Breeding of the Giant Panda Bear Research Paper

Breeding of the Giant Panda Bear - Research Paper Example The panda is also called the giant panda to differentiate it from the red panda which is unrelated. This is a bear breed found in south western and central western China. The giant panda can be identified by the sizeable, unique black patches on its face, around the body, and its ears. The giant panda consumes bamboo despite belonging to the carnivorous group. Occasionally, giant pandas living in the forest consume meat in the form of carrion, rodents, or birds, wild tubers, and other grasses. Those that are held in areas for example, zoos, may eat specially cooked food, honey, bananas, eggs, oranges, fish, or yams. In addition, the giant panda’s habitat is located in mountain ranges, in central China. The giant panda has been forced to move out of lowland areas because of deforestation, farming, and other activities in the area (Lumpkin and Seidensticker 16). Currently, it is an endangered species. This paper will look at breeding of the giant panda bear. Giant pandas have a height of approximately two to three feet and may measure four to six feet in length. Male giant pandas are heavier and larger than female giant pandas. They can weigh 250 pounds while female giant pandas weigh below 220 pounds. The World Conservation Union has listed the giant panda as one of the endangered species in its Red List of Threatened Species. There are approximately 1600 giant pandas remaining in their natural habitats (Lumpkin and Seidensticker 25). ... For example, scientists have tried giving male giant pandas Viagra and also displaying videos of them mating. Nonetheless, it is in recent times that investigators have had accomplishments with breeding programs of captive male giants (Schaller 23). Current research shows that the breeding rate is one giant panda reproduced after every two years. Giant pandas attain sexual maturity between four to eight years. In addition, sexual activity in giant pandas may reach 20 years. During sexual activity, the female giant panda position’s itself in a crouching position with its head in a downward location. This allows the male giant panda mount her from the back. The time for copulation is short. It lasts for between thirty seconds and five minutes (Ryder 14). Nonetheless, a male giant panda may mount a female giant panda for a number of occasions to guarantee successful fertilization. If the female giant panda gives birth to twin cubs, only one of the two will continue to exist in th e harsh conditions. The female giant panda will choose the stronger of the two new born cubs, and the frail cub will perish. The female giant panda cannot provide sufficient milk for both the new born cubs. This is because female giant pandas do not amass fat. In contrast, male giant pandas do not assist in raising the cubs. Female giant pandas take almost 95 to 160 days to give birth after mating. The female giant may reproduce two young pandas but only a single one survives. Giant panda young ones may live with their mothers for approximately three years before living on their own. It can be presumed a female giant panda gives birth to a young one once in a year. The mating period lies between the months of March and May. This is a period when the female giant panda undergoes estrus. This

Shared Talking Styles Essay Example for Free

Shared Talking Styles Essay Communications General Communications Use the ProQuest database to locate and read the article entitled, â€Å"Shared Talking Styles Herald New and Lasting Romance†. Then, visit the Language Style Matching website and, using sample written communication between you and another person, follow the directions on the website to retrieve your language style matching score. Write a two-page paper (excluding title and reference pages) about your thoughts on this article and your language style matching score. In your paper, be sure to address the following: Do you think the results provide by the Language Style Matching website are accurate? Why or why not? Do you believe that language style matching is a comprehensive way to predict the quality of interpersonal relationships? Find a bank that offers free savings and checking accounts. Look around and go with an establishment that works often with students and doesnt charge you extra for a bunch of little things. Ask questions and find out if you can bank online so that you can manage your money when it is convenient for you.

Hardware and Software Required for a System :: Papers

Hardware and Software Required for a System There are two main types of components required for a system to work. These are: v Hardware – The parts of a computer that you can see and you can handle; the exterior components of the computer. v Software – The actual programs that allow the hardware to do a useful job. Hardware The main components of an ICT system include the following: v Input devices – these enable the data to enter the system. This could be through keyboard, scanner, digital camera, etc. v Central Processing Unit (CPU) – the brain of the computer. This part of the hardware stores and processes data. It has three parts: ALU (arithmetic and logic unit; it performs all the arithmetic and logic operations), the control unit, and the memory. v Backing storage – consists of the disk drives, tape drives, RW-CD (read/write compact disk), RW-DVD (read/write digital versatile disk), etc. used to store data when the power is switched off. [IMAGE] Software Software is the general name for programs that can be run on computer hardware. There are two main categories of software: operating system software and applications software. Operating systems are programs that control the computer hardware directly. The operating system I am going to choose for the new system will be Windows XP. Applications software is used to perform a specific task. Applications software varies from word-processing packages used to write letter, prepare reports, etc. to specialist applications packages used only within one industry. The applications I will be choosing for the new system will be: v MS word – A word processing application. This will be used for word processing letters of confirmation, letters of payment, and mail merging letters. v MS access – A database application. This will be used for taking details such as personal information, booking details, and payment details. v MS excel – A spreadsheet application, this application can make

Bead Bar

The primary objective would be to encompass the business processes and functionalities of Bear Bar enterprise into an information system which would manage all its resources and cover up the negative aspects of the system. All the internal and external factors which make the enterprise function in a diligent manner would be taken care by the proposed system. The information system would make the enterprise to flow in a planned, organized and decisive manner.Each department would be able to capture, nurture and share effectively valuable business information so as to remain synchronized with the latest events and decisions can be framed accordingly. Order tracking, fulfillment, inventory and supply dynamics can be managed optimally. Prior to outlining the input and output information, the system development life cycle must be in place so that the analysis is done accordingly. The correct nature of the inputs and the outputs would make the system design vary accordingly as it requires to capture the information and put it into a frame to interpret in a decisive manner to take further decisions.The systems development life cycle for Bead Bar is as follows: 1. Feasibility analysis: The new proposed system and the present working system are analyzed so that the ROI (Return on Investment) is obtained. The proposed system is further analyzed for economical, technical, schedule and other feasibilities so that it stands in front of all difficulties in the development of the project. The Bead bar enterprise’s key management people are involved in the process of feasibility analysis.All the inputs, outputs and external environment are studied in detail so that the underlying intricacies would be researched well for their impact and development. Inputs: Bead Bar’s inputs are in the form of company’s short and long term objectives, its financial base and credibility for years to come, its general strategic plans, consent of the advisors and directors, r isk handling strategies and many others. Outputs: The feasibility has outputs in the form of higher management approval for the sustenance of the systems development, its full length use to cover all business functions, risk mitigation strategies and many others.2. Systems planning and requirements gathering: After the system is thoroughly checked for all its inputs and outputs, the requirements phase takes the lead. All the key stakeholders of the departments and the users of the system must be taken into account for gathering the crucial departmental functions, requirements and its interaction with other departments to achieve the central goal of the enterprise. Input: It must be in the form of the users of the system who are better-off to understand and figure out the exact ground level happenings in the business.Their view of the workings of the enterprise must be captured so that appropriate implementation can be done. Output: The valuable information fetched from the users of the system must be given a representation and frame it accordingly to fix it into a system. 3. Systems Analysis and Design: Bead Bar’s system requirements are studied and the system is analyzed and designed accordingly. The flow of data is analyzed so that the system captures the entire business cycle and their functions.Inputs: It would come from the requirements gathering phase and the order of business flow. Outputs: It would result in helping the analysts and designers in the process of database handling and further development of the system. 4. Database Model: The database model for Bead Bar is as follows, which shows the interaction of the different entities of the business. Figure 1: UML Class Diagram 5. Coding: The above design is given a representation of the business and the various functions are finally implemented at this stage.Inputs: It is in the form of requirements gathered from the previous stages and the design documents. Outputs: It results in actual implem entation of the system so that it can be viewed physically. 6. Implementation and Training: This stage correlates with actual planting of the system at the Bead Bar so that the present system is replaced and the proposed system takes its place. The users must be trained to operate the business functions with the system, store and retrieve data whenever it is demanded.

Listening Functions

One of the essential things in human life is communication. In fact we can say that man has been involved in communication since the beginning of time. Although not as developed as we have today, man has always sort to communicate his ideas to his fellow man. Today, the import of communication to man can not be overemphasized. This is because human life is impossible without it. In human endeavor, we need to share and receive information. Being at the center of human life, hardly is can man survive without communicating. Effective communication involves a lot of things. To begin with, communication involves more than one person. The process of communication involves two parties. When we communicate, there is the person that is giving the information and the other party that is receiving the information. However, communication is not complete with the person passing the information, effective communication also essentially requires the person receiving the information to fully understand the original meaning of what is being said. As simple as communication might seem, effective communication is not an easy task. In this essay, focus will be drawn on the listen rather that the speaker in communication process. We all know that we have to communicate but the fact is that oftentimes,   we do not wait to get a feedback about what we are communicating or the information we are receiving. As human beings, we have to understand that there is a difference between hearing and listening. We can hear a thing but not listen but we can not listen without hearing. The difference between these two concepts rests in the fact that hearing is unconscious but it takes a conscious effort to listen. Listening transcends the realm of hearing and is more complex. In the case of hearing, we do not make an effort to hear something because hearing is spontaneous. On the other hand, listening requires a special form of concentration on the part of the listener that is not required in the case of hearing. Unfortunately, most people confuse both concepts to mean the same thing, thereby using it interchangeably as a form of synonym. More than ever, professionals need to develop their listening skills. This is because they have to understand what their client is saying so as to understand the real situation in question. Generally, professionals hold the responsibility to listen to their clients in order to know how they can be of help to them. Such professions entail a daily interpersonal encounters and success in such profession rests on the professional’s ability to listen in order to really understand what is required in the given situation. No matter how good a professional is, without effective listening skill or ability, the professional is as good as not being a professional. Such a field that requires effective listening skills is the legal profession. As a lawyer, one is daily involved in interpersonal encounters that require basic skill in listening. This is informed by the fact that the lawyer in the discharge of his duties can not just rely on the client for effective communication. Oftentimes, the client is disillusioned and emotional and so the lawyer has to be able to not only hear what the client is saying but to make a conscious effort in order to be able to interpret the message that is being passed across. Due to the fact that success in the legal profession is based on the acquisition of necessary information, the legal practitioner must seek to fully understand what the client is saying, meaning or implying. When a professional listens, the person relaying the information feels respected and valued, making them feel that they have something they can contribute to the discussion. This goes a long way in boosting the client’s boldness and this allows for a better interpersonal relationship between the professional and the client. In the general sense, interpersonal encounters require five basic learning functions. These are namely listening to comprehend, listening to support, listening to analyze, listening to appreciate and listening to discern. I will make an attempt to explain how each function aids the legal practitioner in the practice of his/her profession. In the legal practice, the legal practitioner must learn to listen to the client in order to fully comprehend what the client is saying. This becomes important because the success of the case is based of the proper understanding of the issue at hand. The professional must be patient enough to carefully listen to the client in order to grasp what is needed to know about the case. In addition to this, the legal practitioner must be able to listen in order to support the client in bring out information that the client might not consider relevant to the case. This becomes important because the client might be ignorant of some things in the legal profession and so the legal practitioner holds the responsibility of making sure that the client is guided in his thought so that the required information can be acquired. Furthermore, the legal practitioner must possess the ability to listen in order to analyze the information that is provided by the client. As expected, the client might give some information that needs scrutiny and evaluation. The lawyer is put in a vantage position if he/she able to listen properly. This helps in putting the information given together and weighing it for inadequacies and contradictions. Apart from this, the listening helps the lawyer appreciate the value of information that is given. As part of the responsibilities of the lawyer, he/she must be able to envisage the likely outcome of the case given the information provide. Listening make the legal practitioner know what they stand to encounter in the court based on the information given. Also, when a lawyer listens properly, he/she can discern between the information that is relevant and need for the success of the case. Not all what is said by the client is useful and so the legal practitioner must be able to make a decision and to distinguish between what is required for the case at hand. In conclusion, as I have noticed, successful lawyers are those who have the unrivalled ability to listen effectively. So if you are a legal practitioner and you wish to be successful in your practice, develop your listening skills then learn to listen to your client more. This will not only put you in a vantage position, it will make you a better lawyer. Reference: Nadig L. â€Å"Tips on Effective Listening†. Retrieved on April 24, 2008 from http://www.drnadig.com/listening.htm University of Leeds website. â€Å"Listening and Interpersonal Skills – University of Leeds† skillscentre. Retrieved on April 24, 2008 from http://www.skillscentre.leeds.ac.uk/learnhigherleeds/pages/listening_skills/ls_home.htm www.lifepositive.com. â€Å"THAT'S JUST WHAT I MEAN!† Retrieved on April 24, 2008 from http://www.lifepositive.com/mind/personal-growth/communicate/communication.asp ; ; ; ; ;

