looking left: BMA = 0 kNm BMB = (30 x 1) = 30 kNm BMC = (30 x 2) = 60 kNm BMD = (30 x 3) + (-15 x 1) + (-10 x 1 x 0.5) = 70 kNm BME = (30 x 4) + (-15 x 2) + (-10 x 2 x 1) = 70 kNm BMF = (30 x 5) + (-15 x 3) + (-10 x 2 x 2) + (-30 x 1) = 35 kNm BMG = (30 x 6) + (-15 x 4) + (-10 x 2 x 3) + (-30 x 2) = 0 kNm Notes: the bending moment at either end of a simply supported beam must equate to zero. The value of the maximum bending moment occurs where the shear force is zero and is therefore still unknown (see Shear Force diagram). The distance from point A to this zero SF point must be determined as follows:- x = 2 15 20 x = 1.5 m Total distance from point A = 2 + 1.5 = 3.5 m therefore, BM max = (30 x 3.5) + (-15 x 1.5) + (-10 X 1.5 x 0.75) = 71.25 kNm The following page shows the line, shear force and bending moment diagrams for this beam. 70 71.25 35 30 60 70 0 0 Simply Supported Beam with Point and Distributed Loads (1) 2 m x 30 -5 Shear Force Diagram (kN) 0 -35 15 0 6 m F E D C G B A 30 kN 35 kN 15 kN 30 kN UDL = 10 kN/m 20 kN Bending Moment Diagram (kNm) Max Tensile Stress SAGGING (+ve bending) Max Compressive Stress F F A maximum bending moment of 71.25 kNm occurs at a distance 3.5 m from position A. Simply Supported Beam with Point and Distributed Loads (2) 1 m RB 12 m E D C F B A 8 kN RE UDL = 6 kN/m UDL = 4 kN/m 12 kN We must first calculate the reactions RB and RE. We take moments about one of the reactions to calculate the other, therefore to find RB. Take moments about RE ÃŽ £Clockwise moments (CM) = ÃŽ £Anti-clockwise moments (ACM) (RBx10)+(6x1x0.5) = (4 x 4 x 9) + (8 x 7) + (12 x 3) + (6 x 3 x 1.5) RB = 26 kN now, ÃŽ £Upward Forces = ÃŽ £Downward Forces RB + RE = (4 x 4) + 8 + 12 + (6 x 4) 26 + RE = 60 RE = 34 kN Calculating Shear Forces Starting at point A and looking left: SFA = 0 kN SFA + = 0 kN SFB = -4 x 1 = -4 kN SFB + = (-4 x 1) + 26 = 22 kN SFC = (-4 x 4) + 26= 10 kN SFC + = (-4 x 4) + 26 8 = 2 kN SFD = (-4 x 4) + 26 8 = 2 kN SFD + = (-4 x 4) + 26 8 12 = -10 kN SFE = (-4 x 4) + 26 8 12 (6 x 3) = -28 kN SFE + = (-4 x 4) + 26 8 12 (6 x 3) + 34 = 6 kN SFF = (-4 x 4) + 26 8 12 (6 x 4) + 34 = 0 kN SFF + = (-4 x 4) + 26 8 12 (6 x 4) + 34 = 0 kN Calculating Bending Moments Starting at point A and looking left: BMA = 0 kNm BMB = (-4 x 1 x 0.5) = -2 kNm BM 2m from A = (-4 x 2 x 1) + (26 x 1) = 18 kNm BM 3m from A = (-4 x 3 x 1.5) + (26 x 2) = 34 kNm BMC = (-4 x 4 x 2) + (26 x 3) = 46 kNm BMD = (-4 x 4 x 6) + (26 x 7) + (-8 x 4) = 54 kNm BM 9m from A = (-4 x 4 x 7) + (26 x 8) + (-8 x 5) + (-12 x 1) + (-6 x 1 x 0.5) = 41 kNm BM 9m from A = (-4 x 4 x 8) + (26 x 9) + (-8 x 6) + (-12 x 2) + (-6 x 2 x 1) = 22 kNm BME = (-4 x 4 x 9) + (26 x 10) + (-8 x 7) + (-12 x 3) + (-6 x 3 x 1.5) = -3 kNm BMF = (-4 x 4 x 10) + (26 x 11) + (-8 x 8) + (-12 x 4) + (-6 x 4 x 2) + (34 x 1) = 0 kNm Point of Contraflexure At any point where the graph on a bending moment diagram passes through the 0-0 datum line (i.e. where the BM changes sign) the curvature of the beam will change from hogging to sagging or vice versa. Such a point is termed a Point of Contraflexure or Inflexion. These points are identified in the following diagram. It should be noted that the point of contraflexure corresponds to zero bending moment. Turning Points The mathematical relationship between shear force and corresponding bending moment is evidenced on their respective graphs where the change of slope on a BM diagram aligns with zero shear on the complementary shear force diagram. Thus, at any point on a BM diagram where the slope changes direction from upwards to downwards or vice versa, all such Turning Points occur at positions of Zero Shear. Turning points are also identified in the following diagram. Simply Supported Beam with Point and Distributed Loads (2) 1 m 26 kN 12 m E D C F B A 8 kN 34 kN UDL = 6 kN/m UDL = 4 kN/m 12 kN 2 6 2 -4 22 -10 Shear Force Diagram (kN) 0 -28 10 0 F F SAGGING (+ve bending) -3 22 41 54 46 34 18 -2 Bending Moment Diagram (kNm) 0 0 F F HOGGING (-ve bending) Points of Contraflexure The maximum bending moment is equal to 54 kNm and occurs at point D where the shear force is zero. Turning points occur at -2 kNm and -3 kNm. Cantilever Beam with Point Load 6 m F E D C G B A RA 12 kN Free End Fixed End In this case there is only one unknown reaction at the fixed end of the cantilever, therefore: ÃŽ £Upward Forces = ÃŽ £Downward Forces RA = 12 kN Calculating Shear Forces Starting at point A and looking left: SFA = 0 kN SFA + = 12 kN SFB = 12 kN SFB + = 12 kN SFC = 12 kN SFC + = 12 kN SFD = 12 kN SFD + = 12 kN SFE = 12 kN SFE + = 12 kN SFF = 12 kN SFF + = 12 kN SFG = 12 kN SFG + = 12 12 = 0 kN Note: the shear force at either end of a cantilever beam must equate to zero. Calculating Bending Moments NB for simplicity at this stage we shall always look towards the free end of the beam. Starting at fixed end, point A, and looking right towards the free end: (the same results may be obtained by starting at point G and looking right) BMA = -12 x 6 = -72 kNm BMB = -12 x 5 = -60 kNm BMC = -12 x 4 = -48 kNm BMD = -12 x 3 = -36 kNm BME = -12 x 2 = -24 kNm BMF = -12 x 1 = -12 kNm BMG = 0 kNm Notes: the maximum bending moment in a cantilever beam occurs at the fixed end. In this case the 12kN force in the beam is trying to bend it downwards, (a clockwise moment). The support at the fixed end must therefore be applying an equal but opposite moment to the beam. This would be 72 kNm in an anti-clockwise direction. See the following diagram. The value of the bending moment at the free end of a cantilever beam will always be zero. -12 -24 -36 -48 -60 -72 Bending Moment Diagram (kNm) 0 0 12 125 Shear Force Diagram (kN) 0 0 72 kNm 72 kNm 6 m F E D C G B A 12 kN 12 kN The following shows the line, shear force and bending moment diagrams for this beam. F F HOGGING (-ve bending) Max Tensile Stress Max Compressive Stress A maximum bending moment of -72 kNm occurs at position A. Cantilever Beam with Distributed Load UDL = 2 kN/m 6 m F E D C G B A RA To calculate the unknown reaction at the fixed end of the cantilever: ÃŽ £Upward Forces = ÃŽ £Downward Forces RA = 2 x 6 RA = 12 kN Calculating Shear Forces Starting at point A and looking left: SFA = 0 kN SFA + = 12 kN SFB = 12 (2 x 1) = 10 kN SFB + = 12 (2 x 1) = 10 kN SFC = 12 (2 x 2) = 8 kN SFC + = 12 (2 x 2) = 8 kN SFD = 12 (2 x 3) = 6 kN SFD + = 12 (2 x 3) = 6 kN SFE = 12 (2 x 4) = 4 kN SFE + = 12 (2 x 4) = 4 kN SFF = 12 (2 x 5) = 2 kN SFF + = 12 (2 x 5) = 2 kN SFG = 12 (2 x 6) = 0 kN SFG + = 12 (2 x 6) = 0 kN Note: the shear force at either end of a cantilever beam must equate to zero. Calculating Bending Moments Starting at fixed end, point A, and looking right towards the free end: (the same results may be obtained by starting at point G and looking right) BMA = -2 x 6 x 3 = -36 kNm BMB = -2 x 5 x 2.5 = -25 kNm BMC = -2 x 4 x 2 = -16 kNm BMD = -2 x 3 x 1.5 = -9 kNm BME = -2 x 2 x 1 = -4 kNm BMF = -2 x 1 x 0.5 = -1 kNm BMG = 0 kNm The following page shows the line, shear force and bending moment diagrams for this beam. Cantilever Beam with Distributed Load8 6 4 2 36 kNm 36 kNm 12 105 Shear Force Diagram (kN) 0 0 -1 -4 -9 -16 -25 -36 Bending Moment Diagram (kNm) 0 0 6 m F E D C G B A 12 kN UDL = 2 kN/m F F HOGGING (-ve bending) Max Tensile Stress Max Compressive Stress A maximum bending moment of -36 kNm occurs at position A. Cantilever Beam with Point and Distributed Loads RG 2 m 10 kN B C D E A F G 4 m UDL = 10 kN/m To calculate the unknown reaction at the fixed end of the cantilever: ÃŽ £Upward Forces = ÃŽ £Downward Forces RG = (10 x 6) + 10 RG = 70 kN Calculating Shear Forces Starting at point A and looking left: SFA = 0 kN SFA + = 0 kN SFB = -10 x 1 = -10 kN SFB + = -10 x 1 = -10 kN SFC = -10 x 2 = -20 kN SFC + = (-10 x 2) + (-10) = -30 kN SFD = (-10 x 3) + (-10) = -40 kN SFD + = (-10 x 3) + (-10) = -40 kN SFE = (-10 x 4) + (-10) = -50 kN SFE + = (-10 x 4) + (-10) = -50 kN SFF = (-10 x 5) + (-10) = -60 kN SFF + = (-10 x 5) + (-10) = -60 kN SFG = (-10 x 6) + (-10) = -70 kN SFG + = (-10 x 6) + (-10) + 70 = 0 kN Note: the shear force at either end of a cantilever beam must equate to zero. Calculating Bending Moments Starting at point A, and looking left from the free end: (the same results may be obtained by starting at point G and looking left) BMA = 0 kNm BMB = -10 x 1 x 0.5 = -5 kNm BMC = -10 x 2 x 1 = -20 kNm BMD = (-10 x 3 x 1.5) + (-10 x 1) = -55 kNm BME = (-10 x 4 x 2) + (-10 x 2) = -100 kNm BMF = (-10 x 5 x 2.5) + (-10 x 3) = -155 kNm BMG = (-10 x 6 x 3) + (-10 x 4) = -220 kNm The following page shows the line, shear force and bending moment diagrams for this beam. 70 kN 2 m 10 kN B C D E A F G 4 m UDL = 10 kN/m 0 0 Shear Force Diagram (kN) -60 -70 -10 -20 -40 -50 220 kNm 220 kNm -30Cantilever Beam with Point and Distributed Loads 0 0 Bending Moment Diagram (kNm) -220 -5 -20 -55 -100 -155 F F HOGGING (-ve bending) Max Tensile Stress Max Compressive Stress A maximum bending moment of -220 kNm occurs at position G.

