British Depth Study 1890-1918 Essay

What were the living and social conditions like in the 1890s? Living conditions: * Towns became overcrowded. * People lived in slums, often whole families lived in one room. * No internal water supplies. * Shared outside toilets. * Limited electricity, wealthy families were starting to get it. * Larger families but higher infant mortality. * Very limited birth control, moral distaste. * Church taught contraception was wrong. Working conditions: * Most workers worked in factories. * Peace work – women given work to do at home or in small workshops, sewing or making matchboxes or candles, many others worked in textile factories. It was used to supplement the man’s income. * No minimum wage or restrictions on the amount of hours worked. * No unemployment benefit, sick pay or pensions. * Many workers only had seasonal employment. * Safety at work had improved, rates of pay were still the same. The state believed it was down to the employee to accept a wage. State of education: * State education until twelve. * Church schools provided a different type of education, most school were church schools. * Factory schools educated the children of their workers. * Very limited secondary education, only available for the wealthy Victorian attitudes and solutions to poverty: * Rich deserved to be rich, poor deserved to be poor. * Deserving poor were morally correct, mainly women and children. * The undeserving poor spent money on beer, drugs and prostitutes and were morally irresponsible. * Had to help yourself. * People went to workhouses, worked for food and a bed. What were social reformers doing in 1890s and what motives were there for reforms? William Booth and the Salvation Army: * Like Christian groups gave hot soup and bread to people but did more. * William and Catherine Booth went out and found poor people within East London. * East London mission expanded until in 1878 had 45 branches and was called Salvation Army. * Organised like an army. * Used attention-grabbing techniques – smart uniforms, brass bands to get attention and money. * By 1900 it ran training centres, labour exchange to help people find jobs, a farm and brickworks. * Designed to help people and train poor. * Salvation Army gathered information about poor and causes of poverty, showed some people couldn’t help being poor – out of their control * William Booth described poverty in three circles; the starving and homeless (honest poor), those that lived by vice and those that lived by crime. Charles Booth: * Wealthy Liverpudlian, inherited business and moved to London. * Refused to accept Government statistic that 25% of working population in London was in poverty. * Spent 17 years with a team investigating living conditions, income and spending of over 4000 people. * Found 31% of Londoners lived below poverty line. * Many thought it was their own fault they were poor but Booth worked out 85% were poor because of wage and unemployment problems. Split the poor into four groups: * Class A – lowest class – street sellers, criminals, loafers – life of savages with extreme hardship – 11,000/1.25% population * Class B – causal earnings – widows, deserted women, part time labourers – shiftless and helpless – 110,000/11.25% population * Class C – occasional earnings – hit by trade depressions – 75,000/8% population * Class D – low wages, less than 21 shillings per week – dock labourers and gas workers -just enough to survive – 129,000/14.5% population Seebohm Rowntree: * Intrigued by Charles Booth’s findings he wanted to see how York compared. * Calculated a family of 5, 3 adults and two children could live off 21 shillings and 8 pence per week. * Found 28% of York families were below this line, divided them into two categories: * Primary poverty – no matter how hard a family worked, they would never earn enough money to provide themselves with adequate food, shelter and clothing. These families didn’t stand a chance. * Secondary poverty – These families could just about feed, clothe and shelter themselves, provided there were no additional calls on their income. These families lived on the edge. * 10% of York in Primary poverty, 18% in Secondary poverty. * Used Booth’s idea of poverty line to work out when may be above or below. Other motives: * Surveys like those of Charles Booth and Rowntree changed opinion. * Impact of the Boer War – 40% volunteers were unfit for the army and falling behind Germany. People feared Britain would no longer be great power imperially, economically and militarily unless looked after people better. * German government had already introduced social reforms like pension and insurance schemes. * Labour party formed in 1900 poised a threat and Liberals feared losing working class votes unless they acted. * In 1906 Liberals won landslide majority and were expected to act. * Some New Liberals were in Cabinet and had the power and responsibility to help the state. What reforms were brought in? Elderly: Pensions Act (1908) * Gave weekly pensions from government funds to the elderly. * Only for over 70s * Promised to be introduced in 1908 and made law the year after. * Single person could receive 5s (s=shillings) per week. * Married couple could receive 7s 6d (d=pence). Later increased to 10s. Children: Free School Meals (1906) * Local councils given power to give free school meals to children from the poorest families * Paid for from the local rates * By 1914, 158,000 children were getting free meal once per day School medical inspections (1907) * Doctors and nurses went to schools and gave compulsory medical checks. * Recommended any treatment that should be done. * Checks were free, treatment wasn’t. * In 1912 treatment became free Children’s Act (1908) * Children became ‘protected persons’, people could be prosecuted for cruelty against them. * Poor law authorities had to visit and supervise children who had suffered cruelty or been neglected. * All children’s homes were registered and inspected. * Children under 14 who broke the law couldn’t go to adult prisons. * Juvenile courts were set up to try children accused of a crime. * Children who committed a crime were sent to Borstals, specially built and equipped for young offenders * Children under 14 couldn’t go in pubs. * Cigarettes couldn’t be sold to under 16s. School clinics (1912) * Network of school clinics set up to provide free medical treatment. * Necessary because some parents could not afford the treatment needed that was discovered during medical inspections. The sick and unemployed: Labour Exchanges Act (1909) * National string of labour exchanges set up. * Unemployed workers went to labour exchange to look for work. * More efficient than tramping around workplaces and more efficient for those offering work to people. * Like modern job centre. National Insurance Act (1911) * Insurance scheme aimed to prevent poverty because of illness. * Workers could insure themselves against sickness and draw money from the scheme if they fell ill and could not work. * All manual workers and people in low-paid white-collar jobs had to join. * Workers paid 4d for insurance stamps which they stuck on a special card. * Employers contributed 3d per worker. * Government contributed 2d per worker. * If a worker fell ill they got sick pay of 10s for 13 weeks, then 5s for 13 weeks in any one year. National Insurance Act, Part 2 (1911) * Aimed to prevent poverty because of unemployment. * Insured workers for the periods of time that they were out of work. * At the start scheme open to mainly men who worked in jobs where there was a great deal of seasonal unemployment such as shipbuilding and engineering. * Workers, employers and Government each paid 2d in insurance stamps per week. * When unemployed workers could claim 7s 6d per week for 15 weeks. How effective were these reforms? Children Benefits: * Free school meals for the poorest families’ children. * Free medical checks at school and after 1912 free treatment. * New laws passed to protect children. Drawbacks: * Had to pay for medical problems between 1907 and 1912 despite free checks. * Only some councils gave free school meals. * Limited enforcement of new laws. Elderly Benefits: * Funded by the state (non-contributory). * Provided some state assistance. * Kept elderly out of workhouse. Drawbacks: Couldn’t get it if: * Had been in prison within the last ten years. * Earned over  £31 2s per year. * Hadn’t been a British citizen for twenty years. The Sick Benefits: * 10 million men and 4 million women involved. * Stopped people falling into poverty through sickness. * Allowed people to get money if they were ill. * Got 9d for every 4d paid in. Drawbacks: * Cost worker 4d for insurance stamps, employers paid 3d and Government 2d. * Could only claim for 26 weeks per year, half at reduced rate. * Was compulsory. The unemployed Benefits: * Stopped people going into poverty because of unemployment * Labour exchanges. * Helped people who were in seasonal employment. Drawbacks: * Cost worker, employer and Government 2d per week. * Only available for 15 weeks per year. * Limited to a number of professions (2.25m eligible). Female Suffrage What were the social, political and legal positions of women in the 1890s? Working class: * Before 1870, most didn’t go to school. In 1870 state education set up and became compulsory by 1880. * By 1900 97% of all children could read and write. * At school predominantly taught to be good housewife. * Most working class women had small job – supplement man’s income. * Near end 19th century new jobs for women appearing e.g. typing. * Got less pay for same wage as men and worked long hours. Middle and upper class women: * Educated to be good companions. * In 2nd half of 19th century women got more freedom. * Still hard for women to get into higher education. * Women’s colleges had been set up but women still couldn’t get degrees. * New employment opportunities opened up for middle-class women; teaching, nursing and clerical work. Marriage: * Inferior position to husbands. * Became property of husband when they married, transferred all belongings. * Could rape and batter wives, women couldn’t instigate divorce. * Some changes came in in 1900: women could divorce men for cruelty, desertion and bigamy, women kept property after marriage, women couldn’t be kept in husband’s home against will. Votes: * Women had good jobs but couldn’t vote. * In 1867 Parliament had considered giving women the vote but decided against it. For and against female suffrage For: * Women had wealth and careers but were not allowed to vote. * It would get men to raise their moral standards like women. * Equality would stop pre-marital sex, prostitution and venereal disease. * Britain is not a democracy until women get the vote. * Voting is a right to which women are entitled. * Other countries were giving women the vote. Against: * Women and men have separate spheres. * Most women do not want the vote. * Women are represented by their husbands. * It is dangerous to change a system that isn’t broken. * Women’s role is in local affairs. * Women do not fight to defend their country. How effective were the activities of the suffragists and the suffragettes? Suffragists: * Bulk of campaigners; they encouraged, educated and persuaded people. * Didn’t undertake direct action campaign. * Entered political pact with labour party. Suffragettes: * Were the minority. * Set up by Emmeline Pankhurst and her two daughters. * Frustrated in 1906 when the vote wasn’t given to women. * At start causes nuisance and attacked symbols of the state. Winning the vote: * Propaganda – newspapers, posters and pamphlets * Meetings and demonstrations – held mass meetings and parades drawing over 20,000 protestors. * Civil disobedience and petitions – not paying taxes, boycotted 1911 census, 1910 petition to parliament in support of Conciliation Bill, over 250,000 signatures. * Hunger strikes – 1909 a number of WSPU supporters went on hunger strike whilst in prison to be recognised as political prisoners. Authorities force-fed them and passed cat and mouse act in 1913. * Suffragette violence – Slasher Mary destroyed paintings at the National Gallery, Lloyd George’s second home was firebombed, Emily Davidson dies at the Derby in 1913. Cat and Mouse Act: * Women began going on hunger strike in 1909 to be recognised as political prisoners. * Government couldn’t allow them to die and be seen as martyrs. * First started releasing them after a few days then started force-feeding. * In 1913 Cat and Mouse Act was passed allowing the women on hunger strike to be released after a few days and re-arrested once they had gone back to a healthy weight. Conciliation Bill: * WSPU calls off violence when Asquith agrees to give women the vote. * Asquith stalls on Conciliation Bill. * WSPU protests and turns into Black Friday, fights with police leading to WSPU members being assaulted. Date| Actions by Parliament| Actions by Militants| 1906| Liberals elected to Government| Start to disrupt liberal’s meetings to get votes for women discussed.