E E Cummings

E Cummings-life And Work Essay e cummingse e cummings (no, this is certifiably not a typographical blunder, observe to the manner in which he composes his name) was an unordinary, yet profoundly acclaimed author of the twentieth century. His style of composing was very different than that of some other contemporary or even eighteenth and nineteenth century journalists. Albeit hard to comprehend on occasion, e cummings is an extremely significant and imaginative essayist. e cummings was conceived Edward Estlin Cummings on October 14, 1894 in Cambridge Massachusetts. His folks were Edward and Rebecca Haswell Clarke Cummings. In 1911, at 17 years old, cummings entered Harvard University. It was there at Harvard where he previously distributed his verse in 1912 in Harvard Monthly. At that point, in 1915, cummings graduated Harvard as Magna cum Laude with a B.A. It was at his graduation where he gave his initiation discourse, The New Art. In 1916, cummings got a M.A. for English and Classical Studies at Harvard. Subsequent to finishing his advanced degree, he elected to be a rescue vehicle driver with Norton Harjes Ambulance Corps (The American Red Cross) in France in 1917, during World War I. It was while he was abroad when he was detained dishonestly for a quarter of a year in a camp on doubt of French unfaithfulness. Despite the fact that this was an unsavory time in his life, it was there in the camp that transformed him. He was at that point a brilliant author, however this experience added fuel to his capacity. He was discharged from jail on January 1, 1918. Cummings at that point came back to New York City, yet was drafted by the United States Army in 1918 until Armistice. On December 20, 1919, e cummings and his better half, Elaine Orr Thayer, invited their little girl, Nancy, into the world. Afterward, on March 19, 1924 cummings wedded long-term sweetheart Elaine Orr, yet they are separate from only a brief time later on December 4, 1924. In 1920, after his time in the war and the introduction of his girl, cummings chose to move to Paris, France to contemplate craftsmanship, yet he much of the time got back for visits to the United States. He stayed living there just until 1923, when he came back to the US and had his previously mentioned wedding and separation later the following year. While in the US, cummings dwelled at 4 Patchin Place, Greenwich Village in New York City. In 1925, disaster struck cummings life when his dad kicked the bucket. After two years in 1927, cummings wedded Anne Barton. There is some conversation however to his relationships. It was reported that on August 31, 1934, cummings separated from Anne Barton, yet it was likewise archived that in 1932, cummings was hitched to Marion Morehouse. There is some contention, be that as it may, to whether cummings and Morehouse had a real wedding function. In 1947, cummings by and by endures misfortune when his mom kicks the bucket. On September 3, 1962, cummings kicked the bucket of a mind discharge in North Conway, New Hampshire. Over a mind-blowing span, e cummings had numerous incredible achievements. As ahead of schedule as 1917, cummings work was distributed in Eight Harvard Poets. In 1920, cummings verse and exposition structure composing showed up in the Dial. In 1922, his first exceptionally renowned exposition work, The Enormous Room, was distributed. The book described his stay in a French camp where he was detained during World War I. He at that point composed his first book of stanza, Tulips and Chimneys, in 1923. XLI Poems and were written in 1925. Later that equivalent year, he got the Dial grant for recognized support of American letters. Likewise in 1925, he was a writer for Vanity Fair and different diaries until 1927. In 1927 his play him was created by the Provincetown Players in New York City. During these years he displayed his artistic creations and drawings, however they neglected to pull in as much basic enthusiasm as his compositions. .u9dc28d5d5188363cbd75bfd1663da25a , .u9dc28d5d5188363cbd75bfd1663da25a .postImageUrl , .u9dc28d5d5188363cbd75bfd1663da25a .focused content territory { min-stature: 80px; position: relative; } .u9dc28d5d5188363cbd75bfd1663da25a , .u9dc28d5d5188363cbd75bfd1663da25a:hover , .u9dc28d5d5188363cbd75bfd1663da25a:visited , .u9dc28d5d5188363cbd75bfd1663da25a:active { border:0!important; } .u9dc28d5d5188363cbd75bfd1663da25a .clearfix:after { content: ; show: table; clear: both; } .u9dc28d5d5188363cbd75bfd1663da25a { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; haziness: 1; progress: mistiness 250ms; webkit-change: murkiness 250ms; foundation shading: #95A5A6; } .u9dc28d5d5188363cbd75bfd1663da25a:active , .u9dc28d5d5188363cbd75bfd1663da25a:hover { darkness: 1; change: obscurity 250ms; webkit-progress: darkness 250ms; foundation shading: #2C3E50; } .u9dc28d5d5188363cbd75bfd1663da25a .focused content zone { width: 100%; position: relativ e; } .u9dc28d5d5188363cbd75bfd1663da25a .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: intense; edge: 0; cushioning: 0; text-enrichment: underline; } .u9dc28d5d5188363cbd75bfd1663da25a .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u9dc28d5d5188363cbd75bfd1663da25a .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; fringe span: 3px; box-shadow: none; text dimension: 14px; text style weight: striking; line-tallness: 26px; moz-outskirt range: 3px; text-adjust: focus; text-enhancement: none; text-shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: outright; right: 0; top: 0; } .u9dc28d5d5188363cbd75bfd1663da25a:hover .ctaButton { foundation shading: #34495E!important; } .u9dc28d5d5188363cbd75bfd1663 da25a .focused content { show: table; tallness: 80px; cushioning left: 18px; top: 0; } .u9dc28d5d5188363cbd75bfd1663da25a-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u9dc28d5d5188363cbd75bfd1663da25a:after { content: ; show: square; clear: both; } READ: Augustine And Love Essay Eimi (1933) recorded, in 432 pages of trial composition, a 36-day visit to the Soviet Union, which affirmed his independent offensiveness for community. In 1933, he got a Guggenheim partnership. In 1950, cummings was accepted to the Fellowship of American Academy of Poets. In 1952, cummings offered back to Harvard University by tolerating the activity of Charles Elliot Norton Proffessor until 1953. He distributed his conversations as the teacher of verse addressing in I: six nonlectures. At that point, in 1955, he got a unique reference for Poems 1923-1954 by National Book Awards. In 1957 cummings was granted the Bollingen Prize in Poetry and the Boston Arts Festival Award. After his demise, Complete Poems: 1913-1962 was distributed in 1972.Category: English

A Murder Case

As indicated by an observer, multi year old Joseph Tylutki †the respondent †was squabbling over cash with his companion, Vincent Bohlman, additionally 19, when Tylutki shot Bohlman threefold in the chest and executed him.â Bohlman was not conveying a weapon, likewise as indicated by the witness.Apparently Tylutki had put a blade in Bohlman’s hand in the wake of slaughtering him so as to mislead the courtroom later on that Bohlman had attempted to slaughter him first (â€Å"Bail Cut for Teen in Friend’s Death†).The offended party for the situation is Bohlman’s mother.â When Michael Bloom, the Defense Attorney, contended that Tylutki is neither â€Å"a peril to the public† nor a â€Å"flight risk,† Barbara Sattler, the Pima County Superior Court Judge brought down his bail from $750,000 to $25,000 (â€Å"Bail Cut for Teen in Friend’s Death†).The offended party had just begged the Judge not to bring down Tylutkiâ€⠄¢s bail.â Dan Nicolini, the Deputy Pima County Attorney had comparably contended against a decrease in the defendant’s bail sum, expressing that Tylutki might just be a â€Å"flight hazard (â€Å"Bail Cut for Teen in Friend’s Death†).†However, the Judge kept up her decision.â Tylutki is by and by permitted to pay $25,000 to move to his parents’ home from where he would be required to â€Å"regularly answer to court authorities (â€Å"Bail Cut for Teen in Friend’s Death†).†Ã¢ The litigant would likewise need to â€Å"submit to tranquilize testing† all the time observing that â€Å"[f]ive sacks of pot bundled for sale† had been found in his room (â€Å"Bail Cut for Teen in Friend’s Death†).OpinionTylutki’s bail sum ought not be brought down observing that he has just killed his companion and may kill others in the event that he can pay $25,000 to move out of prison to his parents’ h ome.â As a self evident truth, the litigant ought not have the alternative of being liberated by paying any bail amount.Clearly, an individual with the capacity to kill their companion must be recognized as â€Å"a threat to the public† given that the person in question can't be relied upon to regard the privileges of others either (â€Å"Bail Cut for Teen in Friend’s Death†).Bloom can't demonstrate that Tylutki would not kill another individual on the off chance that he is set free.â Furthermore, regardless of whether the respondent is required to â€Å"regularly answer to court officials† there is no proof that he would not vanish between the planned dates of revealing (â€Å"Bail Cut for Teen in Friend’s Death†).

