Organization advertisment Assignment Example | Topics and Well Written Essays - 750 words

Organization advertisment - Assignment Example There are several services offered at the center that you will find beneficial. There are plenty of philanthropic activities happening at the center with events such as clothing exchange and free Teen Night among others all happening in Brattain House. Besides, the center offers training to parents on how best to improve their parenting skills especially with the teenage children. There are plenty of captivating programs at the center that are aimed at improving the social welfare of the society. With the realization of the importance of sharing, the organization arranges events such as Little Yoga and Teen Night among several others that enable parents to meet and interact as they assist each other. The impacts of such social connectivity and events are immense. Amazingly, other services that one will find intriguing include the orientation program in which preschoolers are absorbed and rehearsed for their anticipated school days making them establish strong academic foundations that have proved to have positive impacts in their lives. At the Family Resource Centre, such donations are highly valued. Any contribution will be highly appreciated. There are a number of reasons why Family Resource Centre requires and deserves your

Stereotypes in the Media Essay Example for Free

Stereotypes in the Media Essay Stereotypes play an important role in todays society and particularly in Propaganda. According to the Websters Dictionary stereotyping is defined as a fixed conventional notion or conception of an individual or group of people, heldby a number of people. Stereotypes can be basic or complex generalizations which people apply to individuals or groups based on their appearance, behaviour and beliefs. Stereotypes are found everywhere. Though our world seems to be improving in many ways it seems almost impossible to liberate it from stereotypes. Stereotypes have existed since the beginning of time in our everyday life through religion, politics and the media. Humans have the tendency to use stereotypes in their humour, their descriptions of others, and even in their beliefs. One may believe it is possible to rid oneself of such habits; however if one looked at the regular promotions of propaganda, it would make this objective impossible. Stereotypes, however, arent always negative; hence, this essay will discuss the negative and positive aspects of stereotypes used by propaganda. Propaganda is a force which can influence and affect everyone; bringing changes in behavior, attitudes and ones beliefs. It is also known that media impacts its viewersmodifying their judgments based on the information which they receive. Substantial amounts of stereotypes broadcasted through propaganda have similar effects. This essay will illustrate how stereotypes are generally portrayed and their function in propaganda. Also it will further reveal how successful and well stereotypes can work when used in propaganda tactics. The media often uses and misrepresents stereotypes; however, they are significantly accepted by people among society. TV shows such as the Simpsons are packed with stereotypes within its broadcast of half an hour. The Simpsons contains a large number of audience that watch the show daily as it is broadcasted during prime time. Characters such as Apu are highly discriminated and stereotyped. On this show Apu is characterized as an Indian immigrant, who prays to Ganesh, and holds a highly noticeable and dissimilar accent. This is a stereotype which is observed by young children and is perceived as humorous; they apply this knowledge towards those they meet in real-life. Viewers of this show believe this information to be completely accurate for they hold little or no knowledge about that particular group. Though the stereotypes shown on TV are usually misrepresented, they are quite well accepted by the audience as the truth. The viewers who watch these shows on a regular basis do not recognize the biased content, which is being presented. Media grabs the interests of their audience through comedy, drama, and action which causes the viewers to disregard the immorality behind the content. Hence, the effectiveness of using such stereotypes contributes to the popularity of TVshows. On the contrary, the propagandas use of stereotypes is not necessarily always a negative phenomenon. Propagandas use of stereotypes can sometimes give one the motivation to learn. Bibiliography: MLA Citation: Stereotypes In the Media. 123HelpMe. com. 30 Aug 2010.

Citizens from France and The Netherlands rejected the Constitutional Tr

There have always been controversies surrounding the treaties in the post-Maastricht era. Such practices did not pass by the Constitutional and Lisbon treaties. The rejection of these two treaties had a major political impact on Europe as a whole. 29th of May 2005, was a memorable day in the history of the European Union. That particular date is connected with the referendum in France, regarding the ratification of the Constitutional Treaty and most importantly with the ‘non’ votes that were louder than the ‘oui’ votes. The citizen’s voice clearly stated that further integration amongst member states shall not be perceived through the Constitutional Treaty. Furthermore, just two days later Dutch referendum also stated the same as French. These ‘non’(s) and ‘nee’(s) threw Europe into a constitutional crisis. Three years later, the Lisbon Treaty was about to change everything, a step closer to an ever-close union. The treaty wa s already ratified in number of countries. It was Ireland’s citizens turn to decide on that matter with a referendum. 12th of June 2008, was the very date that Irishmen said ‘no’ to the treaty. Both of those failures of the treaties sent shockwaves all over Europe. Number of articles and official barometer polls looked after the referendum to try to project the main reasons behind the rejections. Certain aspects of the implication that drove the French and Irish public to halt further integration between states, are more or the less the same. For example, aspects of lack of knowledge and understandment of the treaties due to their complexity, common nationalistic and political views, just to name a few, are fundamental ideas behind the ‘noes’. However, there are also significant differences in the implications... ...) of the voters highlighted the insufficient knowledge they had on the treaty. Furthermore, a survey carried out by Irish Times/TNS mrbi (cited in O’Brien & Oakley, 2008) showed that 30% of ‘no’ voters did not understand the treaty. Nationalist feelings were also amongst the most notable reasons for rejecting the treaty, 12% of the ‘against’ voters felt that this would keep the distinctiveness of Irish national identity (The Gallup Organization, 2008, p. 13). Irish rejection of the referendum also had its specific demographics, according to Smith(2008) the The Gallup Organization survey had shown that the urban working class, rural dwellers and the catholic right have formed an unusual alliance that led to the victory of the Euroskeptics. Year later in (DATE), 2009 after several amendments of the Lisbon treaty, on a second referendum, Ireland ratified the treaty. Citizens from France and The Netherlands rejected the Constitutional Tr There have always been controversies surrounding the treaties in the post-Maastricht era. Such practices did not pass by the Constitutional and Lisbon treaties. The rejection of these two treaties had a major political impact on Europe as a whole. 29th of May 2005, was a memorable day in the history of the European Union. That particular date is connected with the referendum in France, regarding the ratification of the Constitutional Treaty and most importantly with the ‘non’ votes that were louder than the ‘oui’ votes. The citizen’s voice clearly stated that further integration amongst member states shall not be perceived through the Constitutional Treaty. Furthermore, just two days later Dutch referendum also stated the same as French. These ‘non’(s) and ‘nee’(s) threw Europe into a constitutional crisis. Three years later, the Lisbon Treaty was about to change everything, a step closer to an ever-close union. The treaty wa s already ratified in number of countries. It was Ireland’s citizens turn to decide on that matter with a referendum. 12th of June 2008, was the very date that Irishmen said ‘no’ to the treaty. Both of those failures of the treaties sent shockwaves all over Europe. Number of articles and official barometer polls looked after the referendum to try to project the main reasons behind the rejections. Certain aspects of the implication that drove the French and Irish public to halt further integration between states, are more or the less the same. For example, aspects of lack of knowledge and understandment of the treaties due to their complexity, common nationalistic and political views, just to name a few, are fundamental ideas behind the ‘noes’. However, there are also significant differences in the implications... ...) of the voters highlighted the insufficient knowledge they had on the treaty. Furthermore, a survey carried out by Irish Times/TNS mrbi (cited in O’Brien & Oakley, 2008) showed that 30% of ‘no’ voters did not understand the treaty. Nationalist feelings were also amongst the most notable reasons for rejecting the treaty, 12% of the ‘against’ voters felt that this would keep the distinctiveness of Irish national identity (The Gallup Organization, 2008, p. 13). Irish rejection of the referendum also had its specific demographics, according to Smith(2008) the The Gallup Organization survey had shown that the urban working class, rural dwellers and the catholic right have formed an unusual alliance that led to the victory of the Euroskeptics. Year later in (DATE), 2009 after several amendments of the Lisbon treaty, on a second referendum, Ireland ratified the treaty. Citizens from France and The Netherlands rejected the Constitutional Tr There have always been controversies surrounding the treaties in the post-Maastricht era. Such practices did not pass by the Constitutional and Lisbon treaties. The rejection of these two treaties had a major political impact on Europe as a whole. 29th of May 2005, was a memorable day in the history of the European Union. That particular date is connected with the referendum in France, regarding the ratification of the Constitutional Treaty and most importantly with the ‘non’ votes that were louder than the ‘oui’ votes. The citizen’s voice clearly stated that further integration amongst member states shall not be perceived through the Constitutional Treaty. Furthermore, just two days later Dutch referendum also stated the same as French. These ‘non’(s) and ‘nee’(s) threw Europe into a constitutional crisis. Three years later, the Lisbon Treaty was about to change everything, a step closer to an ever-close union. The treaty wa s already ratified in number of countries. It was Ireland’s citizens turn to decide on that matter with a referendum. 12th of June 2008, was the very date that Irishmen said ‘no’ to the treaty. Both of those failures of the treaties sent shockwaves all over Europe. Number of articles and official barometer polls looked after the referendum to try to project the main reasons behind the rejections. Certain aspects of the implication that drove the French and Irish public to halt further integration between states, are more or the less the same. For example, aspects of lack of knowledge and understandment of the treaties due to their complexity, common nationalistic and political views, just to name a few, are fundamental ideas behind the ‘noes’. However, there are also significant differences in the implications... ...) of the voters highlighted the insufficient knowledge they had on the treaty. Furthermore, a survey carried out by Irish Times/TNS mrbi (cited in O’Brien & Oakley, 2008) showed that 30% of ‘no’ voters did not understand the treaty. Nationalist feelings were also amongst the most notable reasons for rejecting the treaty, 12% of the ‘against’ voters felt that this would keep the distinctiveness of Irish national identity (The Gallup Organization, 2008, p. 13). Irish rejection of the referendum also had its specific demographics, according to Smith(2008) the The Gallup Organization survey had shown that the urban working class, rural dwellers and the catholic right have formed an unusual alliance that led to the victory of the Euroskeptics. Year later in (DATE), 2009 after several amendments of the Lisbon treaty, on a second referendum, Ireland ratified the treaty.