| 1907| Government shows no interest in votes for women| NUWSS organises march to London| 1908| Herbert Asquith becomes Prime Minister| Suffragettes step up campaign to prove to support for women’s votes to Asquith| 1908| Some WSPU members arrested| WSPU smash windows in Downing Street and chain themselves to railings| 1909| Start force-feeding in prisons| WSPU step up campaignsHunger strikes in prison start| 1910| Discussions about Conciliation BillGovernment stall about Conciliation Bill| WSPU suspend campaignBlack Friday, when Government stalls.| 1911| Government abandons Conciliation Bill and gives more votes to men| WSPU furiously restart and step-up campaign| 1912| | Massive window smashing campaign by WSPUWSPU headquarters raided and many arrests, Cristobel Pankhurst flees to Paris| 1913| Introduction of the Cat and Mouse Act| Violence is increasedEmily Davidson dies at the Derby| 1914| Cracks down on WSPUWSPU prisoners released at start of the war| Continues with more violence, lose public supportHalts campaign when war breaks out| Did the violent methods of the Suffragettes help? Yes: * Made female suffrage front page news, brought to the attention of the public and Government. * When the issue had been raised it wouldn’t go away. Sooner or later they’d get the vote. * The idea of women voting became less strange. * The violence didn’t change Asquith’s opinions, he was already against it. No: * Violence played into Government’s hands, gave them an excuse not to give them the vote. * Government at time appeared close to giving vote but couldn’t be seen to be giving in to violence. * Violence turned moderate MPs against female suffrage, why bills for suffrage failed. * Supported the view women were not responsible enough to vote. * In 1913/14 NUWSS was growing in popularity at expense of WSPU, turning away from violence. How did women contribute to the war effort? Attitude of campaigners to the outbreak of war: * WSPU called off campaign and contributed to the war effort. * Emmeline and Cristobel Pankhurst started ‘Right to serve’ campaign demanding bigger roles for women. * Sylvia Pankhurst headed a breakaway pacifist movement opposing the war. * NUWSS – Millicent Fawcett backed the effort and NUWSS helped enrolling women to work in factories. Continued to campaign for suffrage but more low key. Roles of women during the war: * Supporting men – run families whilst men away fighting (extra responsibility) * Occupied position in the workforce. * Worked in expanded armaments factories and other jobs vacated by men. * Vital especially after munitions crisis of 1915 and by 1918 6 million women in employment (mainly munitions). * Suffered poor conditions e.g. ‘canaries’ who worked with dangerous chemicals (sulfur) * Canaries skin went yellow, some were sterilised by chemicals and some got kidney and liver disease. * Women’s land army – 16,000 women joined army to grow food, act as nurses and drivers. Problems women faced: * Balancing work and home * Food problems – rationing and food prices * Monetary problems – rent strikes, resolved by Rent Restriction Act. * Separation allowances – money paid to wives of servicemen and a pension if he died at war. Changing social attitudes: * Motherhood – Mother’s day introduced in 1916 to celebrate importance of women. Raised profile of mothers and encourage growth of birth rate, including recognition of unmarried mothers. * Greater social freedom – utilised extra income and numerous affairs leading to growth of STDs, some councils attempted a curfew to solve problem. Why women were given the vote in 1918 Problems with the franchise: * Wartime problems – many men lost the right to vote and registers out of date * Lobbying by Fawcett and NUWSS – petitioned electoral conference held in 1917 Details of the 1918 Representation of the People’s Act * All women over 30 allowed to vote and become MPs, all men over 21 could vote * There were some concerns over the majority of the electorate being women and young women lacking maturity Reasons for female suffrage in 1918: * Changing attitude of politicians – more sympathetic Lloyd George now PM * Contribution to the war effort – war work gave ideal reason for many politicians to end opposition * Limited female suffrage – appeased moderate opponents * Fear of return to suffragette militancy – avoid prospect of locking women up who had helped the war effort Campaign did not end until 1928 when the age of voting was equalised to 21 Impact of WWI How were civilians affected by the war? Recruitment: * Initial voluntary campaign led by Kitchener *  ½ million men joined in first month, 2.5 million by March 1916 * Men kept together in ‘Pals Battalions’ * Liberal Government wouldn’t force people to join up * In 1914 Britain had a huge empire but army of only 250,000 men * January 1916 Conscription Act passed making all men ages between 18-41 eligible for military service * Those in vital war industries were kept back Conscientious Objectors: * People who would not join up – mainly religious or humanitarian reasons e.g. Quakers * Mostly viewed as cowards by general public and referred to as ‘conchies’ * Given white feathers to shame objectors into joining up * Government – set up tribunals to decide if there were genuine reasons not to go to war * Could force them to help war effort in non-combatant roles on front line * Those who refused were imprisoned, if refused orders they were shot. Threat of shells, bombs and fear of invasion: * Shelling of coastal towns – December 1914 shelled Scarborough, Whitby and Hartlepool killing 119 people * Zeppelin and Gotha bombing raids – smaller zeppelins started bombing January 1915 – responsible 564 deaths and 1370 injuries. Later larger Gotha airships from May 1917 responsible for 835 deaths and 1990 injuries. First time UK vulnerable to foreign air attack. * Preparation for invasion – shelling of costal ports lead to plans issued in event of invasion. Organising Britain for war: * Defence of the Realm Act (DORA) – August 1914 * DORA gave government powers over nearly all areas of life including seizing businesses, land and controlling the spread of information * Control of industry – mining industry taken over by government, improved wages of workers. * Lloyd George headed new Ministry of Munitions created after shell crisis of May 1915. * Introduced modern techniques and dramatically improved efficiency – controlled over 20,000 factories. * Took over shipbuilding, mines and train networks. * Brought in drinking laws, controlled pubs (watered down beer) and controlled football fixtures. * Railways – needed to move troops around to ports to send them to France. Guaranteed the companies the same profit levels as 1913. Same thing happened with mines. Controlling food production: * Threat to food imports – UK relied on foreign imports of food and with the unrestricted German U boat campaign from 1916 faced severe food shortages and by April 1917 had 9 weeks supply left. * Germany wanted to ‘starve Britain to the negotiation table’ * Imported: 80% wheat, 50% milk, 50% fruit and veg, 100% sugar. * Improve supply of food – focus on expanding cultivation by increasing amount of arable land and expand agricultural workforce with Women’s Land Army. * Rich people bought more food than they needed causing prices to rise. Rationing – Also Ministry of Food of food set up anti-waste campaign and subsidised price of bread. * Voluntary rationing replaced by compulsory scheme in 1918, rationing included meat, sugar and butter. Ended in 1920. * Changes to British lifestyle – Asquith ran war effort as ‘business as usual’. * Lloyd George attacked waste, idleness and drunkenness and introduced restrictions on public entertainment (e.g. banning sports event and public holidays) and the sale and consumption of alcohol – introduced idea of total war effort. * Loss of holidays lead to strikes in 1917 and 1918. How effective was Government propaganda during the war? Newspapers: * Tight controls on what journalists on the front line could say. * Censored the wording of the reports. * No casualty lists until May 1915. * Ministry of Information censored letters home from soldiers, soldiers felt betrayed that their families believed the lies produced by the newspapers. Posters, postcards and cartoons: * Useful visiual impact, 110 were published during the war, 5 million copies issued. * Range of messages – anti-German, anti-waste and morale raising themes, recruitment. * All avoided any explicit description of the war. * Used postcards to develop themes e.g. ‘Telling the Story’ which showed the progression of a young soldier to his proud parents and family. Official photographs and paintings: * Low number of official photographers at the start of the war, 4, compared to Germany’s 50 and France’s 35. * Weren’t allowed to photograph dead bodies. * Later when Lord Beaverbrook became Minister of Information he gave the photographers more freedom as he wanted to collect a record of the war. Official films: * Used as newsreels. * Aimed to persuade people to help the war effort by mocking German’s and praising the British effort. * Most famous, The Battle of the Somme, consisted of staged and real footage. * Played to huge audiences and shocked many people with graphic scenes of death. Why did some women get the vote after the war? * Lloyd George had replaced Asquith in 1916 and he was more sympathetic to the idea. * Soldiers had lost right to vote by being abroad for a long time, needed more voters. * War work by women destroyed arguments of MPs against votes for women. * Many men were now in favour of women getting the vote after their contribution to the war effort – Britain may have lost the war without their help. * One of the arguments against women getting the vote was that they couldn’t help to defend their country, this argument was now invalid. * Conservative MPs were happy women under 30 wouldn’t get vote as they were worried young working-class women vote Labour. * Liberal and Labour MPs were happy all women over 30 would get the vote. This meant working-class, middle and upper class, so they wouldn’t all vote Conservative. * The Government was afraid that the suffragettes would restart their campaign after the war and didn’t want to imprison those who helped them win the war. On the other hand: * Many men, especially those in trade unions, did not welcome women workers in the First World War. They were worried that they would work for lower wages and take their jobs. They were not impressed by the work that women did! * Some women did not support the war effort, for example, Sylvia Pankhurst. She campaigned against the war. Some members of the NUWSS continued to campaign for votes for women. Did the Government really feel it wanted to reward these women? * The women who did much of the really dangerous, hard, and crucial work in the war were young and working class, for example, the munitions workers. And yet they were not given the vote in 1918! After the war What was the attitude of the British people at the end of the war towards the Germans and the Paris Peace Conference? Attitudes towards Germany: * Impact of wartime propaganda and casualty figures – effect of anti-German propaganda and UK casualties of over 600,000 * Felt Germany should be severely punished as they started the war * Public mood and the 1918 election – Lloyd George and the Conservatives dominated the collation given mandate to ‘hang the Kaiser’ and ‘squeeze Germany Attitudes towards war in general: * Influence of war poets – Sassoon etc. changing the image of war * Rise of pacifism – anti-war mood, First World War seen as the ‘the war to end all wars’ * Changing attitudes towards the Peace Treaties – Keynes and other criticisms of peace treaties leads to change in public attitude

