A Peculiar Person I Met

A peculiar person I met â€Å"Humble beginnings seldom pay†- When I was traveling to Mumbai from Vadodara by train during last summer vacation along with my parents, met one young man who was sitting opposite to my seat. He was looking good and obviously confident also. After passing few minutes he asked about me and thus started our interaction. He was none other than Mr. Sarath Babu, who is known as a â€Å"mealion†boy. As mentioned in starting, â€Å"Humble beginnings seldom pay†. But E Sarath Babu will not buy that. For this 28-year-old, rags-to-riches are not just another adage.It’s his very foundation of success. From a slum in Chennai to the top echelons of academia with an enrolment in chemical engineering at BITS Pilani and IIM-A, and now as the steward of his Food King Catering business, Sarath has come a long way. His humility perhaps made him reject several high-brow offers from MNCs after his MBA. That, in a way, was the genesis of Food King C atering—with paltry Rs 2,000 seed money. I was really impressed by his politeness; simplicity and clarity about his way carry forward in life.He told me that today, his food business spans six locations with a Rs. 9-crore turnover and have a plan to increase the same to Rs. 20-crore by end of the year. For Sarath, his mother, who once sold idlis on the pavements of Chennai and worked as an ayah, is a pillar of strength. â€Å"Her sacrifice eggs me on†, says Sarath. Apart from bringing up four children, Sarath’s mother worked as a cook for the mid-day meal scheme for 11 years and got paid just a rupee each day. He was really struggled during his study period and only source of income was his mother’s income.He was well aware that he should do very well in his studies and get sufficient income for him as well his family. He studied hard and completed his engineering and further MBA from IIM Ahmedabad. It was the real example of success which is over coming inadequate resources. I remember that often we used to misuse the facilities we are having and complain about silly things. We have good house to reside, good cloths to wear, bycicle to ply to school and tuition and pocket money whenever demanded. Still not satisfied!!.Now I am sure that how much high the level of struggle you have in life, your progress also will be very high in life, and the same will make a strong foundation of your future life and guide you towards positive growth. Mr. Sarat still remembering that as his mother’s income was insufficient, she mom sought refuge in the food business to supplement her meager income. As she rolled dough in the form of idlis, dosas, bhajjis and appams, it was Sarath’s job to sell them in the neighbourhood. â€Å"For kids living in a slum, idlis for breakfast is something very special,† says Sarath even to this day.A natural entrant to the food business with acquired acumen in childhood, Sarath has trained his sigh t higher. From the current 250 people, he’s aiming to recruit 2,000 people by next year, â€Å"and probably, 5,000 in the next two years†. This shows his vision, mission and planning accordingly. In everybody’s life all should have a clarity that what should do and where we will stand after certain period. That is first set your goal, plan accordingly and act immediate. This will surely ensure your success.Initially, his catering business, with two units in Ahmedabad, was Rs 2,000-per -day in the loss. â€Å"But I burnt the midnight oil literally to get a solution,† Sarath told me. It’s worth a mention here that Sarath spent most of his childhood in the dark, without electricity. He focused on volumes rather than simple servings, and started taking contracts from institutions and companies. Please remember that if you want to grow think big and do big. To bag an order, Sarath even slept on the platform of Mumbai’s railway station. â€Å"Tha t’s one of my finest nights I’ve ever had,† Sarath reminisces.Today, Food King is targeting 100 clients, including 50 top institutions and 50 corporates for the snacks business — South Indian, North Indian and Chinese food. Food business is not just about selling but also taking care of quality and the people associated with it, Sarath points out. He now envisions FoodKing’s Palace (food malls) across cities where all kinds of Indian food would be served at â€Å"economical rates†. And how does he manage his team? â€Å"I ask them to write their dreams on a piece of paper and advise them to think of developing themselves,† says Sarath.As mentioned before, think big, plan and act. You are the best judge of you, not any one else. Make clear strategy and homework before getting in to anything in life. The will boost your morale and confidence level. I was indeed impressing upon how he is taking advantage of reverse situations also. Is he really worried about inflation or price-rise in food products? When most of the restaurants have increased their prices, Sarath sees an opportunity to serve at a cheaper price. â€Å"Sourcing from one place makes a lot of difference.I will tap this opportunity,† says Sarath. Today, he drives a Chevrolet to take his mother for a ride to oversee his business units in Chennai. â€Å"Next, I want to build a house for my mother,† says Sarath. Remember- don’t panic on when adverse situations happens in life, treat it as an opportunity and learn to convert the same in to success. I still remember this peculiar person I met during my journey which has really improved my thought process and given me a clear cut clarity how to think, plan and act on the things we want to do in life.

Support Children and Young People’s Health and Safety Essay

1.1 Describe how current health and safety legislation; policies and procedures are implemented in the setting. Any policy or procedure, which defines or relates to the health and safety of all individuals in a school, is written in compliance with the Health and Safety at work Act 1974 as this is the legislation and by law must be abided by. Legislation Legislations are set by the law and are adhered to by making rules, policies and procedures for anywhere that is required to follow them, such as in a school setting. The head teacher is responsible for health and safety legislation, ensuring the school meets the objectives which are set out within its own policies and that the procedures are actively applied and updated regularly and revised, also that all health and safety guidance issued by the local authority is available to all staff and that the appropriate training is offered to help the staff perform these tasks. To ensure the environment is safe for the children the legislation requires risk assessments to be carried out at regular intervals for each room and outside space they use. This ensures all equipment is well maintained, age appropriate and safe to use and ensuring good hygiene standards are met. The law provides a number of different acts, which must be followed by schools in order to make sure children and its staff, are kept safe. Some of the current legislations in place at the moment are: Health and Safety at work Act 1974 The children’s Act 1989 RIDDOR 2013 COSHH 2002 UN Convention on rights of child Read more:  Essay on Children Health and Safety The health and safety at work act is implemented in my school, this ensures that not only the children are kept safe and out of danger but also the staff within the school too. The staff also need to know what they need to do in order to keep themselves and the children safe from any dangers they could/ may find around the school the school. They are required to report any hazards they find to the relevant person, follow the schools safety policy, make sure that their actions do not harm themselves or others, use any safety equipment provided and ensure all equipment is safe and appropriate. The school by law is required to have a health and safety policy, this gives information to all staff to make sure the school is kept as safe as possible. All new staff joining the school is provided with relevant training in health and safety and what to do in an emergency. There is also a health and safety policy for staff, which they must read and sign to agree to adhere to all points in the p olicy. Staff must ensure that any actions, which they take, are not likely to cause any harm or dangers to others within the school. This will include cleaning and tidying up of any equipment after use to ensure there is no risk of any potential risk occurring. For various jobs within the school such as handling food, doing experiments or attending to first aid incidents protective and safety equipment is provided and must be worn. This will be wearing plastic gloves and aprons whilst handling food to stop contamination, wearing Hi Viz jackets when off site to ensure staff and children are fully visible at all times. When using any materials and equipment within the classroom there are certain safety regulations they must meet to ensure they are fully safe and usable. Here are a couple of examples: The children’s act 1989 stipulates that as a school we must protect the children as far as we can when they are in our care and prevent any risks, which may occur. In my school this is implemented by ensuring all staff remain vigilant at all times by removing any risks such as coats and lunch boxes on the floor or in corridors, chairs left sticking out or wet floors where anyone can slip over. These risks can easily be removed ensuring a  safe environment is maintained, but some hazards are not able to be as easily removed so all staff need to be aware of the procedures of reporting concerns through management. The act also allows children to be healthy by having a fruit as a free snack and ensuring fruit and vegetables are available as a choice at dinner times, this encourages them to have their 5 a day. It requires children not only to be safe but to feel safe within their school environment this is ensured by having locked gates and CCTV on all gates ensuring only those permitted are allowed on the grounds. The school has an obligation under this act to ensure all staff are fully CRB checked, qualified and given regular training to ensure they keep to date with the ever changing legislations and policies. RIDDOR (Reporting of Injuries, diseases and dangerous occurrences). This is a legislation regarding reporting and record keeping of injuries. It sets out which illness and injuries need to be reported to the Health and safety executive or the local authority. It is set out within the schools health and safety policy the procedures, which need to be followed for these occurrences, and the legislation sets out which ones need reporting. Every school needs to have an accident book and injuries need to be documented in there. COSHH (The control of substances Hazardous to health regulations). The use of hazardous substances within schools can present hazards to staff and children so measures need to be put in place to eliminate any injuries occurring. The legislation also states that when using any hazardous chemicals protective clothing and equipment must be provided and used. Every school must be COSHH compliant. The picture below shows examples of Hazard symbols which will be visible on any hazardous chemicals and defines which ones need to be kept in a locked cupboard as may cause an injury. The UN convention on rights of a child is a treaty, which was drawn up by the governments worldwide to promise all children the same rights no matter who they are or where they come from. This is implemented in the school by ensuring all equipment and materials used are targeted for the specific age, so age and stage appropriate. This will also include making sure the desks and chairs are the correct size for the age of the children. Policies Schools must have policies to ensure the children and staffs are kept safe. There are many different policies within a school, which they draw up as their own guidelines for how the legislation is to be followed on the school premises. Some of the policies that are in place to set out how to adhere to the health and safety act are: Accident and Incident policy Site security Policy Visitors to the school Hazardous substances Policy Vehicular movement on site policy Critical incident policy Procedures Wherever there is a policy in place there will always be procedures in place too, these are set to show and tell you how the policy will be adhered to. This is quite clearly shown within the fire policy, it shows exactly what must happen in case of a fire or a drill and where everyone needs to meet and who needs to do what to ensue a safe exit is made by all. 1.2 Describe how health and safety is monitored and maintained in the setting. Health and safety is monitored and maintained in a number of ways within the school, there is a Health and safety policy, which all staff are given and must read, they are required to sign to declare they understand and will  fully comply to it. This will outline their main areas of responsibilities and the procedures for doing so. Staff training needs to be kept current and up to date so any amendments in the legislation or policies need to be passed on and implemented by all staff members quickly. Risk assessments are carried out regularly by the schools health and safety officer, this is done every six months to ensure all tools, equipment and the environment are fully safe and compliant. All electrical equipment should have the annual up to date approved PAT tested sticker on to confirm it is safe to use. Fire extinguishers should be checked annually and recorded on the outside of it. These tests ensure the equipment is fully maintained and fit for purpose. On a daily basis all staff should remain vigilant to prevent any hazards occurring, by constant monitoring and the removal of any dangers will ensure a safe and healthy environment for the children to learn in. Dangers can be coats and lunch boxes lying on the floor causing a trip hazard, water on the floor from the sink, chairs being left out, the classroom being at the wrong temperature or defected furniture. These are all dangers, which can easily be removed, but some hazards will need reporting and these should be recorded and reported immediately before an accident or incident occurs. A risk assessment is always carried out before any out of school visit can take place. This will ascertain what could go wrong and how that can be prevented. The school has a school trip policy and within that are procedures to follow if certain instances were to occur. Within the assessment it will outline all responsibilities for all members of staff attending on the visit Fire drills are practised every six months to ensure everyone in the school knows and adheres to the policy and fully follows all the procedures which are in place to ensure a quick and safe exit is made from the building to the specified fire meeting place. Regular staff meeting are held, where health and safety is always top priority on the agenda. Staff are reminded of any issues and informed of  any specific hazard, which may have arisen. Audits are always done on accidents and incidents, this is to monitor why and how they have occurred and what preventative measures can be put in place to minimise the risks of them reoccurring. 1.3 Describe how people in the setting are made aware of risks and hazards and encouraged to work safely All staff need to be aware of and are responsible for being vigilant at all times on health and safety matters. They need to be aware of the procedures of reporting concerns through management. Health and safety should be on the agenda and discussed at all staff meetings, any concerns, which are raised, should be dealt with immediately. Staff at all times should be visually monitoring, checking fire doors are clear, shelves are safe, equipment is safe and fit for use, etc. Safety checks should be routinely carried out on a regular basis. The head teacher should have a regular walk around to check there are no hazards, which have gone unreported. If a hazard is found then the correct procedures should be followed, reported and dealt with as soon as possible. All electrical equipment is required to be PAT tested annually and display an approved sticker on it confirming its safe to use and the date the test is next due. If the equipment is past its inspection date the equipment should not be used and a notice put on it saying, â€Å" do not use†. PAT test needs to be carried out by a qualified electrician, Fire extinguishers also need to be checked annually and the date of all checks and maintenance should be recorded and labelled on them. Staff and others in the school need to think about health and safety at all times, if there is a spillage a wet floor sign needs to be immediately placed around the area to warn people of the slip hazard. The spillage can then be cleaned up as soon as possible. The school is required to carry out annual risk assessment to ascertain which areas of the school are most  hazardous and ensure every measure is taken to minimise the risk of any accidents occurring. The school has a health and safety policy, which sets guidelines the staff, must follow relating to all health and safety issues within the school, procedures are quite clearly set ensuring all staff are fully aware of what they need to do if an incident or emergency was to occur. This ensures the school is a safe as possible environment. All new staff are provided with a copy of this policy which they must read and sign to agree to abide by it all times. They are given health and safety training and told what they need to do in emergencies.. All staff working in school has the responsibility to ensure that children are cared for and safe. The Children’s Act 1989 requires that we protect children as far as we can when they are in our care. By taking a balanced approach to risk management will ensure we are abiding by this act. Children as well as staff in school need to be aware of risks and hazards and are taught to keep themselves as safe as possible. There are a variety of ways in school we teach and show the children about health and safety issues they need to be aware of, here are a few: Posters around the school on hygiene Safety and hazard symbols they need to be aware of Allowing the children to take part in carrying out the risk assessments Signs around the school they need to adhere to Ensuring they know what and when to report issues to adults Hand washing pictures I the toilet PSCO visits to teach the children about stranger danger Fire officers to teach children about fire risks and how to leave a building quickly and safely in the event of a fire. Schools have eco warriors to help look after the environment ensuring it is safe and secure at all times Teaching they know about balanced risk management.