Favorite TV series essays

Favorite TV series essays That is definitely a tough question. When it comes to TV series I am a kid. My favorites are all cartoons. The one series that stands out most in my mind would have to be The Simpsons. This series has been going for most of my childhood and it has just stuck with me. It has as many as 14 seasons, which is the most any cartoon has ever run. This isnt just any cartoon though. In fact, it not really considered a cartoon because its on the fox network and is, I guess, more sophisticated than a normal cartoon. The episodes are laid out as in a soap opera, each having more of a plot than the norm of cartoons. The Simpsons revolves around a somewhat dysfunctional family. They face the same problems that any average family would face. The episodes delve into just about every problem a person could face. Anywhere from gambling, alcoholism, parent abuse, poverty, hunger, etc. Because the family faces these problems they appear more realistic and almost like a neighbor being followed with cameras. The family consists of Homer, the loving but not so good dad, Bart, the son who always pulls some prank to get into trouble, Lisa, the daughter who would be perfect if her family was not holding her down, and Marge, the loving wife and mother who tends to nag. The Simpsons live in Springfield, which is a fictitious city in the show but is an actual city in real life somewhere. In the show there is a whole world of people created. From the doctor to the drunk to the guys on TV. Everyone is well known and has names and backgrounds. The show sometimes shifts its interests from the Simpsons and delves into the lives of the other members of the town of Springfield. I really like this show because of the depth of character it goes into and the antics of the hilarious Homer Simpson. ...

Studios and Studies

Studios and Studies Studios and Studies Studios and Studies By Mark Nichol The word study has a variety of meanings and a small but meaningful array of words based on it. This post lists those definitions and terms. Study derives from the Latin verb studere, meaning, â€Å"application† in the sense of applying one’s attention, especially to learning. From that word came studium, the term for an artist’s workshop (but also meaning â€Å"eagerness† or zeal†), which evolved into the Italian term studio. Today, studio retains its primary meaning, though it has expanded to designate the site of any of a variety of artistic endeavors, from fine arts to photography and motion pictures, as well as performing arts and, by extension, media broadcasts. Therefore, a studio might be small room where a painter or sculptor produces his or her art, a larger chamber where radio, television, or film production occurs or where audio recordings are created, or (referred to in the plural) an entire complex of buildings and outdoor sets where TV programs or movies are filmed. Studio also denotes a company that produces media or a group of people associated with a particular studio where artists work. Also by extension, from the fact that through history, many artists’ studios have doubled as living quarters, a small, one-room dwelling is often referred to as a studio (or, for clarity, a studio apartment or a studio flat). Study often refers to a room, usually one furnished with a desk and bookcases or bookshelves and devoted to reading and/or writing. Study also pertains to a topic of learning, though in that sense it is usually employed generically in plural form (as in â€Å"He devoted himself to his studies†). A study hall was originally a common room on a university campus for study and tutoring; the term â€Å"study hall† now often denotes a period during the school day or after school where secondary school students can work on class assignments. A study can also be an experimental or exploratory creative or intellectual exercise, especially a musical composition intended not only to be aesthetically pleasing but also to exercise musicians in technique or demonstrate their musical skills, though in this sense, the French form à ©tude is often employed. In addition, study refers to reflection or thought in general but also describes, in the phrase â€Å"quick study,† someone who learns or memorizes quickly; â€Å"brown study† is an outdated description of a gloomy or melancholy state of thought into which someone was often referred to as falling. (Brown once had the sense in an emotional context that blue has now.) Meanwhile, an understudy is an actor prepared to substitute for another cast member in a theatrical production. The sense of â€Å"an academic or scientific research project† derives from the verb study, which means â€Å"engage in learning† or, more specifically, refers to the act of consuming information to acquire knowledge and understanding. The verb can also pertain to attentively regarding something, as in â€Å"She studied the room for a moment to determine the best hiding place for the book.† A student is a learner, not only in a formal academic sense but also in reference to someone who carefully and closely follows a discipline or topic. Open compounds such as â€Å"student driver† and â€Å"student teacher† generally denote someone practicing the endeavor indicated by the second word. Someone who studies diligently is studious, does so studiously, and demonstrates studiousness. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Farther vs. FurtherRules for Capitalization in Titles10 Tips About How to Write a Caption

How to Study the Night Before a Test

How to Study the Night Before a Test Theres no need to feel completely frightened if youve procrastinated until the night before a test to study. Although you wont be able to commit much to long-term memory in a one-night cram session, you can learn enough to pass the test using these techniques. How to Study the Night Before a Test Eat a nutritious meal and prepare a few healthy snacks so you wont need to get up laterSet up in a comfortable spot with your study materials (pencils, note cards, highlighters) and class materials (notes, quizzes, tests, handouts, study guides)Focus for 30 to 45 minutes, then break for 5Take notes and use mnemonic devices to improve recallAim for comprehension over memorizationExplain concepts and ideas to a third partyGet a good nights sleep Physical Needs The brain and the body are linked, so before you sit down to start a study session, its a good idea to take care of your body: go to the bathroom, get some water or tea, and be sure youre dressed in a way that wont distract you (nothing scratchy or stiff). Focus and calm are crucial to studying seriously; to get your body on the same page, try doing some deep breathing and yoga stretches to help you get your mind off any other concerns. Essentially, this prep is meant to get your body to help you, not distract you, so you have no excuses to break your study focus. Snacking during or before studying can be helpful, but choose wisely. The ideal meal is something without a lot of sugar or heavy carbs that can lead to an energy crash. Instead, grab some high-protein grilled chicken or scramble some eggs for dinner, drink green tea with acai, and follow it all with a few bites of dark chocolate. Its always easier to stay on task and process information when your brain has been given what it needs to function properly. The other upside is that by eating something before you begin studying, youll be less tempted to get hungry (and distracted) and quit studying early. To further head off any distracting snack attacks, be prepared ahead of time. When you go to your study area, bring a snack with you. This should be something high in nutrients and mess-free, like mixed nuts, dried fruit, or a protein bar. Avoid highly processed foods like chips, and beware of sneaky foods like granola bars that are full of hidden sugar that will leave you stranded in an hour or so. One Step at a Time Start by getting organized. Get all the materials that relate to the test youre taking- notes, handouts, quizzes, book, projects- and lay them out neatly in a way that makes sense to you. You might organize them by topic, in chronological order, or in some other way that works. Perhaps you like to use color-coded highlighters or stacks of notecards. The point is that theres no one way to organize: You have to find the best system that helps you make connections with the material. By the night before a test, you should already have a good baseline of knowledge on the test topics. That means your goal here is to review and refresh. If your teacher gave you a study guide, start with that, quizzing yourself as you go along. Refer to your other materials if you cant remember an item on the guide, and then write it down. Use mnemonic devices to help you remember bits of information that you wouldnt otherwise, but try to avoid just memorizing everything: its harder to recall straight facts than it is to have a network of connected ideas that you can rely on. If you dont have a study guide or if youve finished going over it, prioritize notes and handouts. Things like dates, names, and vocabulary words are likely to show up on tests, so study those first. After that, review the bigger-picture stuff: material that covers cause-and-effect relationships within the topic area and other ideas that could show up on an essay question. For these, memorization is less important than having a solid enough understanding to explain it back on a written answer. It can seem overwhelming, especially if you have a lot of material to review, so take it slowly. A good rule of thumb is to focus for 30- to 45-minute increments followed by 5-minute breaks. If you try to cram in all the information the night before the test, your brain will overload and youll have to work to regain your focus on studying. This is why its also useful to review for a few days before the test, not just the night before so you can spread out the material and review everything multiple times over of a few separate sessions. Buddy System If you really want to test your understanding of the material, try explaining it to someone who isnt in the class. Get a family member or friend and teach them as much as you can remember. This will let you see how well you understand the concepts and how well you can make connections (to prepare for short-answer or essay questions). If you have a partner or a family member to help you, have them quiz you on the material. As you go, make a list of anything you get stuck on or cant remember. Once youve been quizzed, take your list and study that material repeatedly until youve got it. Finally, write down all your mnemonic devices, important dates, and quick facts on one sheet of paper, so you can refer to it the morning before the big test. Final Preparations Nothing will make you do worse on a test than pulling an all-nighter. You may be tempted to stay up all night and cram in as much as is possible, but by all means, get some sleep the night before. When testing time comes, you wont be able to recall all the information you learned because your brain will be functioning in survival mode. On the morning of the test, make sure to eat a healthy breakfast for plenty of energy. Throughout the morning, run through your review sheet: while youre eating, at your locker, or on the way to class. When it comes time to put the review sheet away and sit down for the test, you can rest easy knowing that youve done everything possible to help your brain get through the test with flying colors.