Homoscocial and Homoerotiscism in Shakespeare

Consider the relationship between homosocial and homoerotic in William Shakespeare’s The Merchant of Venice and A Twelfth Night. â€Å"To talk of an Individual in this period as being or not being a ‘homosexual’ is an anachronism and ruinously misleading† (Bray, 1982, pg. 16) Before a solid argument can commence the reader has to first distinguish a number of key points of view, and more over understand them. The problem with such arguments is of course the hurdle between contemporary opinions and renaissance beliefs. The majority of modern reader/audiences have an understanding of homosexuality, or it in some way has been visible to them.This leads to the problem of a modern audience assuming a character is a homosexual based on modern presumptions. However what would be regarded as gay in today’s society may not have during the renaissance. Another issue that must be raised when considering this essay is the difference between ‘homosocialâ₠¬â„¢ and ‘homoerotic’. Homosocial is defined by a relationship of a non-sexual or romantic nature between two or more members of the same sex. Homoerotic is defined as sexual attraction between members of the same-sex.There for it is imperative the reader stay objective when considering the notions of homosocial and homoerotic behaviour. The reader must also try to remember the contextual factors in which it was written and the audience/readers estimations. The first relationship this essay will focus on is the one between Antonio and Bassanio from William Shakespeare’s The Merchant of Venice. These two share a very strong friendship, so much so that Antonio offers to lend Bassanio a very large sum of money. Antonio being a wealthy merchant however does not have the cash upfront as it is tied up in his merchandise off shore.He thus decides to go to a Jewish money lender called Shylock and offers his property as guarantee for the loan. Shylock has been spurned by the Venetian citizens on numerous occasions and quite frequently retells these cruelties. As a result instead of the property he decides he would rather have a pound of flesh from Antonio. Shylock -â€Å"In such a place, such sum or sums as are/Express'd in the condition, let the forfeit/Be nominated for an equal pound/Of your fair flesh, to be cut off and taken/In what part of your body pleaseth me. (Act 1, scene 3) Antonio – â€Å"Content, i' faith: I'll seal to such a bond/And say there is much kindness in the Jew† (Act 1, scene 3) In this exchange between Antonio and Shylock, we are exposed to the great lengths in which Antonio will go to make his friend and confidant Bassanio happy. He is willing to offer his life as insurance. This speaks magnitudes for the â€Å"love† these two share, and if you take the image of the flesh it could be said that the friends’ fates are now tied to one flesh. Then the man (Adam) said, â€Å"This at last is bone of m y bones and flesh of my flesh†¦ † Therefore a man leaves his father and his mother and cleaves to his wife, and they become one flesh. † (Genesis 2:23-25) To consider this image as a representation of marriage, this steers the reader/audience to believe that Antonio possibly loves Bassanio more than a friend. It could be implied that there is a romantic connection between the pair and thus that their relationship is homoerotic rather than homosocial.This is especially reinforced by the earlier scenes of the play where Antonio is displayed as a largely melancholic character. Antonio knows bassanio is in want of a wife; his depression could perhaps be originated from jealousy. On the other hand it could be argued that Antonio is just upset, because he is now going to be spending less time with Bassanio. One of the main problems with trying to define the relationship between Antonio and Bassanio, is how often their relationship has switches between homoerotic and homos ocial undertones.Generally it depends on how the reader takes their exchanges, for example Antonio’s melancholy at the beginning of the play could be attributed to his jealousy of Bassanio’s want for a wife, or it could be his worry about the friendship in which the two share. Antonio – â€Å"And such want-wit sadness makes of me, / that I have much ado to know myself. † The problem would appear judging by Antonio’s description of his sadness that, he is worried about himself. Both Antonio and Bassanio share very close relationships in which both men have grown together their characters are defined by each other.Bassanio seems to have matured to a point where his life needs more than companionship and wishes to get married; Antonio on the other hand is not ready for this change and as result has to do some soul searching. It is Antonio’s dismay at this rather than a romantic connection which causes the assumption that their relationship is h omosocial rather than homoerotic. When Antonio offers to give shylock a pound of flesh if he defaults on his loan Antonio expects to have the money rather easily so it’s a rather empty gesture suggesting a homosocial relationship.However when he does default on the loan Antonio professes to Bassanio. Antonio – â€Å"Say how I loved you, speak me fair in death / And when the tale is told, bid her be judge /Whether Bassanio had not once a love† Antonio is still willing to sacrifice his life for Bassanio and once again professes his love for his friend again suggesting a romantic relationship. The language which Antonio and Bassanio use when talking to or describing each other for a modern audience coxes them to believe them as being homosexual.However the cultural differences between contemporary audience’s and renaissance audiences allow for a different interpretation. Bassanio – â€Å"To you, Antonio, /I owe the most, in money and in love, / And f rom your love I have a warranty/To unburden all my plots and purposes† (Act1, scene1) For a modern audience if a man says to another man he loves him or talks of the love they share, it would be a safe assumption to label them homosexual or at least expect some type of romantic connection. However if you substitute â€Å"love† from this extract for friendship it reads more or less the same and makes perfect sense.This is a difference in language, in Shakespeare’s time â€Å"love† would be used to describe friendship on a regular basis. The relations between men during the 16th century were very different from they are today, for example it would not thought suspicious if two men were to spend large amounts of time together or even share the same bed. In general terms it would be very difficult to discern a homosexual relationship from companionship during Shakespeare’s time. The reintroduction of the sodomy act in 1565 meant sodomy was now a capital crime and anyone caught being homosexual was punishable by death.Homosexuality its self was not even invented or at least the term was not so sodomy was used to describe this act. Interestingly enough there are no occasions where a person has been arrested or hung for sodomy alone. It would seem that same sex relations were generally frowned upon but normally ignored. It seems it only became an issue when it threatened social order, the passive male would also be prosecuted more harshly than aggressive male which was perceived by the authorities as a surrendering of his â€Å"natural† masculine role in favour of a subordinate feminine one.As mentioned above during the renaissance period there was a large emphasis on the relationships between men. The thought that a man could find an equal, not in his wife but in a male friend and that bond be stronger than the one capable between men and women. This is true of Shakespeare’s plays also he uses sexuality to define his c haracters. The platter of sexual ambiguity in â€Å"Twelfth night† we are introduced to homosocial relationships as well as homoerotic and bisexual tangents.The relationship between Antonio and Sebastian is very suspect. The first we see of Antonio and Sebastian is in Act 2 scene 1 where Sebastian is wanting to leave for Count Orsino’s court in Illyria but Antonio has enemies there. Despite the dangers to Antonio he seems adamant to accompany Sebastian, however Sebastian states on more than one occasion he wishes for Antonio to stay. Antonio – â€Å"Will you stay no longer? nor will you not that I go with you? † Sebastian – â€Å"By your patience, no.My stars shine darkly over/me: the malignancy of my fate might perhaps /distemper yours; therefore I shall crave of you your /leave that I may bear my evils alone: it were a bad /recompense for your love, to lay any of them on you. † Antonio – â€Å"Let me yet know of you whither you are bound. † (Act 2, Scene 1) As mentioned before â€Å"love† is often used within Shakespeare’s language as a substitute for friendship. However the exchanges between Sebastian and Antonio clearly signify something different, Antonio’s desperation to accompany his â€Å"friend† leads the reader and audience to assume there is a romantic connection.The fear of danger is outweighed by Antonio’s love for Sebastian and thus he decides to travel to Illyria. The homoeroticism between the two men is clearly evident and is spelt out in laymen’s terms when later in the same scene Antonio says: Antonio – â€Å"If you will not murder me for my love, let me be your servant† â€Å"But come what may, I do adore thee so/That danger shall seem sport, and I will go† (Act 2, Scene1) Antonio here also admits his love, sexual desire and submissiveness to Sebastian.Joseph Pequigney describes Antonio’s sexuality in his book such is My Love: A Study of Shakespeare sonnets as: â€Å"The reason for Antonio’s portrayal as homosexual is that a liaison with him opens space for Sebastian in the diverse bisexual fictions that make up the Twelfth Night† (Pequigney, 1985, pg 203) Antonio has clear homoerotic feelings for Sebastian and paints a very clear image of his sexual urges. Compared to Antonio from The Merchant of Venice, whose desire was born from friendship and homosocial. Shakespeare seems to have stepped up on the sexual commentary and made it far more obvious.The progression of Sebastian and Antonio’s â€Å"love† is finalised in act 3 scene 3, the audience sees Antonio make several comments regarding his desire for his lover. His love is best displayed by his speech to Sebastian: Antonio –â€Å"My desire, / More sharp than filed steel, did spur me forth, / And not all love to see you / But jealousy what might befall your travel† (Act 3, scene3) His passion, desire a nd lust for Sebastian again clearly visible, later in the scene a discussion of sleeping arrangements leads to a very brave piece of stage writing where Shakespeare clearly refers to the Antonio and Sebastian having sex.Antonio – â€Å"There shall you have me,† (Act 3, scene3) Very plain and provocative and suggestive writing by Shakespeare, Pequigney as mentioned above declares that Antonio is depicted as quite openly flamboyant homosexual is so Sebastian can part take in the bisexual theme of the play: â€Å"While he remains heterosexually virginal, he is unlike the virgins Viola and Olivia or Orsino in that he entertains homosexual impulses that are fully conscious and indulged.Antonio awakens those impulses, initiates him into interpersonal sexuality, and perhaps thereby prepares him to receive the sudden, surprising advances of the Illyrian lady† (Pequigney, 209-10). Pequigney’s opinions identify the relationship between Antonio and Sebastian as clea rly homoerotic and indeed homosexual/bisexual. Shakespeare leaves little room for speculation regarding this pair of lovers/friends the nature of their relationship would be clear to an audience of the renaissance and to a contemporary audience. The bisexual subplot in A twelfth Night is continued by the relationship between Orsino and Cesario (Viola).Orsino and Cesario share a similar relationship to Antonio and Sebastian however there are a number of major differences. Cesario is of course a woman disguised as a man. During the exchanges between them we see Orsino refer to Cesario as a man but then juxtapose these with images of a pretrachal sonnet referring to Viola/Cesarios beauty, soft voice and femininity. So essentially the relationship between them both is homoerotic. As there is a clear sexual attraction to each other. To a modern audience who has knowledge of psychology and a broader understanding f gay society will understand Sigmund Freud’s opinion on sexuality wh ich I feel helps explain the attraction between Orsino and Cesario. â€Å"A large proportion of homosexuals retain the mental quality of masculinity†¦and that what they look for in their real sexual object are in fact feminine mental traits. † (Freud, 1905) While Freud’s view helps us understand Orsino’s attraction to Cesario it is still difficult for an audience/reader to catalogue which sexuality Orsino belongs. Essentially the text suggests he is bi curious, Orsino in love with Cesario suggests a homosocial relationship perhaps with erotic undertones.However his love remains unconsummated until viola revels herself as a woman and thus their marriage is possible. However Penquigney states: â€Å"The love for Cesario could not have changed instantaneously with the revelation of his femaleness; if it is erotic then it would have been erotic before; what does change is that marriage suddenly becomes possible, and hence the immediate proposal† (Pequign ey, 207). If in agreement with Pequigney it would suggest that the relationship between Cesario/Viola and Orsino has always been homoerotic it was only the constraints of society that prohibited Orsino from the actual act of love.For a Shakespearian audience this must have been a difficult sub-plot to follow as of course women were not permitted to act. There for those audiences would be watching a small boy/young man, play a woman, which was disguised as a man. So their reactions to the performances of A Twelfth Night would be different for modern audiences. In conclusion Shakespeare manages to create a multitude of relationships within the plays The Merchant of Venice and A Twelfth Night. He crosses the lines between homosocial and homoerotic on a number of occasions.The juxtaposition of quite blatant homoerotic with seemingly homosocial relations keep the audience in a state of uncertainty where by sexuality, love and friendship are clouded. The differences that arise between a m odern or renaissance audiences/ readers result in a modern audience being quicker to judge the relationships as homoerotic. By keeping your mind free of modern social conventions we can gain a better understanding of the world of sexuality that Shakespeare was trying to convey.Bibliography The Merchant of Venice –William Shakespeare the Cambridge university printing press published 1953 The Shakespearian Stage 1574-1642 3rd edition Andrew Gurr Twelfth Night the Macmillan Shakespeare 1972 Such Is My Love: A Study of Shakespeare*s Sonnets. By Joseph. Pequigney. Chicago: University of Chicago Press, 1985 The sexual aberrations S Freud – The Material Queer: A Lesbigay Cultural Studies †¦, 1996 – West view Press The New International Version The Holy Bible Homoerotic space: the poetics of loss in Renaissance literature By Stephen Guy-Bray 1982 University of Toronto press http://en. wikipedia. org/wiki/Sodomy http://en. wikipedia. org/wiki/Timeline_of_LGBT_histor y