Intra-Organizational Collaboration Essay -- Business, Collaborative Or

Intra-organizational Collaboration Organizations need to recognize the necessity to flatten hierarchical structures. In creating a horizontal structure leaders naturally acquire a greater ability to adapt. Leaders need to have an intensive focus on people. Recognizing the need to tie both compensation and advancement potential with individual’s ability to function in a T-shaped management style. Organizations need to be willing to change the way they hire in order to promote intra-organizational collaboration. Horizontal organizations require the establishment of high performance teams that have legitimate decision-making power. Leaders must be on board and willing to walk the talk as it relates to creating a team centric organization. They must invite honest feedback, designing mechanism whereas constituents can deliver honest feedback without fear of reprisal. In organizations of the future leaders need to be brave admitting mistakes openly and using them as opportunities to learn. Leaders also need to understand that feedback in a team centric organization is not a personal attack. Leaders need to treat negative feedback as a simple business case. Team centric leaders should also encourage others and not be afraid to ask for assistance when necessary. (Guttman, 2009, pg.47-51) People First The most important aspect of collaboration is people. As indicated previously one of the guiding principles for this leaders’ guide, â€Å"The successful ventures are truly creative collaborations of talented people committed to beating the odds.† (Hill, 2000, pp. 46) In order to be truly collaborative constituents need to exist in an environment built on mutual trust. This is the only way leaders can establish a team centric cul... ...petency, in order to collaborate better constituents need to have feedback provided on a continuous basis. â€Å"To get any traction, leaders need to set criteria and metrics for cross-unit contributions. Overarching concepts-â€Å"teamwork†-need to be translated into concrete behaviors that are ranked from the least to the most desirable.† Hansen, 2009, pp. 102) The success of any method is contingent upon its execution but one popular method is the 360-analysis. This type of performance analysis allows for a holistic view of a constituents performance both within his or her unit and their impact on the broader organization. â€Å"Leaders pursuing disciplined collaboration practice consequence management: if people perform well both within and across their units, they are promoted. If they fall short on either dimension, they face the consequences.† (Hansen, 2009, pp. 104)

Pareting Skills Essay

1)What is positive parenting? Positive parenting is when you encourage good behavior, good communication, and help your children maintain high self-esteem. 2)What is discipline? How does it differ from punishment? Discipline is to teach your child from their mistake and it’s different from punishment because punishment is when your child doesn’t abide by the rules nor does something they were told not to do. 3)What is active listening? Why is it used by parents? Active listening is when the child learns from being given feedback about what they do. Parents use active listening so their child learns from what they did and what they can do to What is guidance? Provide an example of a parent providing guidance to a child? Guidance is guiding your child in the right direction. An example of a parent providing guidance to a child is if your child is yelling in the library instead of yelling back at him telling him to shut up, tell him to talk lower. 4)Where can families and parents find support and resources? Families and parents find support and resources by going to classes for caring for infants, churches, schools, doctors’ offices, and community centers. Do you think positive parenting techniques work? Why or why not? Yes I think positive parenting techniques work because I feel that children respond positively when parents are not negative. 1.Choose one of the three scenarios presented at the beginning of the module. Describe how you would handle the situation. †¢You come home from work and find that your middle school-aged daughter hasn’t finished her homework, even though she was supposed to have the homework done so that you could have a family movie night Since she didn’t do her homework before I got home; while everyone is watching the movie for movie night she will be doing her homework and will not be able to join the family until she is finished 1)Why are consequences an important part of positive parenting? Consequences are an important part of positive parenting because if your child doesn’t have any consequences for their actions they will keep doing the things they do.

Venus Flytrap Facts (Dionaea muscipula)