Because I could not stop for death

â€Å"Because I could not stop for death† Emily Dickinson reveals about accepting death as a next chapter of her life. In Verse 1 and 2 she describes herself as a bride and death as her spouse. Welcome death as her partner in the eternal life. She embraces it with open arms that death is no more frightening into her. It also indicated in the 1st verse about her burial march. Dickinson created the poem showing three stages in her life time. In her 3rd verse, the school represents her childhood.The fields of gazing grain represent her maturity towards life. And the Setting Sun represent her old age preparing for her death. Another explanation to this verse is describing her burial march passing to â€Å"the school†, â€Å"the fields† and her last sentence â€Å"Setting Sun† can be the time of her burial. In her 4th verse, she talks about her burial dress. The definition of her garments are more appropriate for a wedding that a funeral dress. Her dress is for mal that the author knows her death. She prepared her dress like she is marrying death.It’s like a beginning but an end of life. In her Final moment she talk in her 5th verse of a house the represents her grave were her body lay in the solid ground. The author feels comfortable to pass away that in her heart, it’s a peaceful death. The author also talks about a â€Å"house† that represents her grave that she describes a grave as a home for eternity. The last verse, Dickinson talks about the â€Å"Centuries† which means that even century bypass she is happy in her death no worries and no more loneliness to feel.This describe that her dead body will be in earth for eternity. Emily Dickinson’s poem at first you will ask is this person is death? How did she write her own death? It is an amazing poem that she predicted her death. She embraces death with no fear and tears. She defines her death as another stage of cycle of life. In another point of view she was confident about her fate. She also defines death as her partner to the next stage of her life.In our days, this poem gives us a lesson that we have to appreciate death what ever happen because death will not wait for us. Most of us don’t expect our death or thinking our own death but this amazing poem gives an idea to accept what ever faith we may have. We don’t need to be scared but gives opportunity to be grateful for life and death. We maybe living for today but death will be the next chapter of our life. So take time to think for yourself and appreciate everything in your life so like Emily Dickinson we can accept our death.

Why did the Oslo Peace Process of the 1990s fail to deliver the Dissertation

Why did the Oslo Peace Process of the 1990s fail to deliver the promise of a just and lasting peace between Israel and the Pales - Dissertation Example Scholars and academics have dissected the facts and circumstances and attempted to discover the reasons for the failure of the Oslo Accords. Two dominant themes were identified in the literature. One theme demonstrates a tendency to blame the internal political contestations between the PLO and Hamas as the culprit. The other them is Israeli-related and points to Israel’s ambitions to enlarge and normalize its occupation of Palestine. This research study analyzes both themes and concludes that is was a combination of both Israeli political ambitions and internal political contestation. The 21st century remains haunted by a number of long and unresolved conflicts, none more turbulent than the Israeli-Arab conflict (Kittrie, 2003). Long-standing uncertainties about Palestine’s state status are juxtaposed against Israel’s determination to secure its borders in an increasingly hostile and contentious region. Yet in1993, the on-going conflict that appeared to be on it s final legs as it appeared Palestine and Israel had agreed to a peace settlement also known as the Oslo accords (Sayigh, 2002). However, by 2000, the conflict intensified and the need for a solution is more important than ever before. Instability in the region threatens peace in the Middle East and the rest of the world. Thus by identifying the reasons for the failure of the Oslo accords during the 1990s can help us to identify what went wrong for the construction of a new and more realistic intervention scheme. Scholars and academics have conducted significant research into the causes of the Oslo accord failure. Findings are varied although two main themes have been identified in the literature. One theme demonstrates a tendency to attribute the Oslo peace failure to internal political contestation with Palestine. The other theme tends to shift blame for the Oslo peace failure to Israel’s behaviour and sense of entitlement. The arguments in the literature that will be exami ned in this research study are therefore divided into two main categories: Palestinian-Related Factors and Israeli-Related Factors. Palestinian-Related Factors Using the theory of internal political contestation, Pearlman (2008/09) argues that the Oslo Peace Conference failed because, internal conflicts over contested leadership in Palestine led to violence and disruptions specifically calculated to spoil the peace negotiation process (p.80). Similar arguments are made by Shikaki (2002) who argue that internal political conflict over perceived failure by the Palestinian Liberation Army (PLO) and its failure to secure an independent Palestine is the catalyst for the failed Oslo accords of the 1990s. Indyk (2003) likewise attributes the failed Oslo peace settlement of the 1990s to internal conflicts and places the blame on insurgencies and terrorism and poor government institutions in Palestinian territories. Kydd and Walter (2002) use a game theory model to demonstrate that extremism and a lack of confidence within Palestine which led to the deliberate â€Å"

The Concept of Bureaucracy Essay Example | Topics and Well Written Essays - 1250 words - 1

The Concept of Bureaucracy - Essay Example The model is significantly concerned with the notion of complying conventional bureaucracy rather than how it should be adopted along with executed in an effective manner (Stillman, 54-63). This paper tends to focus on presenting an empirical view of Weber’s bureaucracy model surrounding the case of â€Å"How Kristin Died† which prepared by George Lardner, Jr. The prime intention of this essay would be critically discussing the complications of bureaucracy through using the case of Kristin who was murdered by her ex-boyfriend named Michael Cartier with depicting relevant arguments along with counter-arguments. With regard to public administration along with social science background, the term bureaucracy defines various inconvenient or bothersome features that possess by the contemporary organizations. According to the empirical view of Weber’s bureaucracy model within social and administrative context, the term generally denotes the similarity of fundamental or formal structural components with the essential constituents of the governmental institutions. Moreover, the Weber’s concept of bureaucracy incorporates six major principles that directly reflect the nature of mechanistic structure. These principles involve management by rule, organizational formal hierarchy, promoting functional specialty, in-focused mission, impersonality and employment through determining the technical capability of the individuals (Stillman 54-63). With reference to the case scenario, the death of Kristin can be duly considered as an unfortunate and a disgraceful event which reflects an essential learning regarding the role of public administration. In relation to the case of â€Å"How Kristin Died†, inherent issues concerning the organizational design and how the event turned into awful implication for the guiltless victim can be reflected upon. The case precisely illustrated about the murder of Kristin along with the difficulties faced by her