Abraham & Isaac Essay

In this classical piece of art, there is a connection with the biblical story of Abraham abiding to God’s command. Abraham is commanded to sacrifice his one and only son. â€Å"Take your son, your only son Isaac, whom you love, and go to the land of Moriah, and offer him there as a burnt-offering on one of the mountains that I shall show you.† (Genesis 22:1-2) And so the picture depicts the last moments of Abraham and his son, where Abraham is about to make the greatest sacrifice; therefore, God sends down an Angel to stop him and bless him afterwards for showing great faith. â€Å"Because you have done this, and have not withheld your son, your only son, I will indeed bless you, and I will make your offspring as numerous as the stars of heaven and as the sand that is on the seashore†¦ said the Lord† (Genesis 22:15) See more: Recruitment and selection process essay By analyzing the painting, we can distinguish the characters and determine the setting, harmonizing with the story of Abraham sacrificing Isaac. First, there are three important characters in the painting that are drawn in great detail. The first character we can identify is Abraham who is in the center of the picture, where all the action is happening. We can tell that Abraham is the one who is holding the knife in his dominant hand ready to make sacrifice, with Isaac on the table. The main character Abraham, is wearing bright colors of red and purple, known to be royal colors and revered. Abraham is also clothed fully from top to bottom showing little skin. The Angel in the background is wearing a bright white garment clothed from top to bottom. We can tell that the Angel is advising Abraham because Abraham’s attention is towards this Angel. We know this is an angel who came down from heaven because of the white wings on its back and how it is levitating from the ground. And know that Isaac is on the table because of how young he looks and little he is clothed. I also identified how innocent they are by observing the skin tone in each character. Abraham is the darkest because of his life experience and coming of old age, the Angel has a mild tone after Abraham, and then there is Isaac who is palest of them all. I also interpreted their level of maturity by the color of their hair. Abraham being the oldest having white hair, the Angel having mild brown hair, and Isaac being the youngest with healthy dark, black hair. Looking at the position of the characters we can also depict the hierarchy levels in each character. Angel remains on the highest ground, then Abraham, and then Isaac. I find it particularly interesting to find the lamb being on higher grounds than Isaac, this could be to show the importance of this animal that is chosen to be sacrificed for God. Before Abraham is to make his sacrifice, he kneels before the wooden altar staying close to his son. We can pick up senses that the father has a loving relationship for his son. There are also emotions in these characters. Abraham exhibits sadness and worry in his facial expression. Isaac has a helpless, sad expression, where he knows his end will come by his own father’s hands. What I find amusing the most is that in this painting, Isaac may have knew he was going to be the sacrificial lamb. I believe Isaac knew from the point when he asked his father where the lamb for burnt-offering was. I conclude that he knew of this because the way he is tied up. Isaac is not tied up by the feet, nor is his hands tied to the table. If Isaac really wanted to run away he could’ve easily done so. Instead Isaac accepted the fact that he was going to be sacrificed and so he did not struggle. Next, the scenery helps us identify the setting of the biblical account on Abraham sacrificing Isaac. The picture background clearly identifies that the sacrificing takes place in a mountain. In the background there is large land below their elevation noting how high this is taking place. With the details in the picture we can tell that the setting took place in a dark shady area. This picture also exhibits the time of season, around the time of fall because there are missing leaves on the branches. On the right bottom corner there is moss growing on rocks, and moss only grows in moist and shady areas. With the details of the moss and dark colors we can get a sense of dark atmosphere of something is not right in the picture. The location of the sun and the angle of the shadow on the land below do not correspond with each other. The area where it’s brightest above the Angel’s finger can actually represent God or the Heavens above. The sun should be more towards our left in front of the characters where the light shines on the tree and the characters. Also the branches and the angle of this painting show that it is pointing to the West. I can only conclude that the reason to pointing to the West has to do something with the sun rising in the West and setting in the East. Even the Angel and the lamb are looking to the West while Abraham and Isaac is the only one in the picture looking to the East. In conclusion, I can speculate from the details in the painting that it interprets the biblical text of the Lord testing Abraham to sacrifice his own son. This painting exhibits a theme of fear. Abraham fears the Lord and so he chooses to pursue God’s command by free will. Isaac displays fear in his facial expression but does not struggle for his life.

African American and American Society Essay

African Americans No matter where or when a person lives, skin color, beliefs, class, or history he/she will see a difference in the way every ethnic group is treated. This world has never been fair for anyone. Life can treat a person with the greatest of care or it will treat a person as if he/she is lower than dirt. African Americans are no different. They have faced great hardships and triumphs throughout the years. Since they had been forced from their homeland they have been treated as if they had no rights or thoughts of their own. They were placed in the status of slaves even though they were human beings too. No matter if they were placed in the minority group by the dominate majority group of white Americans they remind structurally pluralism by keeping to their beliefs and traditions. Before and after slavery African Americans did not receive equal treatment. â€Å"Even when slavery ended, Jim Crow laws went into effect meaning that the very best of everything was reserved for white’s only-school, jobs, neighborhoods, hospitals, etc. † (Moore, 2008). In other words, the African Americans took the subordinate status to the dominant white Americans. Their race was used to dictate what rights they would be allowed to have in America. At one point, they did not have the right to be free and over the years they were given that right back. Even though they regained their right to be free, they still were not very free. They were only allowed to eat in certain places, drink from certain fountains, and ride in the back of the bus. This is not what would be called very free. They were not even given the opportunities to receive a quality education or to vote. â€Å"With the 1896 Supreme Court decision in the case of Plessy v. Ferguson, the separate by equal doctrine was upheld, and the system of segregation in the South was securely in place† (Merger, 2012, pg. 169). When it came to getting a quality education, they were placed at the bottom of the totem pole. The whites receive the best opportunities for receiving a quality education while the African Americans were not. It was not until the Brown v. Board of Education of Topeka case that African Americans were allowed a better education. â€Å"Separate schools were inherently unequal and imposed an inferior status on black children, causing irreparable psychological change† (Merger, 2012, pg. 173). The rights as citizens were also being denied by not allowing them to vote and make a proper living to take care of theirfamilies. Years ago, African Americans were not allowed to vote, so they had no say in the laws that were made that would deny them their rights as American citizens or human beings. This kept them from changing the laws that kept them from achieving economically and politically. The Civil Right Movement began a new era for African American. It was their gain of the right to vote and be elected to office that gave the some power over their rights as human beings and citizen in the economic and political environment. Even after everything that the African Americans have gone through, they still face prejudice and discrimination in all areas of their lives. It is no wonder that for some it feels as if it is never over. No matter what a person looks like, how he/she talks, their beliefs, where he/she lives, how much money he/she has, or what race he/she may come from we all bleed red and where cut from the same cloth. We all deserve to have the opportunities and resources that are out there to help better ourselves. African Americans are human beings too and they have the same rights as everyone else.

Free Essays on Uncle Tom;s Cabin

"The little woman who wrote the book that started this great war." A famous quote stated by President Abraham Lincoln. Harriet Beecher Stowe’s, Uncle Tom's Cabin, helped to turn the tide of public opinion against slavery in the 19th century. This controversial novel was initially written to question slavery and to convince people of its wrongness. It was the first book that brought the problem of Negro slavery in America to the attention of the world. It became not only a bestseller, but a social documentary of the lives of slaves. Uncle Tom’s Cabin, provides a definant protest against the social and political conitions in the 1850’s. Harriet Beecher Stowe’s novel first published in 1851-2 was considered outspoken and controversial for it’s time. Stowe was born in Litchfield, Connecticut in 1811. Her father being a Calvinist Minister, the influence of religion was always tainting her every day life, as well as her writings.... Free Essays on Uncle Tom;s Cabin Free Essays on Uncle Tom;s Cabin "The little woman who wrote the book that started this great war." A famous quote stated by President Abraham Lincoln. Harriet Beecher Stowe’s, Uncle Tom's Cabin, helped to turn the tide of public opinion against slavery in the 19th century. This controversial novel was initially written to question slavery and to convince people of its wrongness. It was the first book that brought the problem of Negro slavery in America to the attention of the world. It became not only a bestseller, but a social documentary of the lives of slaves. Uncle Tom’s Cabin, provides a definant protest against the social and political conitions in the 1850’s. Harriet Beecher Stowe’s novel first published in 1851-2 was considered outspoken and controversial for it’s time. Stowe was born in Litchfield, Connecticut in 1811. Her father being a Calvinist Minister, the influence of religion was always tainting her every day life, as well as her writings....