Venus Flytrap Facts (Dionaea muscipula) The Venus flytrap (Dionaea muscipula) is a rare carnivorous plant that captures and digests its prey with fleshy, hinged jaws. These jaws are actually modified portions of the plants leaves. The plant gets its common name for Venus, the Roman goddess of love. This refers either to the plant traps supposed resemblance to female genitalia or to the sweet nectar it uses to lure its victims. The scientific name comes from Dionaea (daughter of Dione or Aphrodite, the Greek goddess of love) and muscipula (Latin for mousetrap). Fast Facts: Venus Flytrap Scientific Name: Dionaea muscipulaCommon Names: Venus flytrap, tippity twitchetBasic Plant Group: Flowering plant (angiosperm)Size: 5 inchesLifespan: 20-30 yearsDiet: Crawling insectsHabitat: North and South Carolina coastal wetlandsPopulation: 33,000 (2014)Conservation Status: Vulnerable Description The Venus flytrap is a small, compact flowering plant. A mature rosette has between 4 and seven leaves and reaches a size up to 5 inches. Each leaf blade has a petiole capable of photosynthesis and a hinged trap. The trap contains cells that produce the red pigment anthocyanin. Within each trap are trigger hairs that sense touch. The edges of the trap lobes are lined with stiff protrusions which lock together when the trap closes to prevent prey from escaping. Habitat The Venus flytrap lives in damp sandy and peaty soil. It is native only to the coastal bogs of North and South Carolina. The soil is poor in nitrogen and phosphorus, so the plant needs to supplement photosynthesis with nutrients from insects. North and South Carolina get mild winters, so the plant is adapted to cold. Plants that do not undergo winter dormancy eventually weaken and die. Northern Florida and western Washington host successful naturalized populations. Diet and Behavior While the Venus flytrap relies on photosynthesis for most of its food production, it requires supplementation from proteins in prey to meet its nitrogen requirements. Despite its name, the plant primarily catches crawling insects (ants, beetles, spiders) rather than flies. In order for prey to be captured, it must touch the trigger hairs inside the trap more than once. Once triggered, it only takes about a tenth of a second for the trap lobes to snap shut. Initially the fringes of the trap loosely hold the prey. This allows very small prey to escape, as they arent worth the energy expenditure of digestion. If the prey is large enough, the trap fully closes to become a stomach. Digestive hydrolase enzymes are released into the trap, nutrients are absorbed through the leafs interior surface, and 5 to 12 days later the trap opens to release the remaining chitin shell of the insect. Large insects can damage the traps. Otherwise, each trap can only function a few times before the leaf dies and must be replaced. Suitable prey must be small enough to fit within the trap but large enough to supply enough nutrients. de-kay / Getty Images Reproduction Venus flytraps are capable of self-pollination, which occurs when pollen from the plants anthers fertilize a flowers pistil. However, cross-pollination is common. The Venus flytrap does not capture and eat insects that pollinate its flowers, such as sweat bees, checkered beetles, and long-horned beetles. Scientists arent entirely certain how the pollinators avoid being trapped. It could be that the color of the flowers (white) attracts pollinators, while the color of the traps (red and green) attracts prey. Other possibilities include scent differences between the flower and trap, and flower placement above the traps. After pollination, the Venus flytrap produces black seeds. The plant also reproduces by dividing into colonies from rosettes that form beneath mature plants. Conservation Status The IUCN lists the Venus flytraps conservation status as vulnerable. The population of plants in the species natural habitat is decreasing. As of 2014, an estimated 33,000 plants remained, all within a 75 mile radius of Wilmington, NC. Threats include poaching, fire prevention (the plant is fire resistant and relies on periodic burning to control competition), and habitat loss. In 2014, North Carolina Senate Bill 734 made collecting wild Venus flytrap plants a felony. Care and Cultivation The Venus flytrap is a popular houseplant. While its an easy plant to keep, it has certain requirements. It must be planted in acidic soil with good drainage. Usually, it is potted in a mixture of sphagnum peat moss and sand. Its important to water the plant with rainwater or distilled water to provide the proper pH. The plant needs 12 hours of direct sunlight per day. It should not be fertilized and should only be offered an insect if it appears unhealthy. In order to survive, a Venus flytrap requires exposure to a period of cooler temperatures to simulate winter. While the Venus flytrap will grow from seed, it is usually cultivated by dividing the rosettes in the spring or summer. Commercial propagation for nurseries occurs in vitro from plant tissue culture. Many interesting mutations for size and color are available from nurseries. Uses In addition to cultivation as a houseplant, Venus flytrap extract is sold as a patent medicine named Carnivora. The American Cancer Society states that Carnivora is sold as an alternative treatment for skin cancer, HIV, rheumatoid arthritis, herpes, and Crohns disease. However, the health claims have not been supported by scientific evidence. The purified active ingredient in the plant extract, plumbagin, does show antitumor activity. Sources DAmato, Peter (1998). The Savage Garden: Cultivating Carnivorous Plants. Berkeley, California: Ten Speed Press. ISBN 978-0-89815-915-8.Hsu YL, Cho CY, Kuo PL, Huang YT, Lin CC (Aug 2006). Plumbagin (5-Hydroxy-2-methyl-1,4-naphthoquinone) Induces Apoptosis and Cell Cycle Arrest in A549 Cells through p53 Accumulation via c-Jun NH2-Terminal Kinase-Mediated Phosphorylation at Serine 15 in Vitro and in Vivo. J Pharmacol Exp Ther. 318 (2): 484–94. doi:10.1124/jpet.105.098863Jang, Gi-Won; Kim, Kwang-Soo; Park, Ro-Dong (2003). Micropropagation of Venus fly trap by shoot culture. Plant Cell, Tissue and Organ Culture. 72 (1): 95–98. doi:10.1023/A:1021203811457Leege, Lissa (2002) How Does the Venus Flytrap Digest Flies? Scientific American.Schnell, D.; Catling, P.; Folkerts, G.; Frost, C.; Gardner, R.; et al. (2000). Dionaea muscipula. The IUCN Red List of Threatened Species. 2000: e.T39636A10253384. doi:10.2305/IUCN.UK.2000.RLTS.T39636A10253384.en

CASE BAGBY COPY COMPANY essays

CASE BAGBY COPY COMPANY essays 1. Discuss the tradeoffs that Bagby faces in choosing between specialized and broad task assignment. Bagby Copy Company manufactures 10 different copiers. The main part of these copiers is a wiring bundle. This device is plugged into various components during the assembly process. They can assign each major task in this process to different employees using a broad task assignment or one individual can be assigned the task of producing the completed bundle using a specialized task assignment. Some of the advantages that Bagby's managers will obtain if they divide the total task of the manufacturing process into specific jobs or tasks are: Exploiting comparative advantage: Specialized task assignments will permit managers at Bagby to match people with jobs based on skills and training so this will permit employees concentrate on their particular specialties. For example, Bagby can hire engineers to design and develop a product and business people to do the marketing. The principle of comparative advantage suggest that this specialization will often produce higher output than using individuals to perform a broad tasks. Lower cost-training expenses: With specialized task assignment, each employee is trained to complete one basis function. With broad task assignment, employees are trained to complete more than one function, this can be very expensive. For instances, suppose at Bagby the designing function requires an engineer, while in the line of production function requires a person with a lower education. Specialized task assignment allows Bagby's managers to hire one engineer and one person without an advanced degree. With broad task assignment, the level of education required is usually the highest level, so it will cost more for Bagby to hire two persons with college degree than one. Broad task assignment is more expensive than specialized task assignment. Some of the costs of specialized task as...