Philosophy of education Essay Example | Topics and Well Written Essays - 1250 words - 2

Philosophy of education - Essay Example I benefits from this form of study as it gives me answers to various programs. I hold the opinion that all fields of study are linked with research as the field forms firm grounds towards understanding a particular field. I also acquire education through apprentice, where I benefit from an expert via studying a particular field in two ways; that is, observation and practices. I find this form of education as the best way of transferring knowledge; for example, artisans are among groups that practice this form of education, whereby the experts transfer their knowledge to the learners directly without much hustles. Although this form of knowledge transfer is one of the oldest, I find it very usually as it has greatly enhanced my knowledge level. While I understand that there are two forms of literacy that are widely analysed, including the liberal tutoring and the vocational tutoring programs, I usully find a link bettween them, and most importantly they collectively work out to bring about a wholesome me – who is educated. The moderate form of learning entails the culture, which gives me a preparation for a professional job in the future. My program of study entails practical courses that hone my interests in my profession. One of the key issues in this form of education is that liberal concepts offer me a room to focus on the wider picture of the study. The curriculum in the liberal education ensures that I become open-minded and, therefore, I can respond to any challenge I encounter in my discipline. For example, in the event that I will take a course in sociology in college, I will be able to associate various social happenings to what I have learnt. What is more, I will have various answers which I can apply in solving the social issues. Liberal education is mostly associated with curriculums in secondary schools, as well as colleges. The reason for the in-depth study of this education at these levels is

Feasibility Report of Licensing Agreement between Alarmz Ltd Essay

Feasibility Report of Licensing Agreement between Alarmz Ltd. (Britain) and Rio Inc. (Brazil) - Essay Example Alarmz Ltd plans to enter into a licensing agreement with a Brazilian company Rio Inc. for the purpose of manufacturing and distributing a new tamper – proof vehicle alarm. This report aims to explore the possible issues related to this licensing agreement. Issues Related to Licensing Agreement with a Brazilian Company A licensing agreement involves a number of issues that a British company needs to consider before finalizing the deal with a Brazilian Company. Prominent issues are: 1) Government Permissions A licensing agreement with a foreign company for manufacturing and distribution of a product requires initial permissions from the relevant government (Stamicarbon 2011). These permissions will authorize the licensing agreement and allow Alarmz Ltd. to transfer its technology to Rio Inc. for a definite consideration. 2) Cultural Differences Both of the participants in this licensing agreement have different cultures. These culture poses great challenges to the effective exe cution of the licensing agreement in its true spirit. 3) Legal Support and Protection Legal protection acts as a corner stone for a business. In the instance where legal protection is weak or unavailable, the business survival can be at high stakes. Therefore it is important to ensure that the protections available to Alarmz Ltd in Britain are also available in Brazil. Intellectual property protection is of greatest importance. Therefore, it is important to understand the protection that is provided to the intellectual property, the types that are protected and time taken to register the rights. 4) Employment and Labor Laws Differences The economy of a country keeps on fluctuating. The employment laws are also affected considerably (StartupOverseas 2011). Therefore, there is a risk of strike by labor unions against any government measure or legal changes. As a result of which Alarmz Ltd will have to suffer in terms of the license royalties which will be considerably varied. 5) Custo ms and Tariffs, Excise Duties and other Taxes The customs, tariffs, excise duties and other taxes define the scope of government intervention in a particular industry. In case Brazilian government has imposed higher taxes to discourage certain practices, it might affect the license agreement execution significantly. 6) Competition and Economic Barriers The existing competition in the established market can pose great challenges to Rio Inc. to undertake the license agreement successfully and make a profit. The old market players have a marked share of the market based on their hard earned goodwill and reputation. The customers recognize, accept and value the products of the established brand names in the country. They doubt any new entrants with a zero-track record of activities in their own country. When Rio Inc. will start the business of manufacturing and distribution of vehicle alarm in Brazil under the trademark of Alarmz Ltd, it may have to face problems in

Personal Statement Essay Example | Topics and Well Written Essays - 250 words - 9

Personal Statement - Essay Example I have already proven the practical nature of my endeavors by transforming my graduation project into my own business empire. I particularly need this scholarship opportunity to reflect my intelligence and ability as a future scientist because my Math grades in the school have not been favorable. Despite being inherently good at Math, my grades were jeopardized by an inexperienced and unqualified Math teacher. I want something as weighty and reliable as this scholarship opportunity to counter the effect of my Math grades and advocate my intelligence and capability before my employers on my behalf. Our industry’s emphasis on Mathematically competent workforce is increasing as the work processes are becoming increasingly technological and innovative. Therefore, I intend to specialize in Mathematics after graduation and having secured a scholarship in the past will optimize my tendency to secure more scholarships in the future. This scholarship will give me the thrust to reach my dream destination in the long

Kim by rudyard kipling Essay Example | Topics and Well Written Essays - 1250 words

Kim by rudyard kipling - Essay Example and does not inform of Kim’s future move, it provides closure because the redemption at the end offers a solution to all the conflict the novel raises. The ending of Kipling’s novel is very abrupt and may not seem to be coherent because the narration shifted all of a sudden from the painstaking journey in the hills, mountains and plains to an â€Å"I† voice that presents the River of the Arrows. This form of revelation seems to be supernatural and divine because there is no physical connection between the last location of the characters and the river. The voice said: â€Å"‘The River! Take heed to the River!’ and I looked down upon all the world, which was as I had seen it before –one in time, one in place – and I saw plainly the River of the Arrow at my feet† (Kipling 264). After all the time, energy and effort spent searching, the river is finally here like in a dream. Moreover, the â€Å"I† narration at the end is also confusing because the identity of the speaker is not revealed. At times, it seems like the lama is talking, but sometimes, it looks like that Kim or any of th e other characters may be the narrator. This confusion at the end foregrounds that what happens may be a revelation that does not need further explanation because it is divine. However, despite the confusion and lack of coherence, the result is clear and shows that the lama has found his river and has been cleansed of his sins: â€Å"‘I saw the River below me – the River of the Arrow –and, descending, the waters of it closed over me; and behold I was again in the body of Teshoo Lama, but free from sin, and the hakim from Decca bore up my head in the waters of the River. It is here! It is behind the mango-tope here – even here!’† (Kipling 264) This redemption of the lama is very important to the story and to the meaning it is trying to convey. Despite this disruptive ending, Kipling’s novel provides closure because the redemption at the end proposes a solution to the

Unit 2 LS311 Assignment - Torts and Cyber Torts Essay

Unit 2 LS311 Assignment - Torts and Cyber Torts - Essay Example First, Jason Davis has a professional duty. Being one of the employees in the arts and crafts show, he has the duty to make sure that the premises are safe (Miller & Jentz, 2009, 95). The fact that he was standing near the exit implies that he was placed there for a reason, perhaps to make sure that the pedestrians were safely leaving the premises. Hence, he has the duty to act carefully. Second, Jason Davis should have anticipated the possible consequences of turning around abruptly, especially knowing that pedestrians were still passing by. Due to this lack of foresight, he was not able to protect Yvonne Esposito from a serious injury. These two factors imply that Jason Davis violated the duty of care. Being a professional, he violated his duty of care toward a customer, which is basically professional negligence. Ultimately, he failed to protect Yvonne Esposito from a foreseeable risk. Therefore, the complainant has legally valid reasons to pursue a case of negligence against Jason

Discussion Compilation Assignment Example | Topics and Well Written Essays - 1250 words

Discussion Compilation - Assignment Example The age of enlightenment denoted the epoch of an intellectual movement back then in the 18th century. This took place in zones of central Europe and North America. The end of the thirty years of war in 1648 sparked this era and the French Revolution in 1989 marked its end. The 20th century has carried the label of the tag the age of anxiety (Eder, James and Seth 70). In this notion, the dominant perception is the idea of one using technology to obtain power over the citizens. At this level, one can easily realize the span of time since the 16th century to 20th century digital era took many ideological perceptions and inclinations by different personality who helped shape the history of philosophy, politics, and leadership. In the discernment of Freud, his contribution got right the making of history. According to Freud, the development of civilization with age would definitely bear a striking similarity with the development of the individual. In this realm, what Freud insinuated was that the society would one way or the other grow. The growth, be it social, political or religious perspective, it is borne by individual actions within the society (Eder, James and Seth 84). ... His philosophical inclination stems out from the fact that he was a child of enlightenment. What one would require an insight from Freud and Karl Max, if they were around is their belief and concentration on the power and influence of non-rational drives and impulses as guiding human thinking and his behaviour? For Karl, the human capacities have an insinuation of freedom of their thinking. He might have got this perception wrong since he relates to every human achievement as the outcome of false consciousness (Eder, James and Seth 70). The fact is that even since the age of enlightenment, much development in human capacity and their ideas do not entirely subscribe to the ideas of the ruling class. If Karl were alive today, he would have risen to the fact that conscious thought, as Freud sides with it, has played a big role towards linking these two ages, the age of enlightenment and the age of anxiety. During the age of enlightenment, as the world of civilization drifted onto the un known future of the age of anxiety, nature was put at a distance so as to rationally observe and classify. According to Locke, there was an erosion of the hierarchical great chain of being and the development of science of government, which sprouted the aspect of egalitarianism. This path seemed to bear the theory of natural light to equality and the security of self and the body of self (Eder, James and Seth 65). These extensions by Locke help to link the two ages together. He comes out as the first ideologue for capitalism. The contribution of personalities as from Locke to Equiano, one can see the emergency of possessive selfhood. The philosophers of this time assumed an amazing intellectual turn toward the end of 18th century.

Unit 2 LS311 Assignment - Torts and Cyber Torts Essay

Unit 2 LS311 Assignment - Torts and Cyber Torts - Essay Example First, Jason Davis has a professional duty. Being one of the employees in the arts and crafts show, he has the duty to make sure that the premises are safe (Miller & Jentz, 2009, 95). The fact that he was standing near the exit implies that he was placed there for a reason, perhaps to make sure that the pedestrians were safely leaving the premises. Hence, he has the duty to act carefully. Second, Jason Davis should have anticipated the possible consequences of turning around abruptly, especially knowing that pedestrians were still passing by. Due to this lack of foresight, he was not able to protect Yvonne Esposito from a serious injury. These two factors imply that Jason Davis violated the duty of care. Being a professional, he violated his duty of care toward a customer, which is basically professional negligence. Ultimately, he failed to protect Yvonne Esposito from a foreseeable risk. Therefore, the complainant has legally valid reasons to pursue a case of negligence against Jason

Transformational and Shared Instructional Leadership Assignment

Transformational and Shared Instructional Leadership - Assignment Example A total of 24 schools have been nationally chosen to participate in the research. Of these 24 schools, 8 schools offer elementary education, 8 offer middle school education and another 8 offer the high school education. In an attempt to keep accordance with the data that is largely structured in a multilevel fashion, the researchers have resorted to use the Hierarchical Linear Modeling (HLM) as the primary technique for analysis. As a result of the study, the researchers have concluded that the transformational leadership is a compulsory element for the instructional leadership, though it is insufficient. In order to improve the quality of teaching and education of a school and make the students show good performance and achieve higher grades, it is imperative that the two leadership conceptions, i.e. the shared instructional and the transformational leadership exist simultaneously and mutually integrate into the leadership. Their coexistence has a substantial impact of the overall p erformance of the school, the personnel associated with it and the students. â€Å"A Review of Transformational School Leadership Research 1996-2005† (Leithwood and Jantzi, 2005). Theoretical Synthesis: Transformational leadership has conventionally remained a subject of universal debate particularly with reference to its application in schools. Various studies have been done in the past to study the impact of transformational leadership on the environment of studies. However, the number of studies that have conventionally attempted to investigate the moderators and antecedents of the transformational style of leadership ion schools is very low. This particular research conducted an in-depth analysis of 32 such researches and empirical studies that have been conducted in the past from 1996 to 2005 in order to understand the nature of transformational leadership in schools, the different variables which regulate the effects of the transformational leadership on the students in an educational setup as well as the antecedents of this type of leadership. As a result of the study, researchers have reached the conclusion that the transformational leadership has obvious effects on the achievement of students in their studies and their involvement in the various activities of school, though the effect is largely indirect in nature. There is a whole range of variables that influence the impact of the transformational leadership on the performance of students which include but are not limited to the culture of the school, the commitment of mentors with their job as well as the level of satisfaction they maintain with the job of teaching. â€Å"Transformational Leadership: Industrial, Military, and Educational Impact† (Bass, 1998). Theoretical Synthesis: Leadership theory has long been focusing on the transactional exchange between the followers and a leader until the transformational-transactional form of leadership surfaced to reflect good leadership prac tices. In this research, a total of 11 questions which affect the application of the new paradigm of transformational-transactional leadership have been put forth. The 11 questions are discussed in separate chapters. Various aspects of the transformational-transactional leadership have been comprehensively discussed in this research which include its contribution to the commitment of followers, its role in relieving the stress of followers, effect of