Film Review Essay Example | Topics and Well Written Essays - 1250 words - 4

Film Review - Essay Example lly based on the Hebrew book ‘Exodus’ which narrates the complete account of how an adopted Egyptian prince, Moses, who was Hebrew by birth, rescued the enslaved Jews from the clutches of a cruel ruler, Pharaoh. The movie was given a very realistic feel with its on location filming and very strong and appropriate cast, by the director De Mille. But it should be taken in consideration that the movie was told with its very intriguing storyline both to educate, in a religious manner, and to entertain, in a people friendly and aesthetic fashion too. There are some basic flaws or probably involuntary mistakes in the story line, for example it is shown in the movie that the infant Moses was rescued from the basket by Pharaoh’s sister, in fact, in biblical text, he was rescued by Pharaoh’s daughter and she knew it at that time too that he was a Hebrew. (Exodus; 2: 5-7). De Mille’s version of the Biblical story of Moses, is a class act, he has given it his own flavour where he deliberately emphasized on some of the aspects of this story right from the Exodus version. Like he portrays how the divine being of God engulfs Moses, how God speaks to Moses and a burning fire surround Moses which will not burn him, which in reality could easily overwhelm and tarnish a person in seconds. De Mille’s such metaphors are very clearly seen all through the movie, which shows the true heart of the film as biblical in nature. This Divine radiance of God which inhibits Moses is illustrated many times in the movie, which is seems to be the foundation of De Mille’s belief in the story. In contrast to above, a lot of biblical facts are altered just for the viewer’s better understanding and attraction, for example, there is a point in the original story where Moses killed an Egyptian for brutally beating a Hebrew slave, but in the movie that Egyptian was replaced by Pharaoh’s cruel master builder. It is understandable that such changes are made just to hook the audience and

Corporate risk management Essay Example | Topics and Well Written Essays - 2000 words - 2

Corporate risk management - Essay Example If the quantum of investment is significant and depending on the size of the firm, sizeable enough to affect future earnings in a way that negatively affects the firm, then it is more preferable to go for risk transfer. Conversely, if the investment is not of a quantum that can affect the firm negatively it is better to go for risk retention. 2) Risk Transfer: Risk transfer, also known as Risk sharing is in many ways the complete opposite strategy of Risk retention. The principle of Risk transfer is the underlying tenet behind most insurance transactions. Risk transfer generally involves the shifting of risk to another party, most usually by means of insurance or through warranty. This method assumes the longevity of the third party and the ability of the insurer to maintain business continuity. Cash Flow Regularity: One of the biggest risks associated with investment decisions, particularly in light of whether or not to transfer risk or not, or to whether just bear with the uncertainty is how regular or irregular the earnings of that particular investment decision are. It follows then that the more irregular or uncertain the earnings of a particular investment decision are, the more likely a firm is to increase its security or safety in regards to that investment or that line of cash flows. Hence, the greater irregularity is seen in cash flows, or the higher risk factor involved, the more likely a firm is to transfer risk either via Insurance or Warranty. 3) Risk Avoidance: Risk avoidance, on the spectrum of Risk management activities is on one end of the spectrum, wherein the company decides to altogether excuse itself from all possibility of risk. Although this strategy is often considered the safest form of risk management it also entails the loss of any potential revenue that could have been gained from the investment, therefore while it is the safest strategy it

Discuss the economic and demographic arguments for and against new Essay

Discuss the economic and demographic arguments for and against new labour migration - Essay Example Population characteristics of UK and its economic implications UK is among the developed western continents. Majority of the people in UK are old aged as the lifespan is longer, but this reduces the population growth rate because the aged are not within the productive age brackets. Economically, these people are not strong enough to provide workforce needed in economic building (Borjas 2000; Kupiszewski, 2012). Additionally, due to their age, there is no possibility of young generation to replace them in the work environment (Lisiankova and Wright, 2005). This population structure poses a threat to both population structure and economic condition of the country. To address this condition, several procedures have been formulated. One of the measures includes encouraging labor immigration. Need for immigration Given the scenario of UK population challenges, analysts and economists would raise question to find out whether UK requires immigrants or there are other options that can be fol lowed. By understanding the need for immigrants, it will be easier to formulate appropriate policies to be used (Borjas 2000). Currently, UK migration is characterized by the two types, international and domestic migration. Labor immigration has great effects in the UK’s economy and population. ... This is to ensure the adverse effects of immigration are addressed now and in future (Borjas 2000; Great Britain, 2012). UK countries need to remain pro active in policy making in regard to immigration and future labor market situation. In economics, philosophers have concluded that through migration everybody benefits. The countries receiving employees benefit through reducing the labor shortage and produce low cost products. Countries, from which the people come from, reduce the rate of unemployment while the workers in the foreign land benefit. From the above theory, it can be noted that it is true, but these benefits are only in the short run; in long run, migration cost is huge. Countries getting foreign workers endanger their citizen job security. The native employees in firms may be fired to recruit cheap workers from foreign countries. This is so in nations with labor market which inflexible (Borjas 2000). It is therefore important to check on the flexibility of labor market before formulating policies that encourage immigration. Immigrants find themselves trading off their rights for wealth creation in other countries. The immigrants are exposed to high chances of being exploited in the foreign countries. Merits of Immigration Creation mobility of job - Immigration leads to establishment of new jobs because of economic growth and enhancement of job mobility. In 18th to 20th century, over one third of UK’s population growth, moved to other countries, but this was not sustained for long. In 21st century, largest increase in population is due to immigration. It is important for any country to control the movement of people across the borders. Migration has effects on both demographics and economic performance of a country. Demographics

A factor that effect normal speech development Essay

A factor that effect normal speech development - Essay Example At 2 years of age, the child is able to utter 2- word phrases. By 3 years, the child is able to form sentences, uses plurals and past tense, can make sentences with 3 to 5 words and 90% of the talk is understood by strangers. At 4 years of age, the child can make sentences with 6 words, can converse and tell stories. At 5 years of age, the child can make sentences with 6- 8 words, can name 4 colors and can count ten pennies correctly (Schwartz, 1990; qtd. in Leung & Kao, 1999). Delay in the development of speech is a major concern to both parents and pediatricians. Speech delay can occur with or without delay in other milestones. A child is considered to have delay in the development of speech when the speech milestone attained is significantly lower than that which is normal for that age. It is important to identify, investigate and institute appropriate intervention in speech delay because; this can have significant impact on the social, academic, personal and vocational life of th e individual. There are many causes for delayed development of speech. The most common cause of speech delay is mental retardation. Infact, it accounts for more than 50% cases of speech delay (Leung & Kao, 1999). Most often, speech delay occurs due to inadequate stimulation of the child. An older dominating sibling may steal all the attention of the elders of the house. Various hereditary factors can affect speech development. Delayed speech in parents can result in delayed speech in the offspring also. Many genetic diseases which lead to global developmental delay or mental retardation can contribute to delayed speech. Exposure to many languages at a time or frequent changes in the childs environment can contribute to delayed speech. Chronic ear infections, effusions and impacted wax can lead to hearing debility and hence delayed speech. Intact hearing is vital to speech and language development in the first few years of life.

Digital Evidence and Social Media Article Example | Topics and Well Written Essays - 750 words

Digital Evidence and Social Media - Article Example The case of Governor Chris is one where digital evidence served to show his vengeance against the mayor of the city. In the case, emails were released as prove that Governor Chris did orchestrate massive traffic issues in Fort Lee in New Jersey. The incident was an act of retribution that had some political connections. The release of the emails as that were evident as part of the investigations about the allegations did spiral into a major political scandal because of the weight of credibility that they carry. In dealing with digital evidence, it is noteworthy to know that electronic activities leave a sequence of footprints (Kizza, 2010). Therefore, it is very easy too although trying to find some specific evidence may seem quite laborious because of the volumes involved. In the case of Governor Chris, he used emails in order to plan his revenge activities. The incident led to the closure of access lanes leading to a massive traffic jam. Although the port authority managed to justify the decision by claiming that it was conducting a traffic study, the latter justify the incident. There was the retrieval of the emails used to make the orchestrations sent directly from the Governor and they formed the basis of filing a scandal against him. When working with digital evidence, no doubt one has to ensure a lot of care because the evidence is very volatile. The previewing and acquiring of data may potentially disturb the data to the extent of changing its status thus causing some doubts concerning his credibility. Therefore, one has to follow some logical steps in order to ensure that the evidence is intact (Kizza, 2010). In the case against Governor Chris, Wildstein did provide a number of emails that Chris’s staff sent to state lawmakers’ panel that was investigating the closures.  