Humans, Technology, Nature, and Spirituality Essay

Humans, Technology, Nature, and Spirituality - Essay Example The main element of religion was compounded in explaining phenomena that confound human to his or her spiritual ability. In most cases, science often attempts to explain natural processes in line with numerous universal laws while applying scientific methods. In most cases, these scientific explanations have since created dire conflicts with numerous religious beliefs. The film BARAKA has also compounded its theme in numerous cultures that are tied to one specific thing, nature. Nature provides humanity to the full understanding and acknowledgement of their mighty creator. Through spiritual belief of different religions, different people connect to their creator by appreciating nature. The same is not true with technology that often tends to provide explanation and pieces evidences on why certain things are usually the way they are. In other words, technology only provides a platform of explaining nature but do not brings connectivity or binding factors between humans and a given ele ment.The film also brings the element of interconnectivity without explanation, that is, human beings can connect to nature without anyone providing convincing explanations to the necessity to such connectivity. This kind of connectivity is only brought forth by spirituality. However, the recording that the same can be appreciated by human being is facilitated by technology. The emergence of technology only tried to expound on the existence of such relationship, but it has never replaced the binding factor, which is the spirituality.

Tau Beta Pi, Honor Society Membership Application Essay

Tau Beta Pi, Honor Society Membership Application - Essay Example This has also lead to growth in my career whereby I have been able to acquire a supervisory role within a period of six months an idea supported by Bureau of Labor Statistics (92). I am also a critical thinker and therefore I have managed to lead my team into making new discoveries and eventually patenting them. Besides many other qualities, I am competent and a hard worker who has never been caught in the web of incomplete projects or undone work. I have always wanted to be a great role model to many aspiring engineers. I believe TBP being the best engineering honor society (TBP p.1), is the best channel to achieve my dream. I would also wish to get a scholarship to further my studies and become a better professional. I will be of great benefit to TBP by contributing in innovation and hands-on activities of the society. I will also be actively involved in coming up with new ideas to keep the society’s quarterly magazine updated. Upon becoming a member of the institution, I will join the MindSET program and participate actively in its activities at various levels of study. I will encourage the students to follow the courageous spirit of the seven astronauts who died in their mission to discovery as documented by (Freiman & Neil,

Jurisprudence and corporate Social Responsibility Essay - 1

Jurisprudence and corporate Social Responsibility - Essay Example the â€Å"first virtue of social institutions, as truth is of systems of thought.† Therefore, justice can be distinguished from compassion, mercy, generosity, benevolence and charity. The understanding of the concept of justice varies between societies depending on their mythology, religion and shared history. However, the common feature about the notion of justice in every society is that it is influenced by values created by the society’s ethics. Generally, justice has been viewed by societies as either harmony, natural law, divine command, a human creation, a mutual agreement, a subordinate attribute and even as a trickery. The duty of the ensuring that justice is accorded to every member of the society is a corporate social responsibility. There are different approaches or theories that can be applied in defining what constitutes justice in a country. The three theories of justice that will be discussed in this paper are Justice as Fairness, Utilitarianism and Libertarianism. According to utilitarianism, a society can be said to be just if its institutions and laws promote the greatest total or average happiness of every of its member (Hare 1982). The question in this theory is â€Å"how we determine the overall happiness and/or satisfaction of each member of the society?† Therefore, this theory can be said to provide an indirect approach to the issue of justice because justice is not like weight or temperature that can directly measured. Traditionally, utilitarianism relied upon the account of forms of organization and social conditions necessary for the realisation of this good. It also relied on the theory of human good, that is, that which was though to be good for human beings or that which they needed for them to flourish (Mary 1973). The problem here is that it is not possible for all people to agree on what type of things or life is desirable. For example, financiers, ministers, intellectuals, artists, soldiers, salespersons or athletes have

Teaching assistant Essay Example for Free

Teaching assistant Essay A child’s main development from a new born baby to a 2 year old infant consists of a completely dependent newborn to a child who can lift their head and crawl within 6 months. Around this age a child’s growth begins to slow down to a weight gain of 450-600 grams a month, to then developing those skills to being able to walk within 2 years. A 3 year old would increase by roughly 1.8 kilograms and 5-8 centimetres, stereotypically they should continue to grow taller and slimmer however this will depend on nutrition and genetic makeup. At the age of 6 a child continues to gain, specifically between 8 – 9 years old. 2. Analyse key social, economic and enviroment factors, which may influence development. Approximately around 2.5 million children in the UK live in poverty, this ineffectively creates a social disadvantage, resulting in parents not being able to provide the necessary nutritional balanced diet because they are unemployed or on a low income. Parents and children within this category tend to live in poor housing, which can lead to overcrowding which lack the physical and personal resources needed for a child’s growth. 3. Describe children’s overall development needs. A child’s environment is a key factor that can prohibit or aid development. A positive environment with love and care will develop their socialising ability into creating relationships with others. Factors such as overcrowding, air, water and noise pollution have been proven to prohibit a child’s growth and development.