An Analysis of Mary Shelleys Frankenstein Essay Example for Free

An Analysis of Mary Shelleys Frankenstein Essay Mary Wollstonecraft Shelley was born in London in 1797 to radical philosopher, William Godwin, and Mary Wollstonecraft, author of A Vindication of the Rights of Woman. Wollstonecraft died 11 days after giving birth, and young Mary was educated in the intellectual circles of her fathers contemporaries. In 1814, at the age of seventeen, Mary met and fell in love with poet, Percy Bysshe Shelley. She ran away with him to France and they were married in 1816 after Shelleys wife committed suicide. Percy Shelley was a prominent poet of the Romantic Movement along with Samuel Taylor Coleridge, William Wordsworth, and Shelleys friend, Lord Byron. As his wife and companion, Mary Shelley was exposed to the same influences as her husband, and this Romanticism influenced her work. Mary Shelley wrote Frankenstein after Byron introduced a challenge to discern whom among the three writers Percy Shelley, Mary Shelley, and Byron himself could write the best ghost story. The tumultuous French Revolution, which began before her birth, but had far-reaching echoes in society and literature, as well as the Industrial Revolution of England in the 18th Century, were influences on Mary Shelleys life and work. The mass production and dehumanization of the Industrial Revolution posed a threat to the Romantic ideals of the importance of the individual, the beauty of nature, and the emotional and free spirit. Frankenstein, or The Modern Prometheus, can be seen as a protest against this scientific revolution. Scientific progress was a large part of this century of discovery. Darwin, a leading scientific figure with his theories of evolution, was a personal friend of Shelleys husband, so science was not an ignored topic in her life. Advances in medicine and the need for cadavers also figured into the time in which Mary Shelley lived. At this time in London grave robbing was a common occurrence because men dubbed the resurrection men would sell the stolen bodies to teaching hospitals so that medical students could dissect and study them. This knowledge makes the idea of Victor Frankenstein  scavenging graveyards for parts seem less shocking. Frankenstein addresses common Romantic themes of isolation and the beauty of nature, but it also deals with loss, which Mary Shelley knew a great deal about. Growing up motherless, Mary also lost her sister to suicide, as well as losing three of her own children to miscarriage and early childhood deaths. In 1822 her husband drowned in the Gulf of Spezzia, and she was left, twenty-five years old, with only one remaining son. She remained unmarried and died in London in 1851. Although she wrote several other books, including Valperga (1823), The Last Man (1826), Lodore (1835), and Falkner (1837), Frankenstein is her most well known work. The critics greeted Mary Shelleys novel with a combination of praise and disdain (Moss and Wilson). The unorthodox studies of Frankenstein were shocking to critics, but despite the critical attacks, Frankenstein caused a literary sensation in London. The novel fit smoothly into the popular gothic genre (Moss and Wilson). But more than just a popular culture novel, Frankenstein has lasted over time. The novel became one of the triumphs of the Romantic movement due to its themes of alienation and isolation and its warning about the destructive power that can result when human creativity is unfettered by moral and social concerns (Moss and Wilson) Mary Wolstonecraft Shelley PLOT Frankenstein, set in Europe in the 1790s, begins with the letters of Captain Robert Walton to his sister. These letters form the framework for the story in which Walton tells his sister the story of Victor Frankenstein and his monster as Frankenstein told it to him. Walton set out to explore the North Pole. The ship got trapped in frozen water and the crew, watching around them, saw a giant man in the distance on a dogsled. Hours later they found Frankenstein and his dogsled near the  ship, so they brought the sick man aboard. As he recovered, Frankenstein told Walton his story so that Walton would learn the price of pursuing glory at any cost. Frankenstein grew up in a perfectly loving and gentle Swiss family with an especially close tie to his adopted cousin, Elizabeth, and his dear friend Henry Clerval. As a young boy, Frankenstein became obsessed with studying outdated theories about what gives humans their life spark. In college at Ingolstadt, he created his own perfect human from scavenged body parts, but once it lived, the creature was hideous. Frankenstein was disgusted by its ugliness, so he ran away from it. Henry Clerval came to Ingolstadt to study with Frankenstein, but ended up nursing him after his exhausting and secret efforts to create a perfect human life. While Frankenstein recovered from his illness over many months and then studied languages with Clerval at the college, the monster wandered around looking for friendship. After several harsh encounters with humans, the monster became afraid of them and spent a long time living near a cottage and observing the family who lived there. Through these observations he became educated and realized that he was very different from the humans he watched. Out of loneliness, the monster sought the friendship of this family, but they were afraid of him, and this rejection made him seek vengeance against his creator. He went to Geneva and met a little boy in the woods. The monster hoped to kidnap him and keep him as a companion, but the boy was Frankensteins younger brother, so the monster killed him to get back at his creator. Then the monster planted the necklace he removed from the childs body on a beautiful girl who was later executed for the crime. When Frankenstein learned of his brothers death, he went back to Geneva to be with his family. In the woods where his young brother was murdered, Frankenstein saw the monster and knew that he was Williams murderer. Frankenstein was ravaged by his grief and guilt for creating the monster who wreaked so much destruction, and he went into the mountains alone to find peace. Instead of peace, Frankenstein was approached by the monster who then demanded that he create a female monster to be the monsters companion.  Frankenstein, fearing for his family, agreed to and went to England to do his work. Clerval accompanied Frankenstein, but they separated in Scotland and Frankenstein began his work. When he was almost finished, he changed his mind because he didnt want to be responsible for the carnage another monster could create, so he destroyed the project. The monster vowed revenge on Frankensteins upcoming wedding night. Before Frankenstein could return home, the monster murdered Clerval. Once home, Frankenstein married his cousin Elizabeth right away and prepared for his death, but the monster killed Elizabeth instead and the grief of her death killed Frankensteins father. After that, Frankenstein vowed to pursue the monster and destroy him. Thats how Frankenstein ended up near the North Pole where Waltons ship was trapped. A few days after Frankenstein finished his story, Walton and his crew decided to turn back and go home. Before they left, Frankenstein died and the monster appeared in his room. Walton heard the monsters explanation for his vengeance as well as his remorse before he left the ship and traveled toward the Pole to destroy himself so that none would ever know of his existence. CHARACTERS Major Characters Robert Walton: Indirect narrator of the story, he tells Victor Frankensteins story through letters to his sister, Margaret Saville. Walton is a self-educated man who set out to reach and explore the North Pole and find an Arctic passage to connect the Atlantic and Pacific Oceans. While his ship is locked in ice, his crew sees Frankensteins monster pass by on a dog sled and Frankenstein himself, exhausted and weakened, not far behind. They take Frankenstein aboard and Walton nurses him and talks with him because he has been longing for a friend. In seeing Waltons raw ambition to explore the North Pole at all costs, Frankenstein is prompted to tell the story of his destruction that a similar ambition brought upon him. After Frankensteins death and just before the ship heads back to England, Walton is also the last to see the monster before he goes north to kill himself. Victor Frankenstein: Frankenstein is the eldest son of a wealthy, Genevese man, Alphonse, and his young wife, Caroline. Victor grows up in the perfect family with a happy childhood and a constant and devoted companion in his adopted cousin, Elizabeth. He is sensitive, intelligent, and passionate about his interests and becomes absorbed in the quest to find out what creates life. While away at college in Ingolstadt, Victor creates a being from scavenged corpse parts and gives it life, but is repulsed by its hideousness once it lives. The monster, in retaliation for Victors negligence, destroys his life by killing off those Victor loves. Victor chases him to the far reaches of the Arctic planning to destroy him and then die to escape his misery and remorse at his creation, but he dies aboard Waltons ship before he can catch the monster. The Monster: Created by Victor Frankenstein in Ingolstadt, the monster is a conglomeration of human parts with inhuman strength. He is so hideous that Victor, his own creator, cannot stand to look upon him. He is loving and gentle at the beginning of his life, childlike in his curiosity and experiences, but after several harsh encounters with humans, he becomes bitter. He seeks revenge on his creator for making him so hideous and rendering him permanently lonely because of his ugliness. He offers Frankenstein peace in exchange for a companion of like origin, but when Frankenstein does not comply, he vows to destroy him and begins killing off Frankensteins friends and family those figures he most envies because he does not have them. After finding Frankenstein dead aboard Waltons ship, the monster goes further north with plans to destroy himself and end the suffering that Frankenstein began when he created him. Elizabeth Lavenza: Adopted cousin of Victor Frankenstein. Elizabeth was a beautiful orphan being raised by an Italian peasant family when Caroline Beaufort Frankenstein adopted her. She became Victors constant companion and he watched over her as if she were his own possession from their meeting when he was 5 years old. Her beauty and kindness made her adored almost reverently by all who knew her, and it was taken for granted that she and Victor would marry. She is the gentling influence and the comforter for the  males of the Frankenstein family when Caroline dies, and her beauty and goodness are constant throughout her life. She and Victor are married, but on their wedding night, the monster strangles Elizabeth to punish Victor for not creating for him a companion creature. Henry Clerval: Life-long friend of Victor Frankenstein, Henry was poetic, sensitive and caring, and their friendship was a strong one. When Victor was in Ingolstadt so long without sending word to his family, Henry relocated there to study and to look after Victor. Henry nursed him through a long period of illness before Victor returned to Geneva. Later they traveled together to England and Scotland, but while they were there, the monster strangled Henry to punish Victor. Victor was accused of the murder, but was acquitted. Justine Moritz: Servant in the Frankenstein household, Justine was another beautiful, gentle, and kind addition to the Frankenstein family whom Caroline took in to care for and educate. When Caroline got scarlet fever, Justine nursed her, and after Caroline died, Justine returned to her own mother. Her mother too became ill and died, so Justine returned to the Frankenstein home to help raise the two sons Caroline had left when she died. Justine was a grateful and faithful part of their household, but she was accused of 5-year-old William Frankensteins murder when a locket he had been wearing was found in her dress. Although she had been framed by the monster and was innocent, she was executed and Victor considered her death his fault because he created the monster who framed her. Alphonse Frankenstein: Victor Frankensteins father, Alphonse was a wealthy and benevolent man who loved his wife and his children very dearly. He rescued Caroline Beaufort, daughter of his close friend, from poverty after her fathers death. He was a doting husband and father bent by the grief of loss after loss until he dies from accumulated sorrow and shock. Caroline Beaufort Frankenstein: Wife of Alphonse and mother of Victor, Ernest, and William, Caroline Beaufort Frankenstein was the daughter of a once-wealthy friend of Alphonse. Planning to aid his friend, Alphonse found  his home and went there only to find Caroline weeping over his coffin. Alphonse took her into his home and married her two years later. They had a loving relationship and cared for their children very much. She was a good, beautiful, and gentle woman adored by all her family until she died from the scarlet fever she contracted nursing Elizabeth back to health. Minor Characters Mrs. Margaret Saville: Sister of Robert Walton, ship captain, Mrs. Saville is significant only because she is the recipient of the letters describing Frankensteins story. Walton writes to her of the progress of his journey and his acquaintance with Frankenstein. Beaufort: Friend of Alphonse Frankenstein and Carolines father, Beaufort lost his wealth and relocated to escape the humiliation of his poverty. Caroline nursed him as his health declined and was weeping over his coffin when Alphonse found her and took her back to Geneva. M. Waldman: Chemistry professor at Ingolstadt. His lectures revive Victors interest in discovering the spark of life and creation. Ernest Frankenstein: Victors brother. Ernest is 7 years younger than Victor and is only mentioned a few times, the longest reference in a letter to Victor from Elizabeth. She mentions that Ernest wants to join the Swiss military. William Frankenstein: Victors youngest brother, William is sweet, happy, greatly adored by his family. William is strangled in the woods while the family was out for a walk. His is the first of the monsters victims, and Justine is framed for the murder. De Lacey Family: Felix, Agatha, and their blind father. This is the family of cottagers near where the monster lives. They are French exiles living in Germany because Felix helped an unjustly imprisoned Turk escape. He watches them and over time learns to speak and read from observing them. The monster  becomes attached to them and chops wood for them as well as other small services without revealing himself to them. He craves their acceptance and affection and educates himself further to win them over. When he seeks their affection, however, they are afraid of him and their scorn sends him away. This rejection sends him on a quest to find Victor, his creator, and seek vengeance. Muhammadan: Turk Felix aided and for whom the De Lacey family was exiled to Germany. Muhammadan was unjustly condemned for reasons of religion and wealth, and Felix helped him escape, falling in love with Muhammadans daughter, Safie, along the way. Muhammadan promises to allow them to marry, but plans secretly to take Safie back to Turkey with him. Safie: Daughter of Muhammadan and Arabian Christian woman. Safie falls in love with Felix and doesnt want to return to the oppressive country of her birth. When her father leaves for Turkey with the expectation that she will follow soon after with all of his possessions, she seeks out Felix and lives with him and his family in Germany. M. Kirwin: Irish magistrate who cares for Victor when he falls ill after being accused of Henrys murder. Kirwin is sympathetic and believes Victor is innocent, so he has a doctor care for Victor while he is imprisoned and also sends for Alphonse. SETTINGS Geneva: Geneva, Switzerland. Home of the Frankenstein family where Victor grew up and to which he returned after college and the creation of the monster. The murders of William and Justine were located in the area around Geneva. Ingolstadt: Ingolstadt, Germany. Victor went to college in Ingolstadt and created the monster in his laboratory there. This was the city of the monsters awakening. Mont Blanc: A mountain near Geneva. This mountain is referred to again and again in descriptions of scenery throughout the novel. It carries weight as a mark of Romanticism because it is the subject of a famous poem by William Wordsworth, one of Mary Shelleys contemporaries. Orkney Islands: Orkney Islands, Scotland. Victor stays in a hut on one of the sparsely populated Orkney Islands to create a second creature to be a companion to the monster. North Pole: Destination of Robert Walton and his ship as well as the monster and Victor. Walton is bound for the North Pole to explore in the hopes of uncovering secrets of the earth and gaining glory for his discovery. Victor is following the monster to the North Pole to destroy him or die trying, and they meet while Waltons ship is trapped in ice. Walton and Victor never make it to the North Pole because Waltons men want to turn back for England and Victor dies. The monster, however, is last seen on his way to the furthest point north to destroy himself so that none will know of his hideous existence. Chamounix: Frankenstein traveled to Chamounix to escape his guilt and depression, but while he was in Chamounix, the monster approached him about creating a female monster companion for him. The monster lived in an ice cave not far from Chamounix. INTRODUCTION Mary Shelley was born in 1779 in London, England. At the age of sixteen, she met the famous British poet Percy Bysshe Shelley, whom she later married. The idea of a man who creates life-in the form of a horrible and grotesque monster-came to Mary in a vivid, waking dream. With her husbands encouragement, she used this idea as the basis for FRANKENSTEIN. It was written when she was only nineteen years old. After Percys death, May Shelley continued to write but produced nothing to equal the success of this classic tale of horror. THE HISTORY OF FRANKENSTEIN 1816: Mary Wollstonecraft Shelly, daughter of one of the worlds first prominent feminists, writes the novel Frankenstein based n a waking dream. 1823: Richard Brinsley Peakes Presumption, or the Fate of Frankenstein, the first stage adaptation of the novel, is performed in London. 1887: The Vampires Victim, a musical comedy featuring Fred Leslie as the creature, is presented as a Christmas show and includes dancing bears, two vampires and a female Dr. Frankenstein. 1910: The first movie version of Frankenstein, a 16-minute dramatization, is produced by Thomas Edisons film company. It stars Charles Ogle as the monster. 1928: Hamilton Deane produces an adaptation of Frankenstein, which tours British provinces. Dean himself plays the creature. 1930: Frankenstein makes its West End premiere in London. 1931: 1957: A script written for a Broadway production is sued as the basis for the screenplay of the Universal Pictures film featuring Boris Karloff. Karloffs performance steals the film.Hammer films produces The Curse of Frankenstein, the first Frankenstein film in color. Unlike earlier versions, it portrayed Victor Frankenstein as the outright villain of the story. 1972: An illustrated version of the story published by Marvel Comics is the first to be told from the monsters point of view. The creature is portrayed as victim, not victimizer. 1973: A two-part television movie is produced and released as Frankenstein, the True Story in America and Dr. Frankenstein in the United Kingdom. In this story, Victor Frankenstein attempts to save a dying friend by replacing his brain in the reanimated body of a recently dead man. 1974: Young Frankenstein, written by and starring Gene Wilder, spoofs the Universal films of the 1930s with song and dance numbers. Its the only Frankenstein film with a happy ending. 1978: Berni Wrightson publishes a lavishly illustrated adaptation of Frankenstein that visually portrays the creature as originally described by Shelly. 1981: Elaborate effects cannot compensate for a bad script when an ill-conceived stage version of Frankenstein is mounted on Broadway. It starred John Carradine and closed after only one performance. 1994: The feminist undertones of the original novel are developed in Mary Shellys Frankenstein, a film starring Tom Hulce and Helena Bonham Carter.