Sophocles Oedipus Summary

Sophocles Oedipus Summary Originally performed at the ​City Dionysia, probably in the second year of the Athenian Plague 429 B.C., Sophocles Oedipus Tyrannos (frequently Latinized as Oedipus Rex) won second prize. We dont have the play that won first to compare, but Oedipus Tyrannos is considered by many to be the best Greek tragedy. Overview The city of Thebes wants its rulers to fix its current problem, an outbreak of divinely-sent pestilence. Prophecies reveal the means to the end, but Oedipus the ruler, who is committed to the cause of Thebes, doesnt realize he is at the root of the problem. The tragedy shows his gradual awakening. Structure of Oedipus Tyrannos Prologue (1-150)Parodos (151-215)First Episode (216-462)First Stasimon (463-512)Second Episode (513-862) Kommos (649-697)Second Stasimon (863-910)Third Episode (911-1085)Third Stasimon (1086-1109)Fourth Episode (1110-1185)Fourth Stasimon (1186-1222)Exodus (1223-1530) Source: Oedipus Tyrannos edited by by R.C. Jebb The divisions of ancient plays were marked by interludes of choral odes. For this reason, the first song of the chorus is called the parodos (or eisodos because the chorus enters at this time), although the subsequent ones are called stasima, standing songs. The episodes, like acts, follow the parados and stasima. The exodus is the final, leaving-the-stage choral ode. The kommos is an interchange between chorus and actors. See List of the Components of Greek Tragedy Prologue 1-150.(Priest, Oedipus, Creon) The priest summarizes the dismal plight of Thebes. Creon says the oracle of Apollo says the defiler responsible for the pestilence will have to be banished or pay with blood, since the crime was one of blood the killing of Oedipus predecessor, Laius. Oedipus promises to work for the revenge, which satisfies the priest. Parodos 151-215.The chorus summarizes the plight of Thebes and says it is fearful of what is to come. First Episode 216-462.(Oedipus, Tiresias) Oedipus says he will support the cause of finding the killer just as if Laius had been his own father. He curses those who will hinder the investigation. The chorus suggests he call on the soothsayer Tiresias. Tiresias enters led by a boy. Tiresias asks what hes been summoned for and when he hears he makes enigmatic statements about his wisdom not helping. The comments anger Oedipus. Tiresias tells Oedipus that he, Oedipus, is the defiler. Oedipus suggests that Tiresias is in cahoots with Creon, but Tiresias insists Oedipus is all to blame. Oedipus says that he didnt ask for the crown, it was given him as a result of solving the riddle of the sphinx and so ridding the city of its problems. Oedipus wonders why Tiresias didnt solve the sphinxs riddle if hes such a good soothsayer and says theyre scapegoating him. He then taunts the blind seer. Tiresias says Oedipus taunts about his blindness will come back to haunt him. When Oedipus orders Tiresias to leave, Tiresias reminds him he didnt want to come, but only came because Oedipus insisted. Oedipus asks Tiresias who his parents were. Tiresias replies that hell learn soon enough. Tiresias riddles that the defiler appears to be an alien, but is a native Theban, brother and father to his own children, and will leave Thebes as a beggar. Oedipus and Tiresias exit. First Stasimon 463-512.(Consisting of two strophes and the responsive antistrophes) The chorus describes the dilemmas, a man was named who is now trying to escape his fate. While Tiresias is mortal and can have made a mistake, the gods cant have done so. Second Episode 513-862.(Creon, Oedipus, Jocasta) Creon argues with Oedipus about whether or not he is trying to steal the throne. Jocasta comes in and tells the men to stop fighting and go home. The chorus urges Oedipus not to condemn a man who has always been honorable solely on the basis of a rumor. Creon exits. Jocasta wants to know what the men were arguing about. Oedipus says Creon accused him of shedding Laius blood. Jocasta says seers arent infallible. She relates a story: Seers told Laius that he would be killed by a son, but they pinned the babys feet together and left him to die on a mountain, so Apollo didnt make the son kill his father. Oedipus begins to see the light, asks for confirming details and says he thinks he has condemned himself with his curses. He asks who told Jocasta about Laius death at the junction of three roads. She replies it was a slave who is no longer at Thebes. Oedipus asks Jocasta to summon him. Oedipus tells his story, as he knows it: He was the son of Polybus of Corinth and Merope, or so he thought until a drunk told him he was illegitimate. He went to Delphi to learn the truth, and there heard that he would kill his father and sleep with his mother, so he left Corinth for good, coming to Thebes, where he has been since. Oedipus wants to know one thing from the slave whether it was true that Laius men were beset by a band of robbers or was it by a single man, since if it was a band, Oedipus will be in the clear. Jocasta says thats not the only point that should clear Oedipus her son had been killed in infancy, but she sends for the witness, anyway. Iocasta and Oedipus exit. Second Stasimon 863-910. The chorus sings of pride coming before a fall. It also says that the oracles must come true or he will never believe them again. Third Episode 911-1085.(Jocasta, Shepherd Messenger from Corinth, Oedipus) Recommended reading: Undoing in Sophoclean Drama: Lusis and the Analysis of Irony, by Simon Goldhill; Transactions of the American Philological Association (2009) Jocasta enters. She says she wants permission to go as a suppliant to a shrine because Oedipus fear has been contagious. A Corinthian Shepherd messenger enters. The messenger asks for the house of Oedipus and is told by the chorus which mentions that the woman standing there is the mother of Oedipus children. The messenger says the king of Corinth has died and Oedipus is to be made king. Oedipus enters. Oedipus learns that his father died of old age without Oedipus help. Oedipus tells Jocasta he must still fear the part of the prophecy about sharing his mothers bed. The Corinthian messenger tries to persuade Oedipus to return home to Corinth with him, but Oedipus declines, so the messenger assures Oedipus he has nothing to fear from the oracle, since the Corinthian king was not his father by blood. The Corinthian messenger was the shepherd who had presented the infant Oedipus to King Polybus. He had received the infant Oedipus from a Theban herdsman in the woods of Mt. Cithaeron. The Corinthian messenger-shepherd claims to have been Oedipus savior since he had taken out the pin that held the babys ankles together. Oedipus asks if anyone knows whether the Theban herdsman is around. The chorus tells him Jocasta would know best, but Jocasta asks him to give it up. When Oedipus insists, she says her last words to Oedipus (part of Oedipus curse was that no one should talk with those who brought the pestilence on Thebes, but as well soon see, its not just that curse shes responding to). Jocasta exits. Oedipus says Jocasta may be worried that Oedipus is base born. Third Stasimon 1086-1109. The chorus sings that Oedipus will acknowledge Thebes as his home. This short stasimon is called the cheerful chorus. For interpretation, see: The Third Stasimon of the Oedipus TyrannosDavid SansoneClassical Philology (1975). Fourth Episode 1110-1185.(Oedipus, Corinthian Shepherd, former Theban shepherd) Oedipus says he sees a man old enough to be the Theban herdsman. The former Theban herdsman enters. Oedipus asks the Corinthian herdsman if the man who has just entered is the man he referred to. The Corinthian herdsman says he is. Oedipus asks the newcomer if he was once in the employ of Laius. He says he was, as a shepherd, who led his sheep on Mt. Cithaeron, but he doesnt recognize the Corinthian. The Corinthian asks the Theban if he remembers having given him a baby. He then says the baby is now King Oedipus. The Theban curses him. Oedipus scolds the old Theban man and orders his hands tied, at which point the Theban agrees to answer the question, which is whether he had given the Corinthian herdsman a baby. When he agrees, Oedipus asks where he got the baby, to which the Theban reluctantly says the house of Laius. Further pressed, he says it was probably Laius son, but Jocasta would know better, since it was Jocasta who gave the child to him to dispose of because the prophecies told that that child would kill its father. Oedipus says hes been accursed and will see no more. Fourth Stasimon 1186-1222. The chorus comments on how no man should be counted blessed because bad fortune may be just around the corner. Exodos 1223-1530.(2nd Messenger, Oedipus, Creon) Messenger enters. He says Jocasta has killed herself. Oedipus finds her hanging, takes one of her brooches and pokes out his own eyes. Now he is having trouble because he needs assistance, yet wants to leave Thebes. The chorus wants to know why he blinded himself. Oedipus says it was Apollos he and his family suffer, but it was his own hand that did the blinding. He calls himself thrice cursed. He says if he could make himself deaf, too, he would. The chorus tells Oedipus that Creon approaches. Since Oedipus had falsely accused Creon, he asks what he should say. Creon enters. Creon tells Oedipus he isnt there to scold him. Creon tells the attendants to take Oedipus out of sight. Oedipus asks Creon to do him a favor that will help Creon to banish him. Creon says he could have done that, but hes not sure its the gods will. Oedipus asks to live on Mt. Cithaeron where he was supposed to have been cast. He asks Creon to look after his children. Attendants bring in Oedipus daughters Antigone and Ismene. Oedipus tells his daughters they have the same mother. He says no one is likely to want to marry them. He asks Creon to pity them, especially since they are kin. Although Oedipus wants to be banished, he doesnt want to leave his children. Creon tells him not to try to continue to be master. The chorus reiterates that no man should be counted happy until the end of his life. The End.