Ch23+24 Apush Notes

AP US History Review Sheet – Chapters 23 and 241. In the Presidential election of 1868, U. S. Grant’s victory was due to the votes of former black slaves. 2. In the late 19th century, those political candidates who campaigned by ‘waiving the bloody shirt’ were reminding voters of the treasonous Confederate Democrats during the Civil War. 3. A weapon that was used to put Boss Tweed, leader of New York City’s infamous Tweed Ring, in jail was the cartoons of the political satirist Thomas Nast. 4.The Credit Mobilier scandal involved railroad construction kickbacks involving the Union Pacific Railroad. 5. One cause of the Panic of 1873 was the construction of more factories than the market could bear. 6. As a solution to the panic of 1873, debtors suggested inflationary policies. 7. One result of Republican ‘hard money’ policies was to help elect a Democratic House of Representatives in 1874, and later the creation of the Greenback Labor party. 8. During the Gilded Age, the Democrats and the Republicans had few significant economic differences. 9. The presidential elections of the 1870s and 1880s aroused great interest among voters. 10. One reason for the heavy turnouts and partisan fervor was the Gilded Age was sharp ethnic and cultural differences in the membership of the two parties. 11. During the Gilded Age, the lifeblood of both the Democratic and the Republican parties was political patronage. 12. The major problem in the 1876 presidential election centered on the two sets of election returns submitted by Florida, South Carolina, and Louisiana. 13. The Compromise of 1877 resulted the end Reconstruction, and the withdrawal of federal troops from the South. 14. The seque3nce of presidential terms of the ‘forgettable presidents’ of the Gilded Age (including Cleveland’s two non-consecutive terms) was Hayes, Garfield, Arthur, Cleveland, Benjamin Harrison, and Cleveland. 15. In the 1896 case of Plessy vs. Ferguson, the Supreme Court ruled that ‘separate but equal’ facilities were constitutional. 16. At the end of Reconstruction, Southern whites disenfranchised African-Americans with poll taxes (made illegal in federal elections via the 24th Amendment in 1964, and in state elections subsequent to that via Supreme Court ruling), literacy tests (made illegal by the Voting Rights Act of 1965), grandfather clauses (made illegal by Supreme Court decision in 1915), and economic intimidation. 17. The legal codes that established the system of segregation were called Jim Crow laws. Jim Crow was the name of a character in a minstrel show. 18.The railroad strike of 1877 started when the four largest railroads cut salaries by ten percent. 19. Labor unrest in the 1870s and 1880s resulted in the use of federal troops during strikes. 20. In the wake of anti-Chinese violence in California, the U. S. Congress passed a law prohibiting immigration of Chinese laborers to American (the Chinese Exclusion Act of 1882. ) 21. One of the main reasons that the Chinese came to the U. S was to dig for gold. 22. Abraham Lincoln was the first president to be assassinated while in office; the second was James Garfield. The third was William McKinley, and the fourth and last was JFK.23. President James A. Garfield was assassinated by a deranged, disappointed office seeker.24. The Pendleton Act required appointees to public office to take a competitive examination, and outlawed the requirement that federal workers contribute to election campaigns.25. With the passage of the Pendleton Act, politicians now sought money from big corporations.26. The 1884 election contest between James G. Blaine and Grover Cleveland was noted for its personal attacks on the two candidates.27. U. S. Grant, Rutherford B. Hayes, James Garfield, and Chester Arthur were all Republicans. Grover Cleveland was a Democrat. Cleveland and Wilson would be the only Democrats elected between 1860 and 1928.28. On the issue of the tariff, President Grover Cleveland advocated a lower rate.29. The major campaign issue of the 1888 presidential election was tariff policy. 30. In the later decades of the 19th century, it was generally true that the locus of political power was Congress.31.The early Populist campaign to create a coalition of white and black farmers ended a racist backlash that eliminated black voting in the South.32. The political developments of the 1890s were largely shaped by the most severe and extended economic depression up to that time.33. Economic unrest and the repeal of the Sherman Silver Purchase Act led to the rise of a pro-silver leader – a charismatic young Congressman from Nebraska – William Jennings Bryan.34. President Grover Cleveland aroused wide-spread public anger by his action of borrowing $65 million in gold from J. P. Morgan’s banking syndicate.35. During the Gilded Age, most of the railroad barons built their railroads with government assistance.36. The national government helped to finance transcontinental railroad construction in the late nineteent h century by providing railroad corporations with land grants.37. The only transcontinental railroad built without government aid was the Great Northern.38. The greatest single factor helping to spur the amazing industrialization of the post-Civil War years was the railroad network.39. The U. S. hanged to standard time zones when the major rail lines established the division of the continent into four zones so that they could keep schedules and avoid wrecks.40. Agreements between railroad corporations to divide the business in a given area and share the profits were called pools.41. Efforts to regulate the monopolizing practices of railroad corporations first came in the form of action by state legislatures.42. The first federal regulatory agency designed to protect the public interest from business combinations was the Interstate Commerce Commission.43. One of the most significant aspects of the Interstate Commerce Act was that it represented the first large-scale attempt by the fe deral government to regulate business.44. After the Civil War, the plentiful supply of unskilled labor in the U. S. helped to build the nation into an industrial giant.45. One of the methods by which post-Civil War business leaders increased their profits was elimination of as much competition as possible.46. Carnegie – steel; Rockefeller – oil; Morgan – banking; Duke – tobacco; Vanderbilt – railroads.47.The steel industry owed much to the inventive genius of Henry Bessemer (the Bessemer Process, which made it possible to make a better grade of steel, at a better price. )48. J. P. Morgan monitored his competition by placing officers of his bank on the boards of companies that he wanted to control. This method was known as an interlocking directorate.49. America’s first billion-dollar corporation was United States Steel.50. The first major product of the oil industry was kerosene.51. The oil industry became a huge business with the invention of the internal combustion engine.52. John D. Rockefeller used the following tactics to achieve success in the oil industry – extorting rebates from railroads, pursing a policy of rule or ruin, employing spies, and using high-pressure sales methods.53. The gospel of wealth, which associated godliness with wealth, discouraged efforts to help the poor.54. The Fourteenth Amendment was especially helpful to giant corporations when defending themselves against regulation by state governments.55. The Sherman Anti-trust Act was at first primarily used to curb the power of labor unions.56.During the age of industrialization, the South remained overwhelmingly rural and agricultural.57. In the late 19th century, tax benefits and cheap, nonunion labor attracted textile manufacturing to the â€Å"new South. †58. The group most effected by the new industrial age was women. 59. The image of the â€Å"Gibson Girl† represented an independent and athletic â€Å"new woman. †60. Generally, the Supreme Court in the late nineteenth century interpreted the Constitution in such a way as to favor corporations.61. In its efforts on behalf of workers, the National Labor Union won an eight-hour workday for government workers.62. The Knights of Labor believed that conflict between capital and labor would disappear when labor would operate business and industries.63. The most effective and most enduring labor union of the post-Civil War period was the American Federation of Labor.64. By 1900, American attitudes toward labor began to change as the public came to recognize the right of workers to bargain collectively and strike. Nevertheless, the vast majority of employers continued to fight organized labor.65. By 1900, organized labor in America had begun to develop a positive image with the public.66. Historians critical of the captains of industry and capitalism concede that class-based protest has never been a powerful force in the U. S. because America has g reater social mobility than Europe has.67. The following were important factors in post-Civil War industrial expansion: a political climate favoring business; a large pool of unskilled labor; an abundance of natural resources; and American ingenuity and inventiveness.68. The first transcontinental railroad was completed by the construction efforts of the Union Pacific and the Central Pacific railroads.