A Midsummer Nights Dream Essays (972 words) - Hermia,

A Midsummer Nights Dream The Realm of Imagination In A Midsummer Night's Dream, Shakespeare utilizes the green world and its occupants as an image of creative mind. The characters escape from reality to get away from the laws that administer regular day to day existence in Athens. The significance of creative mind uncovers itself when the limitations of regular daily existence are lost in this domain. The way that entertainers nod off numerous occasions strengthens Shakespeare's mention to a break from the real world. Pixies energetically make a mysterious scene making an acceptance of difficult ideas doubt for the entertainers just as the crowd. The issues that these characters face are cured in view of the capacity of the brain to make this legendary world. Amicability is reestablished to the characters' lives as a result of their capacity to bring dream into the real world. Shakespeare depicts the intensity of the creative mind as humankind's most perfect quality since it permits one to grasp a domain outside of this world and pe rmits one imagine dream. In Athens, laws of the general public compromise the characters' opportunity. The ?sharp Athenian law? seeks after these characters and makes them escape into the backwoods. Lysander states, ?From Athens her home remote seven classes;/And she regards me as her lone child. /There, delicate Hermia, may I wed thee,/And to that place the sharp Athenian law/Cannot seek after us?. (I.i.156) Here, Lysander recommends to Hermia that both of them retreat from society to escape from the law that ties them. Shakespeare utilizes the timberland to speak to the human creative mind, which is showed in the capacity to dream. He centers upon the capacities of the human brain to incidentally get away from the brutal standards of society. The guidelines of society don't administer their activities as long as they are in the woodland. Helena and Demetrius retreat into the forested areas, yet these characters are not driven into the domain of creative mind to get away from the mistreatment of society. Not at all like Hermia and Lysander, Demetrius and Helena retreat into the backwoods due to their captivation by others. Helena is captivated by Demetrius, who is charmed by Hermia. Helena draws Demetrius into the woods by informing him concerning Hermia and Lysander's arrangements. Helena states, ?I will go let him know of Hermia's flight. /Then to the wood will he tomorrow evening/Pursue her(I.i 246) Both characters escape into creative mind in light of the fact that their adoration isn't come back to themselves. They escape into the timberland into the domain of mayhem and dreams where the sky is the limit. The components made inside the woods carry the characters into amicability with one another. The pixies rule in the domain of creative mind. They are legendary, tricky figures of the woods, liable for making deception and tricking the people. Oberon, the lord of the pixies, is alluded to as the ?ruler of shadows?. This reference shows the subtle idea of the pixies, and their being. They are just a ?shadow? of reality again the woods and pixies are seen components of creative mind. Puck is a character alluded to as a ?demon? answerable for tricking people to joke for Oberon. These characters appreciate the deceit done unto the people, which can be utilized as an allegory for creative mind. One's creative mind is here and there liable for tricking one's self. The pixies are utilized to speak to this part of creative mind. A kindred pixie perceives Puck and portrays him as ?he/That dreads ladies of the villagery, and once in a while work in the quern,/And bootless make the winded huswife agitate,/And once in a while make the beverage to tolerate no barm,/Mislead night drifters, chuckling at their harm.?(II.i.32) Puck is liable for deceiving people and plays on their psyches. The activities Puck is leading are alluded to as ?fantasies of creative mind? for which the pixies are said to be mindful. The pixies here acquire enchantment to the people the woodland when darlings become run into in they ways. In the brains of the characters, the pixies in these cases have carried life to what is dream. The pixies, similar to dreams, have had the option to make an other amicable state for the characters by carrying life to the common and ordinary. Despite the fact that pixies exist in a world inside the backwoods while the people live in Athens outwardly of creative mind, the lines among the real world and creative mind

When should you take the MCAT

pic As all pre-med students know, the MCAT is one of the biggest (and sometimes scariest!) hurdles on the way to medical school. It is also steeped in uncertainty -- how do you study? What score should I be aiming towards? When will I be ready to take it? Generally, students applying to medical schools fall into three camps: 1) Freshmen or sophomores who are certain they want to pursue medicine right after they graduate, and are planning their coursework around senior-year medical school applications, 2) Upperclassmen who are basically done with their prerequisites but want to take a year or two off before their application cycle, and 3) Post-bac students who decided after graduation that medicine was the right path for them, and are now going back and fulfilling leftover requirements. Trying to time the MCAT can be difficult in any situation, so here are some tips and things to think about in each stage. 1)You are a freshman/sophomore intending to apply during your senior year If you decide early in your college career that you will definitely be applying to medical school, you’re probably already planning out your pre-med prereqs to fit into a balanced schedule. If you’re planning to apply during your senior year, it’s important to remember that applications open in June, but colleges will often ask for you to ‘prepare’ for your application as early as in February. When should I take the MCAT?: I would recommend taking it either in the summer after your sophomore year or at the end of winter break (one of the January tests) of your junior year. What are the benefits of doing so? Taking it reasonably close to or during a school vacation will allow you some dedicated MCAT study time free from the obligations of your busy college life. Getting scores back early will also give you time to assess the strength of your application and retake the exam if necessary. What are the drawbacks? Taking it this early in college might mean that you haven’t completed all of your prerequisite courses yet. I think the most important courses to take before tackling the MCAT are intro-level biology classes, a general chemistry class, and at least one semester of physics. Biochem can also be helpful if you have the space, but orgo is now less of a priority thanks to the new MCAT. The sociology/psychology sections are relatively easy to pick up from scratch, but of course, having some familiarity with the vocabulary can’t hurt. 2) You want to take time off before applying. If you know you want to take at least a year off between graduation and med school, you have more flexibility with your timing. Still, try to take the exam soon after you finish your prereqs, at a relatively light time in your schedule, for the best chance of success. When should I take the MCAT?: I recommend taking it sometime between the summer of your junior year and the winter of your senior year. Be mindful of the stipulations about how long you can use a test score after you take it (three years for the MCAT) -- if you want to take more than two years off, you might want to plan for a later test date. What are the benefits of doing so? Again, taking it during a school vacation will allow for dedicated MCAT study time without interruptions from other commitments, and you’ll have some flexibility with building your application and retaking the exam. It also gives you the opportunity to complete all of the required coursework, building a stronger foundation for your studies. What are the drawbacks? Applying towards the end of college or after college can be tricky, as you are trying to plan around free time during a job or senior spring(!). Students often think that their coursework and extracurricular activities will be lighter during the spring of their senior year, which may be true, but it’s also a time to enjoy, so think really hard about whether you’ll be able to focus on the MCAT. If you’re planning on taking the exam later, make sure you can devote enough time and resources to studying -- the MCAT is important and you want to do your best! 3)You are finishing up some post-bac prereq classes and preparing your application If you took another path immediately after college and are coming back to prepare yourself for med school applications, you might be taking some time off to finish your pre-requisites and put together your application. Both your post-bac grades and your MCAT will be important, so don’t compromise one to do well on the other. When should I take the MCAT?: Try to schedule your MCAT exam at least a month after you finish your post-bac classes. What are the benefits of this? Taking it soon after the close of your prereqs will ensure that the material is fresh in your head, and also give you some time to study exclusively for the MCAT. What are the drawbacks? Sometimes, post-bac students can be on a tight schedule to finish their classes and put together an application for their target cycle. If you’re finishing your requirements close to when you’ll be submitting your apps, try to front-load the MCAT-relevant courses (bio, chem, physics) and schedule the exam for a time when you have a lighter load at school. Each applicant’s circumstance in planning the MCAT is unique, but figuring out when you want to apply, balancing MCAT study time with courses and other commitments, and giving yourself enough time to retake the exam if necessary are crucial for everybody. If you need help setting a study schedule or planning for a test, feel free to reach out to Cambridge Coaching to speak with a tutor! Want to know more about the MCAT? ; More articles on the MCAT: A Comprehensive Guide to MCAT Practice Tests Advice onMCAT Breakdowns, Depression, and Stress Last Minute Tips for the MCAT

The Soviet War The Cold War Essay - 4147 Words

COLD WAR TERMINATION Most historians and foreign policy analysts in 1981 did not anticipate that within a decade the Cold War would be over and that it would end with relatively little violence and the end of the Soviet Union. Structural forces have received considerably less attention than the players in assessments on the end of the Cold War. There is widespread recognition that a stagnating Soviet economy definitely shaped Gorbachev s policy of perestroika to revive a command economy dominated by the Soviet Communist Party and state. Although Gorbachev struggled to transform the Soviet economy, the American economy revived after a severe recession in 1982 and took off into sustained growth, offering a striking contrast to the Soviet scene. Cultural forces had less immediate impact on Soviet and American policymakers and remain more elusive with respect to demonstrating their impact on the endgame of the Cold War. The Russians had long since lost out with respect to influence around the globe in areas such as the media, consumer products, and lifestyle. The Soviet Union also had lost the ideological competition, a central feature of the Cold War since its origins. Although Gorbachev launched glasnost to open the door to new ideas and to reduce the remaining repression in the Soviet system as it struggled with the legacies of Stalinist totalitarianism, the Soviet leader faced a difficult challenge to overcome both the resistance inherent in the Soviet system as well asShow MoreRelatedThe Cold War And The Soviet War845 Words   |  4 PagesThe reason the Cold War was called the Cold War is because there were no physical battles with weapons, tanks, or even artillery, it was a war between capitalism vs. communism, democra cy vs. dictatorship. This War actually started when Stalin of the USSR had a conference during the end of WWII who promised the American president, FDR, that he would allow there to be elections, democratic elections, in the Eastern part of Europe which had the soviet dominance. But in the year of 1945, in the PotsdamRead MoreThe Cold War And The Soviet War911 Words   |  4 PagesThe Cold War began at the resolution of WWII and continued into the 1990’s. The Cold War was fueled by many factors such as ideological differences, mutual mistrust, America’s fear of the spread of communism, and nuclear weapons. The war ultimately resulted in the collapse of communism. The war was supported by allied nations although the main instigators of the war were Russia and the United States. A major short term factor that lead to the Cold War was USSR’s fear of America’s newly acquiredRead MoreSoviet War : The Cold War1289 Words   |  6 PagesThroughout the entirety of World War II the United States and the Soviet Union joined forces and repelled against the axis powers. However the two nations did not see eye to eye and as a result had an uneasy relationship. Tensions worsened after the war due to Soviet expansion located in Eastern Europe. The two almost seemed destined to clash after the end of the Second World War. The two nations had contrasting long term interests, and different values in terms of politics. Subsequently, this causedRead MoreSoviet War : The Cold War Essay1730 Words   |  7 PagesCold War Essay 1947 through 1991 was the time period of the Cold War; the Cold War was a result caused by the tension of the after math of what had happened with world war 2 .The tension that was there wasn t just any kind of tension it was military tension between the power of the eastern bloc and the power of the western bloc. The Cold War wasn t only one war but it was decades of littlewars and intimidation. Germany was busy after the war, there where so much tension betweenRead MoreThe Cold War And The Soviet War1982 Words   |  8 PagesAs we all think of word â€Å"war† we immediately think of death s, violence, disagreement with one another. Many country has been on war with one another but they have got anything out of it, except millions of people deaths. Whenever â€Å"war† start it’s always happened because of two nations disagreement with one another. In 1948 Berlin Blockade, The USSR attempt to break the connection between the Western and Eastern part s of Berlin, in the result of this early days of Cold war started. As long as I knowRead MoreThe Cold War And The Soviet War1134 Words   |  5 PagesThe Cold War is the name granted to the tensions that developed between the USA and the USSR after World War II. The Cold War was an era of confrontation and competition between these two world powers that lasted from about 1946 to 1990. The Cold War was to dominate affairs for decades and many major crises occurred such as the Berlin Wall, Hungary, Vietnam, and the Cuban Missile Crisis are just a few examples of the problems that sparked as a result of the Cold War. For most, the growth in weaponsRead MoreThe Cold War And The Soviet War1199 Words   |  5 PagesThe Cold War was a succession of savage battles fought between the USA and the USSR during the end of World War II. These two prevailing countries never faced each other directly, therefore it was a war fought by proxy. Both the USA and the USSR had conflict between their two ideologies and ways of life, the USA assumed capitalism and democracy was the optimal way of living, while the USSR concluded communism was the more suitable choice. Each country believed their system or ideology was superiorRead MoreSoviet War : The Cold War Essay2010 Words   |  9 PagesBrandon Davis Teacher Class Period 13 December 2016 Cold War Essay From the years of 1947 to 1991, the Cold War became the peak of tension between the United States and the Soviet Union. This tension originated through the political, economic, and ideological differences between these two governments. The United States was wary of the communist government in Russia, starting from the Red Scare. Throughout the duration of World War I and II, the United States sought to contain communism and preventRead MoreThe Soviets And The Cold War1597 Words   |  7 PagesAfter the end of World War Two, the Soviets and Americans had conflicting views on their beliefs and ideology. The Soviets supported communism, whereas the United States, and other â€Å"Big Four† allies encouraged capitalism. This caused a tense relationship to form between the two powerful countries, and led to many international affairs. These non-violent events were known as the Cold War, and one of the most important was the Berlin Airlift. At the Yalta Conference in February 1945, Joseph StalinRead MoreThe Cold War And Its Effects On The Soviet War1343 Words   |  6 Pages Cold War Midterm Czechoslovakia 1968: Liberalization in the Eastern Bloc Michael Fritz Excelsior College September 17, 2014 The political landscape, economic climate change and religious beliefs all factored into the Cold War due the fact that it lasted nearly 5 decades. The Cold War changed histrionically from each administration change that every nation faced during these long time periods. In the Soviet Union political landscapes went from Stalin to Khruschev then Brezhnev, each