No Extracurricular Activities Heres What You Should Do

No Extracurricular Activities Here's What You Should Do SAT / ACT Prep Online Guides and Tips Extracurricular activities are one of the most important parts of your college application. After your test scores and grades, they are the best way for a college to get to know more about you and to understand what kind of student you might be on campus. But what if you have no extracurricular activities? Is all hope lost? Read on to find out why things might not be as bad as they seem and what you can do to make up for not havingextracurriculars. The extracurricular activity section on the Common Application is one of the most confusing for students because they don’t know what does and doesn't count as an extracurricular activity. If you haven’t been elected class president and aren’t on a varsity team, how are you supposed to fill up those ten spaces? What if you have no extracurriculars? In this article, I'll show you: How to determine if you actually have any extracurricular activities The reasons many myths about extracurricular activities are false Strategies to compensate for a lack of extracurricular activities, at every grade level When it's okaynot to have extracurricular activities Do You Really Have No Extracurriculars? The first step is to determine if you actually have zeroextracurricular activities. Most students actually have a few, but they just haven't realized it. Extracurricular activities can be almost anything you've done outside of the classroom that doesn’t count for school credit. Ideally, these things will also be something you're interested in – even passionate about. The ideal is that over the course of your four years of high school, you will have explored different interests, developed them, and then decided to dedicate significant amounts of time to an activity. College admissions officers like to see these kinds of activities because they say a lot about what makes you tick, and what kind of person you are when you're committed to something. You can also show certain â€Å"intangible† qualities through your activities, such as leadership and the ability to follow through on something. Many students who think that they don’t have any extracurricular activities actually do, but they don’t think of their activities as â€Å"real† extracurriculars. To see if you have an extracurricular (or two!), sit down and make a list of the following: How do you spend your time at school during lunch? Do you ever participate in groups at your high school, specific activities with your friends (like an intramural sport or a magic club), or interact with other students in a productive way, such as through tutoring? What do you do after school? Have you ever volunteered in the community or at your school? Do you have a job? Do you go straight home? If so, what do you do when you get there? Do you help look after your siblings or otherwise contribute to the house? What did you do last summer? Did you take any classes that weren’t required for school? Did you join a club or play a non-school sport? Did you have a job? What is your favorite hobby? Do you like anything unconventional, like playing the bagpipes? Or do you have more popular interests, like knitting, skiing or other activities that you do in your free time? Good news. If you can think of anything that you have spent a significant amount of time doing for a worthwhile reason, it can probably be counted as an extracurricular activity. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Can Anything Be an Extracurricular Activity? Unfortunately, not everything counts as an extracurricular. For example, if you have really spent all of your free time sitting in front of the television after school, and spent your summer playing video games, hanging out at the mall, or lounging by your country club’s pool, you can’t list those as extracurricular activities. But at the same time, the list of things that do count as extracurriculars is a lot longer than people may think. Some students end up feeling discouraged because they buy into myths about what is and is not a valid activity. Myth #1: Extracurriculars have to be sponsored by your school. Truth #1: Extracurricular activities can be almost anything you are productively dedicated to. It can be an activity in your school, in your community, a nationwide group, or something that you find online. The key is that you get actively involved and make an impact with your involvement. Examples: Organizing a community festival andparticipating in a city orchestrado count as extracurricular activities! Myth #2: I don’t have any extracurriculars because I work or help out at home. Truth #2: Colleges also consider these kinds of activities to be extracurriculars and want to hear about them. Colleges understand that not all students have the luxury – being time or money – to participate in traditional activities because they have to help out at home or get a job. These count as very valid ways of spending your time. If this is the kind of activity you are involved in, you should try to think about how you have made an impact on your family and how these activities have impacted you. For example, you are likely a lot more responsible than the average high school student, and you probably have had to learn good time management skills. Many jobs will also allow you to take on roles where you can showcase your leadership and creativity – so be on the outlook for those kinds of opportunities if work is going to be your main extracurricular! Examples: Tutoring your younger siblings at home after school or working at the local hardware shop to help bring in money for your familydo count as extracurricular activities. Myth #3: Extracurriculars can’t be academic. Truth #3: There are many extracurriculars that are related to academic activities. If you have written for a literary publication, joined a competitive math team, or have worked with a local community college professor on a science experiment, these all count as extracurricular activities. In fact, these sorts of activities are often highly regarded because they show a passion for an area of study. These are especially valuable activities if you are planning on pursuing something similar in college. Examples: Doing your homeworkdoes not countas an extracurricular activity. Writing for a literary publication and competing in a science competitiondo countas extracurricular activities. Myth #4: I spend all my time gaming/blogging/shopping/on social media, so I don’t have any extracurriculars. Truth #4: Sometimes even things that traditionally shouted â€Å"lazy student† can be morphed into college-worthy extracurricular activities. Blogging and social media are both professional pursuits. If you can show that you are dedicated to digital communication and you have made an impact in the online community – for example, you have dedicated yourself to writing a tech help blog, or a YouTube channel about makeup – you can count it as an extracurricular. In fact, someone at my college had few extracurriculars in high school apart from making what was, at the time, the most popular Harry Potter fan website. Over the course of four years in high school, what had started as a small website had grown to be a massively successful business where he connected people around the world over a shared passion. Similarly, things like shopping can be leveraged into a fashion interest, and gamers now have tournaments and other communal outlets. If your interests seem similar to these sorts of things, try to see what you can do to takeyour passion beyondyou sitting alone in a room and turn it into something that allows you to inspire or teach others. Examples: Playing video games at home alone or with friendsdoes not count as an extracurricular activity. Starting a gaming club at school and organizing a gaming tournament for charitydo count as an extracurricular activity. Myth #5: My passion involves only me, so it doesn’t count as an extracurricular. Truth #5: While it’s true that the most successful college applicants will usually have some sort of connection with the wider world – through volunteer work or participation in group activities – not all extracurriculars need to involve many people. If you have dedicated a lot of time over the years to developing a talent, such as art or playing a musical instrument, this also counts as an extracurricular activity. Example: Taking singing classesdoes count as an extracurricular activity. Myth #6: I’m getting paid, so it doesn’t count. Truth #6: As I’ve already stated, colleges are very interested to hear about the activities of students who have to work to help support themselves and their families. But other students who are not financially strapped also choose to get jobs. Even if you don’t need to work, it can be a good reflection of your personality if you choose to work in high school. Try to pursue something related to your future interests. Some students may also choose to do an internship over the summer, and this can be a great addition to your extracurricular list. If you go down this route, try to make sure that the job or internship you choose is something that is going to allow you to develop responsibility, teamwork, and leadership skills, and explore an area that you will be interested in pursuing either in college or professionally. Of course, if you choose to work when you don’t have to, it can take time away from other activities. Is it the right choice for you? Read out article on getting a job as a teenager to see. Example: Doing a paid summer internship with a tech companydoes count as an extracurricular activity. As you can see, there are a lot of things that count as extracurriculars. But what if you really have nothing at all that counts as an extracurricular? What If You Really Have No Extracurriculars? The answer to this question largely depends on how far along you are in high school. If You're a Freshman or a Sophomore†¦ You're in luck! You have a lot of time to develop your extracurricular list. If you are a freshman, I would recommend trying a lot of different activities to see what interests you most. By sophomore year, you ideally should have some sort of idea about what interests you, and you should start to narrow your focus to just those activities. As you get older, it’s important to start showing dedication to a few different activities that you are passionate about. It’s even better if you can show leadership and growth in your activities. If You're a Junior†¦ At this stage, you are running out of time. Many college admissions officers will think that if someone who has previously had no activities start to join a bunch of activities in their junior year, that they are just doing it for college applications as opposed to doing it to develop a passion or to explore a real interest. However, starting something in your junior year is still infinitely better than doing nothing at all. Narrow your focus to one or two activities and get as involved as your schedule will allow. Try to take on leadership responsibilities as soon as possible, and work hard to make a difference in whatever activity or organization you choose to join. Tryto completespecific, quantifiable goals that show that you have left the organization better than you found it. For example, run a membership drive and take note of how many new members you can persuade to join a club, or organize a fundraiser and keep track of how much money you make. Ideally, choose an activity that you will be able to continue into college. The Common App has a place for you to mark if you are interested in continuing your activities into college. If you can genuinely answer "yes" to this question, you will come across as more interested in your chosen activity and appear less like someone who just took up an activity to have something to put on your application. (Remember, you should never lie on your application, even about something as seemingly harmless about your intention to continue with an activity.) In your college application (in the "Additional Information section" or in an essay, if appropriate), you may want to address why you started your activities late in your high school career, and what you managed to contribute and learn through the activities you started your junior year. If You're a Senior†¦ Unfortunately, if you have spent your entire high school career genuinely doing no extracurriculars, you've hurt your chances of getting into many schools. While college admissions officers realize that students can’t do everything – and in fact, it’s better if you don’t try to do everything – your application will be much less competitive because you have chosen to do nothing. At this point, I would recommend two things: Firstly, focus on your test scores and application essays. Many less competitive schools will accept students based just off of grades and test scores. If you are already a senior, there’s not much you can do about your grades (it’s a bit late to turn a 2.0 into a 4.0) – but you can definitely impress with a top SAT or ACT score. Similarly, sometimes students can really sway an admission committee’s opinion with a fantastic essay that shows strong passion for something. Though you won’t be able to back up this passion with an extracurricular, your essays are now the best way you have to express who you are as a person, what kind of college student you will become, and what your goals and interests are for the future. Also keep in mind that grades still matter in senior year. Don’t slack! Secondly, start doing an extracurricular activity now. Choose one that you can be very involved in over the course of senior year and in which you can make a real impact (again, make this a quantifiable one where you can actually list what you have achieved). If you wait until the application deadline for most schools, this will give you 5 months of an activity. While that’s not great, it’s better than nothing, especially if you can show how you’ve made a difference and how it has changed you. Continue doing the activity for the rest of your senior year. If you end up appealing a rejection in the spring, it will work in your favor to have continued the activity. What Should You Not Do? Don’t lie on your application. If you've chosen to not do anything outside of the classroom, then you shouldn’t try to fix that with dishonesty. If your colleges find out, they may decide to rescind any offers they made based on who you misrepresented yourself to be. Instead, make sure that you present yourself as you are, and talk about your future goals and passions in your essays. Are There Any Exceptions? Of course, there are always some exceptions. If you haven't developed any extracurricular activities because you experienced exceptional hardships throughout high school that prevented you from participating, you should make this very obvious on your application in the "Additional Information" section. College admissions officers will appreciate your openness in discussing why you couldn't participate in what otherwise is a very important part of the high school experience. What’s Next? Check out our list of extracurricular activities if you need inspiration for an activity to choose. If you’ve realized that you do have extracurriculars, check out our guide for how to write about extracurriculars on your college application. Getting ready to write those essays? Learn the basics of the personal statement. If your extracurricular list is weak, focus on your test scores. Here’s how to score perfectly on the SAT and ACT. Struggling to write about extracurriculars on your college application?Check out our in-depth guide to crafting a compelling narrative about your extracurriculars. Read it for free now:

Mobile Phone Use and Distraction while Driving Assignment

Mobile Phone Use and Distraction while Driving - Assignment Example This involves both innocent lives of school children, pedestrians and passengers traveling in crashing vehicles. Others involved are inside buildings upon car crashes when navigating away from the roads for an expected situation. The other category is those who survive from crash injuries. They either receive minor injuries like scratches and intense bruises and sometimes treatable minor body fractures, or the accident leaves them with permanent damage. Physically permanent body injuries could be a damaged spinal cord, amputated legs, paralysis, major brain injury, which could put the victim on a wheelchair all his life, or impair brain function for coordination. All these injuries could translate into costly medical expenses to treat or maintain where impossible to correct, which is another financial burden. Destruction of private and public property that costs the taxpayers’ money to put up or to own are either partially or fully destroyed. Most of the serious car crashes on highways render the vehicles unusable or irreparable. Most of these vehicles result to waste in scrap metals sites in the USA, while minor bends cost more to repair. If properties outside the road are affected too, owners could claim damages for loss of properties. Human-Related Errors that cause Car Accidents Cell phones: Handheld cell phones are recklessly used anywhere without people taking any measures to control themselves. With the advent of new technology smartphones, the majority of the driving youths have this irresponsible use of gadgets. Most cars and trucks accidents, 22 and 71 percent respectively, meet distracted drivers on cell phones chatting, texting, reading messages, or calling (CARRS 1). It is advisable that drivers avoid taking phone calls while driving because it risks causing accidents. If the issue is urgent, they can stop by the roadside and communicate in a rush, rather than trying to handle two tasks at the same time, which is usually disastrous.