Social Learning Theory Assignment Example | Topics and Well Written Essays - 750 words

Social Learning Theory - Assignment Example Thus, it is through modeling and repeating or doing things that are already done by others is an important way a child learns different behaviors and adopt certain attitudes. However, while observing and modeling, one feature that is in a continuous functioning state is the child’s own cognition. The cognition works in a way that if a child sees someone getting acknowledgement and rewards upon his behavior or deed, the child would him/herself like to receive the same kind of acknowledgement and appreciation from others. This desire leads the child to incorporate the same attitude in his daily practice so that he too can be socially recognized and accepted. Once the child gets success due to the modeled behavior, he learns to practice the same thing throughout his lifespan. The problem might occur when the child is not able to model the exact behavior to receive acknowledgement. In such a situation, he/she modifies the same behavior multiple times and in multiple ways as long a s he might achieve success. In the same way, punishment and discouragement act as negative stimulators for the child not to adopt a certain behavior if someone else is punished on its basis (Cicchetti, 2006). From the above explanation, theorists (Berger, 2008) conclude that a child makes his own set of behaviors and rules based on the consequences that he sees happening to others, which includes praise, rewards, rejection, or criticism. These consequences become their guiding principles to adopt or reject certain behaviors.... These experiences, moreover, should be directly observed by the children in order to learn. If the experiences happen to a child’s peers, then only it has a great tendency to be adopted since children associate themselves more with peers and friends than anyone else. Furthermore, they learn to do things, which their peers think are good and acceptable; and disapprove of things, which their peers do not like. A developing child learns in two different ways (Berger, 2008); one through their peers and the other important way is through their parents and other adults who have a significant impact over the child’s life. Since the child’s early learning is at his home, thus, during that phase of his life, he already develops certain dos and don’ts for himself that act as guiding principles over which he assesses others’ behaviors to be adopted or rejected. The values that he sees being followed at his home are automatically instilled in his life and daily routine. Here again, observation plays a vital role in the instillation of values and family mores. Therefore, a child who sees his parents fighting all the time and never experiences a peaceful home environment would have less social bonding with others than a child experiencing an otherwise environment would. In the same way, the level of expectations that a child holds also shapes according to the environment he gets around him. A child with less loving parents would not expect others too to show love and care towards him than child who has always been pampered and overly loved by his parents and other adults of his family. In addition, the level of belief and confidence that the child possesses about him is influenced by these

Hofstede and Cultural Issues for Multinational Corporation Essay

Hofstede and Cultural Issues for Multinational Corporation - Essay Example India has Power Distance Index (PDI) score of 77 compared to UK’s 35. The high score for India is attributed to the fact that there exist social hierarchies called castes in Indian society and the large economic gap between the different caste levels. Placing it into an organizational perspective, it can be expected that there are wider salary differentials for different levels of position in an Indian organization as compared to a British one. Managers in the UK are more probable to consult their subordinates because they have a greater sense of equality than Indians who expect that their decisions are followed with minimal questions from subordinates. Due to the great importance given to status and privilege, Vodafone should expect certain events occurring among the employees of Hutchison Essar. For example, conflicts may arise such as qualms of a higher caste person placed under the directive of a lower caste manager as pointed out in the study of Communicaid (2004). This may seem trivial to a foreign company such as Vodafone which bases its promotion to performance rather than societal status or ranking of a person. Vodafone could face employees who are unwilling to recognize a lower caste superior and these persons may sabotage the whole operation. On the other side of the coin, they may find it difficult to persuade highly qualified lower caste persons to assume higher positions because of their fear of retribution from the higher castes that the person will be governing.

The Role of ICT to Support Development of Literacy Essay - 1

The Role of ICT to Support Development of Literacy - Essay Example Aims of research on ICT/Digital film use in schools This critical review sets out the key messages from the literature, which focuses on:- a) The infrastructure to support the use of ICT in schools, b) The impact of this on learning and literacy levels c) The extent to which its adoption has supported communication in schools and the community at large The report analysis will further present an opportunity for further exploration and research. Research indicates that there is an increase in the use of computers and other new technologies in homes through the same suit is not followed at the schools where the authorities are so strict on print and print-based texts. The embracing of technology is viewed as a lot of a waste of times, which should not be the case as children and school going individuals are already expressing enormous interest to learn through the adoption of the new technologies like the digital film techniques (BESA 2006). Setting the context: ICT/Digital film techno logy provision and access In the recent years there have been numerous surveys formulated to provide information on the extent to which schools are developing the capacity to integrate digital technology in learning and teaching to improve the level of literacy in the UK. The evidence gathered shows an increase in the number of computers and other technologies like digital technology over time with most schools achieving the baseline for the computer-to-pupil/student ratio (BESA 2006). The evidence on the impact on learning and teaching indicates that the use of digital film technology is effective and efficient in enhancing the students learning experience and therefore teachers are motivated to integrate a number of technologies like the laptops to produce an interactive environment with whiteboards and the internet. Through the emergence of the digital technology, teachers have been in a position of integrating a combination of hardware; software and connectivity to allow them to have an innovative approach towards learning and teaching hence a bust in the level of literacy (Watts 2007). A critical factor in the effective use of digital technology is the fact that there exists a school level e-strategy; this gives room for the future development and maintenance of the ICT systems. Research has it that school going aged children are embracing the use of new technology through the engagement of a wide variety of Digital practices. These range from the use of CDs, playing computer games, play stations, internet mobiles, and mobile phones. It worth noting that computer games so far is the most popular components engaged in by children as they are able to access the internet at a very tender age (BESA 2005). From research, therefore, it is evident that children have been engaged in multimodal literacy’s in a manner that the print media is being faced out. Because digital texts are fast facing out print media most so in the young populations perspective, s chools through the authorities need to adopt such systems as they will in the first place engage the youth keeping them away from accessing intolerable material online. Research on the use of digital film technology in the UK shows that, through the new technological advancement, teachers are able to develop creativity within potentially limited confines, and pressures of curriculum guidelines.

Explain why successful projects start with accurate project definition Term Paper

Explain why successful projects start with accurate project definition and are delivered through open and adaptive project systems - Term Paper Example This is the reason why experts advise against closed systems, which do not present any level of adaptability. This paper will demonstrate that accurate project definition and the adoption of open and adaptive systems are factors that lead to the success of a project. Project Definition is a complex process that is defined by Kà ¤hkà ¶nen (1998, p. 625) as â€Å"The process prior to final investment decision-making†. This process has crucial element, which is the recognition of the clients or stakeholders’ necessities and â€Å"specification†. Specifically trying to understand the stakeholder’s needs in order to deliver an adequate outcome, with keeping into consideration the three main factors that will measure the performance of this project, which are time, budget, and quality; project manager and his team must be aware of this element and they should understand them clearly (Cano & Lidà ³n 2011, p. 528). This process considered a vital stage since all hazards that might emerge and is associated with the project will be examined (Neal 1995, p. 5). In order to fulfill and cover more aspects of the definition Walker highlighted an important side which most of the definitions lacked it. He mentioned the resources, w hich includes people who are a key factor to deliver the project. Since the projects cannot be achieved without managing people and by their work, it is essentially vital to include them in the definition (Gibson Jr & Cho 2000, p. 115). Kà ¤hkà ¶nen stated that in order to boost the possibility of achieving an effective project, there are two points; initially, there should be â€Å"strategic information† to make sure that the possessor has a clear and adequate knowledge of the chances that will lead to an effective project. Second, the fundamental venture execution plans must be considered as an important part of the definition. From the same point of view, Cano and Lidà ³n addressed it briefly as clarifying and building an accurate

Reflection paper Essay Example | Topics and Well Written Essays - 250 words - 20

Reflection paper - Essay Example The reason as to why I have gender stereotyping is because we are taught, and many of us have been grown up firmly knowing that men and women play different roles in the society. For example, I have always had this feeling that women would more inclined to jobs relating to household such as cooking, child rearing and washing the ditches and the man, on the other side involved in making money (Strawson, pp 4). Besides, there are certain jobs that have always looked suitable for women such as a job in the social care and nurses. Similarly, the male cohort would fit well in managerial roles. I realized the issue of having gender stereotyping from the ongoing campaign to empower women. They have for long been perceived unable to do successfully the ‘men jobs’, but they have proved many wrong with some even rising to the highest job in states such as President and Deputy President. From the time I started becoming conscious of gender stereotyping, I have made a practice of not judging a person based on the gender as they have potential beyond their gender orientation. Rabbitt, Patrick, and Subhash Vyas. "Processing a display even after you make a response to it. How perceptual errors can be corrected." The Quarterly Journal of Experimental Psychology 33.3 (2001):