Anti War Movement Vietnam Essay

Anti War Movement Vietnam Essay It is generally acknowledged that the antiwar movement in the late 1960s and early 1970s shortened the Vietnam War; how that is interpreted may depend on whether the person doing the interpretation supports or does not support the war itself. Thus, some see the antiwar effort as having prevented America from winning, while others see the antiwar effort as preventing America from continuing a wasteful and unwinnable war. The primary role of the antiwar movement was not one that caused change in and of itself but that kept the issue before the public. The public might have accepted the official version of events far longer if that version were not being questioned constantly by antiwar activists. When certain events occurred that suggested that the antiwar protesters were at least partially right, the public paid attention. Although there was ever growing dissent from citizens in America, did their actions actually help end the war in Vietnam? The Vietnam situation was one that developed and escalated so slowly in the mind of the American people that it was not until the war had grown to massive scale that the majority of American people could actually sit down and ask to themselves what they were pulled into. American involvement in the war had been going on since 1954 when the French were forced to pull out after the battle of Dien Bien Phu.  [1]  There had always been people against the war, but it was not until more than a decade later that full scale protest groups emerged. Although Kennedy believed that military involvement in South Vietnam would never achieve their intended goal, the Kennedy administration essentially followed the course that would be continued by subsequent administrations- to maintain a military presence because to do otherwise would make America appear weak, and to fight against communist aggression based on the domino theory that if one country fell, more would follow.  [2]   Democratic as well as Republican presidents continued the war because of the belief that it showed American weakness to withdraw. In addition, there is clearly some feeling that once committed, America could not withdraw without achieving victory. President Lyndon Johnson let this fear of negative public opinion influence his policy in the war: Haunted by fears of personal inadequacy, profoundly shaped by cultural norms of courage, honor, and manliness, and determined never to allow the right wing to use his policies in Vietnam as an excuse for a new McCarthy era, Johnson approached the horrible dilemma of Vietnam already wrapped in a straitjacket  [3]   The war went largely unexamined by the public until the Johnson administration. The war seemed to have no end in sight and the American public was finally starting to realize this. The Gulf of Tonkin Resolution publicized doubts about the war and raised questions about the policy. Opposition to the war increased as the war escalated thereafter, and certainly the more troops that were sent into Vietnam in the late 1960s, the more opposition solidified. Images of the war on television created uncertainty in the U.S. and contributed to the development of the counter-culture. Some have claimed since that time that the dissension at home is what lost the war, but it is not at all certain that the opposition at home had that much to do with the loss. It may have deepened the resolve of the communists, but nothing the U.S. had done prior to the beginning of opposition at home had been effective, raising the question of why it would have been any more effective in the late 1960s. Several events changed the way the public saw the war, and one was the My Lai Massacre. The My Lai Massacre occurred on March 16, 1968, and saw almost 500 unarmed civilians, the majority of which were women and children, murdered by the U.S. Army.  [4]  To make things worse, some bodies were found to be sexually abused and mutilated. It wasnt until a year later that the American public found out about the murders which sparked a storm of controversy throughout the United States. Another event which turned public opinion against the war was the self immolation of a Buddhist monk in October 1963 in an act of protest under South Vietnams President Ngo Dinh Diems corrupt regime.  [5]   While the antiwar movement had no single iconic leader to act as a face of the movement, many people from all walks of life participated. Martin Luther King declared his opposition to the war in 1967 in a speech where he outlined seven major reasons he was against the war. He felt that the war was diverting resources away from issues that actually needed attention and was doing far more than devastating the hopes of the poor at home. It was sending their sons and their brothers and their husbands to fight and die in extraordinarily high proportions relative to the rest of the population.  [6]  Another famous figure who opposed the war was Muhammed Ali, who was stripped of his heavyweight title for refusing to serve in the military. Even those people unlikely to be a part of a protest movement were involved such as doctors, lawyers, housewives, and religious leaders. Anyone who knew someone who was likely to be drafted in the war was a candidate for the antiwar movement. The most active participants in the antiwar movement may very well have been students. Students from around the nation participated in protests during the Vietnam War. Many colleges had formed chapters of Students for a Democratic society, an activist organization which strongly opposed the war. SDS expressed that the war is immoral at its root, that it is fought alongside a regime with no claim to represent its people, and that it is foreclosing the hope of making America a decent and truly democratic society.  [7]   A monumental event that elevated concern about the war occurred on May 4, 1970 at Kent State University in Ohio. National Guard troops were called in to quell a protest led by Kent State students to oppose the ever escalating war by President Nixon. The event ended in disaster as four students were killed and nine were injured, one of which suffered permanent paralysis from the attack.  [8]  Those injured in the attack were not only protesters but also innocent bystanders who were simply in the wrong place at the wrong time. For some, the event was proof not only that the American social and political systems were failing but that they knew it and were willing to kill young people to protect the status quo. The incident was a direct response to President Richard Nixons speech made on television on April 30, 1970 which announced what he called an incursion into Cambodia by U.S. troops fighting in Vietnam. This was perceived as a widening of the war and generated protests on campus es at colleges and universities across the country. Students at Kent State University in Ohio took part in a series of actions over the weekend following that Thursday night speech, and among the actions taken were the breaking of windows in the business district and the burning of the Army ROTC building on the campus. The governor ordered the Ohio National Guard to the campus as a police action on Monday, and it was this which would lead to the shooting by National Guardsmen of several students.  [9]   Student uprisings in the two years before 1970 saw an increase in confrontations. In 1969 there were two large-scale, national demonstrations against the war, and there were also moratoriums on many campuses throughout the country. In Kent, 4,000 people marched through the downtown area. In Washington, D.C., a demonstration attracted some 500,000 people.  [10]  The Kent State killings could be seen as the culmination of a decade of campus protest, and the response of the government demonstrated how little it understood the depth of sentiment against the war and other issues that existed at that time. It also showed how paranoid the leadership could be when confronted with any opposition. With events like the My Lai and Kent State massacres burned into peoples minds, the idea of a war with no purpose to the common person made less and less sense as time went on. Although antiwar activists cannot receive all the credit for the ending of the war in April of 1975 as the North Vietnamese sacrificed everything for their cause, the antiwar movement kept the issue alive and raised public consciousness in the Western world. While governments may routinely act against the wishes of its people, there will always come a point in time when enough people dare to oppose the government to bring about real change. This happened in the 1960s and the 1970s due to the efforts of Americans who had enough sense to admit America was wrong in its actions in Vietnam and enough courage to stand up and oppose it. Schulzinger, Robert D. A Time For War: The United States and Vietnam, 1941-1975. New York: Oxford University Press, 1997. Robert D. Schulzinger, A Time For War: The United States and Vietnam, 1941-1975 (New York: Oxford University Press, 1997) 399 McMahon, Robert. Major Problems in the History of the Vietnam War. Boston: Houghton Mifflin Company, 2008. Robert McMahon. Major Problems in the History of the Vietnam War (Boston: Houghton Mifflin Company, 2008) 399 Gosse, Van. Rethinking The New Left. New York: Palgrave Macmillan, 2005. Van Gosse. Rethinking The New Left (New York: Palgrave Macmillan, 2005) 399