Today's Youth Essay Example | Topics and Well Written Essays - 750 words

Today's Youth - Essay Example This includes the following: connectivity, interactivity and access (Sipe & Pantaleo, 2008). Interactivity pertains â€Å"to the dynamic, user-controlled, nonlinear, non-sequential, complex information behavior and representation in or† associated to print materials and other media (Sipe & Pantaleo, 2008, p.41). Connectivity on the other hand â€Å"refers to the sense of community or construction of social worlds† which develops from changing ideas (Sipe & Pantaleo, 2008, p.41). Access refers to the disintegrating of long-standing information barriers which creates an entrance â€Å"to a wide diversity of formerly inaccessible† opportunity and opinion (Sipe & Pantaleo, 2008, p.41). In this context, when the theory is applied to explain the behavior of the digital age youth, the following changes could be made clear: (1) changes in their perceptions (2) changes in how they analyze and learn (3) changes in the information and ideas to which they have access. Two Te xt Based Today’s youths are described to be fearless. They are not afraid in voicing out their ideas and concerns; they speak their mind (Anon., 2001). They are never tired asking questions (Anon., 2001). Stated otherwise, the youths of today are very courageous and idealistic. They are not afraid of public scrutiny. It seems that what is important for them is that they are able to express their idea and be heard by everyone. It is contended that the digital age has triggered this kind of attitude. The youths have mastered the use of many types of digital equipment which could show and relay their beliefs and ideas. Nonetheless, their being too vocal has a known disadvantage. Some would perceive their boldness as being disrespectful (Anon., 2001). The adults believe that there are topics which are ought to be discussed privately and not publicly. Nevertheless, they have not admonished the youths regarding this matter. According to Momma Hawks, the adults are afraid of the eff ects of such action (Anon., 2001). They are specifically afraid of the sanctions that the government would impose against them (Anon., 2001). To note, when the parents admonish their son or daughter, there is a possibility that their child will report such action in a negative way to a government agency. According to Connor and Crane (2008, p.155), the younger generation of today has been raised to adhere to the idea on individualism. They have been thought to think of themselves first before anything else. In this sense, they learn to disregard even the advices of the people surrounding them. Sometimes, they even defy the authority. This attitude has led some of them to be an activist. One Web-based Nigel Davies has expressed his amazement on how the youths of today adopt to new technologies. He observed that the youths use the technologies with speed and ease (Davies, 2010). Some of the youths could even â€Å"type their names long before they could write† (Davies, 2010). I t seems that they find it easy to learn the basic functions of these technologies especially computers. This is due to the fact that these new technologies are usually user-friendly. Being user-friendly means that a technology could easily be used by anyone. This presupposes that the use of such technology is founded on simple and understandable instructions. Relevance to Gramsci’s Notion on Hegemony Gramsci actually believes that hegemony is an organising principle, one that is permeated by socialisation process into every aspect of daily life

Why has political participation declined over time What strategies Essay

Why has political participation declined over time What strategies would you recommend for increasing voter turnout - Essay Example The bill signed into law by Bush which tried to ease the voter registration process by allowing the registration to be carried out when people are getting their driver’s license or even joining the military did nothing to ease the declining political participation. This is so because not all people have time to go in and register even though they are going to get their driver’s license as most are nervous enough about the test to even think about registering as a voter. The other reason is that there are a group of ignorant people who are not aware about them being required to register as a voter before being allowed to vote and by the time they do, it is too late for them to register and hence they simply forego the voting process. Others are not patient enough to go register and they also fore go voting in the elections. The non-citizens make up the second largest reason why political participation continues to decline, the number one being the age. USA has over 20 million non-citizens and majority of them are over 18 years of age which is the minimum voting age. This therefore means that there are millions of people who are eligible to vote but are restricted to do so even though they reside in the US and are also governed by the same leaders they wish to vote for. There are many strategies that can be employed to increase the number of voters turning out to vote in any election in the US compared to the number of people who are allowed to vote. Some of these strategies should be based on the two main restrictions discussed above. The first of these strategies is the complete elimination of the voter registration process. During the period of elections, the election officials should use the necessary legal documents to prove the voter is a citizen and is above 18 years. All these information is available in the government database and

Fundamental of International Buisness Essay Example | Topics and Well Written Essays - 500 words

Fundamental of International Buisness - Essay Example It describes the increase of trade and investing due to the falling of barriers and the interdependence of countries, particularly trade liberalisation or "free trade" (Globalization, 2005). So, the main driven forces of the Southeast Asia market include political, social and economic changes. Political driven forces were caused by changes in political doctrines. Primarily, a struggle between socialist and capitalist countries is over (Buckley, Ghauri, 1999). If we assume that "the essence of globalization is a subordination of human rights, labor rights, consumer right" (Ralph Nader), we should accept the view that trade and market relations is nothing more than subordination of human rights. But it is not true. To support this point of view, it is possible to use the theory of Adam Smith who wrote that markets function without conscious control because individuals take their private decisions in response to publicly-known signals (Himmelweit, et al. 2001). It is possible to agree t hat American and European companies create jobs overseas at the expense of domestic jobs, which does not break the rights of workers from the poorest countries. In addition, the globalization of industries has created surplus production capacity on a massive scale. Proposition of quality products which compete with the national brands does not humiliate consumers rights.

Strategists Essay Example | Topics and Well Written Essays - 500 words

Strategists - Essay Example (7-8) Machiavelli, meanwhile, introduced the concept of the â€Å"just war† in his exhortation on Italians to recapture their own land: â€Å"You have justice on your side; for war is just which is necessary and it is piety to fight where no hope is left in anything else.† (cited in McAlpine 2000, 6) For these two philosophers war or preparedness to engage in it is fundamental for the survival of a state. In regard to military strategy, Sun Tzu captures something of the sense of Machiavelli’s last words in the Prince when he stressed the importance of a positive attitude and the goodness of opportunity – seizing the occasion to put something right, to make a person, place or thing better. According to Sun Tzu, one who foresees victory before a battle will most probably win and that, one who predicts not much of a chance of winning before the fight, will most probably not win. This principle of unashamed act of winning is supported by this text of The Art of War: â€Å"If fighting is sure to result in victory, then you must fight, even though the ruler forbids it; if fighting will not result in victory, then you must not fight even at the ruler’s bidding.† (158) Machiavelli’s assertion that men have evil in them as well as good is an important factor when considering his perspectives on leadership. This is highlighted in his discourse of what characterize the ideal prince. Machiavelli believed that a prince as a leader needed above all to pursue virtue, but not the one in the traditional sense. Machiavelli often told the reader that qualities traditionally called virtuous in the Christian or feudal senses were not virtuous at all in a prince. For Machiavelli, a prince who truly understand virtue – in the sense of the qualities needed to perpetuate his state and his own power – would prefer ‘vice’ of meanness, say to the virtue of

Fundamental of International Buisness Essay Example | Topics and Well Written Essays - 500 words

Fundamental of International Buisness - Essay Example It describes the increase of trade and investing due to the falling of barriers and the interdependence of countries, particularly trade liberalisation or "free trade" (Globalization, 2005). So, the main driven forces of the Southeast Asia market include political, social and economic changes. Political driven forces were caused by changes in political doctrines. Primarily, a struggle between socialist and capitalist countries is over (Buckley, Ghauri, 1999). If we assume that "the essence of globalization is a subordination of human rights, labor rights, consumer right" (Ralph Nader), we should accept the view that trade and market relations is nothing more than subordination of human rights. But it is not true. To support this point of view, it is possible to use the theory of Adam Smith who wrote that markets function without conscious control because individuals take their private decisions in response to publicly-known signals (Himmelweit, et al. 2001). It is possible to agree t hat American and European companies create jobs overseas at the expense of domestic jobs, which does not break the rights of workers from the poorest countries. In addition, the globalization of industries has created surplus production capacity on a massive scale. Proposition of quality products which compete with the national brands does not humiliate consumers rights.