Richard Nixon And Jane Fonda Essay - 1425 Words

Slender stocks of wood are propped against a bright white wall with glaring black and white images placed at the top. With fire, pride and intention, thirty black fists are thrust sky high supported by years of broken promises and neglect. Each photo of the raised fist is printed on its own canvas attached to the wooden sticks but they overlap each other at different lengths and widths showcasing the unification of the civil rights movement. This may not have been the primary art object I intended to use, but the parallelism between the past and present is too hard to ignore when dealing with acts of racism. With just a first glance there is no way to tell that the audience is looking directly at the fervent passion that filled the icons of Martin Luther King Jr., Richard Nixon and Jane Fonda but thankfully the description on the side tells the viewer whose hands are depicted (1). The year is 1957 and the very first civil rights legislation is successfully passed by congress: the voting rights bill (1). Triumph. I sat and witnessed my people rejoicing in their successes but promising to never give up. Photographer and artist, Annette Lemieux, probably foresaw the future struggle the black community would face for generations to come but in her dimensional piece, she captures the struggles of that moment in time unknowingly educating every generation after. Today, we have surpassed the days of Black Codes and Jim Crow Laws, but what has evolved are underlying and oftenShow MoreRelatedThe War Of The Vietnam War1421 Words   |  6 PagesIn July and August of 1972, Jane Fonda made radio bro adcasts from Hanoi that changed the way Americans thought of the Vietnam war and of her. To this day, many people view her as a traitor and criticise her actions in Vietnam; however, some people were truly inspired by her words and what she had to say. Despite people s personal opinions, Fonda was a powerful speaker and knew how to convey her message to her audience. She tried to convince people that the American government and military were theRead MoreWhat Changed Americas View Towards the Vietnam War?2139 Words   |  9 Pagesnegative point of view and lead to many anti-war movements. (Media’s role during the Vietnam-Era) As one of the most famous characters acting against the war was Hollywood actress Jane Fonda who showed her opposition towards the war by touring with other prominent people and filming a documentary about it afterwards. Jane Fonda toured around America and Southeast Asia and performed for GI’s who were opposed to the war, at off-base coffeehouses together with her anti-war troupe including actors DonaldRead MoreAnalysis Of The Meaning Of Serena Williams Essay1190 Words   |  5 Pagesrooted toward the beginning of the essay, easily suggest the idea that Serena’s excellence cannot be discussed without the addition of the racist notions she so often encounters. This statement clearly reflects the lesson in which Serena’s father, Richard Williams, attempted to teach at a young age. Through the use of his autobiography, Rankine discusses how Williams paid young white children to shout racial epithets while young Serena and her sister practiced on the tennis courts. â€Å"His focus on racismRead MoreAnalysis Of The Poem The Meaning Of Serena Williams Essay1195 Words   |  5 Pagesrooted toward the beginning of the essay, easily suggest the idea that Serena’s excellence cannot be discussed without the addition of the racist notions she so often encounters. This statement clearly reflects the lesson in which Serena’s father, Richard Williams, attempted to teach at a young age. Through the use of his autobiography, Rankine discusses how Williams paid young white children to shout racial epithets while young Serena and her sister practiced on the tennis courts. Rankine explainsRead MoreThe American Counterculture Movement909 Words   |  4 PagesThe American counterculture movement began with the assassination of U.S. President John F. Kennedy, the termination of the United States combat involvement in Southeast Asia, the end of the draft in 1973, and the resignation of President Richard M. Nixon in 1974. Students for a Democratic Society (SDS) was the main organizational groups of the campus-based radical movement known as the New Left in the 1960s. The New Left was a term used to describe the left wing movements in the 1960s and 1970s

Partial Balance Sheet Essay Example For Students

Partial Balance Sheet Essay exercises Exercise 5-1 Installment sales; alternative recognition methods ( LO1 LO2 On June 1, 2006, the Luttman and Dowd Company sold inventory to the Ushman Corporation for $400,000. Terms of the sale called for a down payment of $100,000 and four annual installments of $75,000 due on each June 1, beginning June 1, 2007. Each installment also will include interest on the unpaid balance applying an appropriate interest rate. The inventory cost Foster $150,000. The company uses the perpetual inventory system. Required: 1. Compute the amount of gross profit to be recognized from the installment sale in 2006, 2007, 2008, 2009, and 2010 using point of delivery revenue recognition. Ignore interest charges. 2. Repeat requirement 1 applying the installment sales method. 3. Repeat requirement 1 applying the cost recovery method. Exercise 5-2 Construction accounting; percentage-of-completion and completed contract methods ( LO4 The Ugenti Construction Company contracted to construct a warehouse building for $2,600,000. Construction began in 2006 and was completed in 2007. Data relating to the contract are summarized below: 20062007 Costs incurred during the year$ 360,000$1,650,000 Estimated costs to complete as of 12/311,560,000 Billings during the year 430,000 2,130,000 Cash collections during the year320,000 2,280,000 Required: 1. Compute the amount of gross profit or loss to be recognized in 2006 and 2007 using the percentage-of-completion method. 2. Compute the amount of gross profit or loss to be recognized in 2006 and 2007 using the completed contract method. 3. Prepare a partial balance sheet to show how the information related to this contract would be presented at the end of 2006 using the percentage-of completion method. 4. Prepare a partial balance sheet to show how the information related to this contract would be presented at the end of 2006 using the completed contract method. Exercise 5-3 Percentage-of-completion method; loss projected on entire project ( LO4 On April 13, 2006, the Pagano Construction Company entered into a three-year construction contract to build a mall for a price of $12,000,000. During 2006, costs of $3,000,000 were incurred with estimated costs of $6,000,000 yet to be incurred. Billings of $3,800,000 were sent and cash collected was $3,250,000. In 2007, costs incurred were $4,000,000 with remaining costs estimated to be $5,600,000. 007 billings were $3,500,000 and $3,600,000 cash was collected. The project was completed in 2008 after additional costs of $5,800,000 were incurred. The company’s fiscal year-end is December 31. Arrow uses the percentage-of-completion method. Required: 1. Calculate the amount of gross profit or loss to be recognized in each of the three year s. 2. Prepare journal entries for 2006 and 2007 to record the transactions described (credit â€Å"Various accounts† for construction costs incurred). 3. Prepare a partial balance sheet to show the presentation of the project as of December 31, 2006 and 2007. Exercise 5-4 Franchise sales; revenue recognition ( LO5 On November 15, 2006, the Coldstone Ice Cream Company entered into a franchise agreement with an individual. In exchange for an initial franchise fee of $25,000, Coldstone will provide initial services to the franchisee to include assistance in design and construction of the building, help in training employees, help in obtaining financing, and management advice over the first five years of the ten-year franchise agreement. 50% of the initial franchise fee is payable on November 15, 2006, with the remaining $12,500 payable in five equal annual installments beginning on November 15, 2007. These installments will include interest at an appropriate rate. The franchise opened for business on February 15, 2007. Required: Assume that the initial services to be performed by Coldstone subsequent to November 15, 2006, are substantial and that collectibility of the installment receivable is reasonably certain. Substantial performance of the initial services is deemed to have occurred when the franchise opened. Prepare the necessary journal entries for the following dates (ignoring interest charges): 1. November 15, 2006, and 2. February 15, 2007. Exercise 5-5 .u8596f4c78605d5d20cfc5793a93d33ee , .u8596f4c78605d5d20cfc5793a93d33ee .postImageUrl , .u8596f4c78605d5d20cfc5793a93d33ee .centered-text-area { min-height: 80px; position: relative; } .u8596f4c78605d5d20cfc5793a93d33ee , .u8596f4c78605d5d20cfc5793a93d33ee:hover , .u8596f4c78605d5d20cfc5793a93d33ee:visited , .u8596f4c78605d5d20cfc5793a93d33ee:active { border:0!important; } .u8596f4c78605d5d20cfc5793a93d33ee .clearfix:after { content: ""; display: table; clear: both; } .u8596f4c78605d5d20cfc5793a93d33ee { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u8596f4c78605d5d20cfc5793a93d33ee:active , .u8596f4c78605d5d20cfc5793a93d33ee:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8596f4c78605d5d20cfc5793a93d33ee .centered-text-area { width: 100%; position: relative ; } .u8596f4c78605d5d20cfc5793a93d33ee .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8596f4c78605d5d20cfc5793a93d33ee .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8596f4c78605d5d20cfc5793a93d33ee .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u8596f4c78605d5d20cfc5793a93d33ee:hover .ctaButton { background-color: #34495E!important; } .u8596f4c78605d5d20cfc5793a93d33ee .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8596f4c78605d5d20cfc5793a93d33ee .u8596f4c78605d5d20cfc5793a93d33ee-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8596f4c78605d5d20cfc5793a93d33ee:after { content: ""; display: block; clear: both; } READ: Smithsonian Museum Visit EssayEvaluating efficiency of asset management ( LO6 The year 2006 income statement of Garret Sons Music Company reported net sales of $10 million, cost of goods sold of $6 million, and net income of $1 million. The following table shows the companys comparative balance sheets for 2006 and 2005: ($ in 000s) Assets:20062005 Cash$ 240$ 280 Accounts receivable800600 Inventory850700 Property, plant, and equipment (net) 2,600 2,520 Total assets$4,490$4,100 Liabilities and Shareholders’ Equity: Current liabilities$ 720$ 650 Notes payable 6001,000 Paid-in capital 2,0002,000 Retained earnings 1,170 450 Total liabilities and shareholders equity$4,490$4,100 Some industry averages for the company’s line of business are: _______________________________________ inventory turnover 6 times average collection period 28 days asset turnover 2times _______________________________________ Required: Assess Garret Sons asset management relative to its industry. Exercise 5-6 Profitability ratios ( LO6 The following condensed information was reported by Sanders Manufacturing, Inc. for 2006 and 2005: ($ in 000s) 20062005 Income statement information: Net sales$7,200$6,800 Net income 360 408 Balance Sheet information: Current assets$ 800$ 750 Property, plant, and equipment (net) 2,100 1,950 Total assets$2,900$2,700 Current liabilities$ 250$ 400 Long-term liabilities 950 750 Paid-in capital 1,000 1,000 Retained earnings 700 550 Liabilities and shareholders’ equity$2,900$2,700 Required: 1. Determine the following ratios for 2006: a. profit margin on sales b. return on assets c. return on shareholders’ equity 2. Determine the amount of dividends paid to shareholders during 2006. PROBLEMS Problem 5-1 Installment sales; alternative recognition methods ( LO1 LO2 On October 31, 2006, the Dionne Company sold merchandise to the Parker Corporation for $800,000. Terms of the sale called for a down payment of $200,000 and three annual installments of $200,000 due on each October 31, beginning October 31, 2007. Each installment also will include interest on the unpaid balance applying an appropriate interest rate. The book value of the merchandise on Dionne’s books on the date of sale was $400,000. The perpetual inventory system is used. The company’s fiscal year end is December 31. Required: 1. Prepare a table showing the amount of gross profit to be recognized in each of the four years of the installment sale applying each of the following methods: a. Point of delivery revenue recognition. b. Installment sales method. c. Cost recovery method. 2. Prepare journal entries for each of the four years applying the three revenue recognition methods listed in requirement 1. Ignore interest charges. 3. Prepare a partial balance sheet as of the end of 2006 and 2007 listing the items related to the installment sale applying each of the three methods listed in requirement 1. Problem 5-2 Percentage-of-completion method LO4 In the year 2006, the Malinkrodt Construction Company entered into a contract to construct a road for Dade County for $15,000,000. The road was completed in 2008. Information related to the contract is as follows: 200620072008 Costs incurred during the year$4,000,000$4,800,000$4,200,000 Estimated costs to complete as of year-end8,000,000 4,000,000 Billings during th e year 3,500,000 5,000,000 6,500,000 Cash collections during the year2,800,000 5,600,000 6,600,000 Malinkrodt uses the percentage-of-completion method of accounting for long-term construction contracts. Required: 1. Calculate the amount of gross profit to be recognized in each of the three years. 2. Prepare all necessary journal entries for each of the years (credit â€Å"Various accounts† for construction costs incurred). 3. Prepare a partial balance sheet for 2006 and 2007 showing any items related to the contract. 4. Calculate the amount of gross profit to be recognized in each of the three years assuming the following costs incurred and costs to complete information: 20062007 2008 Costs incurred during the year$4,000,000$4,200,000$7,200,000 Estimated costs to complete as of year-end8,000,000 7,100,000