Define Marketing Paper Essay Example | Topics and Well Written Essays - 500 words

Define Marketing Paper - Essay Example Taken into account these definitions, it is possible to say that marketing is a matching process between the needs and expectations of customers, and the ability and capacity of the organizations to satisfy these needs. Also, the aim of the company is to create high quality products to meet the needs of the customers and attract new clients. Marketing is important to organizational success because it involves sales, purchases, exchange of goods, services and information about these goods. Marketing is supported by such activities as advertising, the publishing of a wide range of information, scheduling, distribution, payment, and service. Also, marketing can be described as the activity that involves product design, manufacturing, and transportation. Without marketing, an organization will not be able properly plan its activities in order to reach a common goal. Marketing helps to coordinate work of "production, research and financial activities" (Appleby, 1994, p.262). The recent activities of Tesco PLC (the

Views against suicide Essay Example for Free

Views against suicide Essay Jessie mothers remarks to commit suicide is to accept the logic of the absurd but in some small way to triumph over it. (p. 24) Psychiatrists believe that committing suicide is self-abuse and self-murder (masturbation and suicide). Both behaviors became the bogeys of the psychoanalysts as well. In 1910, Freud concluded the first essay in which he specifically addressed the subject of suicide with these words: Let us suspend our judgment till experience has solved this problem. (Freud, 1910). What is the problem? It was know[ing] how it becomes possible for the extraordinarily powerful life instinct to be overcome. In 1917, Freud announced his famous solution self-murder is aggression turned against the self: [N]o neurotic harbors thoughts of suicide which he has not turned back upon himself from murderous impulses against others (Freud, 1917). Freuds far-reaching generalization is a sobering reminder of the influential influence of the religious-psychiatric tradition: He treats suicide as if it were a unitary occurrence. David Hume (1711-1776) would wholly disagree with Jessie, arguing that suicide is not contrary to love of self, of neighbor, or of God. Hume claimed that even assuming the truth of Aquinass theism, one requirement of not preclude suicide from being rational and moral. That is, if it is consistently permissible to encroach on divine providence by disturbing the operations of diverse natural laws (by curing diseases and the like), then, by parity of reasoning, it ought to be similarly permissible to commit suicide. Moreover, couldnt a person commit suicide while expressing gratitude to God for the good she has enjoyed and for the ability to escape her current misery? After all, Aquinas allowed self-inflicted killings when one is divinely commanded to do so! Hume, a known skeptic on religious matters, is being ever so ironical and sardonic in his essay. When I fall upon my own sword, therefore I receive my death equally from the hands of the deity as if it had proceeded from a lion, a precipice, or a fever. There is no being which possesses any power or faculty, that it receives not from its Creator, nor is there any one, which by ever so irregular an action, can encroach upon the plan of his providence, or disorder the universe. Its operations are his works equally with that chain of events which it invades; and whichever principle prevails, we may for that very reason conclude it to be most favored by him (Hume, 1783). Moreover, Ecclesiastic law still forbids suicide, and religious penalties against the act are, nominally, still in force. However, as soon as secular law recognized insanity as an excuse for suicide, so, too, did canon law. For approximately the past century, rabbinic and church authorities alike have classified suicides as ipso facto non compos, permitting them to receive normal religious burial services. The Encyclopedia of the Jewish Religion states: Judaism does not consider the individual as the owner or unlimited master of his own life; consequently, suicide, which amounts in rabbinic thought to murder, is strictly forbidden. . . . However, recent rabbinic ruling considers the suicide as being of unsound mind, and as such he is allowed to be interned [sic] with others. (R. J. Z. Werblowsky and G. Wigoder, p. 367). The Roman Catholic Church and the Protestant clergy use the same formula for annulling the sinfulness of suicide. After a well-known Catholic American killed himself and was given an elaborate burial, a spokesman explained: Today it is the churchs feeling that a person must be crazy to commit suicide. And we place the insane in the hands of God, for his mercy and his judgment. . . . The church will not judge [him]. (San Francisco Chronicle, 22 October 1983, p. 3) Roman law expanded the criteria that made suicide morally acceptable. For example, tedium vitae a mental state we are likely to call depression, but is better rendered as having had enough (of life) -was a justification for it (A. J.L. van Hoof, p. 122). However, Roman law prohibited the suicide of slaves, because they destroyed not themselves but their masters property; and of defendants accused of crime, because their deed prevented the law from determining whether they were guilty or not. If their deed was interpreted as signifying guilt, the law required that their corpse be denied ritual burial and their property be confiscated. Christian canon law adopted the practice of denying religious burial to the suicides corpse, and medieval English criminal law reinstated the penalty of forfeiting the suicides property (A.J. L. van Hoof, p. 16). Views for suicide Jessie claims the decision to be a rational one, a logical conclusion to a life that has lost its true meaning; there are disturbing glimpses of another motivation. To begin with she is on medication, which has given her an apparent sense of clarity and equanimity. If she is herself, then, she is so by virtue of chemical intervention, though there are hints of an obsessive behavior not touched by her medicine. She has a notepad in her pocket which contains a checklist, a countdown to annihilation. She is, she explains, cold all the time, and longs for the dark and quiet of death, a place where nobody can get me †¦ Dead is everybody and everything I ever knew, gone. Dead is dead quiet (night Mother, p. 16). She likens herself to Jesus, whom she suddenly perceives as a suicide (I didnt know I thought that) (p. 17). Though, well known philosopher may agree with Jessie as Margolis takes suicide to be essentially a matter of choosing death for its own sake. In the case of genuine suicide, according to Margolis, the victims overriding concern is to end his own life. (1975) Moreover, Immanuel Kant claims that the exercise of freedom in self-destruction is self-contradictory. He seems to favor, however, the moral heroism of Cato (a Roman statesman who killed himself rather than surrender to Julius Caesar), but does not label it a suicide, since Cato was presumably attempting to rescue his personal integrity and not intending to destroy himself. That is, despite his antisuicide stance, Kant claims that there are times when life ought to be sacrificed. If I cannot preserve my life except by violating my duties towards myself, I am bound to sacrifice my life rather than violate these duties. He views humanity in ones own person as inviolable. Suicide, by contrast, treats our personhood as a thing; it reduces us to the stage of a beast. Persons, for Kant, are ends-in-themselves, having the capability for autonomy and rationality that comprise their humanity. Jessie suicidal act goes with Kant view of life. According to him, Life is not more important than virtue. To live is not a necessity; but to live honorably while life lasts is a necessity. Kant maintains that the fabric of society is destabilized by those who advocate a right to suicide and romanticize it somewhat in the progression. Nonetheless, pace his categorical imperative, it seems suicide can be universalized on Kantian grounds, e. g. , anyone whose situation in life is such that his or her continued existence would cause others a greater amount of suffering than his or her suicide must commit suicide. Conclusion According to the sources discuss, it can be said that argument against suicide are more powerful and it is definitely goes against Jesse’s suicide. Jessie chooses to shoot herself with her fathers gun, and if not with that then with her husbands. These were the two men she loved, the two men who might have saved her had they not left, derelict her in their different ways. There is no irony in the choice. The man who saw her into life, and perhaps tainted her blood with the seeds of epilepsy, now ushers her out. At the same time, Thelma, apparently disengaged, separated from her daughter by a sense of guilt and mutual incomprehension, and finds herself deeply committed to saving her. While her mother philosophy was Things happen. You do what you can about them and see what happens next (p. 39) is not without its logic or ethics. Moments before her daughters death, indeed, this woman, who until now has appeared content to drift through life, unquestioningly, can be explained as nearly unconscious from the emotional devastation †¦ so far beyond what is known as pain that she is virtually unreachable'(p.52). For the first time in her life she knows what she is living for and though she will be frustrated in her attempts to save Jessie, Jessie, perhaps, may have saved her in so far as she has lured her back into the world. Work Cited Catholic Church Says It Wont Judge White, San Francisco Chronicle, 22 October 1983, p. 3. A. J. L. van Hoof, From Autothanasia to Suicide, (London: Rutledge, 1990) p. 122. Freud, Contributions to a Discussion on Suicide (1910), in SE [Standard Edition], vol. 11, p. 232. Essays on Suicide, and the Immortality of the Soul, ascribed to the late David Hume, Esq. â€Å"Two Letters on Suicide†, from Rosseaus [sic] Eloisa (1783) Freud, Mourning and Melancholia (1917), SE, vol. 14, p. 252 Joseph Margolis, Negativities: The Limits of Life (Columbus, 1975), pp. 23-36. Marsha Norman, night Mother (New York, 1983). R. J. Z. Werblowsky and G. Wigoder, eds. , The Encyclopedia of the Jewish Religion, p. 367. Richard B. Brandt, The Morality and Rationality of Suicide, in Handbook for the Study of Suicide, edited by Seymour Perlin, pp 61-76, 1975. U S. News and World Report (April 9, 1984): 18.