Oedipal and Electra Complexes Essay example -- Sexuality Heroine Freud

Oedipal and Electra Complexes In Rebecca female sexuality is explored through the heroine’s symbolic development of a negative Oedipal complex followed by an Electra complex. Although avoidance of incest was believed by Freud to be the impetus for normal sexual development, the film explores the abnormal outcome of a negative Oedipal/Electra complex, i.e. replacement of the mother by the daughter as the father’s heterosexual love interest. The heroine is torn between her desire to merge with Rebecca and to separate from her due to this combination of negative Oedipal and Electra complexes. The key difference between these two complexes underlies the heroine’s development. The difference between a negative Oedipal and Electra complex is not subtle. A negative Oedipal complex involves love for the mother in the form of Freud’s â€Å"bisexual attraction†. The girl will desire and identify with her, wishing to emulate her. An Electra complex is defined by the girl’s imagined rivalry between mother and daughter for the father’s love. For Freud the heterosexual development of little girls is more difficult to explain compared to that of little boys because the girl must change the object of her love from woman to man. Initially the girl has a negative Oedipal complex until some catalytic occurrence shifts her into an Electra complex marked by dislike of the mother and rivalry. In a normal Freudian non-incestuous relationship the girl will transfer love of the father to other men and will not stop loving the mother entirely. In an incestuous relationship the girl will eliminate the threat of the mother, take her place, and engage in a sexual relationship with the father. Avoiding this, Freud believes, drives the female sexual development. Embracing this, Hitchcock displays, drives the unheimlich development of Rebecca. Symbolically in the film, the main characters take on the roles of key players in Freud’s development strategies. The lovely heroine is clearly the girl, very young relative to Maxim and for the first half of the film innocent, weak, and small. She is made smaller by the overpowering presence of Rebecca, who for her typifies the perfect female. Maxim is clearly the father figure due to his age relative to the heroine and his relationship with her. His comments about her being a child, his desire for her never to grow up or wear ... ...e destruction of Mandalay and the death of Danvers, her last true worshiper. The last scene shows Maxim and the heroine embracing, insinuating that they go on to a heterosexual, symbolically incestuous relationship that is not overshadowed by Rebecca. In short the heroine’s development in the film from a naive, weak little girl into a powerful, knowledgeable wife is mirrored by this symbolic transition from a negative Oedipal stage to an Electra stage to a father-daughter incestuous relationship. The heroine’s actions are not given explicit justification in the film, but the typical behavior of Freud’s proverbial girl matches her behavior perfectly. The heroine tries to become like the woman who she believes Maxim loves, fails, and tries then to compete with her. The twist on the Oedipal/Electra complex comes about when the girl’s feminine rivalry turns to aligned opposition with the father against the mother leading to an incestuous relationship, precisely the outcome Freud’s theory sought to avoid. Because the film’s development of the heroine diverges from normal sexual development in this way, Rebecca’s development attains Hitchcock’s sought after unheimlich effect.

Handwashing Study Essay

The hands are the most used body organ and are exposed to pathogens at a higher level than any other part of our body. For humans to maintain a state of good health, we have to reduce the transmission to these pathogens. One proven method to interrupt the transmission is by maintaining hand hygiene. The objective of this integrative review was to examine the relationship between hand washing and incidence of health care associated infections (HCAIs) in healthcare settings and provide evidence based recommendations for the future directions for health care providers to prevent infections. Importance of maintaining hand hygiene Evidence to support the importance of hand hygiene in infection prevention dates back to the early 1800’s with Ignaz Semmelweis. The significance of limiting the spread of infections has been emphasized from the days of Florence Nightingale. HCAIs acquired during hospital stays might affect up to 10% of patients in the USA. The World health Organization (WHO) published national guidelines for hand hygiene in healthcare to increase patient safety and limit the spread/exposure to organisms. Medical personnel frequently skip hand washing between patients either because they were not near a sink or they just didn’t have the time. Compliance for hand hygiene by all healthcare workers on average is 50%. Literature review I reviewed five journals on hand washing. Makie et al. (2013) identifies 4 primary objectives to prevent infection that all need to be used in parallel: (1) hand washing; (2) protective barriers (3) decontamination of the environment, items and equipment used for patients; and (4) antibiotic surveillance. One used with the other three will put your patient at risk for exposure. Despite an extensive amount of research/data and evidence supporting these interventions, healthcare workers’ translation into their daily practice is lacking. The writer promotes compliance and consistency of these objectives to control the spread of infections within their healthcare environment. According to Hiremath et al. (2012), hand washing is one of the most effective means of preventing infections. The author feels â€Å"it’s a personal vaccine†. To foster support of the hand washing initiative on a global level we must raise awareness of its importance. People need to  be educa ted and understand the risk of not washing their hand, when to wash their hand (after toilet use, diaper changes, food handling, or visibly soiled) and how others can become exposed to organisms. They also need to understand the proper technique. Beggs, Sheperd et al. (2008), study used the Ross-Macdonald model to apply hypothetical data to a medical ward. This model simulated the transmission of staphylococcal infection by contact from colonized hands of heath care workers. The aim was to evaluate the impact of imperfect hand hygiene on infection. The study concluded that hand hygiene was an effective control measure, but little benefit was found for high levels of hand washing (>50% norm). 40% compliance was found to be enough to prevent an outbreak. Borges, Rocha et al. (2012), provides recommendations on improving hygiene inside the hospitals by promoting routine observation and feedback to healthcare workers. They promote implementation of a campaign: (1) repeated monitoring of compliance, (2) performance competency, (3) education, (4) visual cues and compliance feedback. These procedures by hospital will have been highly cost effect/justified. Inamulhaq & Haq (2012) obs erved hand washing among medical and paramedical professional in clinics. These authors also felt that hand washing was valued as an intervention to prevent infection but was often skipped. They promote staff education/training and soap dispensing tools/washing station insertion. They also suggested that senior team member set an example for all staff on proper techniques. I feel that the articles by Borges et al. (2012) and Makic et al. (2013) well support hand washing initiatives we’ve found in research to be effective when implemented. As clinicians we find ourselves asking the â€Å"5 W’s† when we are faced with evidence that will drive our daily practice. They pull together the WHAT hand washing it, WHY we do it, WHEN and WHERE it should be done and by WHOM. The other four articles also support the findings but don’t have the complete package with all the elements need to support clinical compliance. The article Borges et al. (2012) had the best research design of all five. It was a quantitative research study with meta-analysis synthesis over a 12 month period. It has well-defined hypotheses that the 2 observers were aware  prior to the start of the data collection period. The method of data collection was observation only. The sample size was large enough (52 sessions and 119 opportunities) to provide statistical significant data for an effective conclusion to be made. As I compare these five articles with the national guidelines review they all have the same element that hand washing is essential to the reduction of infection. The national guideline encouraged cleaning of patient environments, health care education, cueing for compliance, competency monitoring and documentation surrounding staff training. Conclusion Evidence-based nursing practice is essential to the delivery of high-quality care that optimizes patients’ outcomes. Hand hygiene is one self-care practice that can go a long way in keeping many ailments at bay for both the healthcare worker and the patient. Healthcare workers should work relentlessly in promoting the self-care practices, holding their peers accountable if they aren’t compliant and hardwiring this practice into daily operations. This is a simple task that has some many benefits. As me move forward with federal reimbursement, healthcare organizations will see a decline in their reimbursement for care if patient get infections while hospitalized. So it all starts with us as healthcare workers to break the mode and start setting a good example by adhering to these simple hygienic practices of hand washing. References Beggs, C.B, Sheperd, S. Kerr, K (2008). Increasing the frequency of hand washing by healthcare workers does not lead to commensurate reductions in staphylococcal infection in hospital ward. BMC Infectious Diseases; 8(114) Hiremath RN, Kotwal A, Kunte R, Hiremath SV, Venkatesh (2012). Hand Washing with Soap: The Most Effective â€Å"Do-It-Yourself† Vaccine? Natl J Community Med; 3(3):551-4 Lizandra Ferreira de Almeida e Borges, Lilian Alves Rocha, Maria Jose Nunes & Paulo Pino Gontijo Filho. (2012). Low Compliance to Handwashing Program and High Nosocomial Infection in a Brazilian Hospital. Interdisciplinary Perspectives on Infectious Disease; Article 579781, 5 pages Makic RN, Martin, RN, Burns, RRT, Philbrick, RN & Rauen, RN (2013). Putting Evidence Into Nursing Practice: Four Traditional Practices Not Supported by Evidence. Critical Care Nurse; 33(2):28-43 Mirza Inamulhaq, Azis S.A., Haq S.M. (2012). Role of Hand Washing in Prevention of Communicable Diseases and Practices Adopted in Private Clinics. Canadian Journal of Applied Sciences; 2(1): 196-201