An Event in Your Life Essay Example

An Event in Your Life Essay Chapter 1 The Bertolini: Summary: We open in Florence at the Pension Bertolini, a pension for British travelers. Young  Lucy Honeychurch  and her cousin,  Charlotte Bartlett, are bemoaning the poor rooms that they have been given. They were promised rooms with views. The two women sit at dinner in their pension, along with the other guests. Lucy is disappointed because the pension hostess has turned out to be British, and the decor of the pension seems lifted right out of a room in London. While Miss Bartlett and Lucy talk, an old man interrupts them to tell them that his room has a nice view. The man is  Mr. Emerson; he introduces his son,  George Emerson. Mr. Emerson offers Miss Bartlett and Lucy a room swap. The men will take the rooms over the courtyard, and Lucy and Charlotte will take the more pleasant rooms that have views. Miss Bartlett is horrified by the offer, and refuses to accept; she begins to ignore the Emersons and resolves to switch pensions the next day. Just then,  Mr. Beebe, a clergyman that Lucy and Charlotte know from England, enters. Lucy is delighted to meet someone she knows, and she shows it; now that Mr. Beebe is here, they must stay at the Pension Bertolini. Lucy has heard in letters from her mother that Mr. We will write a custom essay sample on An Event in Your Life specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on An Event in Your Life specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on An Event in Your Life specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Beebe has just accepted a position at the parish of Summer Street, the parish of which Lucy is a member. Mr. Beebe and Lucy have a pleasant talk over dinner, in which he gives Lucy advice about the sites of Florence. This vacation is Lucys first time in Florence. Soon, almost everyone at the table is giving Lucy and Miss. Bartlett advice. The torrent of advice signifies the acceptance of Lucy and Miss Bartlett into the good graces of the pension guests; Lucy notes that the Emersons are outside of this fold. After the meal, some of the guests move to the drawing room. Miss Bartlett discusses the Emersons with Mr. Beebe; Beebe does not have a very high opinion of Mr. Emerson, but he thinks him harmless, and he believes no harm would have come from Miss Bartlett accepting Mr. Emersons offer. Mr. Emerson is a Socialist, a term that is used by Mr. Beebe and Miss Bartlett with clear disapproval. Miss Bartlett continues to ask Mr. Beebe about what she should have done about the offer, and if she should apologize, until Mr. Beebe becomes annoyed and leaves. An old lady approaches the two women and talks with Miss Bartlett about Mr. Emersons offer. Lucy asks if perhaps there was something beautiful about the offer, even if it was not delicate. Miss Bartlett is puzzled by the question; to her, beauty and delicacy are the same thing. Mr. Beebe returns: he has arranged with Mr. Emerson to have the women take the room. Miss Bartlett is not quite sure what to do, but she accepts. She takes the larger room, which was occupied by George, because she does not want Lucy to be indebted to a young man. She bids Lucy goodnight and inspect her new quarters, and she finds a piece of paper pinned to the washstand that has an enormous note of interrogation scrawled on it. Though she feels threatened by it, she saves it for George between two pieces of blotting paper. Chapter Two In Santa Croce with No Baedeker: Summary: Lucy looks out her window onto the beautiful scene of a Florence morning. Miss Bartlett interrupts her reverie and encourages Lucy to begin her day; in the dining room, they argue politely about whether or not Miss Bartlett should accompany Lucy on a bit of sightseeing. Lucy is eager to go but does not wish to tire her cousin, and Miss Bartlett, though tired, does not want Lucy to go alone. A clever lady, whose name is Miss Lavish, intercedes. After some discussion, it is agreed that Miss Lavish and Lucy will go out together to the church of Santa Croce. The two women go out, and have a lively (but not too involved) conversation about politics and people they know in England. Suddenly, they are lost. Lucy tries to consult her Baedeker travel guide, but Miss Lavish will have none of it. She takes the guide book away. In their wanderings, they cross the Square of the Annunziata; the buildings and sculptures are the most beautiful things Lucy has ever seen, but Miss Lavish drags her forward. The women eventually reach Santa Croce, and Miss Lavish spots Mr. Emerson and George. She does not want to run into them, and seems disgusted by the two men. Lucy defends them. As they reach the steps of the church, Miss Lavish sees someone she knows and rushes off. Lucy waits for a while, but then she sees Miss Lavish wander down the street with her friend and Lucy realizes she has been abandoned. Upset, she goes into Santa Croce alone. The church is cold, and without her Baedeker travel guide Lucy feels unable to correctly view the many famous works of art housed there. She sees a child hurt his foot on a tomb sculpture and rushes to help him. She then finds herself side-by-side with Mr. Emerson, who is also helping the child. The childs mother appears and sets the boy on his way. Lucy feels determined to be good to the Emersons despite the disapproval of the other pension guests. But when Mr. Emerson and George invite her to join them in their little tour of the church, she knows that she should be offended by such an invitation. She tries to seem offended, but Mr. Emerson sees immediately that she is trying to behave as she has seen others behave, and tells her so. Strangely, Lucy is not angry about his forwardness but is instead somewhat impressed. She asks to be taken to look at the Giotto frescoes. The trio comes across a tour group, including some tourists from the pension, led by a clergyman named  Mr. Eager. Mr. Eager spews commentary on the frescoes, which Mr. Emerson heartily disagrees with; he is skeptical of the praise and romanticizing of the past. The clergyman icily leads the group away. Mr. Emerson, worried that he has offended them, rushes off to apologize. George confides in Lucy that his father always has that effect on people. His earnestness and bluntness are repellent to others. Mr. Emerson returns, having been snubbed. Mr. Emerson and Lucy go off to see other works. Mr. Emerson, sincere and earnest, shares his concerns for his son. George is unhappy. Lucy is not sure how to react to this direct and honest talk; Mr. Emerson asks her to befriend his son. She is close to his age and Mr. Emerson sense much that is good in the girl. He hopes that these two young people can learn from each other. George is deeply saddened by life itself and the transience of human existence; this cerebral sorrow all seems very strange to Lucy. George suddenly approaches them, to tell Lucy that Miss Bartlett is here. Lucy realizes that one of the old women in the tour group must have told Charlotte that Lucy was with the Emersons. When she seems distressed, Mr. Emerson expresses sympathy for her. Lucy becomes cold, and she informs him that she has no need for his pity. She goes to join her cousin. Chapter Three Music, Violets, and the Letter S: Summary: One day after lunch Lucy decides to play the piano. The narrator tells us that Lucy has a great love for playing; she is no genius, but she is talented and passionate, always playing on the side of Victory. Mr. Beebe recalls the first time he heard her play, back in England, at Tunbridge Wells. She chose an unusual and intense piece by Beethoven. At the time, Mr. Beebe remarked to someone that if Lucy ever learned to live as she plays, it would be a great event. Now, Mr. Beebe makes the same remark to Lucy directly. Miss Bartlett and Miss Lavish are out sightseeing, but it is raining hard outside. Lucy asks about Miss Lavishs novel, which is in progress. Lately, Miss Lavish and Miss Bartlett have become close, leaving Lucy feeling like a third wheel. Miss Catharine Alan enters, complimenting Lucys playing. She discusses the impropriety of the Italians with Mr. Beebe, who half-agrees with her in a subtly and playfully mocking way. They discuss Miss Lavish, who once wrote a novel but lost the thing in heavy rains. She is working on a new book, set in modern Italy. Miss Alan talks about Miss Lavish first meeting with the Emersons. Mr. Emerson made a comment about acidity of the stomach, trying to be helpful to another pension guest. Miss Lavish was drawn to his directness. She tried to stand up for the Emersons for a while, talking about commerce and how it is the heart of Englands empire. But after dinner, she went into the smoking room with them. A few minutes later, she emerged, silent. No one knows what happened, but since then, Miss Lavish has made no attempt to be friendly to the men. Lucy asks Miss Alan and Mr. Beebe if the Emersons are nice; after some discussion, Mr. Beebe gives a qualified yes and Miss Alan a no. Mr. Beebe, though he does not say it, does not approve of the Emersons attempts to befriend Lucy. Mr. Beebe feels badly for the Emersons nonetheless; they are thoroughly isolated at the pension. He silently resolves to organize a group outing so that everyone will have a good time. Evening comes on and the rain stops. Lucy decides to go out for a walk and enjoy the last bit of daylight. Clearly, Miss Alan disapproves and Mr. Beebe does not approve entirely. But Lucy goes out anyway; Mr. Beebe chalks her behavior up to too much Beethoven. Analysis: Music and Lucys relationship to her music is one of the novels themes. Mr. Beebes comment becomes the readers hope for Lucy: perhaps one day she will play as well as she lives. Forster speaks in this chapters opening pages of musics transcendent abilities. It can be the gift of anyone regardless of social class or education. Through Beebes statement, Forster is suggesting that these qualities also apply to passionate living. To live life well is within the grasp of anyone, despite the prejudices and proprieties of Lucys world. Her choice of unusual Beethoven pieces is indicative of her passion. She needs more of an outlet than music, but for now her music will have to do. Music puts her in touch with her desires and feelings; the passion of Beethoven makes her resolve to go out alone, despite the disapproval of others. Chapter Four: Summary: Lucy goes out longing for adventure, hoping for something great. She buys some photographs of great artworks at a junk shop, but remains unsatisfied. She wanders into the Piazza Signoria; it is nearing twilight, and the world takes on an aura of unreality. Nearby, she sees two Italians arguing. One of them is struck lightly on the chest; he wanders toward Lucy, trying to say something, and blood trickles from his lips. The light strike was actually a stabbing. A crowd surrounds them and carries the man away. She sees George Emerson, and then the world seems to fall on top of Lucy; suddenly, she is with George Emerson, sitting on some steps some distance away. She fainted, and George has carried her here. She thanks George and asks him to fetch her photographs, which she dropped in the square; when he leaves to get them, she tries to sneak away. George calls to her and persuades her to sit down. The man who approached her is dead or dying. A crowd surrounds the man, down by the fountain, and George goes to investigate. George returns, and they talk of the murder. They walk back to the pension along the river, and George suddenly tosses something into the water. Lucy angrily demands to know what he threw away, suspecting that they might be her photographs. After some hesitation, George admits that they were. He threw them away because they were covered with blood. At Georges request, they stop for a moment. He feels something incredible has happened, and he wants to figure it out. Leaning over a parapet, Lucy apologizes for her fainting and asks that he not tell anyone at the pension what happened. She realizes that he is not a chivalrous man, meaning he is a stranger to old-fashioned ideas of courtesy and propriety, but she also realizes that George is intelligent, trustworthy, and kind. She says that events like the murder happen, and that the witnesses go on living life as usual. George replies that he does not go on living life as usual. Now, he will want to live. Analysis: Forster spends the first part of the chapter explaining Lucys character. She is naive, but she has some strength and passion. She is frustrated by the constraints on her gender, but she is also no firebrand by nature. She feels that she should be ladylike, in the old-fashioned sense of the word, but in practice she wants to be more free and adventurous than that label allows. She feels her emotions most passionately and deeply after she has played piano. Forster often uses the landscape to mirror Lucys mood. After she finished playing the piano, the rain cleared, mirroring Lucys tendency to know her own desires most clearly after playing music. As she wanders into the square, the world seems touched by unreality. She longs for an adventure, and she is conscious of being in a different place and wanting to see something rule. It is twilight, a transitional time between day and night, and Lucy is about to have a very confusing and important experience. She is rescued by George, and she cannot seem to decide what to think about it. For his part, George is as taciturn and strange as ever. Forster lets us into his characters heads, but with George and Mr. Emerson we have only their outward actions and dialogue. Lucys experience is confusing not only because she watches a man die, but also because she is not sure how to deal with George and how he makes her feel. She recognizes that he is not chivalrous or proper, but she sees goodness in him. She stops by the river and feels somehow comfortable with him, but she nervously asks him not to tell anyone that she fainted and he carried her. For George too, the experience is important. For whatever reason, and in ways that Forster will not allow us to see directly, he is changed. He tells Lucy that he will not return to life as he lived it before; now, he wants to live. The experience has made him appreciate life, perhaps in part because he shared something extraordinary with Lucy.