lisence to kill :: essays research papers

License to Kill Imagine being in a bar with a few of your good friends. Everyone is drinking and having a good time. You are going to leave and go home, but you friends won't let you because they know the dangers of driving after having a few drinks. Instead they call a cab to give you a ride home. You would be extremely lucky to have such smart friends. Drunk driving is a very serious problem in our society today, but it is becoming socially unacceptable causing the numbers of alcohol related traffic fatalities t o decline considerably. Drunk driving can be very deadly. Yet many people drive while under the influence everyday. Drivers who are drunk are blamed for the loss of as many as twenty-five thousand lives in highway crashes each year and hundreds of thousands of severe injuries. It is thought that drunk drivers have a long history of doing this and many prior arrests. In addition, most of those killed are just innocent victims whose behavior did not contribute to their deaths. These last two statements are both false. On aver age a drunk driver that kills has never been involved in an alcohol related accident before and have no prior convictions for drunk driving. The part about the people killed are just innocent bystanders is unexaggerated also. Most of the drunk drivers victims are the drivers themselves, their often passengers, and the drunken pedestrians and cyclists. Despite this drunk driving is still very dangerous. It is the leading cause of unintentional injury deaths in America today. In fact it is said that about 40 % of the population will be involved in a alcohol related crash during their life. Drunk driving is especially dangerous to young people, who seem to be more involved than others. Drunk driving is the number one cause of death among y oung people, accounting for 20% of all deaths from ages 15 to 20. Drunk driving is such a hard thing to overcome though. In our society alcohol is overwhelmingly accepted as a facilitator of sociable interaction, and the great majority of adults drink. But steps a re being taken and the numbers of deaths are declining. Alcohol-related traffic fatalities have been decreasing lately. As a proportion of all traffic fatalities it has been decreased since 1999. In fact since 1999 the number of alcohol related traffic fatalities has decreased 30%, from 25,165 to 17,699, while alcohol-related traffic fatalities, as a proportion of all traffic fatalities, decreased from 57% to 45%.

Chesnutt’s Evolving Treatment of the Color Line Through Naturalism Essa

Chesnutt’s Evolving Treatment of the Color Line Through Naturalism in â€Å"A Matter of Principle† and The House Behind the Cedar’s Charles W. Chesnutt, a well-educated mulatto man, lived his life on ‘the color line.’ Chesnutt’s skin was very light and was sometimes mistaken for a white man. Chesnutt chose to identify himself as a black man, but in his works, his characters move back and forth across the color line and struggle with the world they exist in. The Wife of His Youth and Other Stories of the Color Line was published one year before The House Behind the Cedars and included the short story, â€Å"A Matter of Principle,† where Chesnutt clearly begins to explore what options are available to a mulatto man and his family, which will later evolve in Cedars. Chesnutt incorporates his philosophy of literary naturalism to show John Walden, Rena, and Mr. Clayton in relation to their surroundings and as governed by their instincts, passions, heredity and environment. The physical nature of a person carried great weight in the South. Both John Walden and Cicero Clayton are very light mulatto men with good educations, wealth, and clear ideas about how the world should work, mostly in their favor. The South Carolina society in which they exist considers the men black, despite their outer appearance and treats them as such. This treatment is often base and degrading causing the men to feel that they have been harmed by the small amount of black blood coursing in their veins. The reader is told that as a young boy, John Walden thinks that â€Å"the mirror proved that God, the Father of all, had made him white†¦having made him white, He must have meant him to be white† (The House Behind the Cedars 107) . The stories reveal John and Clayton’s u... ...erican Literature." Literary Movements. (Updated 02/22/03). (Accessed 12/08/03). <http://www.gonzaga.edu/faculty/campbell/enl413/natural.htm>. Chesnutt, Charles W. â€Å"A Matter of Principle.† The Wife of His Youth and Other Stories of the Color Line. NC: U of NC at Chapel Hill Electronic Edition, 1997. Chesnutt, Charles W. The House Behind the Cedars. NY: Penguin, 1993. Chesnutt, Charles W. â€Å"Letter to George Washington Cable.† 25, July 1890. â€Å"To Be an Author.† Eds. Joseph R. McElrath, Jr., and Robert C. Leitz, III. NJ: Princeton UP, 1997. Duncan, Charles. The Absent Man: The Narratives of Charles W. Chesnutt. Athens: Ohio UP, 1998. Works Consulted Keller, Frances Richardson. An American Crusade: The Life of Charles Waddell Chesnutt. Utah: BYU P, 1978. Wonham, Henry B. Charles W. Chesnutt: A Study of the Short Fiction. NY: Twayne Publishers, 1998.

