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.

Drug Epidemic In United States - Free Essay Example

Sample details Pages: 3 Words: 1031 Downloads: 8 Date added: 2019/10/30 Category Law Essay Level High school Tags: War On Drugs Essay Did you like this example? In the history of the United Stated the drug epidemic has been increasing at an alarming rate. The United States imported opium legally for hundreds of years. During the Civil War the most common used drug was Morphine. Don’t waste time! Our writers will create an original "Drug Epidemic In United States" essay for you Create order In the nineteenth century Heroin was manufactured. Cocaine was very popular and was marketed as a cure for drug addiction. The United States main focus was on alcohol addiction, while there was very little concern for narcotic usage. In the early years, people could purchase drugs without a prescription from drugstores or grocery stores. Mail orders allowed for a widespread of narcotic distributions. The United States created different laws that were directed to narcotics. The Harrison Narcotic Act, Volstead Act, The Narcotic Drugs Import and Export Act, The Narcotic Farm Act, The Marihuana Act, The Opium Poppy Control Act, The Boggs Act, Food, Drug and Cosmetic Act, Narcotic Addict Rehabilitation Act, Drug Abuse Prevention and Control Act, Controlled Substance Act, and Drug abuse Office and Treatment Act were all laws created to combat and control narcotics and focused on treatment for drug users. The Harrison Narcotic Act On December 17, 1914 The Harrison Narcotic Act became a law and was signed by President Woodrow Wilson. This was a tax law that was left for the Treasury Department to enforce. It was up to the U.S. Coast Guard and the Bureau of Internal Revenue were the first two agencies in charge of smuggling at the United States Border. Most of the items which were smuggled included: oleomargarine, flour, cheese, cotton, playing cars, and narcotics. This act created the first federal narcotic agent on March 1, 1915. There quickly became 162 agents within this specialized unit. This specialized unit designed their own uniforms and badges. Some uniforms and badges looked like the wild west while others designed off the current military uniform. (XXX) In the early stages of the unit, the unit began to arrest physicians and those who were supplying narcotics to addicts. World War I (WWI)was approaching and opium was the new big thing. With the WWI new products, Morphine and Heroin, were used by many soldiers. These drugs were used to aid in pain relief and allowed the men fighting to stay awake for days without sleep. (XXX) The Volstead Act In October 1919 the Volstead Act was passed by President Woodrow Wilsons veto, which meant the legislation set forth by the 18th Amendment would be enforced. The 18th Amendment states, Section 1: After one year from the ratification of this article the manufacture, sale, or transportation of intoxicating liquors within, the importation thereof into, ot the exportation thereof from the United states and all territory subject to the jurisdiction thereof for beverage purposes is hereby prohibited. Section 2: The Congress and the several States shall have concurrent power to enforce this article by appropriate legislation. (XXX) There were still more debates about alcohol which meant there was little talk about narcotics. The only conversations in relation to narcotics was the thought of usage being a vice or an illness. After the passing of the Volstead Act there was more of a push to pursue liquor violations. This left the Bureau of Revenue no choice but to create a specific unit to combat liquor violations. The Prohibition Unit was created to find those violating the 18th Amendment. During the roaring twenties, the Prohibition Unit was called the Dry Agents. The Dry Agents was mostly made up from ranks of disenchanted war veterans who part of the political patronage. From the beginning they were faced with the task set by the 18th Amendment, which they received no thanks for doing. While the Prohibition Unit was enforcing the law, a 170-man Narcotic Division was created by a former Pharmacist. This Narcotic unit was great at what they with their convictions. In 1921 this division had 1,583 convictions, with 119 acquittals. The Narcotic Division seized 1,417 pounds of Opium, 373 pounds of morphine, 32 pounds of heroin, and 286 pounds of cocaine. Though there were great results in locating the narco tics trade they was still a problem. They were unsure on what to do with addicts. (XXX) The Narcotic Drugs Import and Export Act By May 1922 The Narcotic Drugs Import and Export Act was passed by Congress. The Narcotic Drugs Import and Export Act is also known as the Jones-Miller Act, which was the start of the monitoring of international commerce of opiates. The Narcotic Drugs Import and Export Act created the Federal Narcotics Control Board which was made up of Secretaries of State, Treasury, and Commerce who all monitored opiate imports for uses other than medical. They also were to limit the exports to nations with adequate licensing systems, and to outlaw the manufacture of heroin. On February 19, 1925 the Second Geneva Convention was signed, but it was three years later that it adopted an international licensing system, record keeping, export regulations, statistical reporting, and a supervision department who was maned by a Permanent Central Board designed by the League of Nations. The Narcotic Farm Act of 1929 The Marihuana Act of 1937 The Opium Poppy Control Act of 1942 The Boggs Act 1951 Food, Drug and Cosmetic Act 1965 Narcotic Addict Rehabilitation Act 1966 Drug Abuse Prevention and Control Act October 27, 1970 Controlled Substance Act 1970 President Richard Nixon realized the number of drug users were increasing rapidly. President Nixon needed to find a solution to combat drug sales and usage. President Nixon realized there needed to be increased penalties, stronger enforcement, and incarceration for drug offenders. Some considerations were made classify each drug offender. President Richard Nixon declared a ?War on Drug in June 1971. President Nixon declared drug offenders to be public enemy number one. Nixon also granted an increase in funding for drug-control agencies and drug-treatment efforts. There were several different agencies which were created to combat the war on drugs. The Drug Enforcement Agency (DEA) was created in 1973. The DEA is a federal law enforcement agency who specializes in drug manufacturing, drug trafficking, and drug growing. The DEAs main mission has been to enforce the controlled substance laws and regulations of the United States. The DEA also wants to bring the people who violate these co ntrolled substance laws to the criminal and civil justice system of the United States.