Movements to Develop Equality

Movements to Develop Equality Irving Kristol explained it best when he said, â€Å"Democracy and socialism have nothing in common but one word, equality. But notice the difference: while democracy seeks equality in liberty, socialism seeks equality in restraint and servitude† (SearchQuotes). The government wants America to be a dystopian society similar to that found in Harrison Bergeron, so that the officials will have complete management over Americans. The government does this by the ever-changing meaning of words over time to suit their desires. Additionally, they also do this by convincing the folks that the whole of society is more vital than the individual. This control stays hidden and disguised as â€Å"equality† when it really is a type of socialism referred to as Marxism. Merriam-Webster outlines â€Å"Equality† as the quality or state of being equal: the quality or state of having the same rights, social status, etc. (Merriam-Webster). The government efforts to achieve economic equality include enhancing opportunities through tax policy, subsidized training and education, redistributing wealth or resources, and preferential treatment of those historically treated unequally (Merriam-Webster). This is stated as affirmative action and it was meant to counteract the lingering effects of generations of past discrimination (Merriam-Webster). â€Å"Sameness† is outlined by Merriam-Webster as the quality or state of being alike (Merriam-Webster). Sameness is additionally listed as a synonym of equality. Being â€Å"equal† has no similarity to being the â€Å"same†. To make everybody the â€Å"same† the government would need to either pull most of the folks up to a far better level, or push a number of folks all the way down to the common. This reeducation of society is the principle that Marx advocated. Marxism is defined as a theory and practice of socialism as well as the labor theory of value, dialectical materialism, the class struggle, and dictatorship of the proletariat until the establishment of a classless society (Merriam-Webster). In today’s society, one example remains shown in things like not keeping score in little league baseball games (House). They tend to take it even further and all of the kids get a reward at the end of the championship game, regardless of if they won or not (Geist). There is no distinction between the winning team’s trophy and the losing team’s trophy because they say that they do not wish the kids to possess a reminder that they lost the big game (Geist). This is precisely what exists within the story Harrison Bergeron. The reeducation of society, that everybody is a winner, that no one person is better than anyone else is (Vonnegut). As an exa mple, the state imprisons Harrison, once he refuses to be re-educated (Vonnegut). Although his reeducation fails, the point and propose behind his reeducation was to brainwash him into thinking that he was no better than anyone else was (Vonnegut). This reeducation was in conjunction with the physical burdens placed upon him (Vonnegut). There is a contemporary movement referred to as the Ninety-Nine Percent (Wikipedia). The Occupy protesters expression, We are the 99%, asserts that the 99% pay for the mistakes of the 1% (Wikipedia). The One Percent being the rich folks in America. The ninety-nine are saying that it is not fair that some have more than others and that all assets and cash ought to be divided equally among all the individuals. This movement resulted in the proposal of the Buffet Rule. It was a part of a tax plan projected by President Barack Obama in 2011 (Wikipedia). The tax plan would apply a minimum rate of thirty percent on people making more than a million dollars a year (Wikipedia). According to a White House official, the new tax rate would directly affect 0.3 % of taxpayers (Wikipedia). Again, this harkens back to Marxism and Harrison Bergeron because it would cause class struggle and it would negatively influence job creation and investment. â€Å"Class warfare also known as class struggle is the tension or antagonism that exists in society because of competitive socioeconomic interests, needs, and desires between folks of various classes† (Wikipedia). In the story, everyone instructed not to compete as it results in greed and unbalance which nobody should have more than anyone else does. I mean-you dont compete with anybody around here. You just sit around. If I tried to get away with it, said George, then other peopled get away with it-and pretty soon wed be right back to the dark ages again, with everybody competing against everybody else. You wouldnt like that, would you? Id hate it, said Hazel. There you are, said George. The minute people start cheating on laws, what do you think happens to society? †¦ Reckon itd fall all apart, said Hazel. (http://www.tnellen.com/cybereng/harrison.html) Another book that shows this Marxist idea is Anthem, a dystopian fiction novella by Ayn Rand. Written in 1937, this novel is extremely similar in respects to Harrison Bergeron, having concepts completely different from those around them carries a death penalty. during this story by in this, Anthem is written as the diary of Equality 7-2521, a young man living in a future during which folks have lost all knowledge of individualism, to the extent of not even knowing words like I or mine. Everybody lives and works in collective groups, with all aspects of existence determined by councils. Once he is assigned to a menial job cleaning the streets, Equality 7-2521 rebels against collectivism by conducting secret research, that eventually leads him to re-create the electric-light bulb (Lawrence). Once he presents his discovery to the Council of scholars, they condemn him for daring to act as an individual and threaten to destroy his creation (Lawrence). He flees into the uncharted Forest, h is love, a woman referred to as Liberty 5-3000 joins him. They come across an ancient house, a relic of the unmentionable Times before collectivism. There they discover the lost language of the self. They rename themselves Prometheus and Gaea, and Prometheus vows to use his new information to create a society based on individual freedom (Lawrence). This can be somewhat shown in Harrison Bergeron once Harrison takes over the ballet and tries to point out the corruption of the handicapper General. Where the hero in Anthem succeeded, Harrison fails and is killed. Another novel that shows this same plan, The Giver is a futuristic science fiction novel set in a utopian society written by Lois Lowry. Within the community, there are no feelings, hunger, inequalities, and no pain. Everything and everybody is required to be â€Å"equal.† each family unit is uniform and prescribed consistently with the community leaders. Every member of the community has their profession assigned when they turn twelve and Jonas is to become the receiver of memory. While he is training with the Giver, he realizes the reality of the community he lives in. The folks of the community do not get to feel love, true happiness, or any of the nice qualities of life. On the opposite hand, they have eliminated pain, strife and therefore the impractical by converting to Sameness,† again the same underlying theme of making everybody equal by forcing them to be identical. Those who do not live up to the standards of this Utopian society are quickly released. Jonas la ter finds out that this release process is an equivalent to that of death (Jordan). He decides that it is up to him to return what freedom to the members of the community (Jordan). With the assistance of the Giver, Jonas escapes, with Gabe, from the community, in hopes to unleash all past memories back to the community. This memory release causes the community members to experience-unfelt feelings of pain, loss, famine, war, as well as human differences, love, and happiness. Social promotion is at the very core of this â€Å"sameness† technique of control. Kids that do not have any business moving on at school receive automatic promotion to the next grade (Wikipedia). This promotion is so that children do not have their feelings hurt, and their parents do not feel insulted. The administration says that it is enough that the student tried, that they participated, they did their best and what they do not understand this year will be tutored to them once more next year (Wikipedi a). Just like in Harrison Bergeron where the main goal is for everyone to be no better than anyone else can be as seen here, Only, if I was Handicapper General, you know what I would do? said Hazel. †¦ Id have chimes on Sunday-just chimes. Kind of in honor of religion. I could think, if it was just chimes, said George. Well-maybe make em real loud, said Hazel. I think Id make a good Handicapper General. Good as anybody else, said George. Who knows better than I do what normal is? said Hazel (Vonnegut). Some schools in today’s world think this is healthy to tell children that it is ok if they do not win. Even better, do not attempt to be the best; simply attempt â€Å"your best†. Again, more wording from the book simply do â€Å"your best† that is all anyone can ever do. The television program was suddenly interrupted for a news bulletin†¦ For about half a minute, the announcer tried to say, Ladies and Gentlemen. He finally gave up, handed the bulletin to a ballerina to read. Thats all right- Hazel said of the announcer, he tried. That is the big thing. He tried to do the best he could with what God gave him. He should get a nice raise for trying so hard† (Vonnegut). With this is mind, one can see why Kurt Vonnegut’s Harrison Bergeron, Ayn Rand’s Anthem, and Lois Lowry’s The Giver, are to not be used as a road map to political success. These books are dire warnings to the folks of America. These books have be analyzed repeatedly and more and more connections to today’s government and society are found in their pages. With the meaning of words ever-changing, depending on what political cluster uses them and therefore the collective being told that the entire of society is more vital than the singular; one can see why the government is getting away with this socialist reign. The United States government needs this precise variety of thinking, this kind of control, to keep the voters complacent just like the â€Å"same† sheep that they are turning into already. A scaling tax to penalize hard work to show the futility of being greedy and wanting more. Welfare to take from the rich and give to the poor to make it fai r. Mandatory health care is not the free medical benefit that the government glorified it to be at the beginning. It has created the impoverished more dependent upon the government for subsides within which they use to pay for their necessities. The government is dumbing down America and stringing them along when it involves getting the necessities required to survive. Society is permitting this to happen without realizing it is happening. These authors are attempting to offer a warning to the folks. To notice the corruption and greed, to stand up and say that enough is enough. Although just like the stories they write, anyone that goes against the government is discredited and unheeded. Which ensures that things continue the way they are and therefore the government stays in power. Works Cited Equality.Merriam-Webster.com. Merriam-Webster, n.d. Web. 26 Nov. 2014. http://www.merriam-webster.com/dictionary/equality Affirmative Action.Merriam-Webster.com. Merriam-Webster, n.d. Web. 26 Nov. 2014. http://www.merriam-webster.com/dictionary/affirmative action Marxism.Merriam-Webster.com. Merriam-Webster, n.d. Web. 26 Nov. 2014. http://www.merriam-webster.com/dictionary/Marxism Sameness.Merriam-Webster.com. Merriam-Webster, n.d. Web. 26 Nov. 2014. http://www.merriam-webster.com/dictionary/sameness Geist, William.Little League Confidential: One Coachs Completely Unauthorized Tale of Survival. New York: Macmillan; 1992. 203-204. Print. Trimmer, Joseph F. Harrison Bergeron.The Riverside Reader. Eighth ed. Boston: Houghton Mifflin, 2005. 559-566. Print. Lowry, Lois.The Giver. Boston: Houghton Mifflin, 2012. Print. Rand, Ayn.Anthem. Caldwell, Idaho: Caxton Printers, 1988. Print. House, Hill. Rules for T-Ball, AA, and AAA Baseball (n.d.): N.P. Hill House, 21 Apr. 2013. Web. 26 Nov. 2014. http://www.hillhouseboston.org/Assets/Hill+House+Digital+Assets/Documents$!2c+PDFs/Tball$!2c+AA$!2c+AAA+Rules.pdf Lawrence, Richard. Summary of Anthem.Anthem Summary and Character Descriptions. Richard Lawrence, 31 Aug. 2009. Web. 26 Nov. 2014. http://www.noblesoul.com/orc/books/rand/anthem/summary.html#brief Jordan, Amy. The Giver.The Giver. Ernest Bond, n.d. Web. 26 Nov. 2014. http://faculty.salisbury.edu/~elbond/giver.htm#anchor2 Buffett Rule.Wikipedia. Wikimedia Foundation, Inc, n.d. Web. 26Nov.2014. We are the 99%.Wikipedia. Wikimedia Foundation, Inc, n.d. Web. 26Nov.2014. Class conflict. Wikipedia. Wikimedia Foundation, Inc, n.d. Web. 26 Nov. 2014. Occupy movement.Wikipedia. Wikimedia Foundation, Inc, n.d. Web. 26Nov.2014. SparkNotes: The Giver: Context.SparkNotes: Todays Most Popular Study Guides. N.p., n.d. Web. 26Nov.2014. Democracy Quotes. Socrates Democracy Quotes. N.p., n.d. Web. 28 Nov. 2014. http://www.searchquotes.com/search/Socrates_Democracy/>. HARRISON BERGERON.Harrison Bergeron. (SearchQuotes) N.p., n.d. Web. 26 Nov. 2014. http://www.tnellen.com/cybereng/harrison.html>. Social Promotion. Wikipedia. Wikimedia Foundation, 25 Nov. 2014. Web. 28 Nov. 2014. http://en.wikipedia.org/wiki/Social_promotion>.