Written Response to a poem (English Literature class) Essay

Written Response to a poem (English Literature class) - Essay Example are associated with images, the poet attempts to capture a sense of deep connection between himself and his audience that manages to transcend normal cultural or social bounds. While not all poetry is able to reach this level, Langston Hughes’ poem â€Å"Dream Deferred† does. In this poem, Hughes uses simile and imagery to illustrate what happens to a human soul when it is blocked from being able to fulfill its dreams. In this poem, Hughes asks a series of questions that are heavy with simile and imagery as a means of answering his opening question, â€Å"what happens to a dream deferred?† Each question explores a different possible answer to this question by using similes to suggest what the results of these possibilities might be. The most basic definition of a simile is that it is a comparison between two things – objects or ideas – that uses the words ‘like’ or ‘as.’ The first possible response to having to defer one’s dreams is having the dream â€Å"dry up / like a raisin in the sun† (3-4). Since raisins are already dried and shriveled, a raisin in the sun is instantly understood to be something so dry and shriveled that it is no longer edible, making this an effective simile. Next, Hughes suggests that a dream deferred might â€Å"fester like a sore – / and then run† (4-5). This is a particularly unpleasant compariso n as it refers to first a wound and then a deep infection that goes untreated long enough to ooze. The third possibility suggests that the deferred dream might â€Å"stink like rotten meat / or crust and sugar over† (6-7). Like the raisin, this possibility suggests something that has lost all of its usefulness but it goes further because it also suggests that in becoming useless for positive benefits, it has also become actively negative as it rots and putrefies. A less visible but still tangible simile is suggested through the fourth possible reaction to a dream deferred as Hughes indicates it can be like a heavy load

Development of Stratford Because of the Olympics Essay Example for Free

Development of Stratford Because of the Olympics Essay The 2012 Olympics were held in Stratford in the East of London, many of the events took place here. The Olympic park covered an area of 500 acres which features the new built Olympic stadium, the London aquatics centre, the basketball arena, the London velopark and the riverbank arena. Boxing, fencing, judo, table tennis etc. was in the river zone which is located both sides of the River Thames in the Thames gateway area. The central zone which includes venues such as the Wembley stadium (where the finals of football competitions took place) also the Wembley Arena (Badminton) and Wimbledon (Tennis), covered most of central and West London. Stratford was chosen because the London bid team persuaded the 10c that this part of East London was in need of regeneration. Stratford was also chosen because the bid also proved that the area had potential, Javelin trains would take only 7 minutes from London and also the rivers in the area could make the Olympic park look beautiful. Also alongside the old network of river and canals there was plenty of room for new development. This has been one of the most compact Olympic parks – only about 2  ½ square kilometres. Economic: Development will transform rundown rail lands into major shopping and business location. 120 shops and cafes. Environmental: Olympic village will be converted into permanent homes.  The development will attract homes, businesses and visitors because it will look improved and welcoming. Wide variety of open space.  Visionary urban design, architecture and transport projects. The Stratford area will be transformed from a derelict filthy city into a clean, modern city. The regeneration of Stratford will help it be noticed and it will be transformed into a totally new place. The place and people will be noticed in a different and better way. Stratford has been improved in a great way because in the long term massive, new sporting facilities have been built which will attract people as it is a legacy of the games. Also in the long term, old houses have been knocked down and re-built making Stratford look more modern and looked after. Another reason as to why Stratford has been improved is because of more jobs that have been created which will attract more people to the area and make it well known. Another benefit and improvement is that the Olympic park ‘largest Urban Park in Europe for 50 years’ will create a better image for London and East End. Increased participation in sport for young people has been increased making East London and London look like a great healthy place possibly persuading adults to live in London with their children so their children have a healthier and more active life. One of the improvements I have mentioned (old houses being knocked down and new ones being built) has been classed as a social issue because of complaints saying it will change the socio economic structure and the geography of Stratford. Some residents have been offended negatively from the development of Stratford as almost  £9.3 billion has been spent on the games with three quarters of it earmarked for regeneration and they say it is hard to see where the money has gone. This suggests to us that their area has been left and not improved leaving it as it is was and many other areas have been left as they are too. A positive impact on the residents is that their area is going to become well known because of the Olympics and also many more new modern homes and jobs are being created and becoming available. More positive reasons that have affected the residents are that they have reduced untidiness by removing any unnecessary railings, posts, bins and benches. Also they have improved the quality of open spaces and they have planted trees in groups along the road and introduce greenery too make the traffic seem less dominating.

Equilibrium level of national income and government expenditure

Equilibrium level of national income and government expenditure In an open economy, the circular flow model of national income consists of five sectors as shown in figure 1 below. Figure 1: Circular Flow of National Income in a Five Sector Model The figure above illustrates the five sector circular flow model, which can be described as a model based on income flows from one sector of the economy to another in a circular flow motion, which explains the level of national income. The main sectors of the economy include households and firms. In the two sector model consisting only of households and firms, the economy is always at equilibrium. That is Income (Y) is always equal to consumption (C). However, the economy cannot be limited only to these two sectors. The effects of banks, government and international trade must be taken into consideration. These three sectors bring about withdrawals and injections. The financial sector mobilises savings (S) from households and makes investments (I) to firms. The government sector collects taxes (T) from households and makes expenditure (G) on firms. Finally, in the balance of payments sector, part of household income is spent on imports (M) while some revenue is received as exports (X). Since the two sector model always results to equilibrium, any distortion in equilibrium will result from the impact of the other three sectors. From the figure above, the national income is given by: Y = C +S+T+M à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ (I+G+X) For equilibrium to be achieved, total leakages must be equal to total injections. That is, S+T+M = I+G+X. Therefore, the equilibrium level of national income is simply given by: Y=C. The Keynesian cross model shows how consumption is determined. Under normal conditions, households will consume all goods and services produced. In this case, consumption will be exactly equal to income. This is represented by the 45 degree line in figure 2 below. Keynes noted that the relationship between consumption and income could not be perfect as the one depicted by the 45 degree line. He noted that not everybody in the economy earns income but everybody consumes. Therefore, there is a certain amount of consumption that does not depend on income and a certain amount that depends on income. From the foregoing, Keynes suggested the following consumption function (Mankiw, 2009: 497): Where = constant is defined as the consumption that does not depend on income; c is the slope of the consumption function referred to as the marginal propensity to consume. The marginal propensity to consume lies between 0 and 1. This indicates that consumption increases as income increases but the rate of increase in consumption is not as much as the rate of increase in income (Mankiw, 2009: 496). Figure 2: The Keynesian Cross 450 Consumption (C) National income (Y) Y* According to the Keynesian cross model, the equilibrium level of national income Y* is achieved at the point where the consumption function intersects the 45-degree line. At this point, all income that is earned is consumed. This is also the point where the desired level of spending is equal to the national income (Suranovic, 2005). Aggregate demand (AD) is the total or aggregate expenditure of final goods and services in an economy over a given period of time say one fiscal year. The aggregate demand is represented depending on whether it is a closed or open economy. For an open economy, the aggregate demand is given by: Y = AD = C+I+G+X-M For a closed economy, the aggregate demand is given by: Y = AD = C+I+G In the closed economy case, X-M is considered to be zero since there are neither imports nor exports. The aggregate demand curve is downward sloping. It shows the relationship between the quantity of real GDP demanded and the price level (Parkin, 2009: 324). The AD curve is as shown in the figure below. Figure 3: Aggregate Demand (AD) Curve AD Price Level (P) National income (Y) Aggregate supply (AS) refers to the aggregate or total supply of final goods and services or real GDP in an economy over a given period of time. The national income or real GDP is given by: Y = GDP = C+I+G+X-M. Unlike the AD curve, the AS curve is upward sloping. It shows the relationship between aggregate supply of final goods and services and price levels. This is represented in figure 4 below. AS Price Level (P) National income (Y)Figure 4: Aggregate Supply (AS) Curve Figure 5: Aggregate Demand-Aggregate Supply Framework (Macroeconomic Equilibrium) AS Price Level (P) National income (Y) Y* P* AD Macroeconomic equilibrium is defined as a situation where aggregate demand and aggregate supply are equal without any tendency for change (Chiang and Wainwright, 2005: 30). At this point a given price level ensures that the final goods and services demand is exactly equal to the final goods and services supplied. As shown in figure 5 above, this price level is referred to as the equilibrium price level (P*) and the real GDP or national income at this price level is the equilibrium level of national income (Y*). At this level of national income, the aggregate supply curve intersects the aggregate demand curve. Multiplier effect caused by an Increase in Government Expenditure From the circular flow model above, a multiplier effect from government expenditure will lead to an increase in government expenditure. Firms will increase investment in capital goods, employment will increase, and wages will increase. The increase in wages will lead to an increase in consumption, savings and taxes. Both imports and exports will also increase. In the long-run, the total amount of leakages will exactly equal the total amount of injections. There will be an overall increase in national income and the equilibrium level of national income will be higher than before. Using the Keynesian Cross, an increase in government expenditure will result to an increase in national income through increases in wages, consumption, savings, investment, imports and exports. 450 Consumption (C) National income (Y) Y* Y1* As income rises, the average propensity to consume (APC) which measures slope of the line from the origin to the consumption function will decrease (Mankiw, 2007: 497). This will lead to an increase in the equilibrium level of national income from Y1*. AS Price Level (P) National income (Y) Y* P* AD AD1 AS2 In the AD/AS model, an increase in government expenditure will result to an increase in aggregate demand. An increase in aggregate demand will motivate firms to increase investment. Employment will increase leading to an increase in wages. Savings will increase as well as taxes. In addition imports and exports will rise. The overall effect will be an increase in aggregate supply and aggregate demand. This will result to a rightward shift in the aggregate demand and supply curves as shown in figure 6 below. Consumer Confidence If consumer confidence is high, people tend to consume more of current income. In the circular flow model, the multiplier effect will be higher if consumer confidence is high. That is the respond to an increase in government spending will be higher than the case would be if consumer confidence is low. Households will consume more of their current levels of income as they anticipate an increase in future income. In like manner, firms will increase investment, employment will increase, and savings will reduce. Moreover, taxes will increase as well as imports and exports. In the Keynesian cross model, consumer confidence will lead to an increase in the marginal propensity to consume. People will be willing to consume more of their current incomes as they anticipate increases in future incomes. In terms of the AS/AD framework, a higher consumer confidence will lead to a significant increase in aggregate demand. This will in turn result to higher rates of investment spending, taxes, imports and exports. The overall impact will be a rightward shift in the AS and AD curves to establish a new equilibrium level of national income.