An Inspector Calls Essay Essays

An Inspector Calls Essay Essays An Inspector Calls Essay Essay An Inspector Calls Essay Essay Essay Topic: Literature A play typical of this time period. Written in 1946 after the Second World War. Named â€Å"An Inspector Calls† and set just before the First World War in 1912. An Inspector calls is a play where drama and tension help create an atmosphere of suspense. Priestly wanted to convey that people’s actions can affect other people’s lives. The author was influenced by his involvement in the First World War and his experiences of living through the Second World War. Also he being a victim of gas attacks and narrowly avoiding death influenced his writing of the play. It is a play about the idea of consequences and how the rich have no consequences as we see when their actions force a woman to a horrific death. Priestly creates a relaxed atmosphere at the start of act one. He does this by introducing a dinner party to celebrate the engagement of Sheila to Eric. The stage directions on page one ‘A decanter of port, cigar box and cigarettes,’ this creates a sense of relaxation because when people are unwinding from the end of a celebration. Another stage direction ‘the lighting should be pink and intimate until the inspector arrives, and it should be brighter and harder. This stage direction creates a relaxed atmosphere because pink is a soft and calm colour. Combined with happy celebrations of the family it creates a soothing atmosphere. The stage direction ‘Edna goes out, they now all have all glasses filled. Birling beams at them and clearly relaxes,’ this shows that the whole family is ready for a toast towards th e engagement of Eric and Sheila, they are happy and relaxed. Birling, as the head of the household, is chilled out and calm. The quotation on page eight where Gerald says ‘You seem to be a nice well-behaved family,’ shows that he is delighted to be engaged with Sheila and he has no worries about any dislikes that the rest of the family may have of him. This adds to the relaxed atmosphere that the author is trying to create. Also it creates the ides that they are civilised people and have a good reputation is also developed. The stage direction on page one that describes the Birling household is ‘The general effect is substantial and heavily comfortable, but not cosy and homelike. This stage direction gives the impression that the Birling house isn’t peaceful as it can be and there is an underlying atmosphere of fear and regret. Eric says ‘I don’t know really-suddenly I felt that I had to laugh,’ this shows that Eric has a fearing conscious and is forced to go along with the families actions. The idea that he has a fearing conscious, shows that he is afraid of u psetting the family through his actions. He doesn’t want to ruin his relationship with Sheila and her family. Mr Birling shows that he doesn’t know about situations of conflict and tension when he says ‘You’ll hear some people say that war’s inevitable. And to that I say – Fiddlesticks! The Germans don’t want war. ’ We as a modern audience know that in 1914 the outbreak of war takes place. This quotation shows that Mr Birling doesn’t know about global tension and leads to the ides that he doesn’t know about tension within his family. Another quotation on page 10 shows that Mr Birling is selfish and doesn’t believe in socialists. Where everybody should look after themselves and others. Mr Birling shows this when he says ‘By the way some of these cranks talk and write now, you’d think everybody has to look after everybody else, as if we were all mixed up together like bees in a hive-community and all that nonsense. ’ It creates tension because he doesn’t believe in socialism so he only knows or cares about himself and his own family. This kind of attitude seems dated and traditional, it can be linked to Margaret Thatcher said in 1987. She said â€Å"There is no such thing as society. There are individual men and women, and there are families. † This saying means that everyone should look after themselves and there is no society. During Act One there is an event that disturbs the relaxed atmosphere. This takes place when an inspector arrives at the Birling house. The entrance of the inspector is shown to the audience by a doorbell. ‘We hear a sharp ring of a front doorbell,’ this doorbell interrupts the relaxing atmosphere because it’s sharp and when people hear it, it interrupts their actions. To create tension a new character is expected to be introduced. It links to Inspector Goole’s approach and attitude because it intrudes on the family, as does the inspector style of questioning. Mr Birling is very surprised by an inspector arriving at the door when he says ‘An inspector? What kind of inspector? ’ This shows that Mr Birling is frightened to see that someone is looking for him in the middle of a joyful event. This disturbs the relaxed atmosphere because everyone in the family is forced to change from being relaxed to curious. This also adds tension because all the characters are curious to see who it is, this takes place when the bell rings and Edna comes in. When Mr Birling seems surprised it shows that he is worried about something, and makes him look suspicious towards the audience. The stage direction that is used to describe the inspector’s entrance is ‘The inspector need not be a big man, but he creates at once an impression of massiveness and purposefulness’ and ‘He speaks carefully, weightily and has a disconcerting habit of looking hard at the person he addresses before actually speaking. ’ These stage direction’s interrupt the relaxed atmosphere because they make the inspector seem like a threatening and influential figure that brings fear to the family. It also brings tension because as soon as the bell rings, just before the family are very curious to see who it is. When they find out it’s the inspector, they become more frightened and tension is built. Inspector Goole contributes to the tense atmosphere throughout the play. In the beginning of the play he says ‘Two hours ago a young woman died in the infirmary. She’d been taken here this afternoon because she’s swallowed a lot of strong disinfectant, Burnt her inside out, of course’ when he is talking about Eva’s death. This describes the death as a slow and painful death, also he is very graphic on the description. Also it tells us the reason why the inspector calls at the Birling house. When the inspector conducts his enquiry, he is determined to speak to each person separately in an organised and fair way. An example of this is when he says ‘It’s the way I like to work. One person and one line of enquiry at a time. Otherwise there’s a muddle. ’ When the inspector shows the photograph to each person separately, this builds tension because the person may feel guilty and no-one to relate to discuss their feelings. The stage direction expresses this ‘Inspector takes a photograph, about photograph size, out of his pocket and goes to Birling. Both Gerald and Eric rise to have a look at the photograph, but the inspector interposes himself between them and the photograph. ’ Another way in which the inspector adds to tense atmosphere is by his name. The name Goole reminds of the mysterious word ‘ghoul’. This word conveys sinister and mysterious spirit associated with death, This is related to his purpose in the play which is to do an investigation about a girl’s death. And by the end of the play the characters are confused to whether he was a man or a ghost, who act as a conscience for the characters. This also adds to the writer’s aims which were to get the idea that people should care about others in society. The inspector could symbolise the guilt which haunts people when they know they are in the wrong. There are many examples in the play that show different reactions to the Inspector. Mr Birling says ‘We were having a nice little family celebration tonight. And a nasty mess you’ve made of it now, haven’t you? ’ This shows that Birling is not at all happy that the inspector has come to his house. He shows anger and distress through this speech. Another speech by Birling ‘Look here Inspector, I consider this uncalled for an officious. I’ve half a mind to report you. ’ This shows a lot of anger within Mr Birling it seems like it is building up and he is starting to hate the inspector. It shows the discomfort of Mr Birling in the presence of the inspector. He seems to be hiding something and may be worried that inspector might get out of him. When Sheila says ‘Well, Gerald? ’ she is trying to point the inspector attention towards Gerald. This shows that she might be hiding something too. She is also showing fear of the inspector as well as Mr Birling. Another view of Sheila would be that she seems to be sympathetic towards Eva smith’s death when she says ‘Oh-how horrible. Was it an accident? ’ This also is shows that she starts to care, and she also then starts asking more questions to know more about the girl. This is a contrast to the quotation mentioned above. In one of Birling long speeches, He says that the titanic is unsinkable and the Germans didn’t want war. Both of these theories are wrong because the titanic sank in 1912 and World War One started in 1914 (two years later). The play was written both World Wars were over. This gives the reader dramatic irony. The lack of understanding of worldly affairs shows that Mr Birling lacks knowledge and understanding about his family too. This can also lead to the surprise reactions of Eva smith’s death. The irony would have been effective because the audience knew that the future and what actually happened. When Mr Birling says ‘Still, I can’t accept any responsibility,’ it shows that he is dismissing any accusations against him and doesn’t accept being responsible. He later feels that he also had a part to play in the death of Eva smith. Priestly integrated social and moral messages into the play. Priestly himself was from a working class background and wanted to convey the idea that working people like Eva Smith in the play were being exploited by people like Mr Birling. He had the idea that employers shouldn’t treat their workers harshly. When Mr Birling says ‘A man has to make his own way-has to look after himself-and his family too,’ this shows that Mr Birling is self minded and Priestly is showing through this character that people should not only look after them but to look after all other people around them. A contrasting quotation would be ‘But these girls aren’t cheap labour-they’re people. ’ This is said by Sheila on page 19, it shows that everyone has their own rights and should be treated no different from others. This also is stated through the Inspector when he says ‘I’ve often thought that it would do us all a bit of good if sometimes we tried to put ourselves in the place of these young women. ’ This play has some good ideas behind it that I quite liked. The idea that all people should be equal was one of the main ones brought through the main plot of the play. I think that the Inspector in a way represents justice or truth in the play. Priestly does create tense moments in the play and this would be done to make the plot more interesting and to keep the audience alert. I would say the most effective moment of tension is where the Inspector rings the door and comes into the play. This is because no-one is expecting this and it builds a lot tension.