Human Resource Development Essay Example | Topics and Well Written Essays - 5500 words

Human Resource Development - Essay Example The following discussion presents a detailed account of how firms shape and re-invent their HRD policies in conformity with their business requirements and what processes are the most crucial for survival in an environment where a competitive advantage is the only way to survive in the market. The paper also contextualizes the various learning and developmental activities that international firms take up in the attempt to brace with the changing business climates and the paper provides a brief outline of the HRD processes implemented by two international organizations in their various international business units. Strategic steps for human resource development are among the most crucial decisions that organizations take as these decisions usually are the critical factors which determine not only the effectiveness, but also the efficiency of the organization and its workforce in the long run. The initiatives that are taken for developing systematic HRD plans pay out for organizations because they bring together the development of employee‘s competence , the development of a shared vision of the business and the various business strategies employed so that they are aligned together to provide maximum benefit to both the employees and the employer. For a business operating in more than one country, the dilemmas regarding HRD and HRM strategies are numerous and varying in their degree of influence on the organizational success, however, since organizational effectiveness is a key component which drives the need to have any such strategy to begin with, these dilemmas pose a serious question for all such organizations. This paper has tried to evaluate the major forces which drive organizations to bring about a change in their management philosophies and how these changed perspectives affect the Human resource development policies of these firms. This paper aims to evaluate the impact of management ideals and strategic decision making on the

Knights in shining armor Essay Example for Free

Knights in shining armor Essay When we think of knights, we may think of the saying â€Å"knights in shining armor† imagining them rescuing attractive damsels in distress from harm’s way. But in reality, knights were much more than that. Being a knight represented much more than we could even comprehend. Knights were one of the principal characters of the medieval times. They were soldiers who had an obligation to serve the king during military combat. In exchange for this service to the king, the knight would receive a position in the king’s Court. They existed during the period of the 12th through the 17th centuries in the European area, but later went on to other areas such as Japan and India. The knight of Europe therefore had his origins in military and economic need. His role was of a warrior, and in some cases he was little more than a thug rewarded for his aggression. But if in order to be successful, he had to take his role in the military seriously. As time went on, success required more than dedication: it required loyalty to his king in society as well as strategy and ingenuity on the battlefield. Medieval knights did not just turn into knights by any apparent reason. There were many certain factors that determined whether men could become future knights. The first factor was to be born into a high noble class family and the other factor was by proving he was worthy of the title by showing his strength and courage through battle combat. In the first case, the boy from an early age of eight years old began his process of training by taking a series of classes and instructions like chivalry, music and weapons in order to form his intellectual and physical self. He practiced his battle skills on a wooden dummy called a quintain. Later on they would only make emphasis on combat because they were more bodily developed. This would be by the ages of fifteen or sixteen, becoming a squire or a servant of another knight where he helped the knight get ready in the morning, serve all of his meals, care for the knight’s horse and clean his armor and weapons. He also assisted his knight on the battlefield and on what concerned his personal training he began to learn how to handle a sword and a lance while riding his horse with all of the required armor on. It wasn’t until the age of twenty that the squire would be able to become a knight by proving he was worthy of this title. Once they became knights, they were granted special suits of armor. They first consisted of pieces of metal covering the entire body but then evolved to a more flexible material, Plate. This type of armor offered better protection and gave more flexibility than the metal material. Additionally to this armor, knights were also given a long spear or better known as a Lance and also a two-handed sword called a Mace. The sword was the knight’s main weapon, accompanied by a metal Shield to cover himself from the enemy’s attacks. Other weapons that were given to knights include the crossbows and longbows. Inside the training of knights there was something very important that was taught to them called The Code of Conduct and Chivalry. Inside it, many of its points included â€Å"the knight was bound to defend his lord or liege, care for his lands and his people and in the later centuries this code of chivalry was expanded to include conduct in courts and public functions. A knight was expected to protect those less of lesser rank than himself and to hold himself to the highest standards of combat and knowledge in religion and writing, music and leadership. † (www. knight-medieval. com) Even though this code was formed with the rules that it was, ironically it was not applied for everything, for example the peasants. They were often aggressive to common folk. They could sometimes rape young peasant women without fear of being scolded just because they were part of the upper class. Knights participated in rigorous Tournaments every once in a while. These Tournaments were made for the knights to practice their skills, develop more strength and practice warfare. â€Å"Tournaments were essentially mock battles with audiences. The audience was usually made up of fair damsels. This was another way in which a knight was expected to act chivalrous. The tournaments had different rules that had to be followed. They were judged by umpires that watched for dishonest play. Tournaments were usually fought between either two people or two teams. If two people fought a tournament, it was usually by jousting. † (www. thinkquest. org) Also the tournament was a way for warriors to practice working together and at the same time use their other mounted combat skills. It was also a proving-ground for knights looking for service. Combatants wore the armor they always wore in battle and used the same weapons they used to kill their enemies. It didn’t matter to them that the men they fought were their fellow colleagues; in the tournaments, they were the enemy too. â€Å"In the early tournament, Chivalry did not apply. No one held back or tried to avoid killing their opponents. There were even knights who practiced what was known as a Count of Flanders technique, which involved waiting until late in the combat, then joining the fray and attacking tired and worn-out fighters and thus easily winning their belongings. † (Snell, www. historymedren. com) Over time, the tournament became a great event. It was organized by heralds and announced to the public weeks in advance. Processions took place, and evening banquets were given. Ladies in finery looked on from the gallery, giving chosen knights a favor, such as a scarf, to display as they contested. Prizes were also held out. The life of a knight in a majority of aspects was determined by his king. The king had the control of his knight’s life, career and future and in extreme cases, the King even had a say in whom his knight should marry and to whom he should leave his property or properties after his death. Even though the knight was in charge of his property, ultimately it was his king’s decision to take this or these lands away and even give them to anyone else he pleased. The main property a knight could own was his Castle. The castle was a private fortress where his family and servants resided. â€Å"It was a community unto itself; everything necessary for daily living was made within its massive walls or grown (or hunted) in the surrounding land. † (Snell, www. historymedren. com) Not only did knights have their effects on society inside the timeframe they existed, but in today’s society we are still living the effects they created. â€Å"The days of the steel armored knight have all but passed; though some true knights do indeed seek to strengthen their character and their arms through the practice of arms, today the knight must rather rely on the armor of his soul to defend himself, seeking to ennoble himself in the same way as his ancestors-by his deeds. † (Price, On Knighthood) Just as they did back then, knights still seek to obtain their honor through demonstrating their strength in battle but also defend what they believe in through mouth and word. Some knights today pursue this goal through the tournament or martial art; some through confraternal organizations that defend charity and support their cause as well as advance the causes of right. Like in history, none of these groups, even less the nobles within them, will attain the ideal that drives them. Bitter divisions sometimes are the best companies of knights, quietly ushering them further from the basic ideals that empower them, starting them on the journey to vainglory that defeats humility, overcomes charity, makes a mockery of courtesy, and in short blackens the heart against chivalry. Today there are many paths that lead to knighthood. You can seek membership in a knightly order; you can use a martial art or the tournament. But these are all external, not worth very much unless the spark of knighthood is ignited within them. The spark of nobility that has been recognized since the earliest age within certain men and women of character and spirit is the one that truly defines what a knight can really be, especially in today’s society. Works Cited †¢ Knights, Castles, Chivalry, siege engines and everything Medieval 2007-2008 Kalif Publishing http://www. knight-medieval. com/ †¢ The Medieval Knight 1997 Thinkquest 10949 Team http://library. thinkquest. org/10949/fief/medknight. html †¢ Price, Brian R. On Knighthood July 29,1996 http://www. chronique. com/Library/Knights/knitessy. htm †¢ Snell, Melissa. Knightlife #5 A Castle in the Background 1998-2000 http://historymedren. about. com/library/weekly/aa062698. htm

Comparison of The Crucible and The Lottery

Comparison of The Crucible and The Lottery In Arthur Millers The Crucible, and Shirley Jacksons the Lottery the main characters, John Proctor, and Ms. Hutchison suffer inhumane treatment due to the societies conformity to the beliefs/traditions and the power of the authority in the two towns. The conformity of the town of Salem is because the government is ruled by the bible. It stated in the beginning that Salem developed theocracy, a combine of state and religious power whose function was to keep community together, and to prevent any kind of disunity that might open it to destruction by material or ideological enemies. (7) The town of Salem believes strictly on the bible, and does not question its power. If an individual in Salem were to question the words/beliefs of the bible it is seen that they are working with the devil. An example of this from The Crucible is the conversation between John Proctor, Elizabeth and Hale. Hale: Proctor, let you open with me now, for I have rumour that troubles me. Its said you hold no belief that there may even be witches in the world. Is that true sir? Proctor: I know not what i have said, i may have said it. I have wondered if there be witches in the world although I cannot believe they come among us now. Hale: Then you do not believe Proctor: I have no knowledge of it; the Bible speaks of witches, and I will not deny them. Hale: And you, woman? Elizabeth: I-I cannot believe it. Hale: You cannot! Proctor: Elizabeth, you bewilder him! Elizabeth: I cannot think the Devil may own a womans soul, Mr. Hale, when she keeps an upright way, as I have. I am a good woman, I know it; and if you believe I may do only good work in the world, and yet be secretly bound to Satan, and then i must tell you sir, I do not believe it. Hale: But, woman, you do believe there are witches in- Elizabeth: If you think that i am one, then I say there are none. Hale: You surely do not fly against the Gospel, the Gospel- Proctor: She believe in the Gospel, every word! Proctor: She do not mean to doubt the Gospel, sir, you cannot think it. This be a Christian house, sir, a Christian house. (69) This shows that everyone needs to believe in what the bible says, no matter what your own belief is. Anything against it will result in consequences. An example is when because of what Elizabeth had said, her and John Proctor were forced to that they had to come to church every Sunday, and that their last child was to be baptized right away. It was also and as importantly, a long overdue opportunity for everyone so inclined to express publicly his guilt and sins, under the cover of accusations against the victims. (7) John Proctor faces serious consequences when he does not agree to sign his name on the paper that confesses and shows everyone in town he saw witches. Danforth: Come then, sign your testimony. Give it to him. Come, man, sign it. Proctor: You have all witnessed it-it is enough. Danforth: You will not sign it? (141) Proctor: You have all witnessed it; what more is needed? Danforth: Do you sport with me? You will sign your name or it is no confession, Mister! Parris: Praise be to the Lord. (142) This ends up having John Proctorwho went against the bible, to suffer and be hanged. In the Lottery, the lottery has been tradition the town has followed for a long time. An indication that it has been happening for a long time, is because it stated that it has been happening even before the oldest man in town was born. Another indication it is tradition is when Mrs.Huticshson on page 254 comes running into town saying she remembered it was the twenty- seventh. The lottery is something the town takes very seriously. An example to show this is when Mrs. Adams says that the village in the north is thinking of giving up lotteries, and that some have already quit it. Old man Warner replies: Old Man Warner snorted. Pack of crazy fools, he said. Listening to the young folks, nothings good enough for them. Theres always been a lottery Nothing but trouble in that. (256) Old man Warners reply shows how much the town believes in the lottery. Even if people are starting to stop doing it, the town has conformed to what everyone else in the town is doing. Mrs. Hutchinson, who was shown to be the most against it, is the one who ends up suffering the most. The main characters of both stories suffer inhumane consequences also because of the authority and power of certain individuals. In the Crucible the town of Salem believes in the reverends of the court. The town does not question the authority of the town. This is shown multiple times in the book during court scenes. If anyone went against the political authority it was seen as a sin. The governments power is clearly stated by Parris. Parris: You people seem not to comprehend that a minister is the Lords man in the parish; a minister is not to be so lightly crossed and contradicted-. (30) The society conforms to the power of the authority. An example is when John Proctor tells Reverend Hale about how he feels about Parris. Proctor: I like it not that Mr.Parris should lay his hand upon my baby. I see no light of God in that man. Ill not conceal it. (65) Hale: I must say it, Mr. Proctor; that is no for you to decide. The mans ordained; therefore the light of God is in him. (66) This shows that even if the attitude and person of authority should be questioned, an individual in Salem should not say anything of it. In the end it shows as if because of him saying that of Parris, he suffers. In the Lottery the individual with the most power and authority is Mr. Summers. Everyone in town listens to Mr. Summers because he conducts the lottery, and because he is very good at it. Mr. Summers shows his power and proves how the town trusts him in his conversation with Mrs. Hutchinson. Daughters draw for their husbands families, Tessie, Mr. Summers said gently. You know that as well as anyone else. (257) He is very calm about his authority which allows the town to further believe in his authority. Even her husband Mr. .Hutchinson does not deny his authority and instead tells her to Shut up. Her outcry against his authority then leads her to face the consequences. In conclusion the conformity of the societies in both texts is because of the traditions/beliefs of society and the authority in power in the towns. This ends up in serious consequences for the main two characters because they questioned the authority and beliefs.