Pro Euthanasia in Steinbecks Of Mice and Men Essay -- essays research

The Ultimate Gift-Euthanasia Prompt: Defend or challenge the notion that George's act of killing Lennie was one of kindness In John Steinbeck's classic novella, Of Mice and Men, George makes the decision of killing Lennie because he knows it is in Lennie's best interest. His act of killing Lennie is not considered criminal. George has good intentions in killing his companion. George is trying to prevent Lennie from being tortured and from his constant desire to please George and not cause trouble. Additionally, Lennie repeatedly places himself in difficult situations, and as a result, brings George into the circumstances. There is a close friendship between George and Lennie, and George had carefully thought out whether or not he should destroy his life. George is faced with witnessing the death of Candy's beloved, old dog and Candy's reaction to his death, which helps George to finalize his resolution. After several years of looking after Lennie, George knows what is best for Lennie, as well as the people around him. George?s act of shooting Lennie can be looked upon as gracious. If Lennie had not left the world and his problems, a large amount of torture would fiercely come his way. The bloodthirsty mob, including the violent, disruptive Curley, has the mindset to demolish this ignoramus who killed Curley?s wife. Because of Lennie?s mental impairment and immaturity, he would not be able to handle such animosity. In saying that Lennie is not to blame for the death of Curley?s Wife, Lennie should not have to face the merciless people at the farm. George knows that Lennie is unable to survive in the world. As disappointing as it is for George to know that he and Lennie will never be able to fulfill their everlasting ... ... sheep dog and Lennie is an exceptional worker. Both Lennie and the dog are shot with Carlson?s gun at the back of their head. Carlson reasons with Candy in explaining that if he shot him in that location it would be painless. In knowing that Lennie was shot in the back of the head, George intentionally did this for him to have a more peaceful, pleasant death. By examining George?s notion to kill Lennie, it is valid to say that his act was one of thoughtfulness and benevolence. Due to Lennie?s retardation, it is difficult for him to be independent. Lennie is able to escape being tortured, taken advantage of, and being so hard on himself just for George?s acceptance. George learns from Candy?s mistake of not killing his dog himself, and George takes the initiative to do it the right way. Euthanasia was a gracious way of George letting Lennie go.

An Organizational Study of The United States Air Force :: Business Organization Research

The United States Air Force faced a leadership vacuum with the resignation of Air Force secretary James Roche and his Undersecretary Peter Teets. The Pentagon decided to take over of the buying decisions for the Air Force since they believed that there was no one who was in the position to take on the responsibility. The Department of Defense is now taking in charge to support and to assist the Air Force Command by overseeing and providing advice on important Air Force programs during a time of transition. It was clarified however that within the next six months, a new Air Force Secretary will be appointed. At present though, the Air Force is under the temporary command of Lt. Col. Michael Rodriguez (http://money.cnn.com/2005/03/28/news/fortune500/pentagon/). All organizations whether it be in the business industry, socio-civic, private or government-regulated face the challenge of running the whole system according to the principles as well as the goals and objectives of the system. The organization normally is confronted with how it will operate accordingly to meet the expectations and put up with the responsibilities and duties of the members as well as the departments that make up the whole system. The changes in the surroundings of the workplace in the internal as well as in the external environment and affairs make influence the overall operations of the structure. The military is not an exemption in this regard even for the fact that the defense team of a country undergo regulations that are very systemic and defined. There are internal as well as external affairs, issues and problems that should be attended to in order for the whole organization to function fully and provide the necessary outputs being demanded. That i s why it is interesting to look at a certain military arm experience a challenge of change in the system to be able to fit in the constantly changing global and wide social context on which it operates. Air Force Organizational Structure Just like other organizations, the United States Air Force is composed of complicated and systematic divisions. The people in this particular service are classified not just according to ranks. Since the recruits in this defense arm came from different state with varying cultural orientation, it is but expected that the people in this service are also diverse.

Grunge Culture Essay -- Cultural Skater Grungy Essays

Grunge Culture Skaters. They are the typical representation of the grunge culture of the ‘90s. Extremely wide pants, pockets that go to the back of their knees, extravagant piercings, intricate tattoos, and twenty-fourth century hair dos are just part of the looks that these so called â€Å"grungy people† are made of. Or at least they were when the grunge phenomenon started. With the death of Kurt Cobain, lead singer of Nirvana, the grunge movement seems to have slowed down and even—as some say—disappeared from the main stream pop culture. As we all know, those commercial creations often come and go without us even noticing them. But grunge, I think, has moved to a different direction, one that can trick us into thinking it is gone. Grunge is still among our youngsters, and that is for sure; it is just not as noticeable as is used to be. But, what is exactly grunge and what direction is it taking? First, let us define what grunge is and where it comes from. Grunge as defined by web encyclopedia alt.culture is the cumulative influences of punk and ‘70s heavy metal (plus rain, coffee, cheap, potent beer, and occasionally heroin), a cohort of Seattle bands developed a soulful hard rock variant that was instrumental to alternative music’s early-‘90s move underground (altculture. com). Among the bands included in the definition Nirvana would be mainly the one that made this phenomenon popular. Released in 1991, Nevermind—a record by an obscure band working in a genre considered as hopelessly uncommercial—launched the grunge phenomenon and marked an era of unprecedented exposure for alternative acts. Then other bands like Pearl Jam, Stone Temple Pilots, Soundgarden, Candlebox followed the trail that Nirvana started in the grunge w... ...congregations of grunge believers. This is where the most amateur alternative bands debut and discover their little local fame. Obviously, most of them don’t make it to the top. Our society is still very commercially oriented and the grunge phenomenon is not as large as to promote all but very few bands to be the representatives of the movement. So, go ahead; open your eyes and discover that grunge is not gone as it seems, it is still among us. Even though it may be wearing new costumes or listening to a different style of music, it is still the same. It is that counter-current movement that kids of new generations want to embrace as their liberty flag. It is that non-conformist dilemma, the spark that lights the fire of those who believe that mainstream society is not the only one. Grunge is still around, maybe not as popular as before, but stronger than ever.

Online Dating: Advantages and Disadvantages Essay

Why did George kill Lennie?The book, â€Å"Of Mice and Men†, is written by John Steinbeck. It’s about two men, Lennie and George, who travel together.George is the smart one. He is a gentle and trustworthy person. Lennie is not quite bright. We understand very early in the book that Lennie perhaps has a minor brain damage. He has problems with speaking, repeats himself a lot, and is very immature. George seems to handle this quite fine, but sometimes he gets very mad at Lennie for being such a big baby. George and Lennie travel together from ranch to ranch looking for work. They move a lot, ’cause Lennie always seems to get them into trouble. They have two things; a dream of one day owning their own little house with acres and rabbits, and they’ve got each other. After barely escaping from a ranch up in Weed, Lennie end George get to work on a ranch south of Soledad. Everything works out just fine, until Lennie has a bad accident with the wife to Curley, the boss’s son. As I said, Lennie is not so normal, so can’t control his strength right. Without meaning it, Lennie breaks the woman’s neck. He gets frightened and run off, to hide in the brushes. When the men at the Ranch discover this crime, they understand that Lennie is the killer. They take their dogs and shotguns, and go out to find and kill Lennie. George waits until the men have left, cause he knows where Lennie is. He now has three choices: He could find Lennie and run away with him, he could let the other men kill Lennie, or he could kill Lennie himself. He chose the last option. I think it was right of George to kill Lennie himself. If they had decided to run away together, they would probably been caught. And if them both got caught, they would probably both get shot. The men would think that George had helped Lennie killing Curley’s wife. And George obviously didn’t want to die. George didn’t have heart to let the other men kill Lennie. He knew that Lennie wouldn’t make it out alive of this mess, and George could never let the man he was responsible for, get killed by Curley out of revenge. Lennie didn’t know what he was doing when he killed her, and it was not fair that he should get killed out of hate. George had learned a lot about this from Candy, an old man living at the ranch. Candy had an old dog that was sick and not very popular, ’cause it smelled and wasn’t no good to anyone. The ranch- men wanted to get it killed, but Candy couldn’t kill it. Candy had had that dog since it was a puppy. Therefore, Candy let another man kill his dog. And Candy told George he regretted it afterwards. â€Å"I ought to of shoot that dog myself, George. I shouldn’t ought to of let no stranger shoot my dog, said Candy.† You can compare Candy’s dog to Lennie. You could say that Lennie was George’s dog, and Candy had learned that if a good friend’s death was certain, it might as well be a friend who knows him and cares about him that kills him. Lennie had to be killed by George, and George killed him out of love. I think it was a hard decision for George to kill his best friend, but it was the right one. Lennie and George couldn’t always be on the run. Lennie couldn’t keep on hurting other people, even if it wasn’t on purpose. George had a hard time, standing there with Carlson’s gun pointed at Lennie’s back head, while telling him about their dream. But at last, George pulled the trigger, and Lennie died. Lennie chose to live, and he didn’t let no stranger shoot his best friend.