Information system High School Essay Example | Topics and Well Written Essays - 250 words

Information system High School - Essay Example It employs effective communication between the project team and the end-users. Project management practices when used properly, effectively and efficiently would address the problems encountered during the project life cycle. This paper covers the potential problems and the different best practices for an IT project. IT professionals and specialists are considered optimists and often assume that everything will go smoothly and as planned (Wiegers, 1998). They never worry about problems until they happened. This attitude often leads to unwanted surprises which might throw the project off track. In order to prepare for potential risks on the project and its implementation, the project management team shall create a formal risk management process. A formal risk model provides a structured mechanism to identify and control threats. The team can collaboratively address their shared risks and assign responsibility for risk reduction. Members can bring together their experience and knowledge in order to identify opportunities to control the risks. The best practices for tapping members' know-how are brainstorming, education, process improvement and application of software engineering and management techniques (Kliem & Ludin, 2000).

Leadership strategy issues in NONPROFIT HOSPITALS concentrate on how Essay

Leadership strategy issues in NONPROFIT HOSPITALS concentrate on how leadership strategy involves a mission, financial manageme - Essay Example As The Attorney General’s Community Benefits Guidelines (n.d.) points out, the non-profit hospitals have the fiduciary obligation to extend their services to concerned communities on the account of individuals’ tax-exempt status. The governing board and senior management are responsible for framing various organizational strategies which would enable the non-profit hospitals to dispose their duties and responsibilities effectively. In contrast, an inefficient strategic management may adversely affect the basic values of such organizations. Therefore, the non-profit hospitals must oversee the development and implementation of the community benefits plan. To be more specific, they must also design the method to be followed, resources to be accumulated, and the mechanism to be deployed for periodical monitoring. Significance of mission in leadership strategy To begin with, since non-profit hospitals are also separate legal entities, they can also deal with revenues and exp enses; and the assets of such hospitals are publicly held. Since these organizations operate on a charitable basis, they may get various sources of public finance including donations and others. Hence, officials dealing with finance department tend to misuse such organizations’ funds which in turn would affect the basic objective of the non-profit hospitals. ... The Attorney General’s Community Benefits Guidelines oblige the non-profit hospitals to serve the health and social needs of the community they serve (Community benefits guidelines for hospitals and HMOs, 2007). These guidelines insist that hospitals must collaborate with community representatives in order to identify their needs and to plan appropriate prevention programs. Fletcher Allen health care community benefits strategic plan (2010) suggests that the major mission of a non-profit hospital is to deliver the proposed community benefits plans effectively to the communities it serves. So as to implement this mission efficiently, usually hospital management designates a community benefits team that comprises of a number of hospital leaders and different operational group representatives. This process requires efficient strategic leadership skills because an ineffective grouping may largely minimize the result of the community benefits plan. The management must also ensure t he service of social workers and health educators to reach the respective communities easily. While implementing the proposed program, it is necessary for the firm to monitor the efficacy of the program at various phases, because it would help the management to identify the weaker areas. Hence, it is advisable for the hospital management to designate a community benefits manager who is responsible for closely watching the operational efficacy of the program. Importance of financial management in leadership In order to implement the community benefits plan efficiently, the hospital must adequately deal with financial management. It is obvious that these organizations carry out their operations on non-profitable basis, and therefore, they would