Commercial Media As A Hegemonic Ideology

Commercial Media As A Hegemonic Ideology In this capitalistic twentieth-century, we cannot ignore the role established by the mass media as a principal and crucial tool in shaping the cultural sphere of our society. Pubic information, intercommunication and exchange of the social knowledge in society now solely depends upon mass media (Hall, 1977:340). Its role rests on the information that it provides which stimulates political ideas, social action, public policy agenda and priorities and further more (Khuori, 1999). Hence, what media imparts as information to the public becomes very important, for as mentioned earlier, this information is what produces the values in cultural sphere that drives the world today. In order to understand the mass cultural process one needs to examine how media industries function (Gottdiener, 1985: 980). So, in this essay we examine and dissect mass media through the concept of hegemony, to understand its role. How hegemony exists in the media system, in corporate decision making process and h ow ideological hegemony is deep-seated in the very intellectuals responsible for providing information to the general public will be discussed. We firstly will understand the concept of hegemony before analysing the media system and also talk about counter-hegemony to shed light on how media can sometimes go against the existing dominant hegemonic ideology in a society. Lastly we will talk about the limitations of hegemony in arriving at an understanding of the role media plays with in the society. Theoretical Background: Hegemony is a concept that was first posed by an Italian Marxist thinker Antonio Gramsci (1891-1937) in his notebooks; while he was imprisoned. He was attempting to understand why after World War I, there was no working class uprising over fascism in Northern Italy during the regime of Mussolini (Gitlin, 2003: 252). An ardent follower of Marxism he witnessed the failure of the Marxist theory the process by which masses (proletariats) should overthrow oppressive capitalist bourgeoisie systems, to move towards a less oppressive economic system (Marx and Engels, 2002: 10-12). Gramsci built upon Marxism to conceptualize hegemony focusing more on the ideological independence and human subjectivity rather than economy (Daniel, 2000). One of the limitations of Marxist theory was the fact that superstructure .i.e. cultural and political institutions were seen as being dependent on the economic base; Gramsci tried to highlight the autonomy of such superstructure away from the base (Stevenson , 1995:15). Hegemony according to Gramsci centres on cultural and ideological means through which the dominant or the ruling class retain their dominance on subordinate classes by building spontaneous mass consent (Strinati, 1995: 165; Gitlin 2003: 253). Stevenson (1995:16), suggests that hegemony is a continuous battleground where the bourgeoisie and the working class construct economic, political and cultural alliances with other social groups and that ideology is represented as the social cement that binds together different class alliances. He further adds that the ideology works only when it is able to relate to the common sense of the people and influence them for change. Hence, Gramscis hegemonic ideology is based on the fact that the dominant social group in a society have the capacity to exercise intellectual and moral direction over society at large and to build a new system of social alliances to support its aims (Thussu, 2000:68). Military force might not always be the best possible way to gain power; in fact it is achieved not with legal and legitimate compulsion but by winning active consent of the subordinate class (Hall, 1982: 85). The dominant class develops and upholds its hegemony in civil society, i.e. by generating cultural and political consensus through unions, political parties, schools, media, the church, and other voluntary associations which is where hegemony is exercised by the dominant class over allied classes and social groups (Thussu, 2000:68). There is still a question as to why people would indisputably consent to let the dominant class control them, why would they agree to cultural and political consensus. Gramsci answers this by suggesting that the subordinate group is not ideologically indoctrinated but accepts the values and leadership of the dominant class since it also reflects their own interests (Strinati, 1995: 166; Hall, 1982:85; Gitlin, 2003: 253). As Strinati suggests (1995: 167), if we accept that hegemony is also about the battle for ideas, and the consent to dominant ideas, then it might be argued that it also includes concessions to the ideas and values of subordinate groups. However, we can also disagree by saying that perhaps it is merely a false consciousness created by gradually shifting the public interests and perception towards the dominant class without the public consciously realizing it (Stevenson, 1995:16). Regardless, Gramsci is able to explain precisely what the earlier Marxist were not able t o that is the free consent of the governed to the leadership of the governing classes under capitalism (Hall, 1982:85). Hegemony and the media: Gramsci highlights the importance of certain institutions in particular mass media, as the subject to production, reproduction and transformation of hegemony (Strinati, 1995: 168). Gramsci therefore points out the fact that it is important to analyse the role of media in the context of hegemony (Strinati, 1995: 169). Media is no doubt a powerful tool that affects not only individuals, but other institutions including society and culture (McQuail, 1997: 90). In Halls word (1982: 86) media are the institutions that not only reflected and sustained the consensus but helped produce consensus and manufactured consent, acting as an important tool to establish hegemony. Hall analyses the media through a hegemonic framework, he starts by saying that public trust media because ideologically they projects independence and impartiality from the political or economic interests of the state. However, media existing within a state are obliged to follow the formal protocols of broadcasting and depe nd on the form of state and political system which licenses them (Hall, 1982: 86-87). Hence the question of their operation being state driven is very likely. Hall (1982: 88) mentions media as being an ideological state apparatus used to mediate social conflicts. An interesting example of this state driven hegemonic ideology is the one given by Curran who compares the modern media with the medieval church showing how media is still used for social control by different dominant players. According to Curran (1982: 227) like the medieval churches media bind different people together by promoting collective values and social solidarity; back then it was the Christian faith while now it is consumerism and nationalism through international sporting contests and consumer features. He specially focuses on British media and how they promote collective identity through monarchy just like the Church. Cannadine (1983) gives an example of how the BBC in 1932 helped create a fascination for British royal family and helped project an image of British as one whole by broadcasting an image of the fatherly figure of George V (cited in Stevenson, 1995:17). Here we can easily see the BBC supporting the British regime in other words the state to build a common co nsensus while supporting hegemonic ideology. Curran (1982: 227) also adds that just like the medieval churches, media now also gives attention to the outsiders, earlier it was witches and warlords now its youth gangs, terrorist, drug addicts, militants etc. The role of mass media says Curran (1982: 227) is interpreting and making sense of the world to the mass public; and while doing that they tend to reproduce the hegemonic ideology. Production of hegemonic ideology can best be explained in regard to the professional communicators, like journalists, who are very important to amplify systems of representation that legitimize the social system (ibid). Journalists can be termed as intellectuals, who according to Gramsci are responsible for production and dissemination of ideas and knowledge (Strinati, 1995:171). We also need to understand that Journalists though thought to be autonomous are bounded by the hegemonic system, they unconsciously frame the news that is in keeping with the institutional arrangement of the society (Gitlin, 2003: 269), or in other words the hegemonic ideology and though they do not do it intentionally, it stems from the way they make news decisions, the way they have been trained and socialized from childhood (Gitlin, 2003: 257). They unknowingly have a tendency to promote the ideology of the political and economic elite by simply doing their job. According to Ben Bagdikian, there are three stages of selection for the news. First the editor decides that a certain site or event needs to be investigated for news; second a reporter decides what to look for at the site and lastly the editors decide on how to pitch the story to public (cited in Gitlin, 2003: 258). However, these are just the three processes; behind this there are various other aspects governing what news to cover and why. There is the institutional structure of the media, managers who set the corporate policy, then the budget. Further, the owners of the media who fall into the elite class want to respect the political economic system in order to gain their own political and economic advantages (Gitlin, 2003: 258). Since legitimacy in media organisations is what attracts audience, the top media managers make sure that their news operations are carried out in the way that this is projected, their forms of social control must be indirect, subtle, and not at all necess arily conscious (Gitlin, 2003: 259). We see here that there are lot of ideological forces that shape the news. Media that acts as a window to the world and a provider of social knowledge are in reality controlled by corporate and political elites who, by controlling ideological space, are making the public think what the dominant class want them to so that they remain in power. So, basically hegemony is enclosed in the news or programs, which helps maintain the dominant ideology. Commercial media as a hegemonic ideology: While discussing about hegemony in respect to media, we also need to talk about the commercial media. According to Gitlin (2000) commercial media have slowly through format and formula influenced people to think and behave in a certain way (cited in Murphy, 2003:59). Today people who are not consumers they might be regarded as an outsiders, such is the trend created by the media. It has instilled a feeling that each one of us must become a consumer or aspire to be one in order to be in the norm of the society. With the help of media and through the expansion of consent, slow but powerful ideological process began to shape both moral order and common sense, aligning the cultural practice of consumption with freedom, individuality, civil liberties, etc (ibid). Stevenson, (1995:146) gives an example of a Levi jeans advertisement and how by watching just the advertisement a consumer is addressed with a unique sense of craving, the ideology has an effect on the consciousness of the consum er without him/her realising that they are in reality a social class exploited by a hegemonic ideological process. The way media operates now is exactly what Gramsci proclaimed about hegemony, it is about one classs struggle over another by creating values that the dominated class must follow. Counter hegemony: Gitlin argues that by controlling what the media feeds the public (the dominated class), the ruling elites are infusing a false consciousness among them, which limits them in acting for change. However, Williams who follows in the footsteps of Gramsci differs by suggesting that there can be room for change with counter-hegemony (Stevenson, 1995:17). According to him hegemony is not constant and is always changing by challenging, resisting and reaffirming the dominant hegemony (ibid). William states that traditions, institutions and formations are the three cultural processes for hegemony, where in the traditions are always invented and reinvented by the national state and these newly formed traditions rely on institutions such as mass media and education for transmission in order to establish a dominant consensus in contemporary society (ibid). For example media can be said to promote counter-hegemonic ideology if it shows a program or a report that questions the government involveme nt in war. We all know about the invasion of Afghanistan by the USA on 2001 after the 9-11 attack. During that period, the USA media was more concentrated on sending messages about the war on terror and Al-Qaeda, hence no one questioned the invasion of Afghanistan and as a result the elite group in this case Bush received consensus from the public for the invasion (Rall, 2002). If the war on Afghanistan by the USA had been questioned at the point when the war was beginning then the media would have acted against the hegemonic ideology of the US government led by Bush. Hence according to Williams, the concept of hegemony does provide space for critical reasoning, so that a new class may challenge the existing ideology and resist change from the hegemonic ideology (Stevenson, 1995:181). Another example of counter-hegemonic ideology could be the 30 November, 1999, Battle of Seattle, where tens of thousands people took to the streets to protest at the launch of new millennial round of t rade negotiations at the World Trade Organizations Ministerial Meeting. This can be said to be against an existing hegemonic ideology, consequently a counter hegemonic approach. However, we have to understand as recognised by Schiller (2003) the importance of informational and cultural power as being a key factor in governance and that these are no less important than the army and the police, to achieve social control (cited in Stevenson, 1995: 5). Also it is difficult to challenge the elite hegemonic ideology reinforced by the media because it collides head on with the fundamental interest of the dominant class and since they are the ones who have control over the informational apparatus and the cultural institutions that influence, if not determine, social thinking, the idea of challenging them becomes hard (ibid). Limitations: Hegemony cannot always explain the role played by the media in a society. According to Gottdiener (1985: 982), since hegemony suggests that the dominant class controls the class consciousness in a society, it neglects the fact that people are different and people have a different reflective thought capacity and that there are no homogeneous human subjects. Further, when hegemonisst talk about false consciousness they neglect the fact that consciousness and ideology are two separate entities for ideology is not consciousness it is the representation of imaginary (Gottdiener, 1985: 983). That is why he suggests a semiotic analysis of mass culture in the society because the users of mass culture are more active and more creative than previously thought (Gottdiener, 1985: 978). He thereby modifies the concept of hegemony one step further through a semiotic approach because it is a fact that ideology cannot be controlled fully and that the struggle to control it will always continues (Got tdiener, 1985: 978). Another research done by Johnstone et al. (1976) on the background, orientation, and ideology of journalists found that homogeneity in background or orientation is not the rule. For example, those who had a journalism education tended to think it was not necessary, while those who lacked it thought it would be worthwhile. There were important regional differences in regard to prestige, reliability, and whether a journalist would use stories from other media in his/her own reports (cited in Altheide, 1984:481) Thereby concluding that news or information selection in mass media might not necessarily be inflicted by hegemonic ideology and that journalists are not always socialized to dominant ideology. Conclusion: Though the concept of hegemony has its own limitations it has proved worthwhile in understanding the media organisation and the information they impart against a broader background (Altheide, 1984:486); which helps create a mass culture that in turn influences attitude and behaviour in the society. It has equally contributed to an understanding of the relationship between media and power. By using the hegemony concept and analysing how the media industry functions we were able to understand the role that the media plays in mass culture, and how this role reinforces hegemony. This essay tries to cover the concept of hegemony drawing arguments from various researchers and at the same time also sheds light on its limitations. We discussed how media itself works in a hegemonic framework and how managers try hard to project impartiality. We also briefly discussed the relationship between the political elite and media owners and how intellectuals working for the media,http://palv.files.wor dpress.com/2011/01/man.jpg?w=640are conditioned to bolster hegemony in the society. As a result, an important institution such as the media that plays a vital role in the society if, in itself, is influenced by hegemony, the role that it might play in the society is unquestionably influenced by hegemonic ideology.