Maya Angelou: Hope into Art Essay -- Biography Biographies Essays

Maya Angelou: Hope into Art      Ã‚  Ã‚   Before delving into a discussion of celebrated writer Maya Angelou, a fuller understanding of the worldview that shapes her work can be gleaned from a brief review of a few lines from the 1962 Nobel Prize winning speech of another celebrated writer, John Steinbeck:    The writer is delegated to declare and to celebrate man's proven capacity for greatness of heart and spirit--for gallantry in defeat, for courage, compassion and love. In the endless war against weakness and despair, these are the bright rally flags of hope and of emulation. I hold that a writer who does not passionately believe in the perfectability of man has no dedication nor any membership in literature. (Steinbeck 1)    In Angelou's first novel, I Know Why the Caged Bird Sings, she examines how a bird (soul) that is caged (unfree) would still sing.   I was curious about this and my main question after reading the story is how Angelou came to such a hopeful worldview despite her many horrific life experiences (poverty, racism, assassinations, divorce, etc.).      The roller-coaster life of Maya Angelou has included many ups and downs that have become the stuff out of which she has written a six volume autobiography, beginning with I Know Why the Caged Bird Sings and ending recently with the last installment, A Song Flung up to Heaven.   Angelou was born Marguerite Johnson on April 4, 1928, in St. Louis, Missouri (Weaver G-10).   Angelou's life has been filled with chaos and despair as well as success and love.   She was raped by her mother's boyfriend at the age of 8 and at various times in her life she toiled in a variety of occupations including Creole cook, calypso dancer, actress, madam, civil-righ... ...ranscript).   WNET, Available: http://www.newsun.com/angelou.html, 2002: 1-3. Jones, H.   Maya fires a silver-tipped arrow right to the heart.   Western Main, Jun 5, 2002: 12. Kelley, K.   Visions: Maya Angelou.   Mother Jones, Available: http://www.motherjones.com/mother_jones/MJ95/kelley.html, 2002: 1-4. Kizis, S.   Two women: Maya Angelou's character sketches.   Writing, Apr/May 2002: 16-18. Steinbeck, J.   1962 Nobel Prize winning acceptance speech.   San Jose State University, Available: http://www.sjsu. edu/depts/steinbec/nobel.html, 1962: 1-2. Weaver, T. K. Hope is not naà ¯ve.   Pittsburgh Post, May 12, 2002: G-10. Wilson, S.   A Song Flung Up to Heaven: Lyricism, liberty and a lesson in hope.   Scotland on Sunday, Jun 16, 2002: 5.          6                                                 Maya Angelou: Hope into Art Essay -- Biography Biographies Essays Maya Angelou: Hope into Art      Ã‚  Ã‚   Before delving into a discussion of celebrated writer Maya Angelou, a fuller understanding of the worldview that shapes her work can be gleaned from a brief review of a few lines from the 1962 Nobel Prize winning speech of another celebrated writer, John Steinbeck:    The writer is delegated to declare and to celebrate man's proven capacity for greatness of heart and spirit--for gallantry in defeat, for courage, compassion and love. In the endless war against weakness and despair, these are the bright rally flags of hope and of emulation. I hold that a writer who does not passionately believe in the perfectability of man has no dedication nor any membership in literature. (Steinbeck 1)    In Angelou's first novel, I Know Why the Caged Bird Sings, she examines how a bird (soul) that is caged (unfree) would still sing.   I was curious about this and my main question after reading the story is how Angelou came to such a hopeful worldview despite her many horrific life experiences (poverty, racism, assassinations, divorce, etc.).      The roller-coaster life of Maya Angelou has included many ups and downs that have become the stuff out of which she has written a six volume autobiography, beginning with I Know Why the Caged Bird Sings and ending recently with the last installment, A Song Flung up to Heaven.   Angelou was born Marguerite Johnson on April 4, 1928, in St. Louis, Missouri (Weaver G-10).   Angelou's life has been filled with chaos and despair as well as success and love.   She was raped by her mother's boyfriend at the age of 8 and at various times in her life she toiled in a variety of occupations including Creole cook, calypso dancer, actress, madam, civil-righ... ...ranscript).   WNET, Available: http://www.newsun.com/angelou.html, 2002: 1-3. Jones, H.   Maya fires a silver-tipped arrow right to the heart.   Western Main, Jun 5, 2002: 12. Kelley, K.   Visions: Maya Angelou.   Mother Jones, Available: http://www.motherjones.com/mother_jones/MJ95/kelley.html, 2002: 1-4. Kizis, S.   Two women: Maya Angelou's character sketches.   Writing, Apr/May 2002: 16-18. Steinbeck, J.   1962 Nobel Prize winning acceptance speech.   San Jose State University, Available: http://www.sjsu. edu/depts/steinbec/nobel.html, 1962: 1-2. Weaver, T. K. Hope is not naà ¯ve.   Pittsburgh Post, May 12, 2002: G-10. Wilson, S.   A Song Flung Up to Heaven: Lyricism, liberty and a lesson in hope.   Scotland on Sunday, Jun 16, 2002: 5.          6                                                