The Societal Effects of Totalitarian Control in 1984

The main goal of Totalitarian government is to limit and regulate every aspect of public and private life. George Orwell’s novel, 1984, illustrates a society lacking in freedom and expression. His fictional society in 1984 stands as a metaphor for a Totalitarian society. Communication, personal beliefs, and national loyalty are controlled by the inner party which governs the people of Oceania in order to keep society from rebelling. Oceania, where main character Winston Smith lives, is ruled by the INGSOC. The Inner Party, controlled by Big Brother, dictates several aspects of the people’s life. The Inner Party’s aim was to make any other alternative thinking a â€Å"thought crime† or â€Å"crime think† . The Inner Party only allows words that empower or respect the Inner Party and Big Brother. An example of the control the Inner Party has over the people is found in Syme’s dialogue on page 46, â€Å"It’s a beautiful thing, the destruction of words†¦You haven’t a real appreciation for , Winston†¦Don’t you see the whole aim of is to narrow the range of thought? † As a society, Oceania has been brainwashed to use only words or phrases that empower and respect INGSOC . Syme, who rewrites the dictionary using and erases oldspeak, understands the purpose and follows the rules because he has been trained. The overall concept of is designed to control personal beliefs of the citizens by limiting their form of expression. Controlling the communication fits with the Totalitarian aspects of governing. During the Cold War, communication was stifled between America and the Soviet Union. George Orwell envisioned the lack of communication could possibly result to total dominance and control of the people. The concept of also controls the personal beliefs of the citizens and promotes Totalitarianism by limiting the form of expression. The citizens of Oceania were forced to work long days which limited self expression because they were too tired to do anything else. For example, the citizens had to wake up and do â€Å"physical jerks† and had to work long hours for their government jobsThrough and Thought Police, the Totalitarian system of government in 1984 prevents the people from even thinking against the government and having personal beliefs. Surveillance is placed on the people and they are forced to comply. Early in the novel we see â€Å"it was conceivable that they watched everybody all the time. † (6) In chapter two, Winston can hardly remember his childhood because he was been warped and controlled by Big Brother. For example, in 1984 every household is equipped with a giant television that is constantly playing propaganda. The â€Å"telescreens† also supervise the behaviors and were there to constantly remind the citizens that â€Å"BIG BROTHER IS WATCHING†. Newspapers and media are censored to keep the government seemingly victorious. During the Cold War, forms of literature were heavily censored by the Soviet Union and by the United States to prevent military information from falling into the wrong hands. During the Cold War, the German Democratic Republic in East Germany tried to force Communism on as many people as possible by completely enclosing the city of West Berlin for more than a quarter century. The Berlin Wall, constructed in 1961, served as a physical barrier and furthermore hindered European‘s freedom of self expression because the people did not have the freedom to do what they wanted. George Orwell saw this was happening and magnified the possibility of an over controlling government and presented this to the extreme in the novel 1984. The ultimate strength of the Totalitarian society is presented at the end of the novel when Winston Smith submits to Big Brother by means of torture in Room 101. (212) The Inner Party did not care about the well being of Winston. All Big Brother wanted was loyal citizens. If a citizen did not follow accordingly; they would be â€Å"vaporized†. We see a change in Winston as a result from the pressing Totalitarian government. Throughout the novel, Winston was against his government. For example, he kept a diary, made love to Julia, and conspired against the government with O’brian. However, at the end he has become â€Å"fixed† to support and love his leader through learning, understanding, and accepting. (232) By the end of the novel, Winston does not even feel anything for Julia. He now understands the smile Big Brother always wears. â€Å"He had finally won the victory over himself. He loved Big Brother. † (245) The government of Oceania has gone to great lengths to change Winston, and as always, they got a oppressed loyal follower . Orwell wanted to warn society of the effects of an strict overbearing government. According to Orwell, the Totalitarian approach of government will not bow down to any one and will eventually dominate who ever gets in its path. America attempted to stop the spread of Communism through agreements and compromises. For example, the National Security Council Report 68 (NSC-68) was a report issued by the United States National Security Council on April 14, 1950. President Truman signed the document to emphasize military over diplomatic action to defend the Western Hemisphere from the Soviets. 1984 was written in 1949 and represented George Orwell’s interpretation of a possible society in the near future. During the 1950’s, the Soviets painted a Communist utopian society where everyone was equal, despite financial status or background. For example, Carl Marx wanted to improve the condition of every member of society without distinction of class. However, Orwell wanted us to realize a society under Communist control was far from a perfect utopia; Orwell referred to it as a dystopia. Successfully, 1984 exposed the lifestyle and tradition of a Totalitarian government. Totalitarian politics will dominate communication, personal beliefs, and national loyalty despite the equal utopia appeal created by the Communists. Works Cited Edgar R. Robert, Neil J. Hackett, George F. Jewsbury, Barbara Molony, and Mathew S. Gordon. Civilizations Past and Present. Vol. 2: from 1300. New York: Pearson Longman, 2008. Print. Orwell, George. 1984. New York: Harcourt Inc, 1950. Print. Seppala, Tuna. â€Å"War, Media, and International System: Propaganda and Censorship in the Image Wars- Constructing and Maintaining the Hierarhical International System† Presented at the annual meeting of the International Studies Associations, Hilton Hawaiin Village, Honolulu, Hawaii. 5 March 2005 http://www. allacademic. com/meta/p70248_index. html.