Europe and the Suez Crisis 1956 Essay Example for Free

Europe and the Suez Crisis 1956 Essay To what extent was the military action undertaken by the British and French in the Suez Crisis 1956 really necessary? This historical investigation seeks to evaluate and compare the factors influencing the relationships and discussions between France and Britain during the Suez Crisis and thereby provoked them to commit military force to the region. The mainbody will look at the differences and similarities in Britains and Frances intentions in the Middle East, the internal situation (mainly in Britain), Nasserà ¯Ã‚ ¿Ã‚ ½s actions, public opinion in Western Europe as well as American and UN policies on the crisis. In order to carry out his investigation a variety of sources will be consulted primary and secondary, from which relevant information will be selected. Carltonà ¯Ã‚ ¿Ã‚ ½s Britain and the Suez Crisis and Thomas The Suez Affair will be of particular use. The sources used reliability (date of publication, author etc) will be discussed. An analysis of the main arguments of the authors as well as an evaluation of different historical interpretations will be carried out. B. Summary of evidence When Britain and France cancelled the loans to the Egyptian president, Nassers hydropower project, the Aswan dam, Nasser responded by nationalizing the Suez Canal Company on the 26th of July 1956. Information given in the book The Suez Affair tells us that the company was largely owned by British and French shareholders.1 Britain and France saw the Nasserà ¯Ã‚ ¿Ã‚ ½s nationalization as a violation of international law and feared that this could create a power of vacuum, which could be filled by the Soviets, who were their communist enemy in the Cold War. Along with this, the nationalization of the canal directly threatened British and French influences in the area, which was rich on oilsupplies and secured Britains way to India. In a letter to the US President in September 1958, the British Prime Minister Eden wrote: We ought in the first instance to bring the maximum political pressure to bear on Egypt (but) my colleagues and I are convinced that we must be ready, in the last resort, to use force to bring Nasser to his senses. 2 In Mastering Modern World History it is revealed that a secret Anglo-American plan called Omega suggested to overthrow Nasser by using political and economic pressure3. Despite of this plan, the issue of using military force in Egypt remained a burning issue among the British Conservatives. According to Carlton, the British Cabinet, appeared divided on the matter of straight bash on the Canal issue by early September.4 The public opinion was strongly pro-military actions and called Nasser a new Hitler.5 The French Minister Mollet, did not attempt to keep in good terms with any Arab, whom he felt distrust towards, and was to be a strong supporter of the decision to use military force. They believed that the money of the Algerian rebels, which they fought against, came from Cairo. Both the French and the British associated Nasserà ¯Ã‚ ¿Ã‚ ½s nationalization of the Canal with historical analogies, which was not going to be repeated: Hitlerà ¯Ã‚ ¿Ã‚ ½s occupation of The Rhineland as well as his take over of Czechoslovakia. The US-president, Eisenhower, strongly expressed his hostility on the matter of forces being used in Egypt. According to Peter L. Hahn, Eisenhower viewed Nasser as a danger of Western threat but believed that force only would facilitate Soviet infiltration in the region.6 So the Americans proposed an association of canal users, the SCUA, when it was revealed that the British and French tried to seek approval in the UN, where their actions could be justified due to the Soviet veto. The British did accept the SCUA, but its impact on Nasser was destined to be negligible. With the end of the SCUA Conference, French and British Ministers, engaged in negotiations with their Egyptian counterpart and agreed to the Six Principles7 (see Appendix). Although this seemed to suggest a peaceful settlement, French and British military preparations to invade Egypt continued. On 24 October the British and the French Foreign Ministers held a secret meeting with the Israeli Prime Minister who was determined to force Egypt to recognize the state of Israel. Five days after this meeting, Israeli forces invaded Egypt. When Egypt refused to withdraw from the Suez Canal, British and French bombed Egyptian airfields and landed troops at Port Said. The British-French attack on Egypt was greeted with angry protests all over the world. According to Keith Robbin, the UN unanimously condemned the Franco-British action on 2nd November8 At last, the UN proclaimed cease-fire on November 6 and British and French forces withdrew. C. Evaluation of sources The Suez Affair was published in 1966 (latest edition published in 1986), and was written by Hugh Thomas who resigned from the British Government after the Suez Crisis. Thomas stated purpose for this book is that It is an interim Report.9 in which he has used materials available and interviewed people, mainly British, involved in the Crisis. The value of this book is that it is a detailed and fascinating description of the British governments handling of the Crisis, professionally narrated by Thomas who himself experienced the Suez Crisis has an insight in the internal situation in Britain during this period of time. However, this may also make the source biased as it is very much written from a British standpoint. This method has certain limitations as memories can alter and are not reliable. David Carlton, who also has written a bibliography about Anthony Eden, published Britain and the Suez Crisis in 1988. The book is aimed at undergraduates; school students and other interested in post war British history. The purpose of the book is to inform people about the recent past, in order to prevent recent political indoctrination. Although it is acknowledged in the preface that there are problems of bias, subjectivity and perspectives in studying the past, the value of reading history outweigh the drawbacks10. Carltonà ¯Ã‚ ¿Ã‚ ½s book is far more analytical than Thomasà ¯Ã‚ ¿Ã‚ ½ and includes different historical interpretations of the Crisis, which is of usefulness when studying the crisis from a broader perspective. However, Carltonà ¯Ã‚ ¿Ã‚ ½s book might be quite biased as it is very much written from a British perspective. Although both Carltonà ¯Ã‚ ¿Ã‚ ½s and Thomasà ¯Ã‚ ¿Ã‚ ½s books are British, they present a different view of the Suez Crisis, probably due to the different date of publication of the sources first edition. Although Thomas rewrote some parts of the book in his latest edition, the most substantial parts of his book, are based on sources available when the condemnation of the military action after the crisis made the propaganda turn against the British and French. In Carlton case, he has made an extensive use of materials released in the 80s, which seem to be friendlier towards he British and the French. By taking both sources in account they tell us how the history of the Suez Crisis has been reshaped due to political controversy and propaganda. D. Analysis If the Suez problem possibly could have been solved in a more diplomatic way, British and French prestige during the Cold War would doubtlessly have been more favorably after the crisis. According to the American journalist Donald Neff the Suez Crisis was a hinge point in history as it discredited France and Britain as participators in the Cold War: it strained the Anglo-American alliance, intensified Egyptian nationalism and increased Soviet influences in the region. Along with that, the attention was driven away from the Hungary uprising, for the Soviets advantage, as the shadow of Europe fell over the Suez. Hugh Thomas presents a view in his book The Suez Affair that the French and the British initially were determined to use military force in Egypt. He suggests that they acted in an opportunistic way: Nassers nationalization of the Suez Crisis gave them the opportunity to justify the use of military force. He suggests that the British and the French had strong intentions in the Middle East and to weld as many countries of the area as possible into an anticommunist defense pact. This can to some extent be true, as the Suez Crisis was an event in the Cold War, when the British and French democracies tried to, together with America, contain the expanding Communist bloc. However, other possible interpretations of the Crisis and the British and French intentions contradict this view. The historian Lowe presents evidence of the Omega plan, which suggests that Britain intended to get rid of Nasser by more peaceful means. Other evidence also supports this view. For example Eden, as quoted in section B, wanted to use military power as only a last resort. As we can see from the evidence given, the Americans tried to pursue a more peaceful policy in Suez. The Six Principles, as well as the acceptance of the SCUA, showed signs that the British were approaching a peaceful settlement, on Americas initiative which, perhaps, could have saved them from an international defeat. However, one can argue that these diplomatic negotiations can be seen as prolonging the process in order to convince America to accept the use of military force. They were not real but merely a facade, which covered the militant intentions of Britain and France. The more contemporary view suggests different circumstances drew Eden take the fatal decision to use military force. Eden was faced with unprecedented pressures (). 11. According to Carlton, the conspiracy between France and Israel was not really in the hands of Eden. Eden didnt know with certainty that Israel would attack Egypt.12 The role of France in the Suez Crisis must not be underestimated as she actually, in contrast to Britain, wanted to undermine Arab influences in the Middle East. Hahn and Carlton suggests that France and Britain didnt fully understand that the Americans were going to fear that military action would open Egypt and other Middle East states to Soviet influences, undermining the policy of containment. They didnt calculate with the fact that the Americans were going to choose to, in the first place, pursue containment rather than endorse the allys action. One can argue that if the American standpoint had been clearer for the French and the British, perhaps the course wouldnt have taken the militant direction that it took. E. Conclusion Whether the military action undertaken by the French and the British was really necessary is a mere question of speculation. It is difficult to make a valid judgement on the issue as different sources present different information, which is one of the major difficulties in studying contemporary history and finding its truth. Sources published not a very long time after the Crisis, such as Thomas first edition The Suez Affair indicate that the military action undertaken by the British and the French was inevitable: the countries were highly determined to use force against Egypt. More recent materials about the Suez Crisis, presented by historians such as Lowe and Carlton, suggest that Britain and France could have solved the Suez Crisis with more peaceful means. However, it is most likely that the British and French response to the nationalization of the Suez Canal will remain an issue of controversy among the historians for the nearest future. F. List of sources Robbins, Keith, The eclipse of Great power, Modern Britain 1870 1975, Longman, New Work, U.S, 1983 Eden, Anthony, Memoirs: Full Circle, Book three: Suez, Cassell Company Ltd, London, 1960 Carlton, David, Britain and the Suez Crisis, Basil Backwell, Northern Ireland, 1968 Calhoun, Daniel F. , Hungary and Suez, 1956: An exploration of who makes history, University Press of America, United States of America, 1991 Thomas, Hugh, The Suez Affair, Wiedenfeld Nicolson Limited, London, 1967 Hahn, Peter L., The United States, Great Britain and Egypt, 1945-1956 Strategy and Diplomacy in the early Cold War, The University of North Carolina Press, United States of America, 1991 Bowne, Colin and Mooney, Peter J., Cold War to Dà ¯Ã‚ ¿Ã‚ ½tente 1945-85, Second Edition, Heinemann Educational Books, printed by Richard Clay Ltd in Great Britain 198i Calvacocoressi, Peter, World politics since 1945, sixth edition: The Arabs and Israel to the Suez War, Longman, New York, 1991 Cornwell, R.D, World History in the twentieth century, Longman, England, 1984 Lowe, Norman, Mastering Modern World History, Third Edition, Macmillian Master Series, Biddles Ltd, Britain, 1997 Gildea, Robert, France since 194, Oxford University Press, Oxford, 1996. Appendix The Six Principles: 1. There should be free and open transit through the Canal without discrimination, overt or covert. 2. The sovereignty of Egypt should be respected. 3. The operation of the Canal should be insulated from the politics of any country. 4. The manner of fixing tolls and charges should be decided by agreements between Egypt and the users. 5. Unresolved disputes between the Suez Canal Company and Egypt should be settles by arbitration. 1 Hugh Thomas, The Suez Affair, page 39 2 Ibid., page 41 3 Norman Lowe, Mastering Modern World History, page 230 4 David Carlton, Britain and the Suez Crisis, page 50 5 Hugh Thomas, The Suez Affair, page 40 6 Peter L. Hahn, The United States, Great Britain, and Egypt, 1945-1956, page 211 7 David Carlton, Britain and the Suez Crisis, page 52 8 Keith Robbins, The Eclipse of a Great Power, page 195 9 Hugh Thomas, The Suez Affair, page 7 10 David Carlton, Britain and The Suez Crisis, General Editors Preface 11 David Carlton, Britain and the Suez Crisis, page 109 12 Ibid., page 63