Precautionary Measures for Genetically Modified Foods Essay

Genetically modified (GM) foods, a fairly recent development that came about from research in genetic engineering, pose a potential threat to human and environmental health. The basis of genetically modifying foods is the transferal of desirable genetic traits of plants to an agricultural crop. Genetic modification creates crops that are resistant to herbicides or can repel insects. Genetic modification also makes growing crops easier and allows for higher production rates. Anytime genetically altered crops are consumed by humans, the GM crops should be subjected to rigorous testing to assure that it is safe for human consumption and safe for the environment. When it comes to the environment and human safety, one cannot be too cautious. Some say that further safety testing of GM foods is not necessary because there is no evidence of GM foods being unsafe (Cockburn 2002). The truth is that the public does not yet trust that genetically modified foods are completely safe (Harlander 2002). The only way to convince the public that GM foods are safe and to create a market for GM foods is to perform further safety tests, such as a human study or controlled experiments. I propose that you fund this necessary and fundamental testing to ensure that GM foods are safe for the environment and for human consumption in order to help create a market for this life-improving product. Genetically modified crops were first commercially introduced in the United States in 1996; and by 2001 24% of the corn, 63% of the soybeans, and 64% of the cotton being grown in the U. S. were genetically modified varieties (Harlander 2002). Through genetic engineering, scientists have created varieties of crops that are insect-resistant, virus resistant, and herbicide tolerant. These qualities allow for improved yield and reduced use of potentially dangerous pesticides, as well as improved weed control reduced crop injury, reduction in foreign matter, reduced fuel use, and significant reduction in soil erosion. All of these consequences seem to be beneficial for the human race and the environment. It is important to prove to the public that GM foods are safe so that such a beneficial technology will not be under-utilized. In the United States, three government agencies are involved in the approval of genetically modified crops. These three agencies are the Food and Drug Administration (FDA), the Environmental Protection Agency (EPA), and the U. S. Department of Agriculture (USDA) (Harlander 2002). These agencies are responsible for ensuring that the GM crops are safe for the environment and for human consumption. More specifically, the USDA ensures that the GM crops are safe to grow, the EPA makes sure that the GM crops are safe for the environment, and the FDA ensures that the products are safe to eat (Harlander 2002). The three agencies put the genetically modified crops through rigorous environmental and food safety assessments before they can be commercialized. However, Susan Harlander reminds the scientific community â€Å"an effective food safety evaluation system minimizes risk, but it is important to remember that food is not inherently safe† (2002). Tampering with the genetics of a crop increases the possibility of that crop being dangerous to the environment or to human health. Bettie Sue Masters, PhD, states, â€Å"All evidence to date indicates that any breeding technique that alters a plant or animal, whether by genetic engineering or other methods, has the potential to create unintended changes in the quality or amounts of food components that could harm health† (qtd. in Panasevich 2004). It is highly likely that this lack of inherent safety is a reason why the public is so cautious about the acceptance of GM foods. The key to diminishing the public’s fear of GM foods is to extend the safety evaluation process. Consumers have two main concerns about genetically modified foods: first, that GM foods are unsafe to eat; and second, that their cultivation will harm the environment (Gasson 2001). Currently the most widely used safety evaluation process is called substantial equivalence. Michael Gasson and Derek Burke discuss substantial equivalence: Substantial equivalence recognizes the fact that conventional foods have been eaten by many people over a long period of time and have an established and accepted level of safety. Genetic modification involves the introduction of a limited amount of change and substantial equivalence uses a comparative approach to reveal both intended and unintended differences between a genetically modified (GM) food and its conventional counterpart. (Gasson 2002) If the genetically modified food is substantially equivalent to, or similar to, it’s conventional counterpart, then it is generally regarded as safe. Thus far substantial equivalence has been effective, but as genetically modified foods become more and more complex there is no guarantee that this method will continue its success. More in-depth testing is required to ensure the safety of future GM foods. Genetically modified crops should be tested on living subjects in addition to applying the substantial equivalence method. Animals or human volunteers are essential in proving the safety of the genetically modified crops already approved by the FDA, EPA, and USDA, in addition to the GM crops to be introduced in the future. The risk of harm to a living being would be low as the GM food would have already passed the substantial equivalence test before being consumed. Long term testing would be able to prove that there are no mal-effects resulting from the consumption of GM foods. While long term testing may seem unappealing, it is a small price to pay for improving the quality of life for a nation. The public’s concern extends beyond the effects of GM crops after human consumption all the way to GM crops’ effects on the environment. Many environmentalists as well as non-affiliated persons think that genetically modified crops have a negative effect on the environment. Traits meant only for agricultural crops can be transferred to other plants through pollination; traits, like being herbicide tolerant or virus-resistant, which would diminish natural and artificial checks and balances on plants (Guebert 2004). The best way to ensure that the GM crops will not harm the environment is to perform experiments and further safety assessments. Convincing the public that genetically modified crops are safe for the environment is pivotal towards creating a market for GM foods and in turn improving quality of life. The testing and assessing of the safety of GM foods that I propose will be divided into two categories: the safety of genetically modified crops for the environment; and the safety of GM foods for human consumption. The testing of the safety of GM crops for the environment must be performed under controlled conditions. Our testing will take place in a greenhouse, where any negative effects will be contained and kept away from the environment. All genetically modified crops would be tested for two factors: whether or not the trait is likely to be passed on to other plants; and what nutrients in the soil the GM crop depletes and how fast it does so. These two factors are essential in proving the safety of genetically modified crops for the environment. If a GM crop passed traits, such as herbicide tolerance or virus-resistance, on to other plant species, it could potentially change the ability of that species to survive and thrive and wreak havoc on the delicate balance of the ecosystem. This risk of upsetting the ecosystem frightens would-be GM food consumers from supporting the industry. In order to test the ability of the genetically modified crop to pass on its genes to another species of plant, it would be planted for two growing seasons in the presence of varying plant species found around the agricultural United States. The soil will be tested for nutrients before and after each growing season in order to keep track of the nutrient depletion rate. Any genetically modified crop that depleted the soil of essential nutrients at an abnormally fast rate would be rejected. A genetically modified crop’s failure to pass any of the tests or assessments would not be approved, thereby leaving no reason for the public to fear for the safety of the environment on account of the GM foods on the market. To test the safety of GM foods for human consumption, a comparative study must be performed. In order for the study to be effective and result in usable data, several hundred human volunteers will need to participate. The volunteers will be divided into two groups. The first group will be asked to incorporate a specific genetically modified food into their everyday diet. The second group will be asked to incorporate the conventional counterpart of the same GM food into their diet. The study will last for 2 months with the participants receiving weekly physicals to check for any changes in health. A change in negative change in health in a number participant from group one, the group consuming a GM food, would indicate that the genetically modified food is playing a role in the deterioration. The GM food in question would then either be taken off of the market or subjected to further testing, depending on the extent of the data acquired from the study. With this study in place, consumers would feel much more comfortable purchasing, and creating a market for, genetically modified foods. By proving that genetically modified foods are safe for human consumption and for the environment, we are proving to the public that there is no cause for fear. In the absence of fear, consumers will no longer object to buying GM foods resulting in a market for genetically modified foods. The increase in demand for GM foods will result in more research and development and bring advances in GM technology. Genetically modified foods have the potential to improve the quality of life of people all over the world, and it would be a shame to let this technology go to waste. If you give us this grant, there will be numerous benefits that can come from our work. Please consider the well-being of the people that will be helped by our work while you are making your decision. Thank you. Works Cited Cockburn A. Assuring the safety of genetically modified (GM) foods: the importance of an holistic, integrative approach. J Biotechnol. 2002; 98 (1): 79-106. Harlander SK. Safety assessments and public concern for genetically modified food products: the American view. Toxicol Pathol. 2002; 30 (1): 132-134. Gasson M, Burke D. Scientific perspectives on regulating the safety of genetically modified foods. Nat Rev Genet. 2001; 2 (3): 217-222. Guebert A, Cousins D. Welcome to the world of unintended consequences. Farmers Weekly 2004; 141 (9): 64. Panasevich CL. Risk assessment urged for genetically modified foods. Nation’s Health. 2004; 34 (7): 25.

Evaluate Articel Modern War Essay

Phillip Gervase is a Principal Lecturer in History at Manchester Metropolitan University.   He authored   The Anglo-Scots Wars 1513 – 1550. (33)   In his article, Was the American Civil War the first Modern War?, he refutes the commonly held belief that the American Civil War was the first modern war.   After the Second World War, many military historians concluded that the Confederacy’s crushing defeat at the hands of the Union   foretold the future of war. Phillips argues that the Civil war was more like the wars of the 19th century than those that followed it.   By the beginning of the war, the rifle could be fired as rapidly as a musket.   Many historians have used this observation to   prove that the rifle changed the way battles were fought. Artillery was now out ranged by infantry fire forcing gun crews to search for   cover in the field. (29) This argument for the rifle is dismissed by Phillips when he cites the research of Paddy Griffith and Brent Nosworthy.   These historians conclude that the rifle did not make an important change in war methodology   since many battle were fought at the close range of previous musket battles.   The entrenched fighting style, which many have compared to World War I, was also discussed as not being an earmark of a modern war.   Phillips notes that in 1815 Andrew Jackson defended New Orleans with this method. The technique was taught at West Point Military Academy where both Union and Confederate Generals were educated.   Phillips contends that the generals would use this technique to give their mostly volunteer force a sense of security on the battle field. (30) The fact that the horse was relied on more than the train is another draw back to the conclusion that this was a modern war. When Phillips compares the American Civil War to the Crimean War, the American Civil War lacks innovation.   The real change from previous wars is in the â€Å"apparent adoption of a new philosophy of conflict† the total war.(28) The American Civil War, Phillips decides , can be considered a total war because of the major changes in American society caused by its outcome.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The first leg of his argument is that the technological advances of the age did not have a significant impact on the American Civil War.   He begins with a discussion of the rifle. He points out that the rifle could be loaded and fired more often than the musket and the rifle drove men out of the formation style fighting and into trenches. He down plays this change in battlefield behavior by pointing out that the firefights were often at close range and the American soldiers were â€Å"unlikely to take kindly to the rigid, coercive discipline that underpinned the close order tactics of European conscripts.†(29) He uses the example of the second battle of Bull Run, where the opposing forces came within 20 meters of each other, to substantiate this fact.   When he notes that the soldiers of this war were different from past conflicts in that they were mostly volunteers, he dismisses the importance of this new battle technique. Yet the discussion of these elements shows that the American Civil War was fought in a different manner from previous wars.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Phillips briefly acknowledges the use of the railroad for moving troops during the American Civil War, but points out that horses were more important. Again surmising that this makes the   American Civil War less of a modern war. He then goes on to mention the ironclads, the Virginia and the Monitor. Since neither was a great warship, they couldn’t go far from the coast, Phillips asserts they didn’t revolutionize naval combat. Next, he mentions the submarine C.S.S. Hunley which, even though it sunk an enemy ship, is deemed an unimportant technological advance. Finally, he mentions the use of a single machine gun used to guard a fort in Charleston. Phillips dismiss the notion of the American Civil War being the first modern war because the use of these advances pales in comparison to those of the Crimean War. Phillips contends that the American Civil War is not a modern war at all. Although it may be true that the American Civil War was not known for its use of these technological innovations, they did exist, they were used, and they did have an impact on the outcome of the war. The fact that U.S. Navy went on to improve armored ships and submarines shows that the vessels used during the American Civil War were thought to be important and useful.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The second half of the article labels the American Civil War a Total War. A total war is â€Å"an unrestrained form of conflict †¦. and the enemy’s economic resources are targeted as readily as the military ones.† (28)   The argument is based on the Union’s war strategy. The Union shifted its concentration from the defeat of the rebel armies to the annihilation of the economic resources supporting the Southern war effort.   President Lincoln demanded the unconditional surrender of the Southern forces.   Union Generals Grant and Sherman threatened to slay Southern civilians.    General Sherman’s infamous march to the sea cut a sixty mile wide path of destruction through the South.   However, Phillips weakens his argument by cataloging   ways in which the American Civil War was not quite a total war.   He writes that enemies have always tried to cause each other economic hardships. President Lincoln’s demand for surrender was not as unconditional as presumed. The article makes the case that Lincoln was willing to negotiate nearly every issue except the continuation of the nation as a union. The strangest argument he makes is that the American Civil War was more cruel than other contemporary wars, but it is not as brutal when it is compared with later wars.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Phillips cites Arthur Marwick’s   idea that a total war acts as an agent of social change which the American Civil War definitely was.   It enlarged the federal government; allowing it to create national income tax, institute the draft, regulate the economy and suppress civil liberties.(33)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Many 20th century   historians considered the American Civil War to be the first modern war. Phillips disagrees and argues that the Civil War was not a modern war. He admits that it foreshadowed future war methods but he maintains that it did not make use of   technological advances. Phillips writes that the debate whether the civil war is modern should focus on the technology of the time and the philosophy of the war. The technology was not as significant to the outcome of the war.   The philosophy of â€Å"Total War† changed the way the war was fought.  Ã‚   He states that the rifle, the railroad and the naval achievements of the time were ineffectual in changing the outcome of the war. Although he concedes that labeling of the American Civil War as a â€Å"Total War† is a break from past conflicts.