Postwar Effects on Women :: American America History

Postwar Effects on Women The "feminine mystique" that American culture promotes is entirely dependent upon its ideas, beliefs, and needs of the time. American culture has always tended to influence women into doing what the day and age required. After men went to war there was a gap in the work force that needed to be filled. During World War II women were the most available to join the work force. Due to the discouragement to raise families during the Great Depression and the fact that most men of age had entered the war, many women were left without families to look after and men to take to take care of them. "Most women toiled at unskilled jobs; most were young, single, and without children" (307). This lack of family and funds left women with no other place to go besides the factories. Women's need for work was nursed along by the media as well as the public. "A rapidly expanding war economy absorbed most of the reserve labor force," (307) yet it still was not enough, the economy demanded a larger work force. This demand worked in cooperation with the availability of the women of the time. "'Commando Mary' and 'Rosie the Riveter' became symbols of women who heeded their country's call" (307). There were many enticements luring women to join the work force. These enticements included higher war wages, more available time and opportunity to work, and wartime restrictions on leisure activities. "Despite the general expectation that women would return to their home after the war, female laborers did not simply drop their wrenches and pick up frying pans" (310). After the war many women continued to work outside the home primarily to help support their families. After the war 28% of the labor force was female compared to the 24% prior to the war. When the war was over nearly one million women were laid off and another 2.25 million voluntarily left. These female losses in the work force were offset by the gain of 2.75 million women into the work force. "When women who had been laid off managed to return to work, they often lost their seniority and had to accept reduced pay in lower job categories" (310). Due to the severe segregation by gender, the postwar economic life for women was appalling. Postwar American life became organized around marriage and family. As men came back from the war they merged with the peacetime economy, taking jobs away from women and sending them back to the home.

Gertrude of Shakespeare’s Hamlet Essay -- Essays on Shakespeare Hamlet

The Gertrude of Shakespeare’s Hamlet  Ã‚     Ã‚  Ã‚   Is Gertrude, in the Shakespearean drama Hamlet, a bore? A killer’s accomplice? The perfect queen? A dumbie? This paper will answer many questions concerning Claudius’ partner on the Danish throne.    In her essay, â€Å"Acts III and IV: Problems of Text and Staging,† Ruth Nevo explains the deleterious effect of Gertrude’s behavior on her son’s relationship with Ophelia:    His mother has predisposed him to believe in women’s perfidy, has produced in him a revulsion from sex and the stratagems of sex; he was unable to draw Ophelia’s face by his perusal; she has refused his letters and denied him access; now returns his gifts. What form of devious double-dealing shall he expect? (49-50)    Gertrude is indeed not the ideal mother. Lilly B. Campbell comments in â€Å"Grief That Leads to Tragedy† on Queen Gertrude’s sinful state:    Shakespeare’s picture of the Queen is explained to us by Hamlet’s speech to her in her closet. There we see again the picture of sin as evil willed by a reason perverted by passion, for so much Hamlet explains in his accusation of his mother:    You cannot call it love, for at your age The hey-day in the blood is tame, it’s humble, And waits upon the judgement; and what judgement Would step from this to this? . . . O shame! [. . .]    And of the Queen’s punishment as it goes on throughout the play, there can be no doubt either. Her love for Hamlet, her grief, the woes that come so fast that one treads upon the heel of another, her consciousness of wrong-doing, her final dismay are those also of one whose soul has become alienated from God by sin. (97-98)    Gunnar Bokland in â€Å"Hamlet† describes Gertrude’... ...hamlet/other/jorg-hamlet.html    Nevo, Ruth. â€Å"Acts III and IV: Problems of Text and Staging.† Modern Critical Interpretations: Hamlet. Ed. Harold Bloom. New York: Chelsea House Publishers, 1986. Rpt. from Tragic Form in Shakespeare. N.p.: Princeton University Press, 1972.    Pitt, Angela. â€Å"Women in Shakespeare’s Tragedies.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint of Shakespeare’s Women. N.p.: n.p., 1981.    Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html No line nos.    Smith, Rebecca. â€Å"Gertrude: Scheming Adulteress or Loving Mother?† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. of â€Å"Hamlet†: A User’s Guide. New York: Limelight Editions, 1996.   