Periodic Table Research Paper

Aaron Wong History and Development of the Periodic Table Period 11 The most basic arrangement of the periodic table was in 1649. By this time, many elements have been known but the first scientific discovery of an element was in 1649. Hennig Brand discovered phosphorus, the first element discovered through scientific inquiry. He attempted to create a  Philosopher’s Stone which was supposedly able to turn metals into pure gold. During his experiment, he heated residues from boiled urine, and a liquid dropped out and turned into flames. This was the first discovery of phosphorus.During the next 200 years were when chemists started to recognize patterns in properties of elements and gained much knowledge about the properties and compounds of them. In the late 1700s, the first extensive list of elements was created. It was created by Antoine Lavoisier, a French chemist. The first list contained 33 elements and was distinguished between metals and non-metals, dividing the few kno wn elements into four classes. He devised a naming system for the discovery of new elements. Additionally, Antoine Lavoisier was the first chemist to define an element as a substance that cannot be broken down by chemical means.His findings greatly contributed and impacted many chemists and their ideas on elements. It helped them start to categorize and understand the elements more thoroughly. In 1803, John Dalton developed an atomic theory based off the fact that elements were combined with each other according to different ratios by weight. As a part of his theory, Dalton built a scale of atomic weight based on the hydrogen atom. John Dalton calculated the first relative weights of atoms and compounds. In 1808, he published a list of elements along with their atomic weights.Around 1810 to 1830, Jons Jakob Berzelius, a Swedish chemist, developed a table of atomic weights that contained all of the elements known to that date. He also introduced and incorporated letters to symbolize elements. These letters abbreviated the elements based off their Latin names. Before this, symbols from the early Greeks and alchemists were used to symbolize elements. Berzelius became most famous for this series of experiments that demonstrated the fact that the elements in substances are held together in definite proportions by weight. This became known as the law of constant proportions.Through these experiments, Berzelius was also able to discover many new elements such as cerium, selenium, thorium and many more. With all of these elements, he determined the atomic weights of almost all of them and created his own table of atomic weights. In the table, he used oxygen as a standard of weight and set its weight equal to exactly 100. During the 1820s, Johann Dobereiner, a German chemist, discovered the existence of families of elements with similar chemical properties. He grouped these elements in triads, group of threes. The appearance and reactions of the elements in a triad wer e similar to each other.He first found that Strontium had about the average properties of Calcium and Barium, and grouped these three together accordingly. Not only did Dobereiner find chemical patterns of the elements in the triad, but also physical patterns. He stated that the atomic mass of the middle element of the triad was almost equal to the average atomic mass of the first and third element. Furthermore, Johann went on and tested if the other properties of these triads were similar, such as their specific gravity and affinity, and they were. He ended up discovering two other triads.The halogen triad of chlorine, bromine and iodine and the alkali metal triad of lithium, sodium, and potassium. His discovery of the triads gave other scientists a clue that relative atomic masses were important when arranging the elements. In 1862, a French geologist, A. E. Beguyer de Chancourtois, published the first geometric representation of the elements. He drew a list of the elements on a c ylinder arranged by atomic weight. There was a continuous spiral around the cylinder and it was separated into 16 parts. Chancourtois ordered the elements by increasing atomic weight and with similar elements lined up vertically.He wrote the atomic weights on the surface of the cylinder with a circumference of 16 units, which was the approximate atomic weight of  oxygen. The resulting helical curve brought similar elements onto corresponding points above or below one another on the cylinder. From this he proposed that â€Å"the properties of the elements are the properties of numbers. †Ã‚  He was the first scientist to see elements when they were arranged in order of their atomic weights. He saw that the similar elements occurred at regular atomic weight intervals. This was the first geometric representation of the periodic law.His diagram contained ions and compounds as well so it was not a correct representation of the elements. In 1863, John Newlands, an English chemist, classified the 56 known elements into 11 groups based on similar properties. He arranged all the elements into a table in order of relative atomic mass. Newlands noticed that any element’s chemical properties were similar to the eight element following it in the table. This was known as the Law of Octaves. 1869 lothar meyer, Dmitri Mendeleev 1895 lord Rayleigh 1898 william ramsey 1911 ernest Rutherford 1938 henry Moseley 1940 glenn seaborg