Why did Europe undergo such a bloody and destructive period from 1914

Why did Europe undergo such a bloody and destructive period from 1914 The period 1914 to 1945 was the bloodiest and most destructive in European history. The period was characterized by wars, confrontations, and rivalry among nations.Advertising We will write a custom essay sample on Why did Europe undergo such a bloody and destructive period from 1914-1945? specifically for you for only $16.05 $11/page Learn More This rivalry led to World War I and World War II. Many people lost their lives during this period as nations rose against each other, property worth millions destroyed, and Europe’s hegemony lost (Heyman 32). The once mighty Europe was divided into two influential spheres. There emerged â€Å"Soviet† and Western spheres of influence, each pursuing different ideologies. The period 1914 to 1945 is the bloodiest in the history of Europe since it is the period in which World War I and World War II occurred. World War II alone claimed approximated 22 million military and 40 million civilians, the highest num ber of casualties ever (Kirk 46). There are many reasons that drove Europe to war and brutal killings. Some of the reasons were misunderstandings among leaders that had lasted for decades, while others were a result of spontaneous reaction to aggression from other nations. Though it is not possible to point a single reason for the aggression witnessed in Europe around 1914 to 1945, the following factors must have contributed greatly to the war. Formation of alliances by the countries played a great role in triggering the bloody war. Tension among European countries had long existed. However, the rise of nationalism and imperialism furthered the tension among states forcing them to seek alliance with states considered friendly for fear of attack. Other countries soon â€Å"joined the race and formed alliances† to further their interests too (Martel 78). Germany first joined Austria-Hungary and were later joined Italy to form the Triple Alliance. Russia soon joined France to wo rk together and protect each other if attacked. The Triple Entente Alliance was finally formed in 1904 when Britain joined France and Russia. With support from alliance members, the countries were definitely craving for war. It was not long when the war begun pitting the Triple Alliance against the Triple Entente Alliance. Frankly, if the alliances never existed, the war could have been avoided. The tension that existed that eventually led to the European wars was also a result of imperialism. Imperialism pushed countries to colonize other countries and to form political empires that acted as overseas states for raw materials and market for finished products. From the 15th century, European countries had begun colonizing other countries for industrial inputs and markets. However, the main contest came in 1870 when Britain, France, Italy and Germany almost clashed in the scramble for North American territory (Heyman 38). The same problem reoccurred in Africa as the scramble for parti tion continued. Many countries were discontent with their possessions while other like British had conquered too much for it to control.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More This led to a bad feeling among the nations, which also contributed to the war. Rise of nationalism in the states was another reason for the war. People who spoke the same language, had a common historical origin, and cultural beliefs, viewed each other as family. This â€Å"family† feeling bonded them together and made them support their nation faithfully. Lee states that, â€Å"Leaders, in their bid to unite their people to join war, used nationalism to generate and consolidate their support† (113). Nationalism was particularly popular in Germany, Italy, and Japan. It is worth noting that nationalism in Japan had been widespread as people diligently served their leaders without complaint. Howeve r, the German leader Bismarck, in his attempt to unite the Germans used their passion and love for war to his advantage. The rise of dictators to power in many countries in Europe was also another possible cause of the war. The period of 1914-1945 saw the rise of dictators such as Stalin of Russia, Benito Mussolini of Italy, and Adolf Hitler of Germany. These leaders ruled with iron feast and wanted to assert their authority in the entire European region. This made them recruit many soldiers to help in conquering new lands and extending their territories. Eventually, this greed and desire for fame and control brought them to conflict with other European nations. In 1937, Japan invaded and subdued the republic of China, which angered many European nations. In 1939, German’s aggressive behavior eventually brought all European nations against each other when she attacked Poland and Soviet Russia. Officially, the declaration of World War II followed the two aggressive attacks tha t lead to great destruction of property. Arms race among the nations was also a direct cause of the war that led to the brutal killings in Europe. By 1914, Britain was the largest empire by both size and wealth (Martel 78). The German king of the time, Kaiser William II, was not impressed with Britain’s superiority. He invested heavily in building of warships to rival Britain. This made Britain to build even more ships and to increase her navy to remain superior arms wise. The result was a competition that only increased tension and readiness for war. With such developed weapons, the countries were ready to go to war at the slightest instigation. The attempt to stop the rise of communism by Central and Western European powers also sparked the war. In November 1917, radical Bolsheviks rose to power in Russia. Further, they moved to topple other regimes like Hungary and Bavaria, which they occupied briefly. Seeing the activities of this violent communist group rising and rising , the central and western European countries had to move in to stop them for they feared that the revolutions would move to their countries. The decision was a grave mistake as other militia groups and nations joined the race. The immediate cause of European countries conflict was the assassination of Franz Ferdinand by G. Principe. What followed the assassination was retaliation and war that lasted for years. The assassination easily sparked war since the countries had been in tension for some time. The tension among nations was a time bomb waiting to explode.Advertising We will write a custom essay sample on Why did Europe undergo such a bloody and destructive period from 1914-1945? specifically for you for only $16.05 $11/page Learn More The arms race provided weapons while the colonies provided capital, seriously fueling the war and increasing the number of casualties. The result was a brutal, ruthless and bloody killing of innocent people. In conclusio n, it is evident that the civil war that engulfed Europe in the period 1914 to 1945 was surely divesting. The war was especially notable for the political rift it created between nations. Thousands of people, both soldiers and civilians, lost their lives. Despite the effort made after 1945 to unite the European nations, the damage done could not be repaired. For centuries, it will still be bitter memories for the descendants of those who perished in the war. Some of the effects of that war still exist especially in Japan where the United States of America dropped bombs at Hiroshima and Nagasaki. Heyman, Neil M. World War I. London: Greenwood Publishing Group, 1997. Print. Kirk, D. Europes Population in the Interwar Years. New York: Taylor Francis, 1969. Print. Lee, Stephen J. European dictatorships, 1918-1945. 2nd. London: Routledge, 2000. Print. Martel, Gordon. A Companion to Europe 1900-1945. 10th. Califonia: John Wiley and Sons, 2010. Print.

Ethiopia Unbound by J. E. Casely Hayford Essay Example

Ethiopia Unbound by J. E. Casely Hayford Essay Example Ethiopia Unbound by J. E. Casely Hayford Paper Ethiopia Unbound by J. E. Casely Hayford Paper â€Å"Ethiopia Unbound† is a novel written by J.E. Casely Hayford, a Ghanaian journalist, lawyer, educator and politician. The subject matter of this book is African emancipation. It dwells on debates between Kwamankra, an African studying in London and his English friend, Whitely. The novel explores African history and evolving events of the African community. At the time this novel was written, our African identity was in turmoil due to colonialism and a quest to regain our African identity and emancipation was important to the writer. The writer uses Kwamankra the protagonist to explore his ideals on African emancipation. Caserly Hayford’s arguments raised in the novel on emancipation, nationalism and the African identity is one I totally agree with as he undoubtedly raises ideas to back his claims. For ages, emancipation in Africa had been narrowed solely to the liberation of Africa from European rule. An in-depth research on Africa’s history shows that emancipation constitutes much more than freedom from foreign rule. When African nations such as Ghana fought for independence, they clearly only fought for a release from colonial masters governing the state and its affairs, a need for African rulers, national flags, national anthems etc forgetting the true sense of being a free African which was about connecting to our roots and regaining our African identity. Like Bob Marley put it â€Å" emancipate yourself from mental slavery†, a cause that was forgotten. Many of our cultural values, norms and ethics have been lost since they were seen as outmoded and primitive. Casely’s touch on religion is excellently dealt with as he raises questions in the minds of readers such as myself. Questions of our blind beliefs and faith in religion.