Genovese and Northup :: American America History

Genovese and Northup Slavery as a global institution tends to have an unreal aura surrounding it. Modern perspectives cannot be empathetic because it is not an institution even partially realized in the last century of American life. This is why even through reading Eugene Genovese's Roll, Jordan, Roll and examining most of the aspects of slave life, slavery still remains a mystery in the personal sense. Solomon Northup's Twelve Years a Slave, in addition to being one of Genovese's own resources, fills this void with its brutally honest personal story of a slave's life. Northup's account enlightens and strengthens Genovese's arguments, specifically those concerning labor, the master-slave relationship, and rebellion, by putting global descriptions in a personal perspective. One of the main advantages of 12 Years a Slave is that Northup is a slave himself, and in that respect does not have to be an apologist for slavery and slaveholders. It is not that Genovese himself is an apologist, but as a modern Caucasian, he must approach the subject of casting any light that might be perceived as positive on slaveholders with trepidation. Although Genovese does his best to present a fair and accurate depiction of slavery, he cannot know the slaves' perceptions of their masters. It is really in this respect that Northup's account is so useful. By portraying slaveholders as people with human faults and sensibilities, he shows how the institution affects everyone involved. Slaveholders can still be good people, and that goodness shines through the peculiar institution. This is a vital piece of the story of slavery that Genovese cannot put in his comprehensive history. Northup's words must be left to stand alone, and draw specifics against a general background. The details of working cotton and sugar cane differ little from Genovese to Northup. Genovese puts the slave gang working grueling hours with specific daily goals, and Northup backs this up with his description. "The hands are required to be in the cotton fields as soon as it is light ... and ... they often times labor till the middle of the night."1 This is a prime example of how Northup is able to lend his personal experience to Genovese's general description of slavery. Northup tells us that even after such long hours, the slaves are still extremely afraid, because the master demands a certain amount of cotton from each slave. Merely meeting that goal is not be enough; if a slave exceeds it, then the expectations for that slave's ability would be raised. Genovese and Northup :: American America History Genovese and Northup Slavery as a global institution tends to have an unreal aura surrounding it. Modern perspectives cannot be empathetic because it is not an institution even partially realized in the last century of American life. This is why even through reading Eugene Genovese's Roll, Jordan, Roll and examining most of the aspects of slave life, slavery still remains a mystery in the personal sense. Solomon Northup's Twelve Years a Slave, in addition to being one of Genovese's own resources, fills this void with its brutally honest personal story of a slave's life. Northup's account enlightens and strengthens Genovese's arguments, specifically those concerning labor, the master-slave relationship, and rebellion, by putting global descriptions in a personal perspective. One of the main advantages of 12 Years a Slave is that Northup is a slave himself, and in that respect does not have to be an apologist for slavery and slaveholders. It is not that Genovese himself is an apologist, but as a modern Caucasian, he must approach the subject of casting any light that might be perceived as positive on slaveholders with trepidation. Although Genovese does his best to present a fair and accurate depiction of slavery, he cannot know the slaves' perceptions of their masters. It is really in this respect that Northup's account is so useful. By portraying slaveholders as people with human faults and sensibilities, he shows how the institution affects everyone involved. Slaveholders can still be good people, and that goodness shines through the peculiar institution. This is a vital piece of the story of slavery that Genovese cannot put in his comprehensive history. Northup's words must be left to stand alone, and draw specifics against a general background. The details of working cotton and sugar cane differ little from Genovese to Northup. Genovese puts the slave gang working grueling hours with specific daily goals, and Northup backs this up with his description. "The hands are required to be in the cotton fields as soon as it is light ... and ... they often times labor till the middle of the night."1 This is a prime example of how Northup is able to lend his personal experience to Genovese's general description of slavery. Northup tells us that even after such long hours, the slaves are still extremely afraid, because the master demands a certain amount of cotton from each slave. Merely meeting that goal is not be enough; if a slave exceeds it, then the expectations for that slave's ability would be raised.

Impact of Texting On Society Essay

A majority of 57 % of teenagers said they view their cell phones as the key to their social life. 47 % of teens say their social lives would end or worsen if texting was no longer an option. The impact of texting even expands in the classroom as numerous amount of teachers nationwide are noticing texting lingo in papers that are handed into them. 64 % of students nationwide say they text in class at least once a week. 54 % of teens prefer texting instead of talking face-to-face or talking on the phone. Texting has become the biggest phenomena in the past decade. One-third of American teens today text over 100 times a day. Texting has even expanded to adults. But in contrast to its original purpose, texting has become a curse, hindering communication, attentiveness, social lives, and even academics. Due to this, texting has become a phenomena that has changed or hindered development and abilities of society negatively. Furthermore, with the increasing numbers of texting, the use of texting messaging has hampered people’s abilities to communicate effectively. LOL, OMG, and BTW are examples of the new texting â€Å"lingo†. Text messaging started its own â€Å"language† in which words and sentences are shortened to what they sound like instead of how they are really spelled. When 293 of teachers where surveyed, 193 of them said that students are carrying text message lingo in their class assignments ( Negative Aspects of Text Messaging 1). This means that many students are shortening their words and using ineffective grammar not only while they text but also when they do school assignments. Even though many teachers have found texting habits in papers being handed into them, some say that the main problem is the lack of depth the students work. Texting is very simple and with the rapid growth of texting student’s sentence are starting to become simpler and less descriptive. Likewise, texting has caused a lack of verbal communication skills on people. Studies have shown that text messaging is the number one form of communication the people prefer, including face-to face or verbal communication. Text messaging is simpler than verbal communication because there is no real depth in the conversation and the people that are communicating don’t have to be engage in the conversation. College engineering major Darko Marquez agrees with this by saying â€Å"The thing I love most about texting is that unlike the phone where you have to sit and concentrate into a long, boring conversation, you can multi-task and talk to as much people as you want†(Cesar Marquez 1). Darko is an example of people in society today lacking the ability to get emotionally attached in a verbal conversation. Psychologist Cecilia Holguin has studied effect of texting on communication skills and her studies have shown that texting does not have any emotional connection compared to verbal conversations, which attracts many young people to texting(Cesar Marquez 1). This means that texting is making society simpler and less emotionally attached while communicating. Furthermore, effective communication and grammar is vital for society to improve intellectually. But unfortunately, texting messaging is playing a key role in hampering society’s improvement in communication and grammar. Likewise, texting has not just affected communication but is also has changed the development of adolescence. Texting has been profoundly used by teenagers in America. Almost, if not all, teens in society text to one another. Teenager’s text everywhere and anytime they can. Teens text in class, at the dinner table, at parties, even if they are in the same room they text to one another. Texting has been hurting many teenagers grades because they text instead of studying or doing homework. A 13 year-old teen named Reina grades plummeted because she texts about 14,528 messages a month(Katie Hafner 1). Reina was so focused on texting that she would push her schoolwork to the side. But grades is not the only thing affecting teens. Sleep deprivation has been a problem because many teens stay up later to text friends. About 80% of teens that text late at night have problems with maintaining good sleeping habits. Sleep deprivation itself has negative side effects on adolescent’s health such as unintentional injuries, poor school performance, low grades, and an increase in mood disturbances(Teen Texting Taking a Toll: Lack of Sleep May Impact School Performance and Mood 1). Furthermore, if texting is causing sleep deprivation, than the health of adolescent’s and their performance academically is at stake. Likewise, the emotional development of adolescents is taking a toll due to the rapid growth of texting. Many teens keep in touch with their parents throughout the day due to instant contact of texting. Due to this many teens have an attachment problem. Sherry Turkle studies have shown that with the constant contact of student’s parents teens lack independence and the ability to make decisions of their own (Texting is not talking 1). This means that instead of teens maturing on their own, they are becoming more dependent. Teens are very important in society because they are our future. If texting is negatively affecting teen’s developments, than there is no future. Texting needs to be limited in order for adolescences to mature into independent, intellectual adults. In continuation, different types of relationships have also been affected by the rapid growth of text messaging. Family structure is important in society because how kids are taught at home resemble their actions in public. Families are important to give advice, love, and support. But texting has played a key role in decreasing the amount of time families spend together. Teens are always texting to their peers, which normally isolates themselves from the rest of their family. Even at dinner time, numerous amounts of parents have said they have caught their child texting while at the dinner table. But it is not just teens, parents do it as well. Some parents usually text excessively for work, making it hard to spend time with their children. A parent-child relationship cannot be strengthen when a child or a parent is texting excessively which makes it harder for children to lose crucial life skills(Michele Borba 1). In romantic relationships, texting is a key attribute in many relationships. April Jones says that texting is major in her relationship and that she texts her boyfriend 20 times a day at least(Jefferson Graham 1). This means that April and her boyfriend have instant contact with each other which means less space and privacy. In continuation, some couples even call it quits through texting instead of face-to-face or a phone call. In a survey, 30% of the people surveyed said they have been dumped through texting and another 24% say it is acceptable to dump someone via text( Jefferson Graham 1). This means that text has decreased the emotional aspect of relationships and breaking up. Peter Tollner had experienced a break up via text and that most of the communication had been through texting even though they work in the same office( Jefferson Graham 1.) This means that romantic relationships have shifted to texting instead of affectionate time spent together. Bonds and relationships are important and in order to maintain these bonds time must be spent with one another. But with the increase of texting, family relationships and romantic relationships have changed for the worst. Furthermore, texting has ultimately became a distraction for many people of all ages. In the classroom, many teachers have caught their students texting. Schools across the nation have banned the use of cell phones in the classroom. But students continue to use their cell phones to check up on their peers or even text someone in their classroom. According to studies by Professors Deborah Tindell and Robert Bohlander, 95% of students bring their cell phone to class and 91% text while in class(Audrey Watters College Students Admit To â€Å"Shocking† Text Messaging Habits in Class 1). Of course it varies from school to school and class to class, but the number of students using cell phones in class is steadily increasing. This increase in cell phone use in class distracts students from the lesson and contributes to poor performances academically. Furthermore, what is worst than distractions in the classroom is distraction on the road due to texting. The numbers of people that are dying due to texting while has increased over the years. People who text while driving put themselves and others lives in danger. Even thought many states have banned DWT or driving while texting, but a new survey shows that 26% stiil do it and 60% of the 24% are from ages 16-19(Robert Roy Britt 1). This means that lives, especially youth lives, are in danger. According to studies, 16,000 deaths have been caused from texting while driving in a course of six years, 2002-2007,(Stephanie Hanes 1). The addictive aspects of texting have affected people so much they do it everywhere and anywhere they can. People do it in classrooms, in restaurants, and even while driving. Texting has become a major distraction in the classroom and even on the road. In continuation, texting has become people, especially adolescence’s, social lives and without texting many people would not know what to do. 57 % of students feel that their cell phones are a key to their social lives and 47% of that 57% feel that their social lives will get worse if their cell phones were taking from them. To maintain a healthy social life people must gather and enjoy an activity or spend time with each other. But now some people feel as if their the main part of a social life is communicating by texting instead of gathering together. Dr. Martin Joffe surveyed teens and found out that many students text about a hundred times a day(Katie Hafner 1). This means that most of time that teens spend together is not actually with each other but texting one another. With the rapid increase of texting, a new form of harassment is being displayed through texting. 39% of high school students said that they have been bullied through text messaging(Text-message bullying b ecoming more common 1). This means that rumors and nasty things are being said about teenagers through texting. This can ruin someone’s social life and even crush someone’s self-esteem. Bullying has been around for years, but with instant communication of texting more things can be spread to more people faster than ever. Social life is key for adolescence development. Texting has changed social life by communicating in person to texting being a number one form of communication. Texting has become a curse that has hindered many aspects of society such as communication, attentiveness, teenagers, social lives, and relationships. Texting has become a huge phenomena that is changing how adolescence develop mature. With the increase of texting, people no longer have to put forth the effort to do things that are normally done in person. Texting has made people more dependent and it has worsen critical thinking. Therefore, texting has become a problem that has negatively affected the skills and abilit ies of society.