Rage Against Machine Three Rebels Essay

The protagonists of the novels Emma by Jane Austen, My Name is Asher Lev by Chaim Potok, and The Adventures of Huckleberry Finn by Mark Twain all share a rebellious streak that both serves them well and causes them trouble in their respective novels. However, these protagonists didn’t operate with a wild disregard to the rules of their society and times. Rather, all three characters are constrained in the end by the mores of Victorian England, Orthodox Jewish society and 19th century Southern values respectively. Exploring such aspects of Emma, My Name is Asher Lev, and The Adventures of Huckleberry Finn, as theme, historical context, and psychological traits, it will be shown that despite Emma Woodhouse’s disdain for the institution of marriage, Asher Lev’s living in the two seemingly opposite worlds of art and Jewish society, and Huckelberry Finn’s lack of respect for social refinement and rules, the three protagonists did not entirely succeed in their goals of living lives that went against the grain of their societies. Emma Woodhouse was described in the pages of Emma as a â€Å"†¦ handsome, clever, and rich†¦ † (Austen, p. 1, 1816) young woman who was the apple of her doting father’s eye and the mistress of Hartfield, their family estate. Taking credit for the union of her former governess and a Mr. Weston, Emma decided to further hone her â€Å"matchmaking† skills by setting up her friend Harriet Smith with various men of higher social status. This interest in Harriet Smith’s marriage prospects directly contradicts Emma’s own quest to remain single in a society that offered women only bleak alternatives to marriage. Despite Emma’s twin resolves to remain single and find Harriet a suitable mate, Emma eventually caved into the demands that were made on women of high social status when she gets engaged and realized that Harriet marrying a farmer named Robert Martin would forever alter their relationship. Asher Lev, the protagonist of My Name is Asher Lev, had loved to draw ever since he was small. His father, an important figure in the Ladover community, tried to discourage his son from getting too serious about his art while his mother implored Asher to draw pictures that were â€Å"pretty†, an assault to her son’s melancholy artistic temperment. Despite reading in an art book that an artist should be free of religion, country, etc, Asher decides that he will try to balance being a devout Jew with being a passionate artist. Under the guidance of Jacob Kahn, a non-practicing Jewish artist, Asher’s art and his knowledge flourishes as he explores the use of crucifixes in his work. Asher is uneasy about showing the crucifixion pictures in a show, but he goes through with it, being true to his calling as an artist. The crucifixes ultimately prove to be Asher Lev’s undoing as he is shunned by his parents and the Ladover community in general. Huckleberry Finn, the protagonist in The Adventures of Huckleberry Finn, is an adolescent boy who enjoys looking for trouble with his friend Tom Sawyer way more than trying to become a civilized boy at the hands of the widow and Miss Watson. After running away from his drunkard father, he decides to travel with Jim, who left Miss Watson’s house after he found out that Miss Watson was thinking of selling him. Even though Huckleberry Fin grows attached to Jim, he harbors doubts throughout the story about hiding a runaway slave. He even thinks about turning Jim in before deciding that having a conscience just wasn’t worth the mental agony of losing his friend. In the end, the protagonist’s rebellious act of helping a slave escape his captors prove to be for nothing as Miss Watson, his former master, decides to set him free. All three novels have themes that somehow relate back to rebellion or freedom. In Emma, the protagonist told her friend Harriet Smith that she never intended on getting married, a bold pronouncement in Victorian England. Her reasons are simple: â€Å"Fortune I do not want; employment I do not want; consequence I do not want; I believe few married women are half as much mistress of their husband’s house as I am of Hartfield†¦ † (Austen, p. 74, 1816) What Emma was saying was that her social status allowed her the freedom to chart her own course throughout life, an option given to few women at the time. Another way that Emma tried to rebel against the social customs of Victorian England was to find her friend Harriet a mate of high social status. Since Harriet’s bloodline was unknown, most people would have scoffed at a pairing of Harriet with a man like Mr. Elton or Frank Churchill. Mr. Knightley echoes this sentiment when talking to Mrs. Weston: â€Å"Hartfield will only put her out of conceit with all the other places she belongs to. She will grow just refined enough to be uncomfortable with those among whom birth and circumstances have placed her home. † (Austen, p. 31,1816) Freedom is the overarching theme of The Adventures of Huckleberry Finn. At the beginning and end of the novel, the protagonist yearns to be free from the rules and civilization of 19th century polite Southern society. For a boy that seemed to be hemmed in by clean clothes and spelling lessons, floating on a raft must have seemed like heaven: â€Å"Other places do seem so cramped up and smothery, but a raft don’t. You feel mighty free and easy and comfortable on a raft. † (Twain, p. 134, 1985) The novel even ends with Huckleberry Finn promising to run away looking for more adventures, claiming that he â€Å"been there before† (Twain, p. 296, 1985) with the civilized life. One of the themes of My Name is Asher Lev is the protagonist’s struggle between life as a devout Jew and life as an artist dedicated to his craft. This battle is evident on the first page as Asher Lev introduces himself to a reader that is already familiar with his work. In this passage, Asher tears himself apart yet defends himself at the same time, showing uncertainty years later with his decision to show the crucifixes: I am an observant Jew. Yes, of course, observant Jews do not paint crucifixions. As a matter of fact, observant Jews do not paint at all-in the way that I am painting†¦ I am a traitor, an apostate, a self-hater, an inflicter of shame upon my family†¦ Well, I am none of those things. And yet, in all honesty, I confess that my accusers are not altogether wrong; I am indeed, in some way, all of those things. (Potok, p. 1, 1972) It was established earlier that Emma rebelled against Victorian society by resolving to stay single and fix up her friend Harriet with a man above her social status. As the novel ended with Emma’s engagement to Mr. Knightley and Harriet’s engagement to Robert Martin, Emma realized that rebellion wasn’t quite her cup of tea, deciding to let her friendship with Harriet fall to that of social goodwill: â€Å"The intimacy between her and Emma must sink; their friendship must change into a calmer sort of goodwill†¦ † (Austen, p. 435, 1816) At the start of the novel, Emma wanted to live her life according to her rules, but by the end became caught up in the social mores of Victorian England. Sharing the psychological trait of rebelliousness with Emma Woodhouse, Huckleberry Finn did everything he could to escape the stifling life of rules and convention, even traveling the length of the Mississippi River with a runaway slave. However, the protagonist almost gave in to social conventions several times when he seriously thought about turning Jim in to the authorities. Huckleberry Finn even wrote a letter to Miss Watson telling her of Jim’s whereabouts, feeling better afterward. However, as Huckleberry Finn thought of all the things that Jim had done for him, he tears up the letter, saying â€Å"All right, then, I’ll go to hell† (Twain, p. 223, 1985) The rebellious streak in Asher Lev started early. Even at a young age, Asher was willing to defend his gift, no matter the situation. For example, when Asher was called into the mashpia’s office for drawing a sinister picture of the Rebbe, Asher boldly stood up for his art to his disapproving father, something a polite Orthodox Jewish kid did not do in those times: â€Å"Foolishness is something that’s stupid†¦ Foolishness is something a person shouldn’t do. Foolishness is something that brings harm to the world. Foolishness is a waste of time. Please don’t call it foolishness any more, Papa. † (Potok, p. 129, 1972) Like Huckleberry Finn, Asher Lev knew how he wanted to live his life at a very young age. Also like Huck Finn, Asher was willing to thwart social conventions in order to communicate this. Despite the rebellious streaks of Emma Woodhouse, Huckleberry Finn, and Asher Lev, the time periods in which the three novels take place largely serve to mute the three protagonists’ individuality. In Emma, for example, women of her class were expected to be married. Those who didn’t were largely seen as pathetic beings on which to take pity. The character of Miss Bates was presented as a ridiculous character, seen as a clown-like figure by Emma and others, and seen as an object of sympathy such characters as Mr. Knightley. Even Harriet Smith saw Miss Bates as someone to be pitied. However, Emma, Harriet, and even Jane Fairfax, thought to be doomed to a governess position, escaped Miss Bates’ fate by marrying according to the social customs of Victorian England. Rebellious in her youth, Emma realizes the â€Å"error† of her ways and did her womanly duty. The vile tradition of slavery provided a subtle color to The Adventures of Huckleberry Finn. Yes, the protagonist became close friends with a runaway slave. However, it was obvious that Huckleberry Finn was conflicted about this friendship. One example of this conflict occurred when the protagonist meets his friend Tom Sawyer , who was on his way to visit relatives. When Tom suggests that they steal Jim away from the Phelps’ farm, Huckleberry Finn is flabbergasted: â€Å"Well, I let go all holts, then, like I was shot. It was the most astonishing speech I had ever heard-and I’m bound to say Tom Sawyer fell, considerable, in my estimation. † (Twain, p. 235, 1985) In other words, it was ok for Jim to travel with Huck when they were in no danger of getting caught. Once caught, Jim was no longer Huck’s problem. He was even surprised that anyone would go to the trouble of breaking the law to help a slave escape. Huckleberry Finn wasn’t a bad person. He was just a victim of pre-Civil War America. Growing up an Orthodox Jew who was also a gifted artist in the mid 20th century was a unique situation for Asher Lev. Throughout My Name is Asher Lev, the protagonist had tried valiantly to combine being a devout Jew with being an even more devout artist. He observed the Jewish faith despite studying under a non-practicing Jewish artist and living in Europe for a while. At the end, something had to give in Asher’s struggle between Judaism and art, and it ended up being his place in the Ladover community. As Asher walked down the street after the Rebbe cast him out of the community, he contemplates his life thus far: â€Å"I was demonic and devine†¦ Asher Lev†¦ was the child of the Master of the Universe and the Other Side. Asher Lev paints good pictures and hurts people he loves. † (Potok, 367, 1972) From this passage, one can see how Asher Lev wondered whether the sacrifice was actually worth the love of his parents and his community. The protagonists of Emma, The Adventures of Huckleberry Finn, and My Name is Asher Lev all sought to do things that were not really done in their times. Emma Woodhouse sought to raise the social status of her friend by marriage while remaining single herself in a time when both acts were looked down upon. Huckleberry Finn wanted to escape civilization while bringing along a runaway slave for company. Asher Lev wanted to combine the life of faith with the life of art in a time when no one would even think about the two concepts together. Ultimately, the times of the three rebel protagonists proved to be too much, dulling their mutinous acts.

Christianity and Poverty Essay

Christian maintenance was founded in 1945. In 1945 the members of the British and Irish churches were truly shocked to regard how hard life was for European refugees who had mixed-up e verything in the Second World War. In response to this, they new that something had to d angiotensin converting enzyme rough it. By making this decision, they managed to raise one million pounds to benefactor these masses. This group became cognize as Christian forethought. Everywhere in the origination there are race whose lifes are hardly worth living, near deal who are in a awful struggle for the primary needs of life. This is wherefore Christian champion oneself was founded, to help analyze and give the great unwashed a reform state of living.Christian assist helps bring out in emergencies around the world whenever it chiffonier, when state are plunged into terrible situations, as families were in Afghanistan during the war in 2001. Christian Aid usu onlyy sends money to loc al organisations who hatful then buy food or provide shelter for other communities. as well Christian Aid laps on issues from healthcare to human rights, from support to landless peasants in Brazil to ending adolescentster labour in India.A construe which I think is important is the BBC project. This is a very important project because it enables young population like Bumeh to piece in concert their lives and start having fun again. Every year, the Burmese Border Consortium brings food and basic education to around 120,000 refugees in 14 variant camps along the border and campaigns on their behalf. I find this project very important because it helps a lot of commonwealth grant a better trend of living. This also is a big help for the future generation because more people are being educated and in this track, more people will watch to be educated.Christian Aid does this work in order for Christians who want to endow their faith and beliefs into action to do so. Christia n Aid is the main relief and emergence agency in the UK and Ireland. Although it was inspired by the gospel, it is not the case that it is solely for Christians. Christian Aid works with partners and supporters of many different faiths.The most important thing is that Aid is distributed on the basis of need, and regardless of religion, race, faith, confidence or nationality. Some of these quotes explain why Christian Aid came into being in the first place, James 214-26 Christians confide that faith and beliefs should be demonstrated in practical ways to help people in need. and John 323 Christians believe that God loves everyone in the world and that they should show this love too. They believe that the Nazarene is the role model for living your faith.In all, I think that Christian Aid is a very sucessful organisation which benefits a lot of people all all over the world. Christian Aid gives many people the opportunity to live life in a much better way of living. It gives peopl e a chance, who would otherwise get hold of never got the chance to improve their life. excessively it allows people like us to help raise money for Christian Aid and lets us feel good about(predicate) ourselves because we have done something for a very good cause. Therefore, I think Christian Aid is for a very good cause because they believe that we all have the power to cave in changes and they help to make many peoples lives much happier. After all what may seem to us as not a lot of money, can come out with life changing results for some people in the world.http//www.freebietown.co.uk/ukfreebiessamples.htmlhttp//62.169.139.99/eucerin/index.aspeucerin http//www.freebiesiteuk.co.uk/health.htm