Reaction Paper- Rizal Essay

â€Å"Does Rizal deserve to be our national hero?† This article written by Renato Constantino, is all about Rizal that does he really deserves to be a hero or not? The author compared Rizal to others national heroes in different countries, who is most decisively active in the fight for their freedom and leader of that revolution. Like in US, China, Vietnam and other countries mentioned from the article. But the author said Rizal is not our Revolution leader; in fact he repudiated that revolution. He’s just silent and being martyr for our country. Also he is an American-Sponsored Hero, Rizal chose as a model over other contestants- Aguinaldo too militant, Bonifacio too radical, Mabini unregenerate. We must view Rizal as an evolving personality within historical period. Additional, author’s purpose for this article is to remind us that our history is very important to us because it will serve to demonstrate how our presence has been distorted by a faulty knowledge of our past. For me, this article was still a question to the author of â€Å"Does Rizal deserves to be our National Hero?† There are several factors that Rizal deserves it and some are not. Because Rizal had certain qualities, he was able to serve the pressing social needs of the periods, needs that arose out of general and particular historical forces. As the author said, he is a hero in the sense that he was able to see problems generated by historical forces, discern the new social needs created by the historical development of new social relationships, and take an active part in meeting these needs. But he is not a hero in the sense of he could have stopped and altered the course of events. Although Rizal was already a revered figure and became more so after his martyrdom, it cannot be denied that his pre-eminence among heroes was partly the result of American sponsorship. Also, he was the first Filipino limited Filipino, the ilustrado Filipino, who fought for national unity but feared the Revolution and loved his mother country, yes, but in his own ilustrado way. Rizal never advocated independence, nor did he advocate armed resistance to the government. He urged from within by publicity, by public education, and appeal to the public conscience. What  if Rizal is not our National hero? Maybe Bonifacio can be our National hero because he fights for our country and he is too revolutionary. When the goals of the people are finally achieved, Rizal the first Filipino will be canceled by the true Filipino by whom he will be remembered as a great catalyst in the transformation of the decolonized indios. But still, there are so many reason that Rizal deserves to be our National Hero. So, I think the author balanced this view of article. The author explained the opinion of both. Honestly, I am not really interested about this article. There are so many questions in my mind says, â€Å"it happened, he’s our national hero, what are these articles complaining or explaining† â€Å"why do we need to study about this?† But it’s required to us to read this article and make a reaction paper to this, and then I realized that it is important to us (Filipino) to understand our history. We must understand why Rizal is our national hero. It is also a reflection of our intellectual timidity, our reluctance to expose new causes unless we can find authorize, however remote, in Rizal. The exposure of his weaknesses and limitations will also mean our liberation, for he has, to a certain extent become part of the superstructure that supports present consciousness. That is why a critical evaluation of Rizal cannot but lead to a revision of our understanding of history and the role of the individual in history. I conclude that Rizal deserves to be our National Hero. If I would ask the author, what if Rizal is not our National Hero, who it will be? Why?

College Education Essay

In his essay entitled â€Å"How to Get a College Education†, Jeffrey Hart described the negative effect of Allan Bloom’s book The Closing of the American Mind on his Dartmouth freshman composition course students. These students, Ivy-leaguers and top test scorers, disliked the book’s criticism of their mentality but at the behest of Hart’s impromptu oral quizzing, could not adequately discuss historical figures and events. Although Hart’s freshman class realized the gaps in their education, Hart asks what a real college education is, deplores the advent of specialization, and discusses what does or does not constitute real education. Hart’s concern with education lies with the end result: to produce a citizen. But while Hart gives excellent examples for what subjects he thinks constitute a real education in light of telos, a goal, he implies, rather than specifies, that such an education must cater to proactive, independent thought over ideologically based curriculum and courses. It is through well-rounded, balanced independent thought, Hart argues, that a citizen who can â€Å"recreate his civilization† be made. In the first example, Hart names a curriculum engaged in â€Å"so-called post modernist thought† as something to avoid. It is one of the three â€Å"intellectual fads†, in which the use of the word â€Å"fad† describes a fashionable conduct as enthusiastically followed by a group. This way, Hart indirectly refers to post modernist thought as ideological and lacking in independent thought. The second â€Å"fad† refers to Affirmative Action, which Hart describes as an â€Å"ethos† or â€Å"mentality†. â€Å"Ethos† describes the disposition of a culture or a group, and â€Å"mentality† refers to the set of a person or a group’s mind; and both words conjure a certain blindness that Affirmative Action is supposed to fight. Again, Hart reflects on the dearth of nuance and consideration in such courses. Thirdly, Hart directly mentions ideology when he writes about Marxism, victimology, and identity politics, in which â€Å"scholarly pursuit† is put aside in deference to â€Å"’Studies’ programs†. Hart calls many of these courses â€Å"nonsense† and â€Å"distraction†, but fails to directly write that the single underlying theme of such courses is that because they operate under an ideology, they do not foster free thinking and independent rationality. Hart underlines his position for independent rationality by going on to discuss courses and curricula that he thinks support the end goal of citizenship. Rationality is implied when Hart takes on the subject of requiring a student to know and understanding themes in civilization, a task that maneuvers beyond mere adherence to ideological standards. The student must know his civilization: â€Å".. its important areas of thought, its philosophical and religious controversies, the outline of its history and its major works. The citizen need not know quantum physics, but he should know that it is there and what it means. Once the citizen knows the shape, the narrative, of his civilization, he is able to locate new things — and other civilizations — in relation to it. † By referring to controversies, major works, and narrative, Hart’s stance on education is of well-roundedness, independent thought, and being comfortable on differing sides of issues—a stance not suitable to the ideologically minded. Hart makes connections to Athens and Jerusalem in order to outline how a student may develop her college education. Both Athens and Jerusalem were and are centers of independent thought. Athens refers to the ancient Greek capital in which rational thought, philosophy, and democracy were birthed; it was the birthplace of philosophers such as Socrates, Plato, and Aristotle: Of things useful and necessary only those that are free should be taught, and the young should partake in nothing of a vulgar, mechanical sort or that will render body, soul, or thought unfit for virtue. (Philips 154). Jerusalem, since the reign of Solomon, has been the spiritual capital of three major religions in the world today. Independent thought emerges out of Jerusalem in the guise of Abraham who sought argument with God, and Jesus, who argued and fought with the spiritual leaders– priests and scribes, or Pharisees and Sadducees—of his day (Columbia). A student, dynamically engaged with both scientifically rational and enlighteningly spiritual sides, can succeed in mastering themes of his or her civilization with independence of thought rather than subsisting on an ideological track. Such a student would be able to carve for him or herself a true education with a goal of not being simply educated, but a goal of becoming an involved, active citizen of society, and of a civilization. Hart discusses China as a final example to his essay. Hart reminds us that one could consider China, who has lacked the dynamic interaction between science and spirituality, and who is world renowned for its collectivist culture, one in which independent thought is frowned upon. Again, Hart does not directly mention this, but references it with mentioning China with its â€Å"symbols†: Great Wall and Forbidden City. REFERENCES Jerusalem. The Columbia Encyclopedia, Sixth Edition. 2007. Philips, Peter L. The Politics of Aristotle. University of North Carolina Press, 1997

Enteprise risk management unilever by the example of unilever lipton Essay

Introduction More and more companies begin to understand the importance of risk management (Enterprise Risk Management, ERM) — the fields of management thanks to which business doesn’t revolve, and receive an additional boost. Still, quite recently many ERM programs were directed, mainly, to studying of already known problems, or to the assessment of all risks in a row, irrespective of their level. Though such activity also allows giving employees full-time job, it seldom brings benefit to the company focused on the result. It is obvious that conditions of business are accompanied by the huge amount of risks. Without preliminary preparation of the company, supported with the realization of the strategy, can fall a victim of any unforeseen event which will threaten their success, and it is possible, and to survival. In such time, it is very important to have the reliable ERM program which is interwoven into the fabric of strategy of the company and is integrated into its daily business activities. However, implementation of the effective ERM program is today not the simplest task. Having faced the uncertainty of prospects of changes in standard regulation and economy, many companies make considerable efforts to create the effective and purposeful program which will provide an understanding of the most important risks. Though each enterprise and branch has the specifics, there is a number of the general actions which will lead to the creation of more effective ERM program. Background information Unilever is the British and Netherlands company, one of the world leaders in the market of foodstuff and goods of household chemicals (including perfumery). Now in these segments, the company is the second in the world sales volumes. The headquarters are located in London and Rotterdam. The company is led by the board of director’s representative Michael Treschow. The executive managing director is Paul Poleman. The net income for the previous year was on the level of 5.2 billion euros. The company has more than 175 thousand employers worldwide. ERM Overview Risk management plays an essential role in the company in achieving its long-term goals. The success of the Unilever company. The overall company’s success depends on its abilities to identify and evaluate risks and opportunities generated by either business or markets the company is in. The total turnover of the company was more than â‚ ¬52.7 billion in 2016. 57% of the business being held across the world takes place in emerging markets. The company owns 13 brands, all of them have annual sales volume more than 1 billion euros per year. The company has more than 169 thousand employers worldwide. The gender structure of the company is following: 46% of managers are women and 54% are men. By 2016, over 610 Unilever sites were distributing zero non-hazardous waste to landfill. The Unilever company is number one FMCG graduate employer of choice in 34 of the 60 countries to be recruited. In 2016 Sustainable Living brands grew 40% faster than the rest of the business of the Unilever. ERM Integration with strategy Appraisal of Unilever’s Risk Management Strategies Unilever has perceived that the vast majority of the dangers presented to it might wind up noticeably material snags to the organization’s further advancement. According to this fact, it has attempted to take some viable and organized measures to distinguish and after that endeavor the key hazard administration systems for the business. There are several specific risk management strategies that are implemented with company’s mission and long-term strategy: Unilever has been carefully observing monetary markers and purchaser conduct in various territories through broad and expert research with a specific end goal to react rapidly and take new and adaptable measures to take care of the changing demand of clients. So as to manage the issue of budgetary instability, the organization has been attempting endeavors to access worldwide obligation advertises through different routes, for example, short-term or long-term debt programs. Unilever appends extraordinary importance to the change of loan cost, attempting to have distinctive sorts of budgetary administrations and adjust the dangers amongst drifting and settled rate enthusiasm after an expert forecast and appraisal of the financing cost. Regarding the remote foreign exchange rates, Unilever sets an arrangement which constrains the working organizations’ monetary outside trade exposures in order to reduce such risk. Unilever has made a progression of standards and strategies for the technique of design, producing, and retailing of items to guarantee the high requirements of items’ quality. What more Unilever has a â€Å"Sustainable Development Group† which consists of 5 external specialists, involving in the company’s strategy development. Associated Risks Conclusion References http://www.cfin.ru/finanalysis/risk/ERM.shtmlhttps://www.unilever.com/Images/risks_ar15_tcm244-477397_en.pdfhttps://www.slideshare.net/muthukum/unilevers-lipton-risk-management-with-business-intelligencehttps://www.unilever.ru/about/who-we-are/introduction-to-unilever/