Karl Marx

Karl Heinrich Marx â€Å"If I had 26 letters of the alphabet I could rule the world.? †Those are the words of one of the greatest philosophers. Karl Heinrich Mark, â€Å"The Founder, or the Father of Modern communism and Marxism† was born May 1818-July 1883. Karl was born into a wealthy family. (1) He was one of the most infamous philosophers and tacticians in the socioeconomic structure of our times. He was however infamous to many people because of his political, economic and social views. Mr. Marx was also very influential to many significant people and countries worldwide. (2) Even today people use and elaborate on his quotes.His views continue to be debated and applied in today’s society. Karl Marx is dubbed the â€Å"father of Communism†, and wrote his Communist Manifesto in 1848, with Friedrich Engel's. (3) Economically, he opined that capitalism is very unfair and dehumanizing, in that the laborers or the masses were meant to work for a few rich pe ople who profit by paying very low wages. (2) He however noted the defining features of capitalism as alienation, exploitation and reoccurring, cyclical  depressions  leading to mass unemployment;(1) on the other hand capitalism is also characterized by â€Å"revolutionizing, industrializing urbanization. 3)  Marx considered the capitalist class to be one of the most revolutionary in history, because it constantly improved the means of production, more so than any other class in history, and was responsible for the overthrow of  feudalism  and its transition to capitalism. (4-5)   Capitalism can stimulate considerable growth because the capitalist can, and has an incentive to; reinvest profits in new technologies and  capital equipment. Karl Marx believed that throughout history, since the feudal ages, proletariats (working class) have been abused by higher classes, especially bourgeoisie (middle class).In Communism, proletariats are in power, and the sharing of the w ealth and business would be run by the worker’s themselves. . Today labor unions adopt the principle of deciding their own wages and seeking good working condition and can go on strike if their demands are not met. There is collective bargaining by workers Socially Karl Marx’  theories  on these changes happening around him are based around the idea of different stages that society goes through. He believes there are five stages in society and these are: tribal communism, slavery, feudalism, capitalism and finally ommunism. Most western societies have already gone through the first three stages and at the time of Marx were going through the fourth stages, as most still are. (2)Marx talks a lot about production, he theorizes that the part you play in the method of production affects the role you have in society as a whole. Each stage in society has a different production system in place. So in a capitalist society somebody who owns the means of production, the bourg eoisie, is the top of the social rank as they hold the power.The rest of society, the proletariats rely in the bourgeoisie to provide them with job so they have the  money  to survive. There will always be groups who have the power the oppressor, while the rest are the oppressed; those without any power who have to rely on others to provide them with money  so they are able to live. These two groups do not share the same interests. Marx saw this as class conflict, he believed that with time the conflict between the two would grow so great that the oppressed would rise up against the oppressor and society would move on to  the next  stage.In his opinion  the next  stage would be communism, his idea of the perfect society. The world is pretty much how Marx described it 150 years ago, which is quite impressive in itself,† Tormey said. â€Å"This is to say that we now have a more or less integrated world capitalist system, with a global rich and global poor — as Marx predicted. There is huge exploitation across all societies — the proliferation of sweatshops and export processing zones are all very much in keeping with Marx’s account. The peasantry is being systematically wiped out in a global process of dispossession, and of course social democracy, which started as a form of ultra moderate ‘Marxism,' Marxism-lite if you like, is in retreat in all areas where it once enjoyed hegemony,† he added. Politically The Soviets, Chinese, and other Communist states were at most based along. Marxist beliefs ch Communist leaders as Vladimir Ilyich  Lenin, Joseph  Stalin, and  Mao Zedong even Hitler  loyally claimed Marxist orthodoxy for their pronouncements which produced an egalitarian political society. 3) This led to evolution of varied forms of welfare capitalism, the improved condition of workers in industrial societies, and the recent demise of the Communist bloc in Eastern Europe and Central Asia have tende d to discredit Marx's dire and deterministic economic predictions. (4) In the Third World, a legacy of colonialism and anti-imperialist struggle has given Marxism popular support. In Africa, Marxism has had notable impact in such nations as Ethiopia, Benin, Angola, Kenya, and Senegal. In less stable societies Marxism's combination of materialist analysis with a militant sense of justice remains a powerful attraction. Karl Marx The first article speaking about it the power of the communist manifesto and the power it has in Europe. Usually all of the political parties in opposition of the current government go to the ideology of the communist manifesto adapting it in several languages in the Europe from English, French, German, Italian, and Danish languages. From the Karl Marx perspective it focuses on the struggles of the classes the rich and poor. The only way, how this level could ever be resolved is through a revolution or contending of the classes. In the days of history, we noticed that the arrangements of society in placed into various orders, and by social ranks. This was done in the Middle Ages with great empires. The modern bourgeois society has established new classes, new conditions of oppression, and new forms of struggle in place of old ones. In the views of Karl Marx it places two great classes; the Bourgeoisie and the Proletariat. The colonialization of the Americas and the controlling of the Chinese and Indian Markets allowed for the Bourgeoisie to continue to rise using the raw materials and resources of the new lands. In the area of industrialization is when the two classes became more apart than anything else when the bourgeoisie would do nothing while the proletariat did most of the work and were working in poor conditions including child labor. As it turns out to be the bourgeoisie became richer and had the advantages of political advances of that class. As the argument states that either republic or monarchy governance support the interest of the in the bourgeoisie. The current state is only a committee for the managing of the common affairs of the whole bourgeoisie. It has said that the bourgeoisie has destroyed the family relations because the individual is focused on self-interest only calling it a cash payment. It has destroyed the main purposes of society in which are religious activities, chivalrous enthusiasm, and sentimentalism and given the icy water of egotistical approach. It has given the meaning of anything personal as an exchange of value in the place of costless freedoms. An enable of this is the world Free Trade, in one word means exploitation veiled by religious and political illusions, it is substituted naked, shameless, direct, brutal exploitation. According to the view of Karl Marx, the bourgeoisie has basically stripped the occupations of the honored physician, lawyer, priest, or poet into paid wage laborers. It has turn away from the family it sentimental veil and reduce the family into a money relation. The bourgeoisie cannot exist without the changing the instruments of production and the relations of production and with them the relations of society. The need for the constant expanding of the markets and its products get the bourgeoisie to the surface of the world, not caring where to settle. The bourgeoisie though its exploitation of the world market given the character to production consumption in every country. The old fashion states controlled national industries have been destroyed or are daily being destroyed. The introduction of the new industries becomes a life and death question for all civilized nations; those do not work up indigenous raw material around in the globe. The bourgeoisie by the rapid movement of its instruments of production allowed for the expansion of communication creating the civilizations in these nations. The cheap prices of commodities are what allow other countries to adapt to the way of the bourgeoisie. This class has subjected the country to the rule of towns and small people. It created enormous cities that increased the urban population as compared with the rural, and only rescued a considerable part of the population from the rural life. Just as it has made the country dependent on the towns, so it has countries dependent on the civilized ones, nations of peasants on nations of bourgeois, including the East and West. According to the view, this is a necessary consequence of this because of political centralization. Independent and loosely tied connected provinces, with separate interests, laws, governments, and systems of taxation, became into one nation with one government, one code of laws, one national class interest, and on customs-tariff. The proportion the bourgeoisie provide including capital is developed to the same proportion of the proletariat, the modern working class, developed a class of labor who live only as they find work and do so by long as their labor increases capital. The labors, who sell themselves piecemeal are a commodity like other articles of commerce and are exposed the product into competition for the markets. Owing the extensive use of the machinery, division of labor, the work of the proletarians has lost all individual character, and the charm of the workman. The cost of the production of a workman is restricted to the means of subsistence that he requires maintenance and for the propagation of his race. The price of a commodity and labor is equal to the cost of the production. In proportion, as the repulsiveness of the work increases, the wage decreases and the use of machinery and division of labor increases the burden of toil also increases and the prolongation of the working hours, by the increase of the work exacted in a given time or by increased speed of machinery. The less the skill and exertion of strength by the manual labor, in other words, the more modern industry becomes developed, the labor of men superseded by that of women. Differences of age and sex have no longer and distinctive social validity for the working class. The instruments of labor, less or more expensive to use, are according to their age and sex. Karl Marx Karl Marx was born in Trier, in the German Rhineland, in 1818. Although his family was Jewish they converted to Christianity so that his father could pursue his career as a lawyer in the face of Prussia's anti-Jewish laws. A precocious schoolchild, Marx studied law in Bonn and Berlin, and then wrote a PhD thesis in Philosophy, comparing the views of Democritus and Epicurus.On completion of his doctorate in 1841 Marx hoped for an academic job, but he had already fallen in with too radical a group of thinkers and there was no real hope. Turning to journalism Marx rapidly became involved in political and social issues, and soon found himself having to consider communist theory. Of his many early writings, four, in particular stand out.‘Contribution to a Critique of Hegel's Philosophy of Right, Introduction’, and ‘On The Jewish Question’, were both written in 1843 and published in the Deutsch-Franzà ¶sische Jahrbà ¼cher. The Economic and Philosophical Manuscri pts, written in Paris 1844, and the ‘Theses on Feuerbach’ of 1845 remained unpublished in Marx's lifetime.Karl Marx (1818-1883) is best known not as a philosopher but as a revolutionary communist, whose works inspired the foundation of many communist regimes in the twentieth century. It is hard to think of many who have had as much influence in the creation of the modern world. Trained as a philosopher, Marx turned away from philosophy in his mid-twenties, towards economics and politics.However, in addition to his overtly philosophical early work, his later writings have many points of contact with contemporary philosophical debates, especially in the philosophy of history and the social sciences, and in moral and political philosophy. Historical materialism — Marx's theory of history — is centered around the idea that forms of society rise and fall as they further and then impede the development of human productive power. Marx sees the historical process as proceeding through a necessary series of modes of production, culminating in communism.Marx's economic analysis of capitalism is based on his version of the labour theory of value, and includes the analysis of capitalist profit as the extraction of surplus value from the exploited proletariat. The analysis of history and economics come together in Marx's prediction of the inevitable breakdown of capitalism for economic reasons, to be replaced by communism. However Marx refused to speculate in detail about the nature of communism, arguing that it would arise through historical processes, and was not the realisation of a pre-determined moral ideal.In this text Marx begins to make clear the distance between him and that of his radical liberal colleagues among the Young Hegelians; in particular Bruno Bauer. Bauer had recently written against Jewish emancipation, from an atheist perspective, arguing that the religion of both Jews and Christians was a barrier to emancipation. In respon ding to Bauer Marx makes one of the most enduring arguments from his early writings, by means of introducing a distinction between political emancipation — essentially the grant of liberal rights and liberties — and human emancipation.Marx's reply to Bauer is that political emancipation is perfectly compatible with the continued existence of religion, as the example of the United States demonstrates then. However, pushing matters deeper, in an argument reinvented by innumerable critics of liberalism, Marx argues that not only is political emancipation insufficient to bring about human emancipation, it is in some sense also a barrier. Liberal rights and ideas of justice are premised on the idea that each of us needs protection from other human beings. Therefore liberal rights are designed to protect usfrom such perceived threats. Freedom on such a view, is freedom from interference. What this view overlooks is the possibility — for Marx, the fact — that re al freedom is to be found positively in our relations with other people. It is to be found in human community, not in isolation. So insisting on a regime of rights encourages us to view each other in ways which undermine the possibility of the real freedom we may find in human emancipation.Now we should be clear that Marx does not oppose political emancipation, for he clearly sees that liberalism is a great improvement on the systems of prejudice and discrimination which existed in the Germany of his day. Nevertheless such politically emancipated liberalism must be transcended on the route to genuine human emancipation. Unfortunately Marx never tells us what human emancipation is, although it is clear that it is closely related to the idea of non-alienated labour which we will explore belowThis work is home to the Marx's notorious remark that religion is the ‘opiate of the people’, and it is here that Marx sets out his account of religion in most detail. Just as importa ntly Marx here also considers the question of how revolution might be achieved in Germany, and sets out the role of the proletariat in bringing about the emancipation of society as a whole.With regard to religion, Marx fully accepted Feuerbach's claim in opposition to traditional theology that human beings had created God in their own image; indeed a view that long pre-dated Feuerbach. Feuerbach's distinctive contribution was to argue that worshipping God diverted human beings from enjoying their own human powers. While accepting much of Feuerbach's account Marx's criticizes Feuerbach on the grounds that he has failed to understand why people fall into religious alienation and so is unable to explain how it can be transcended. Marx's explanation, of course, is that religion is a response to alienation in material life, and cannot be removed until human material life is emancipated, at which point religion will wither away.Precisely what it is about material life that creates religio n is not set out with complete clarity. However it seems that at least two aspects of alienation are responsible. One is alienated labour, which will be explored shortly. A second is the need for human beings to assert their communal essence. Whether or not we explicitly recognize it, human beings exist as a community, and what makes human life possible is our mutual dependence on the vast network of social and economic relations which engulf us all, even though this is rarely acknowledged in our day-to-day life. Marx's view appears to be that we must, somehow or other, acknowledge our communal existence in our institutions.At first it is ‘deviously acknowledged’ by religion, which creates a false idea of a community in which we are all equal in the eyes of God. After the post-Reformation fragmentation of religion, where religion is no longer able to play the role even of a fake community of equals, the state fills this need by offering us the illusion of a community of citizens, all equal in the eyes of the law. But the state and religion will both be transcended when a genuine community of social and economic equals is created.Of course we are owed an answer to how such a society could be created. It is interesting to read Marx here in the light of his third Thesis on Feuerbach where he indicates how it will not happen. The crude materialism of Robert Owen and others assumes that you can change people by changing their circumstances. However, how are those circumstances to be changed?By an enlightened philanthropist like Owen who can miraculously break through the chain of determination which ties down everyone else? Marx's response, in both the Theses and the Critique, is that the proletariat can break free only by their own self-transforming action. Indeed if they do not create the revolution for themselves — guided, of course, by the philosopher — they will not be fit to receive it.The Economic and Philosophical Manuscripts cove r a wide range of topics including much interesting material on private property and communism, and on money, as well as developing Marx's critique of Hegel. However, they are best known for their account of alienated labour. Here Marx famously depicts the worker under capitalism as suffering from four types of alienated labour. First, from the product, which as soon as it is created is taken away from its producer. Second, in productive activity (work) which is experienced as a torment. Third, from species-being, for humans produce blindly and not in accordance with their truly human powers.Finally from other human beings, where the relation of exchange replaces mutual need. That these categories overlap in some respects is not a surprise given Marx's remarkable methodological ambition in these writings. Essentially he attempts to apply a Hegelian deduction of categories to economics, trying to demonstrate that all the categories of bourgeois economics — wages, rent, exchang e, profit etc- are ultimately derived from an analysis of the concept of alienation. Consequently each category of alienated labour is supposed to be deducible from the previous one.However, Marx gets no further than deducing categories of alienated labour from each other. Quite possibly in the course of writing he came to understand that a different methodology is required for approaching economic issues. Nevertheless we are left with a very rich text on the nature of alienated labour. The idea of non-alienation has to be inferred from the negative, with the assistance of one short passage at the end of the text ‘On James Mill’ in which non-alienated labour is briefly described in terms which emphasise both the immediate producer's enjoyment of production as a confirmation of his or her powers, and also the idea that production is to meet the needs of others, thus confirming for both parties our human essence as mutual dependence. Both sides of our species essence are revealed here: our individual human powers and our membership in the human community.It is important to understand that for Marx alienation is not merely a matter of subjective feeling, or confusion. The bridge between Marx's early analysis of alienation and his later social theory is the idea that the alienated individual is ‘a plaything of alien forces’, albeit alien forces which are themselves a product of human action. In our daily lives we take decisions that have unintended consequences, which then combine to create large-scale social forces which may have an utterly unpredicted effect.In Marx's view the institutions of capitalism — themselves the consequences of human behaviour — come back to structure our future behaviour, determining the possibilities of our action. For example, for as long as a capitalist intends to stay in business he must exploit his workers to the legal limit. Whether wracked by guilt or not the capitalist must act as a ruthle ss exploiter. Similarly the worker must take the best job on offer; there is simply no other sane option. But by doing this we reinforce the very structures that oppress us. The urge to transcend this condition, and to take collective control of our destiny — whatever that would mean in practice — is one of the motivating and sustaining elements of Marx's attraction to communism.The Theses on Feuerbach contain one of Marx's most memorable remarks ‘the philosophers have only interpreted the world, the point is to change it’ (thesis 11). However the eleven theses as a whole provide, in the compass of a couple of pages, a remarkable digest of Marx's reaction to the philosophy of his day. Several of these have been touched on already (for example the discussions of religion in theses 4, 6 and 7, and revolution in thesis 3) so here I will concentrate only on the first, most overtly philosophy, thesis.In the first thesis Marx states his objections to ‘all hitherto existing’ materialism and idealism. Materialism is complimented for understanding the physical reality of the world, but is criticised for ignoring the active role of the human subject in creating the world we perceive. Idealism, at least as developed by Hegel, understands the active nature of the human subject, but confines it to thought or contemplation: the world is created through the categories we impose upon it.Marx combines the insights of both traditions to propose a view in which human beings do indeed create — or at least transform — the world they find themselves in, but this transformation happens not in thought but through actual material activity; not through the imposition of sublime concepts but through the sweat of their brow, with picks and shovels. This historical version of materialism, which transcends and thus rejects all existing philosophical thought, is the foundation of Marx's later theory of history. As Marx puts it in the 184 4 Manuscripts, ‘Industry is the real historical relationship of nature †¦ to man’. This thought, derived from reflection on the history of philosophy, sets the agenda for all Marx's future workCapitalism is distinctive, Marx argues, in that it involves not merely the exchange of commodities, but the advancement of capital, in the form of money, with the purpose of generating profit through the purchase of commodities and their transformation into other commodities which can command a higher price, and thus yield a profit. Marx claims that no previous theorist has been able adequately to explain how capitalism as a whole can make a profit. Marx's own solution relies on the idea of exploitation of the worker. In setting up conditions of production the capitalist purchases the worker's labour power — his ability to labour — for the day.The cost of this commodity is determined in the same way as the cost of every other; i.e. in terms of the amount of soci ally necessary labour power required to produce it. In this case the value of a day's labour power is the value of the commodities necessary to keep the worker alive for a day. Suppose that such commodities take four hours to produce. Thus the first four hours of the working day is spent on producing equivalent to the value of the wages the worker will be paid. This is known as necessary labour. Any work the worker does above this is known as surplus labour, producing surplus value for the capitalist.Surplus value, according to Marx, is the source of all profit. In Marx's analysis labour power is the only commodity which can produce more value than it is worth, and for this reason it is known as variable capital. Other commodities simply pass their value on to the finished commodities, but do not create any extra value. They are known as constant capital. Profit, then, is the result of the labour performed by the worker beyond that necessary to create the value of his or her wages. This is the surplus value theory of profit.ReferenceKarl Marx, `On the Jewish Question`: alienated labor, private property, and communism